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, particularly in preparing learners for lifelong learning and active participation in a rapidly changing society. Learner-centered teaching approaches have been widely recognized for promoting higher-order thinking, self-regulation, problem-solving, 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 gathered through semi-structured interviews, classroom observations, and reflective discussions involving ten Grade 6 teachers. Thematic analysis following Braun and Clarke’s framework was utilized to analyze the data. Findings revealed six major themes: (1) Inquiry-Based Learning as a Catalyst for Critical Thinking, (2) Collaborative Learning as a Platform for Knowledge Construction, (3) Problem-Solving Activities Enhance Analytical Reasoning, (4) Learner Autonomy through Self-Directed Learning Opportunities, (5) Reflective Practices Strengthen Metacognitive Skills, and (6) Supportive Classroom Environments Foster Independent Learning Behaviors. The findings suggest that learner-centered pedagogies significantly contribute to the development of critical thinking and independent learning among elementary learners. The study highlights the importance of providing meaningful learning experiences that encourage active engagement, inquiry, reflection, and learner responsibility. Implications for instructional practice, curriculum development, and teacher professional development are discussed.