Pedagogical Outcomes of Brigada Eskwela as a School-Community Partnership at Luta Elementary School
DOI:
https://doi.org/10.55687/aah.v2i2.226Keywords:
Brigada Eskwela, school–community partnership, pedagogical outcomes, learner engagement, elementary educationAbstract
Abstract
This study examined the pedagogical outcomes of Brigada Eskwela as a school–community partnership at Luta Elementary School. It aimed to determine how Brigada Eskwela activities influenced teaching and learning processes, classroom readiness, instructional support, and learner engagement, as well as to explore teachers’ and stakeholders’ perceptions of the program’s pedagogical value. A qualitative descriptive research design was employed to capture in-depth and context-specific insights. Data were collected through semi-structured interviews with teachers, the school head, and community volunteers, classroom and school-environment observations, and document analysis of Brigada Eskwela reports and school records. The data were analyzed using thematic analysis, with triangulation applied to enhance the credibility of the findings.
The results revealed that Brigada Eskwela contributed positively to pedagogy by improving the physical learning environment, strengthening instructional resources, and fostering a supportive school climate. Clean, safe, and organized classrooms enabled teachers to focus more on instruction and facilitated better learner attention and participation. Community support, through volunteer work and material donations, reduced teachers’ non-instructional workload and indirectly enhanced instructional delivery. The study also found that learners demonstrated increased motivation, positive behavior, and a sense of ownership toward their school following Brigada Eskwela activities. However, challenges such as limited funding, uneven stakeholder participation, and the short duration of the program constrained the sustainability of its pedagogical impact.
The study concludes that Brigada Eskwela has the potential to function as an effective pedagogical support mechanism when intentionally aligned with instructional goals and sustained through continuous school–community collaboration.
