This thesis, entitled Nonlinguistic Representation in Teaching Social Science: Its Outcome to Teaching and Learning Process, is intended to find answers to the following questions: 1.) What is the level of using nonlinguistic representation in terms of graphic organizers, physical models, mental images, illustrations/pictures, and kinesthetic activities? 2.) What is the level of student performance in pre-test and post-test in terms of comprehension, application, analysis, synthesis, and evaluation? 3.) Is there a significant difference between the pre-test and post-test? and 4.) Does the use of nonlinguistic representation have a significant effect on student performance in teaching Social Science? A descriptive method was used in the study to determine the effect of using nonlinguistic representations on the performance of students in teaching Social Science. The primary respondents to this study were the Senior High School students at San Pedro Relocation Center National High School. One hundred fifty (150) out of the total number of students in grade 12 were used as respondents for this study. The finding shows that the pre-test and post-test were observed to have a significant difference in the performance of the students in social science. This means that the use of nonlinguistic representation in social science teaching has been effective, and students have gained knowledge and skills. On the other hand, the finding shows that the graphic organizer, physical models, mental images, picture/illustrations and kinesthetic activities of the nonlinguistic representation were observed to have a significant effect on the students performance on their post-test. This shows that the use of nonlinguistic representations in the teaching and learning process improved student learning results, based on the findings. Students get a deeper and more profound knowledge of the material, which may result in enhanced academic performance.                The study concludes that the pre-test and post-test were observed to have a significant difference in the performance of the students in social science. It can be inferred that at the 0.05 level of significance, the null hypothesis there is no significant difference in the pre-test and post-test of the students performance was rejected.               The nonlinguistic representation was observed to have a significant effect on the students performance, as measured by their post-test. It can be inferred that at the 0.05 level of significance, the null hypothesis There is no significant effect of using nonlinguistic representations on the performance of the students in teaching social science was rejected.                This recommends that teachers continue to incorporate these tools into their classroom instruction. It is important to recognize that students have diverse learning styles, and nonlinguistic representations can help to accommodate these differences by providing students with a range of ways to engage with and comprehend the subject matter.

nonlinguistic representation

graphic organizer

physical models

mental images

illustrations/pictures

kinesthetic activities