Lived Pedagogical Experiences of MAPEH Teachers in Teaching Grade 7 Learners: Instructional Practices, Classroom Challenges, and Learner Engagement in Public Secondary Schools

Abstract

This qualitative study explored the lived pedagogical experiences of MAPEH teachers in teaching Grade 7 learners at Gamu Agri-Fishery School. Specifically, the study examined teachers’ instructional practices, classroom challenges, and learner engagement experiences in MAPEH education. Using a qualitative phenomenological research design, the study involved purposively selected MAPEH teachers handling Grade 7 classes. Data were collected through semi-structured interviews and analyzed using thematic analysis. Findings revealed that teachers utilized contextualized and learner-centered pedagogical strategies, including collaborative learning, differentiated instruction, performance-based activities, and multimedia-assisted teaching. Participants emphasized that experiential and interactive activities enhanced learner participation and interest in MAPEH classes. However, teachers encountered challenges related to limited instructional resources, large class sizes, time constraints, varying learner abilities, and inadequate facilities for music, arts, physical education, and health instruction. Despite these challenges, participants demonstrated instructional adaptability and commitment in fostering meaningful learner engagement. The study highlights the importance of institutional support, resource provision, and sustained professional development programs to strengthen MAPEH instruction in public secondary schools.

Keywords: MAPEH education, pedagogical experiences, learner engagement, instructional practices, classroom challenges, qualitative inquiry