A Developing Core Academic Competencies and Positive Values among Grade 3 Learners: A Qualitative Study of Holistic Teaching Practices in Kayan East Elementary School, Philippines

Abstract

The development of core academic competencies and positive values among elementary learners remains a fundamental objective of basic education. While literacy, numeracy, communication, and critical thinking skills are essential for academic achievement, values such as responsibility, respect, cooperation, honesty, and perseverance are equally important in shaping learners’ holistic development. This study explored the holistic teaching practices employed by Grade 3 teachers in developing core academic competencies and positive values among learners in Kayan East Elementary School, Philippines. Utilizing a qualitative phenomenological research design, data were gathered through semi-structured interviews, classroom observations, and reflective conversations with ten Grade 3 teachers. Data were analyzed using Braun and Clarke’s thematic analysis framework. Findings revealed that teachers employ integrated instructional strategies that simultaneously enhance academic competencies and character development through contextualized learning, experiential activities, collaborative learning, values integration, positive classroom culture, and family involvement. The study highlights the significance of holistic teaching approaches in fostering balanced learner development. Findings suggest that meaningful learning experiences, supportive teacher-learner relationships, and value-laden instructional practices contribute significantly to both academic success and positive behavioral outcomes. Implications for classroom practice, curriculum implementation, and teacher professional development are discussed.