Cultivating Critical Thinking and Independent Learning Skills among Grade 6 Pupils: A Qualitative Exploration of Learner-Centered Teaching Practices in Potia Elementary School, Ifugao, Philippines

Abstract

Abstract

The development of critical thinking and independent learning skills has become a central objective of contemporary basic education as schools prepare learners for increasingly complex academic, social, and technological environments. Learner-centered teaching practices have been recognized as effective approaches for promoting analytical thinking, problem-solving, self-regulation, and learner autonomy. This study explored the learner-centered teaching practices employed by Grade 6 teachers in cultivating critical thinking and independent learning skills among pupils in Potia Elementary School, Ifugao, Philippines. Using a qualitative phenomenological research design, data were collected through semi-structured interviews, classroom observations, and reflective discussions involving ten Grade 6 teachers. Data were analyzed using Braun and Clarke’s thematic analysis framework. Findings revealed six major themes: (1) Inquiry-Based Learning Stimulates Critical Thinking; (2) Learner Autonomy Strengthens Independent Learning; (3) Problem-Solving Activities Enhance Analytical Reasoning; (4) Collaborative Learning Supports Cognitive and Social Development; (5) Reflective Practices Promote Self-Regulation and Metacognition; and (6) Teacher Facilitation and Constructive Feedback Foster Learner Growth. The findings indicate that learner-centered teaching practices significantly contribute to the development of critical thinking and independent learning by encouraging active engagement, self-directed learning, and meaningful knowledge construction. The study highlights the importance of empowering learners to become reflective, responsible, and independent participants in the learning process. Implications for classroom instruction, curriculum enhancement, and teacher professional development are discussed.