Learner Engagement and Conceptual Understanding in Grade 5 Classrooms: Teaching Strategies and Classroom Practices in a Philippine Public Elementary School

Abstract

Learner engagement and conceptual understanding are critical determinants of academic success in elementary education, particularly in upper primary grades where learners transition toward more abstract thinking. This mixed-methods study examined the relationship between teaching strategies, learner engagement, and conceptual understanding among Grade 5 learners at San Pedro Elementary School, a Philippine public elementary school. Quantitative data were collected from 120 Grade 5 learners using a validated learner engagement questionnaire and a teacher-made conceptual understanding test, while qualitative data were gathered through classroom observations and semi-structured interviews with teachers. Quantitative findings revealed a significant positive relationship between learner-centered teaching strategies and levels of behavioral, emotional, and cognitive engagement, which in turn significantly predicted conceptual understanding. Qualitative results supported these findings, showing that interactive strategies, contextualized instruction, and formative feedback fostered active participation and deeper understanding. The integration of quantitative and qualitative findings highlights the importance of learner-centered pedagogy and supportive classroom practices in enhancing engagement and conceptual learning in elementary classrooms. Implications for instructional practice, school leadership, and curriculum implementation are discussed.