Teaching and Learning Filipino as a Subject at Esperanza Elementary School: Basic Pedagogical Practices in Basic Education

Abstract

This study examined the teaching and learning of Filipino as a subject at Esperanza Elementary School, with particular emphasis on pedagogical practices in basic education. Using a descriptive mixed-methods research design, the study explored the instructional strategies, classroom practices, learning resources, and assessment techniques employed by Filipino teachers, as well as their influence on pupils’ participation and language skill development. Quantitative data were gathered through survey questionnaires, classroom observation checklists, and pupil learning assessments, while qualitative data were obtained through semi-structured interviews and focus group discussions. Descriptive statistics and thematic analysis were used to analyze the data. Findings revealed that teachers demonstrated a very high level of pedagogical practice, particularly in the use of learner-centered strategies, interactive language activities, and varied teaching methods. Pupils showed very high levels of classroom participation and high levels of Filipino language skill development, especially in listening and speaking skills, while reading and writing skills required further instructional support. Qualitative findings indicated that learner-centered and interactive practices fostered engagement and confidence in using Filipino. However, teachers and pupils encountered challenges such as varied learner abilities, limited instructional materials, and time constraints. Despite these challenges, teachers employed adaptive coping strategies, including peer learning, lesson modification, and the use of improvised instructional materials. Conclusively, the study concludes that effective pedagogical practices significantly contribute to improved participation and language development in Filipino. The findings provide a basis for enhancing instructional strategies, strengthening writing and reading interventions, and improving the quality of Filipino instruction in elementary education.