Pedagogical Practices in Teaching the Filipino Subject and Their Influence on Students’ Learning Processes at Burgos National High School

Abstract

This study examined the pedagogical practices employed in teaching the Filipino subject and their influence on students’ learning processes at Burgos National High School. Utilizing a descriptive mixed-methods research design, the study explored instructional strategies, classroom practices, and assessment techniques used by Filipino teachers, as well as their impact on students’ engagement, motivation, comprehension, and language skill development. Quantitative data were collected through survey questionnaires and classroom observations, while qualitative data were obtained through semi-structured interviews and focus group discussions. Descriptive statistics and thematic analysis were used to analyze the data. Results revealed a very high level of learner-centered and contextualized pedagogical practices, particularly in the use of interactive activities, culturally relevant materials, and varied assessments. Students demonstrated very high levels of engagement, participation, and motivation, indicating positive learning processes in Filipino instruction. Qualitative findings further showed that contextualized and interactive teaching enhanced students’ confidence and understanding, while teachers employed adaptive strategies to address challenges such as time constraints and varied learner abilities. The study concludes that effective pedagogical practices significantly enhance students’ learning processes in the Filipino subject. The findings provide an empirical basis for instructional improvement, professional development, and future research aimed at strengthening Filipino language education in secondary schools.