Abstract The study aimed to investigate the effectiveness of using scenario-based learning on the performance of the freshmen students taking up Contemporary World in College of Teacher Education of Jose Rizal Memorial State University, Main Campus, Zamboanga del Norte during the second semester of Academic Year 2024- 2025. The study utilized the quasi- experimental design method of research, utilizing the pretest- posttest equivalent group. There were 39 students in the experimental group where the scenario-based learning in teaching Contemporary World was utilized while the control group with 38 students was exposed to the traditional method of teaching Contemporary World. The researcher-made test questionnaire comprised of 50-item test was used to determine the pretest and posttest performance of the students in both groups. The statistical methods used were the z- test, standard deviation, frequency count, Mann-Whitney U test, Wilcoxon signed rank test and Cohen’s d. Findings revealed that students in the experimental group performed better than the control group which also revealed that there was a significant difference between their performances. Thus, the performance of the experimental group was greatly influenced by scenario-based learning suggesting the effectiveness of employing scenario-based learning in teaching social science courses such as Contemporary World. Keywords: Scenario-based Learning, Contemporary World, Globalization, Global Economy, Market Integration