Fostering Foundational Learning Skills and Positive Educational Behaviors among Grade 3 Learners: A Qualitative Inquiry into Classroom Practices in Potia Elementary School, Ifugao, Philippines

Abstract

Foundational learning skills and positive educational behaviors are essential components of learners’ academic success during the primary years of schooling. As learners transition from early childhood education to more structured academic environments, teachers play a crucial role in cultivating literacy, numeracy, communication skills, self-discipline, responsibility, and positive attitudes toward learning. This study explored the classroom practices employed by Grade 3 teachers in fostering foundational learning skills and positive educational behaviors among learners in Potia Elementary School, Ifugao, Philippines. Using 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 six major themes: (1) Explicit Instruction Strengthens Foundational Literacy and Numeracy Skills; (2) Interactive Learning Activities Enhance Learner Engagement and Participation; (3) Classroom Routines Promote Discipline and Responsibility; (4) Positive Teacher-Learner Relationships Foster Motivation and Confidence; (5) Contextualized Learning Experiences Support Meaningful Understanding; and (6) Reinforcement and Recognition Encourage Positive Educational Behaviors. The findings demonstrate that effective classroom practices contribute significantly to both cognitive and behavioral development among Grade 3 learners. The study highlights the importance of learner-centered instruction, supportive learning environments, and positive reinforcement in promoting holistic learner development. Implications for instructional practice, curriculum development, and teacher professional development are discussed.