Developing Critical Thinking, Self-Regulated Learning, and Academic Responsibility among Grade 5 Learners: A Qualitative Exploration of Classroom Practices in Potia Elementary School, Ifugao, Philippines

Abstract

Abstract

The development of critical thinking, self-regulated learning, and academic responsibility has become increasingly important in preparing learners for lifelong learning and academic success in the twenty-first century. Elementary schools play a vital role in cultivating these competencies through classroom practices that encourage independent thinking, learner autonomy, and responsible academic behavior. This study explored the classroom practices employed by Grade 5 teachers in fostering critical thinking, self-regulated learning, and academic responsibility among learners 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 5 teachers. Thematic analysis revealed six major themes: (1) Inquiry-Based Learning Encourages Critical Thinking; (2) Learner Autonomy Promotes Self-Regulation; (3) Goal Setting and Reflection Strengthen Learning Ownership; (4) Collaborative Learning Enhances Responsibility and Accountability; (5) Contextualized Learning Develops Meaningful Engagement; and (6) Teacher Guidance and Positive Reinforcement Foster Academic Responsibility. Findings indicate that classroom practices emphasizing inquiry, reflection, collaboration, and learner-centered instruction significantly contribute to the development of higher-order thinking skills, self-directed learning behaviors, and responsible academic attitudes. The study highlights the importance of creating supportive learning environments that empower learners to become active participants in their educational journeys. Implications for instructional improvement, teacher development, and curriculum enhancement are discussed.