Classroom Engagement in Learner-Centered Elementary Instruction: A Descriptive Survey at Sta. Cruz Elementary School
DOI:
https://doi.org/10.55687/aah.v3i1.552Keywords:
classroom engagement, learner-centered instruction, elementary education, descriptive survey, pupil participationAbstract
Abstract
Classroom engagement is widely recognized as a critical indicator of instructional quality and effective learning, particularly in learner-centered educational environments. This study examined the level of classroom engagement in learner-centered elementary instruction at Sta. Cruz Elementary School using a descriptive survey design. Grounded in constructivist and engagement theories, the study investigated pupils’ behavioral, emotional, and cognitive engagement as experienced in learner-centered classrooms. Data were collected from elementary pupils using a validated engagement survey instrument aligned with learner-centered pedagogical practices. Descriptive statistical analyses revealed that classroom engagement was generally high across all dimensions, with behavioral and emotional engagement showing stronger manifestations than cognitive engagement. The findings suggest that learner-centered instructional practices foster positive participation and involvement among elementary pupils, although deeper cognitive engagement requires sustained instructional support. Implications for classroom practice, school leadership, and instructional improvement are discussed.
