The primary aim of the study is to develop and validate the Utilization of Audio-Visual Lessons as Instructional Tool in Araling Panlipunan 9 (Ekonomiks) S.Y. 2021-2022.. Specifically, it seeks answers to the following questions: (1) What is the level of Utilization of Audio-Visual Lesson as Instructional Tool in Araling Panlipunan 9 in terms of Accessibility, Audio-Visual Content, Coherency, Design, Instructional Support and Usability? (2) What is the level of Students? Engagement in terms of Attentive Listening, Class Participation, Collaborative Skills, and Self-Learning and Evaluation? (3) What is the level of students? Performance in terms of Grades in 3rd Grading Period? (4) Does Audio-Visual Lesson as Instructional Tool have a significant relationship on Students? Engagement in terms of Attentive Listening, Class Participation, Collaborative Skills, and Self-Learning and Evaluation? And (5) Does Audio-Visual Lesson as Instructional Tool have a significant relationship on Students? Performance in terms of Grades in 3rd Grading Period? Descriptive method of research was used to analyze the data systematically. The respondents were the selected Secondary School Teachers of Calamba City West District. They were selected using random sampling technique in determining the sample size. Lottery method of random sampling the basic type of probability sampling was used and by using this technique, each individual in the population has an equal chance of being drawn into as sample. 125 grade 9 students, 25 Araling Panlipunan Teachers I-III and 25 ICT teachers from Kapayapaan Integrated School and Calamba West District were chosen to become the respondents of this study. The research instrument used in this study was questionnaire. This instrument was used to gather information with respect to the problem covered in the study. Based on the data gathered, the researcher found out that there was a ?significant relationship between the Audio-Visual Lessons as Instructional Tool to the Students? Engagement and Students? Performance?. It shows that the null hypotheses stating that ?Audio-Visual Lessons as Instructional Tool in Araling Panlipunan 9 (Ekonomiks) have no significant relationship on Students? Engagement? and ?Audio-Visual Lessons as Instructional Tool in Araling Panlipunan 9 (Ekonomiks) have no significant relationship on Students? Performance?. Therefore, the hypotheses were rejected. It can be inferred that there is a ?significant relationship? between them. Based on the findings made, the following where hereby recommended: teachers to further explore the utilization of other Audio-Visual Lessons in teaching. Specifically, the use of Audio-Visual Lessons which is very in demand for the learners, they can develop more instructional materials in different platforms which can help boost the motivation of the students to learn. Additionally, it is also recommended for the teachers to further improve the instructional materials they are using such as integrating more activities and other interactive materials that can enhance their academic performance as well as increase their academic engagement. Allow the students learn with their own face and continuously encourage them to become academically engage not only in Araling Panlipunan rather with all the subject they are taking. Allow them to explore other learning references that can help them gain more knowledge. Schools should support this kind of innovation in teaching strategies, they may also conduct more researchers so that they will be able to address the needs of the students accordingly.

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