A Learner-Centered Pedagogical Practices and Learners' Classroom Engagement at Bacarri National Trade-Agricultural School

Abstract

Learner engagement is a critical determinant of effective teaching and meaningful learning, particularly in vocational and agricultural secondary schools where instruction integrates theory and practice. This study examined how learner-centered pedagogical practices influence learners' classroom engagement at Bacarri National Trade-Agricultural School. Guided by constructivist and learner-centered learning frameworks, the study employed a qualitative case study design. Data were collected through classroom observations, semi-structured interviews with teachers, and analysis of instructional materials. Findings revealed that learner-centered practices-such as hands-on activities, collaborative tasks, contextualize instruction, and formative feedback-enhanced learners' behavioral, emotional, and cognitive engagement. Despite contextual challenges related to resources and learner diversity, teacher adaptability and reflective practice sustained engagement and instructional effectiveness. The study highlights the pedagogical value of learner-centered instruction in trade and agricultural education and offers implications for teaching practice, school leadership, and future research.