Teaching practices and academic readiness of grade 6 learners in annex public schools:a case study from a rural philippine district

Abstract

Academic readiness at the elementary level is a critical foundation for learners’ successful transition to secondary education. In rural areas of the Philippines, particularly in annex public schools, instructional conditions and learner preparedness are shaped by contextual challenges such as limited resources, multigrade settings, and learner diversity. This study examined teaching practices and their relationship to the academic readiness of Grade 6 learners in Awayan Elementary School Annex, Aguinaldo District, a rural public school in the Philippines. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews with teachers, and document analysis of lesson plans and learner outputs. Thematic analysis revealed four major themes: (1) teacher-directed instruction shaped by contextual constraints, (2) adaptive teaching strategies to support learner readiness, (3) uneven academic readiness across cognitive and non-cognitive domains, and (4) the role of teacher commitment in mitigating readiness gaps. Findings indicate that while teachers employ adaptive and context-responsive practices, persistent structural limitations affect learners’ academic readiness. The study underscores the importance of strengthening instructional support and contextualized pedagogy in rural annex schools to enhance learner preparedness for secondary education.