From Teaching Practices to Classroom Engagement: A Study of Learner-Centered Pedagogy at Bantug Elementary School

Abstract

Learner-centered pedagogy has been widely advocated as a means of improving classroom engagement and learning outcomes in basic education. However, empirical studies that closely examine how teaching practices translate into actual learner engagement in elementary classrooms remain limited, particularly in public school contexts. This qualitative case study investigated how learner-centered pedagogical practices were enacted at Bantug Elementary School and how these practices shaped learners’ behavioral, emotional, and cognitive engagement. Data were generated through classroom observations, focus group discussions with learners, and semi-structured interviews with teachers. Using thematic analysis, four interrelated themes emerged: (1) dialogic teaching practices as foundations of participation, (2) learner autonomy and choice as drivers of motivation, (3) collaborative learning as a structure for sustained engagement, and (4) teacher scaffolding and feedback as supports for deeper thinking. Learners’ narratives revealed increased confidence, enjoyment, and persistence, alongside challenges related to uneven participation and time constraints. The findings demonstrate that learner-centered pedagogy fosters multidimensional classroom engagement when teaching practices intentionally foreground learner voice, interaction, and reflective support. Implications for teaching practice, school leadership, and future research are discussed.