Pedagogical Practices and Classroom Experiences in Shaping Learners’ Skills and Attitudes toward Learning: A Qualitative Inquiry in a Rural Philippine Elementary School

Abstract

Abstract

Pedagogical practices significantly influence learners’ academic development, engagement, and attitudes toward learning. In elementary education, classroom experiences serve as critical spaces where learners acquire essential skills, develop learning habits, and cultivate perceptions about education. This study explored how pedagogical practices and classroom experiences shape learners’ skills and attitudes toward learning at San Mateo South Central School, San Mateo South District, Philippines. Using a qualitative case study design, the study involved fifteen (15) elementary learners, six (6) teachers, three (3) school administrators, and ten (10) parents selected through purposive sampling. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Findings revealed that learner-centered instruction, collaborative learning, supportive teacher-learner relationships, authentic learning experiences, positive classroom climate, and reflective learning opportunities significantly contributed to the development of learners’ academic skills and positive attitudes toward learning. The study highlights the importance of responsive pedagogical practices in fostering learner engagement, confidence, critical thinking, and motivation. The findings provide valuable insights for educators and school leaders seeking to strengthen instructional quality and learner outcomes in rural elementary schools.