Azal Arts and Humanities is a distinguished double peer-reviewed and refereed journal dedicated to advancing scholarly discourse and research in the realms of arts and humanities. With a commitment to fostering intellectual dialogue and disseminating high-quality academic contributions, the journal serves as a pivotal platform for academics, researchers, and practitioners to engage with cutting-edge insights and innovative perspectives across various disciplines within the arts and humanities. Renowned for its rigorous review process, Azal Arts and Humanities maintains a standard of excellence in selecting and publishing original and impactful works that contribute significantly to the broader academic landscape. The journal's interdisciplinary approach and dedication to intellectual rigor position it as a valuable resource for those seeking to explore and contribute to the rich tapestry of human expression and cultural understanding. The Azal Arts and Humanities publishes journal issues quarterly under the publisher, Azal Publishing with the address, Zone 1 Dodan, Aparri, Cagayan, 3515. Journal email: admin@azalpub.com ISSN: 3028-1687- Online
Bridging Reading Gaps Among Struggling Grade 7 Readers: Teachers’ Reading Intervention Practices and Instructional Experiences in Public Secondary Schools
This qualitative study explored the reading intervention practices and lived instructional experiences of teachers in addressing the reading gaps among struggling Grade 7 readers at Gamu Agri-Fishery School. Specifically, the study examined teachers’ intervention strategies, classroom experiences, challenges encountered, and perceived learner responses during reading remediation programs. Using a qualitative phenomenological research design, the study involved purposively selected Junior High School teachers engaged in reading intervention initiatives. Data were gathered through semi-structured interviews and analyzed using thematic analysis. Findings revealed that teachers employed differentiated reading instruction, guided reading, repeated reading, peer tutoring, vocabulary enhancement, contextualized reading materials, and individualized remediation sessions to improve learners’ reading comprehension and fluency. Participants perceived that reading interventions improved learners’ confidence, participation, motivation, and comprehension skills. However, teachers encountered challenges related to learner disengagement, limited instructional time, inadequate reading materials, varying learner abilities, poor parental support, and persistent comprehension difficulties. Despite these challenges, participants demonstrated instructional adaptability, patience, and commitment in sustaining reading intervention programs. The study highlights the importance of strengthening literacy intervention support systems, contextualized instructional materials, parental involvement, and professional development programs focusing on secondary reading remediation.
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Teaching Physical Science in Junior High School: Instructional Challenges and Learning Experiences in an Integrated Public School at Maluno Integrated School
Teaching Physical Science in Junior High School (JHS) is pivotal for developing scientific literacy, yet it remains challenging in public school contexts where resource constraints, learner diversity, and curricular demands intersect. This study examined (a) the instructional challenges experienced by Physical Science teachers and (b) the learning experiences of JHS students in an integrated public school setting at Maluno Integrated School. Using a qualitative case study design, data were gathered through semi-structured interviews with teachers, focus group discussions with students, and classroom observations. Thematic analysis generated four teacher-challenge themes and four learner-experience themes. Findings show that instruction is shaped by limited laboratory resources, wide variation in learners’ prior knowledge and language proficiency, time pressure under curriculum pacing, and assessment demands that compete with inquiry-based learning. Learners reported increased interest during hands-on and contextualized activities, but also described difficulties with mathematical reasoning, abstract concepts, and test-oriented tasks. The study highlights the need for low-cost laboratory alternatives, strengthened scaffolding for conceptual understanding, language-responsive science teaching, and assessment systems aligned with inquiry and conceptual mastery.
Teaching Practices Anchored in Learner-Centered Pedagogy and Their Impact on Classroom Engagement at Maluno Integrated School
Learner-centered pedagogy (LCP) is widely associated with improved classroom engagement, yet evidence from school-based, practice-focused studies remains uneven across contexts. This study examined how teaching practices anchored in LCP shaped learners’ behavioral, emotional, and cognitive engagement at Maluno Integrated School. Using a qualitative case study design, data were generated through classroom observations, semi-structured interviews with teachers and school leaders, and focus group discussions with learners. Thematic analysis guided the interpretation of patterns linking instructional moves to engagement outcomes. Findings indicate that engagement strengthened when teachers (1) organized cooperative learning with clear roles and accountability, (2) contextualized lessons using learners’ community experiences, (3) scaffolded tasks with autonomy-supportive structure, and (4) sustained a caring, responsive classroom climate. These practices increased learners’ participation, interest, persistence, and strategic thinking during tasks. The study highlights actionable implications for professional development and instructional leadership, emphasizing coaching on autonomy support, collaborative task design, and culturally responsive contextualization. Future research may test these relationships using mixed-methods or multi-site designs to connect observed teaching practices with achievement and longer-term engagement trajectories.
A Qualitative Study of the Practices of a Special Science Teacher in a Rural National High School in Mountain Province, Philippines
Teacher pedagogical practices play a critical role in shaping student learning experiences, particularly in science education contexts characterized by geographic isolation and limited resources. This qualitative study examined the teaching practices of a Special Science Teacher in a rural national high school in Mountain Province, Philippines, with a focus on pedagogy, teaching-learning processes, and the integration of instructional strategies that support student learning in Biological Sciences. Guided by constructivist learning theory and learner-centered pedagogy, the study explored how instructional decisions were made and enacted in real classroom contexts. Data were collected through semi-structured interviews, analysis of lesson plans and instructional materials, classroom-related records, and reflective teaching notes, and were analyzed using thematic analysis. Findings revealed that effective science teaching was characterized by contextualized instruction, inquiry-based learning, ICT-supported pedagogy, and adaptive teaching practices responsive to learners’ needs. Despite contextual constraints, reflective teacher practice and professional commitment enabled sustained pedagogical effectiveness. The study concludes that teacher agency and pedagogical innovation are essential in enhancing student learning in rural science education and offers implications for teachers, school leaders and policy makers.
Best Practices in Pedagogy and Educational Administrative Leadership at Haliap National High School
This study examined the best practices in pedagogy and educational administrative leadership at Haliap National High School, with emphasis on how instructional practices and leadership behaviors contributed to instructional quality, teacher performance, and overall school effectiveness. Using a mixed-methods research design, the study integrated quantitative and qualitative approaches to provide a comprehensive analysis of teaching and leadership practices within the school context. Quantitative data were gathered through validated survey questionnaires administered to teachers and school administrators to measure levels of pedagogical practices and leadership practices. Descriptive statistics and correlation analysis were employed to determine the extent of these practices and their relationships. Qualitative data were collected through semi-structured interviews and classroom observations to capture participants’ experiences, perceptions, and challenges related to pedagogy and leadership. The qualitative data were analyzed using thematic analysis. Findings revealed that pedagogical practices—particularly instructional strategies, classroom management, learner engagement, and assessment methods—were implemented at a high level. Educational administrative leadership practices, including instructional supervision, planning, decision-making, and support for teaching and learning, were also rated high. A significant positive relationship was found between pedagogical practices and leadership practices, indicating that strong leadership supported effective instruction. Qualitative findings further showed that structured lessons, consistent instructional routines, and supportive leadership enhanced teacher motivation, professional growth, and collaboration. However, challenges such as workload demands, time constraints, and limited resources constrained the consistent implementation of learner-centered and innovative pedagogical approaches. The study concludes that effective pedagogy and strong educational administrative leadership are mutually reinforcing and essential to sustaining instructional quality and school effectiveness. The findings provide valuable insights for strengthening teaching practices and leadership strategies in secondary school settings.
Fostering Critical Thinking, Academic Competence, and Positive Values among Grade 4 Learners: A Qualitative Exploration of Holistic Teaching Practices in Kayan East Elementary School, Philippines
The cultivation of critical thinking, academic competence, and positive values has become increasingly important in contemporary elementary education as schools seek to prepare learners for complex academic, social, and ethical challenges. Holistic teaching practices offer opportunities to address learners’ cognitive, affective, social, and moral development simultaneously. This study explored the holistic teaching practices employed by Grade 4 teachers in fostering critical thinking, academic competence, and positive values among learners in Kayan East Elementary School, Philippines. Using a qualitative phenomenological research design, data were collected through semi-structured interviews, classroom observations, and reflective conversations involving ten Grade 4 teachers. Braun and Clarke’s thematic analysis framework guided the analysis of qualitative data. Findings revealed that teachers foster holistic learner development through inquiry-based learning, collaborative classroom engagement, contextualized instruction, values integration across subject areas, reflective learning practices, and supportive teacher-learner relationships. These practices enabled learners to develop analytical thinking, academic proficiency, self-confidence, responsibility, respect, and social awareness. The findings underscore the significance of learner-centered and value-oriented pedagogies in promoting balanced learner development. The study contributes to the growing body of literature on holistic education and provides implications for curriculum implementation, teacher professional development, and educational leadership in elementary schools.
Fostering Learning Skills and Positive Attitudes through Classroom Participation: Experiences of Elementary Learners in a Rural Philippine School
Abstract Classroom participation serves as a vital component of the learning process, enabling learners to develop academic skills, confidence, social competencies, and positive attitudes toward education. In rural educational settings, classroom participation provides opportunities for learners to engage actively with instructional content despite contextual challenges related to limited resources and socioeconomic constraints. This study explored how classroom participation contributes to the development of learning skills and positive attitudes among elementary learners at Villa Fuerte Elementary School, San Mateo South District, Philippines. Utilizing a qualitative case study design, the research 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 classroom participation contributes significantly to the development of communication skills, critical thinking abilities, collaboration skills, self-confidence, learning motivation, and positive attitudes toward schooling. Learners reported that active engagement in classroom discussions, group activities, presentations, and collaborative tasks enhanced both their academic competencies and their enthusiasm for learning. The study highlights the importance of learner-centered pedagogies that encourage active participation and meaningful engagement. The findings provide valuable insights for educators and policymakers seeking to improve learner outcomes in rural elementary school contexts.
Teaching in a Changing Educational Landscape: A Qualitative Inquiry into Pedagogical Competencies, Instructional Adaptation, and Professional Practice among Public Secondary School Teachers in Andabuen National High School, Philippines
The rapidly evolving educational landscape has transformed the roles and responsibilities of teachers, requiring them to demonstrate pedagogical competence, instructional adaptability, and sustained professional growth. This study explored the pedagogical competencies, instructional adaptation strategies, and professional practices of public secondary school teachers in Andabuen National High School, Philippines. Using a qualitative phenomenological design, ten secondary school teachers were purposively selected as participants. Data were gathered through semi-structured interviews, classroom observations, and reflective discussions and analyzed using Braun and Clarke’s thematic analysis framework. Findings revealed six major themes: (1) learner-centered pedagogical competence as the foundation of effective teaching, (2) instructional adaptation in response to diverse learner needs, (3) technology integration and digital responsiveness, (4) classroom management and positive learning environments, (5) reflective practice and continuous professional growth, and (6) resilience and commitment amidst contemporary educational challenges. The findings suggest that effective teaching in contemporary contexts requires a combination of pedagogical knowledge, adaptability, technological competence, and reflective professionalism. The study recommends sustained professional development programs that strengthen adaptive teaching practices and support teacher well-being.
Cultivating Environmental Literacy and Responsible Citizenship Among Grade 4 Learners: The Role of School-Based Sustainability Education in Aurora, Philippines
Environmental literacy and responsible citizenship have become increasingly important educational goals in response to growing environmental challenges, climate change, biodiversity loss, and sustainability concerns worldwide. This study explored the role of school-based sustainability education in cultivating environmental literacy and responsible citizenship among Grade 4 learners in selected public elementary schools in Aurora, Philippines. Utilizing a qualitative multiple-case study design, data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis involving Grade 4 teachers, learners, and school administrators. Findings revealed that sustainability education promoted environmental awareness, ecological responsibility, community participation, and pro-environmental behaviors among learners. School-based initiatives such as waste segregation programs, school gardening, coastal clean-up activities, tree planting projects, and environmental campaigns served as meaningful learning experiences that strengthened learners' environmental knowledge and civic engagement. The study further identified contextualized instruction, experiential learning, and community partnerships as significant factors supporting environmental literacy development. Despite challenges related to resource limitations and instructional constraints, schools demonstrated innovative practices that fostered environmental stewardship and responsible citizenship. The findings underscore the importance of integrating sustainability education into elementary curricula to develop environmentally responsible and socially engaged citizens.
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 The development of critical thinking and independent learning skills has become a central objective of contemporary basic education as schools prepare learners for increasingly complex academic, social, and technological environments. Learner-centered teaching practices have been recognized as effective approaches for promoting analytical thinking, problem-solving, self-regulation, 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 collected through semi-structured interviews, classroom observations, and reflective discussions involving ten Grade 6 teachers. Data were analyzed using Braun and Clarke’s thematic analysis framework. Findings revealed six major themes: (1) Inquiry-Based Learning Stimulates Critical Thinking; (2) Learner Autonomy Strengthens Independent Learning; (3) Problem-Solving Activities Enhance Analytical Reasoning; (4) Collaborative Learning Supports Cognitive and Social Development; (5) Reflective Practices Promote Self-Regulation and Metacognition; and (6) Teacher Facilitation and Constructive Feedback Foster Learner Growth. The findings indicate that learner-centered teaching practices significantly contribute to the development of critical thinking and independent learning by encouraging active engagement, self-directed learning, and meaningful knowledge construction. The study highlights the importance of empowering learners to become reflective, responsible, and independent participants in the learning process. Implications for classroom instruction, curriculum enhancement, and teacher professional development are discussed.
Cultivating Effective Learning Skills and Positive Learning Attitudes: Voices of Elementary Learners in Rural Philippine Education
Learning skills and attitudes toward learning are essential determinants of learners’ academic success and lifelong educational development. In rural educational settings, understanding how learners develop effective learning habits and positive dispositions toward learning is critical for designing responsive educational interventions. This study explored the experiences of elementary learners regarding the development of learning skills and positive learning attitudes at Villa Fuerte Elementary School, a rural public elementary school in the 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 learners developed effective learning skills through teacher guidance, parental support, peer collaboration, and self-regulated learning practices. Positive attitudes toward learning were fostered through supportive classroom environments, meaningful learning experiences, recognition of achievement, and strong school-community relationships. The study highlights the importance of creating learner-centered educational environments that nurture both cognitive competencies and positive learning dispositions. The findings provide insights for educators, school leaders, and policymakers seeking to enhance learner engagement and academic success in rural elementary schools.
Fostering Foundational Learning Skills and Positive Educational Behaviors among Grade 3 Learners: A Qualitative Inquiry into Classroom Practices in Potia Elementary School, Ifugao, Philippines
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.
Fostering Student Engagement through Positive School Culture: Insights from a Rural Philippine Elementary School
Student engagement has emerged as a critical factor influencing academic achievement, school participation, and learner well-being. In rural educational settings, fostering meaningful engagement requires the establishment of a positive school culture that promotes supportive relationships, inclusivity, learner participation, and a sense of belonging. This study explored how positive school culture influences student engagement among learners at Villa Fuerte Elementary School, a rural public elementary school in the Philippines. Employing a qualitative case study design, the study involved fifteen (15) learners, six (6) teachers, three (3) school administrators, and ten (10) parents selected through purposive sampling. Data were collected through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Thematic analysis revealed five major themes: (1) Supportive Teacher-Learner Relationships Enhance Engagement, (2) Inclusive School Practices Foster Participation and Belongingness, (3) Collaborative School-Community Partnerships Strengthen Learner Motivation, (4) Positive Behavioral Expectations Promote Active Participation, and (5) Student Voice Encourages Ownership of Learning. Findings indicate that a positive school culture significantly contributes to learners’ academic engagement, attendance, motivation, and participation in school activities. The study highlights the importance of cultivating nurturing school environments that support holistic learner development and educational success in rural contexts.
Transformative Leadership and Educational Management Practices in Rural Secondary Schools: Exploring School Effectiveness, Organizational Culture, and Instructional Improvement in Tadian District, Mountain Province
Educational leadership plays a crucial role in shaping school effectiveness, organizational culture, and instructional quality, particularly in rural educational settings where school leaders face unique contextual challenges. This study explored the transformative leadership and educational management practices of school administrators in rural secondary schools in Tadian District, Mountain Province. Employing a qualitative multiple-case study design, the research gathered data from school principals, department heads, teachers, and community stakeholders from selected secondary schools through semi-structured interviews, focus group discussions, and document analysis. Thematic analysis revealed six major themes: visionary and transformative leadership, participatory decision-making and shared governance, culture-building through trust and collaboration, instructional leadership for teaching improvement, adaptive resource management in resource-constrained environments, and community-centered leadership for sustainable school development. Findings indicate that transformative leadership practices significantly contribute to school effectiveness by fostering positive organizational cultures, enhancing teacher commitment, promoting instructional innovation, and strengthening community engagement. School leaders demonstrated resilience and creativity in addressing challenges associated with geographical isolation, limited resources, and diverse learner needs. The study concludes that transformative leadership serves as a catalyst for organizational improvement and instructional excellence in rural schools. The findings provide valuable insights for policymakers, educational leaders, and teacher education institutions in designing leadership development programs responsive to the realities of rural education.
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.
Nurturing Foundational Learning Skills through Learner-Centered Pedagogy: A Qualitative Exploration of Grade 2 Teaching Practices in Rural Elementary Schools
Foundational learning skills, including literacy, numeracy, communication, critical thinking, and socio-emotional competencies, are essential for learners’ academic success and lifelong development. In rural educational settings, teachers play a pivotal role in facilitating these skills through pedagogical approaches responsive to learners’ needs and contextual realities. This study explored the learner-centered pedagogical practices employed by Grade 2 teachers at Balaoa Elementary School in nurturing foundational learning skills among young learners. Using a qualitative case study design, data were gathered through semi-structured interviews, classroom observations, document analysis, and reflective conversations with teachers, school administrators, parents, and learners. Thematic analysis revealed six major themes: differentiated instruction as a response to learner diversity, experiential and contextualized learning, nurturing literacy through interactive engagement, strengthening numeracy through concrete and collaborative activities, fostering learner confidence and socio-emotional growth, and building learning partnerships with families and the community. Findings indicate that learner-centered pedagogy enhances learner participation, motivation, comprehension, and foundational skill development by creating meaningful and relevant learning experiences. Teachers demonstrated flexibility and creativity in adapting instruction to diverse learner needs despite challenges associated with rural schooling. The study concludes that learner-centered pedagogical practices significantly contribute to the development of foundational learning skills and support holistic learner growth. The findings provide valuable insights for educators, school leaders, and policymakers seeking to strengthen foundational education and improve learning outcomes in rural elementary schools.
Integrating Clean and Green Initiatives into Chemistry and Physical Science Instruction: A Qualitative Case Study of Teaching Practices of a Teacher
Sustainability education has become an essential component of science teaching as schools respond to global environmental challenges and the need to develop environmentally responsible learners. This qualitative case study examined how Clean and Green initiatives were integrated into Chemistry and Physical Science instruction by a secondary school teacher. Anchored in constructivist learning theory and education for sustainable development (ESD) frameworks, the study explored pedagogical strategies that linked scientific concepts to environmental practices and real-life contexts. Data were collected through semi-structured interviews, lesson plan analysis, instructional materials review, and documentation of Clean and Green activities, and were analyzed using thematic analysis. Findings revealed that environmental contextualization enhanced conceptual understanding, learner engagement, and interdisciplinary connections. Teaching practices were characterized by experiential learning, inquiry-based activities, and reflective pedagogy that linked science content with environmental responsibility. Despite challenges related to time constraints and resource limitations, teacher agency and adaptability enabled the sustained integration of sustainability initiatives into science instruction. The study concludes that Clean and Green initiatives can serve as effective pedagogical resources in Chemistry and Physical Science when supported by reflective teaching and institutional support.
Building Competent and Motivated Learners: Insights into Classroom Participation, Learning Skills and Educational Attitudes
Developing competent and motivated learners is a primary goal of kindergarten education, as early learning experiences significantly influence children’s cognitive, social, emotional, and behavioral development. Classroom participation serves as a vital mechanism through which young learners acquire foundational learning skills and cultivate positive attitudes toward education. This study explored the relationship between classroom participation, learning skills, and educational attitudes among kindergarten learners at Sto. Domingo Elementary School, Philippines. Employing a qualitative case study design, the study involved fifteen (15) kindergarten learners, five (5) kindergarten teachers, one (1) school head, and ten (10) parents selected through purposive sampling. Data were gathered through classroom observations, semi-structured interviews, focus group discussions, and document analysis. Findings revealed that active classroom participation contributed significantly to the development of communication skills, social competence, emerging literacy and numeracy skills, self-confidence, motivation, and positive learning attitudes. Teacher support, play-based learning activities, peer interactions, and family involvement emerged as key factors influencing learner engagement and development. The study highlights the importance of developmentally appropriate pedagogical practices that foster active participation and holistic growth among kindergarten learners. Findings provide valuable insights for educators, school leaders, and policymakers seeking to strengthen early childhood education programs in rural public schools.
A Developing Core Academic Competencies and Positive Values among Grade 3 Learners: A Qualitative Study of Holistic Teaching Practices in Kayan East Elementary School, Philippines
The development of core academic competencies and positive values among elementary learners remains a fundamental objective of basic education. While literacy, numeracy, communication, and critical thinking skills are essential for academic achievement, values such as responsibility, respect, cooperation, honesty, and perseverance are equally important in shaping learners’ holistic development. This study explored the holistic teaching practices employed by Grade 3 teachers in developing core academic competencies and positive values among learners in Kayan East Elementary School, Philippines. Utilizing 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 that teachers employ integrated instructional strategies that simultaneously enhance academic competencies and character development through contextualized learning, experiential activities, collaborative learning, values integration, positive classroom culture, and family involvement. The study highlights the significance of holistic teaching approaches in fostering balanced learner development. Findings suggest that meaningful learning experiences, supportive teacher-learner relationships, and value-laden instructional practices contribute significantly to both academic success and positive behavioral outcomes. Implications for classroom practice, curriculum implementation, and teacher professional development are discussed.
Classroom Participation as a Pathway to Learner Development: Exploring Academic Skills and Learning Attitudes among Junior High School Students
Classroom participation is a fundamental component of learner-centered education that significantly influences learners’ academic, social, and emotional development. Through active engagement in classroom discussions, collaborative activities, and learning tasks, learners develop essential academic skills and cultivate positive attitudes toward learning. This study explored how classroom participation serves as a pathway to learner development among Junior High School Students at Andabuen National High School, Benito Soliven South District, Philippines. Employing a qualitative case study design, the study involved fifteen (15) students, six (6) teachers, one (1) school administrator, 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 classroom participation enhances communication skills, critical thinking abilities, collaborative competencies, self-confidence, learner motivation, and positive learning attitudes. Supportive teacher practices, peer interactions, and inclusive classroom environments emerged as significant factors promoting active participation. The study highlights the importance of participatory pedagogies in fostering holistic learner development and educational engagement. Findings provide valuable insights for educators, school leaders, and policymakers seeking to strengthen instructional practices and learner outcomes in rural secondary schools.
Exploring Pedagogical Competencies among Alternative Learning System Teachers: A Qualitative Inquiry into Instructional Practices, Learner Engagement, and Educational Adaptation in Benito Soliven North District, Philippines
The Alternative Learning System (ALS) serves as a vital educational pathway for out-of-school youth, adults, and marginalized learners in the Philippines. As a flexible and inclusive educational program, ALS requires teachers to demonstrate diverse pedagogical competencies that address the unique learning needs, backgrounds, and circumstances of learners. This study explored the pedagogical competencies of ALS teachers in Benito Soliven North District, Philippines, focusing on instructional practices, learner engagement strategies, and educational adaptation mechanisms. Employing a qualitative phenomenological research design, the study involved ten ALS teachers selected through purposive sampling. Data were gathered through semi-structured interviews, classroom observations, and reflective discussions. Thematic analysis following Braun and Clarke’s framework revealed six major themes: (1) Learner-Centered and Flexible Instructional Delivery, (2) Contextualization and Localization of Learning Experiences, (3) Building Motivation through Positive Teacher-Learner Relationships, (4) Adaptive Pedagogical Practices for Diverse Learner Needs, (5) Technology Integration and Resourcefulness in Instruction, and (6) Continuous Professional Growth and Reflective Practice. Findings indicate that ALS teachers possess strong pedagogical competencies characterized by flexibility, responsiveness, innovation, and commitment to learner success. However, challenges related to resources, technology access, and professional development opportunities remain evident. The study highlights the importance of sustained capacity-building programs, contextualized instructional support, and strengthened institutional mechanisms to further enhance ALS teaching effectiveness.
Integrating Local Culture in Learner-Centered Teaching: Effects on Pupils’ Classroom Engagement at Ngileb Elementary School
Learner engagement is a critical factor in improving learning outcomes in elementary education, particularly in culturally diverse and rural contexts. This study examined how integrating local culture into learner-centered teaching influences pupils’ classroom engagement at Ngileb Elementary School. Guided by constructivist and culturally responsive pedagogy frameworks, the study employed a qualitative case study design. Data were gathered through classroom observations, semi-structured interviews with teachers, and analysis of instructional materials. Findings revealed that the integration of local cultural elements such as community narratives, indigenous practices, and familiar social contexts enhanced pupils’ behavioral, emotional, and cognitive engagement. Learner-centered strategies grounded in local culture fostered active participation, meaningful learning, and a supportive classroom climate. Despite contextual constraints, teacher adaptability and reflective practice sustained engagement. The study underscores the pedagogical value of culturally grounded, learner-centered instruction and offers implications for teaching practice, school leadership, and future research in elementary education.
Navigating Learning in the Classroom: Preschool Learners’ Experiences of Skill Acquisition and Attitudinal Development in Early Childhood Education
Early childhood education plays a crucial role in shaping learners’ foundational skills, learning behaviors, and attitudes toward education. Preschool classrooms serve as important environments where young learners acquire cognitive, social, emotional, language, and motor skills that influence future academic success. This study explored the experiences of preschool learners regarding skill acquisition and attitudinal development at Sinamar Norte Elementary School, San Mateo South District, Philippines. Employing a qualitative case study design, the study involved fifteen (15) preschool learners, five (5) preschool teachers, one (1) school head, and ten (10) parents selected through purposive sampling. Data were gathered through classroom observations, semi-structured interviews, focus group discussions, and document analysis. Findings revealed that play-based learning, teacher-guided interaction, collaborative activities, positive reinforcement, family support, and nurturing classroom environments significantly contributed to learners’ skill acquisition and positive attitudes toward learning. Preschool learners developed communication skills, social competence, self-confidence, emerging literacy and numeracy skills, and positive learning behaviors through meaningful classroom experiences. The study highlights the importance of developmentally appropriate pedagogical practices in fostering holistic learner development during the early childhood years. Findings provide valuable insights for educators, administrators, and policymakers seeking to strengthen preschool education in rural public schools.
Developing Critical Reading, Communication Competence, and Learner Confidence among Grade 6 Pupils: A Qualitative Exploration of English Language Teaching Practices in San Mateo East Central School, Isabela, Philippines
The development of critical reading, communication competence, and learner confidence remains a fundamental goal of English language education in elementary schools. In the Philippine educational context, English teachers continuously employ diverse pedagogical approaches to enhance learners' literacy skills while fostering meaningful communication and positive self-perceptions toward language learning. This qualitative study explored the English language teaching practices utilized by Grade 6 teachers in developing critical reading abilities, communication competence, and learner confidence among pupils at San Mateo East Central School, Isabela, Philippines. Using a phenomenological research design, data were collected through semi-structured interviews, classroom observations, and reflective discussions involving ten Grade 6 English teachers. Thematic analysis revealed six major themes: (1) Interactive Reading as a Foundation for Critical Thinking; (2) Questioning Strategies Promote Higher-Order Thinking Skills; (3) Collaborative Communication Activities Enhance Language Use; (4) Supportive Classroom Environments Build Learner Confidence; (5) Contextualized and Authentic Learning Experiences Improve Engagement; and (6) Teacher Feedback and Encouragement Strengthen Language Development. Findings suggest that effective English language teaching extends beyond language instruction and serves as a mechanism for developing analytical thinking, communication skills, and self-confidence. The study highlights the importance of learner-centered pedagogies, authentic communication opportunities, and supportive teacher-learner relationships in fostering holistic language development. Recommendations are provided for curriculum enhancement, teacher professional development, and classroom instructional practices. Keywords: critical reading, communication competence, learner confidence, English language teaching, qualitative research, elementary education, Philippines Introduction English language education plays a critical role in preparing learners for academic success, lifelong learning, and participation in an increasingly interconnected world. Beyond the acquisition of grammar and vocabulary, contemporary English language teaching seeks to develop learners' critical reading abilities, communication competence, and confidence in expressing ideas. These competencies are essential for enabling learners to analyze information critically, engage in meaningful discourse, and participate actively in educational and social contexts. Critical reading has emerged as an important educational objective because it encourages learners to evaluate texts, identify underlying meanings, question assumptions, and construct informed interpretations. Teachers play a significant role in fostering positive reading dispositions and critical engagement with texts. Research emphasizes that effective critical reading instruction helps learners develop analytical and reflective thinking skills. Similarly, communication competence remains a central goal of English language education. Communicative competence involves not only linguistic knowledge but also the ability to use language appropriately and effectively in different social situations. The concept extends beyond grammatical accuracy and includes discourse, sociolinguistic, and strategic competencies necessary for meaningful communication. Learner confidence is another significant factor influencing language learning success. Confident learners are more willing to participate in discussions, engage in collaborative activities, and take risks in language use. Studies suggest that supportive teaching practices, engaging classroom experiences, and positive teacher feedback contribute significantly to learners' confidence in using English. Despite the recognized importance of these competencies, limited qualitative studies have examined how English language teachers in Philippine elementary schools intentionally cultivate critical reading, communication competence, and learner confidence simultaneously. This study addresses this gap by exploring the experiences and practices of Grade 6 English teachers in San Mateo East Central School. Review of Related Literature Critical reading instruction encourages learners to become active constructors of meaning rather than passive recipients of information. Through questioning, interpretation, and reflection, learners develop deeper comprehension and analytical thinking abilities. Effective critical literacy instruction promotes learner engagement with texts and facilitates independent reasoning. Communication competence has long been recognized as a fundamental objective of language education. According to communicative language teaching principles, language learning is most effective when learners engage in authentic communication and social interaction. Classroom participation, peer interaction, and meaningful language tasks contribute significantly to communicative competence development. Literature-based instruction also supports language development by providing opportunities for interpretation, discussion, and critical engagement. Integrating literary texts into English language teaching enhances learners' critical thinking, communication abilities, and cultural understanding. Moreover, learner confidence is influenced by classroom climate, instructional approaches, and teacher support. Positive learning environments encourage learners to participate actively and develop confidence in expressing their thoughts and ideas. Teacher encouragement and constructive feedback have been identified as significant factors influencing learner self-efficacy and language confidence. Methodology This study employed a qualitative phenomenological research design to explore the lived experiences of Grade 6 English teachers regarding instructional practices that develop critical reading, communication competence, and learner confidence. Phenomenology was selected because it enables researchers to understand participants' experiences and interpretations of educational phenomena. The study was conducted at San Mateo East Central School, San Mateo, Isabela, Philippines. Ten Grade 6 English teachers participated through purposive sampling. Selection criteria included active teaching responsibilities in English and at least three years of teaching experience. Data were collected through semi-structured interviews, classroom observations, and field notes. Interviews focused on instructional strategies, learner responses, challenges encountered, and perceived outcomes of English language teaching practices. Thematic analysis following Braun and Clarke's framework was utilized to analyze the data. Trustworthiness was ensured through member checking, peer debriefing, triangulation, and audit trails. Ethical standards involving informed consent, confidentiality, voluntary participation, and anonymity were strictly observed. Findings and Discussion Theme 1: Interactive Reading as a Foundation for Critical Thinking One of the most prominent themes that emerged from the interviews was the role of interactive reading activities in developing learners' critical reading abilities. Participants consistently emphasized that reading instruction should move beyond simple word recognition and literal comprehension toward deeper analysis and interpretation of texts. Teachers described interactive reading as an instructional process that encourages learners to question, analyze, infer, and evaluate information while actively engaging with reading materials. One teacher explained: “Hindi sapat na basta makabasa ang mga bata. Kailangan nilang maintindihan kung bakit nangyari ang mga pangyayari sa binabasa nila at makapagbigay ng sariling opinyon.” Another participant stated: “Kapag nagtatanong kami habang nagbabasa sila, natututo silang mag-isip nang mas malalim kaysa sa simpleng pagsagot lamang.” A third teacher shared: “Kapag nagpapahinto ako sa pagbabasa at pinapahula ko sa kanila kung ano ang susunod na mangyayari, natututo silang magsuri at gumamit ng ebidensya mula sa teksto.” Classroom observations revealed that teachers frequently utilized guided reading sessions, think-aloud strategies, prediction activities, story mapping, character analysis, and reflective discussions. During these activities, learners were encouraged to identify themes, evaluate character motivations, compare situations, and connect textual content with personal experiences. Teachers reported that such approaches helped pupils develop independent thinking and improved their ability to justify their interpretations using textual evidence. The findings suggest that interactive reading serves as a critical pedagogical tool for fostering higher-order thinking skills. Rather than positioning learners as passive recipients of information, interactive reading transforms them into active meaning-makers who engage critically with texts. Through structured discussions and reflective questioning, learners develop the ability to evaluate information, identify underlying messages, and formulate reasoned opinions. These findings support the principles of critical literacy, which emphasize reading as a process of questioning, interpretation, and social meaning construction. Freire and Macedo (1987) argued that literacy education should empower learners to read not only words but also the world around them. Similarly, Luke (2018) emphasized that critical reading promotes analytical thinking and enables learners to challenge assumptions embedded within texts. Research by Olifant and Machet (2020) further demonstrated that interactive reading practices enhance learners' critical engagement and comprehension by encouraging reflection and interpretation. The present findings affirm that English language teachers play a vital role in facilitating critical literacy development through purposeful and interactive reading instruction. Theme 2: Questioning Strategies Promote Higher-Order Thinking Skills Another significant theme that emerged was the strategic use of questioning techniques to develop learners' analytical and evaluative thinking abilities. Participants consistently described questioning as an essential instructional tool for extending learners' understanding beyond factual recall. One teacher remarked: “Hindi lang ‘what’ questions ang ginagamit namin. Mas madalas naming itanong ang ‘why’ at ‘how’ para mapaisip sila.” Another shared: “Kapag may iba't ibang sagot ang mga bata, natututo silang pakinggan at suriin ang pananaw ng iba.” A participant further explained: “Kapag nagtatanong ako ng ‘Ano kaya ang mangyayari kung iba ang naging desisyon ng tauhan?’ mas nagiging malikhain at mapanuri ang kanilang pag-iisip.” Classroom observations revealed frequent use of open-ended questions, analytical prompts, reflective discussions, and problem-solving activities. Teachers intentionally designed questions that required learners to infer meanings, justify answers, evaluate situations, and examine multiple perspectives. Such questioning strategies encouraged learners to articulate their reasoning processes and engage actively in classroom discourse. Participants observed that learners gradually became more confident in expressing opinions and defending their ideas as they became accustomed to higher-level questioning. Teachers noted that learners who were initially hesitant to participate eventually became more willing to share insights and engage in discussions. The findings indicate that questioning strategies function as catalysts for cognitive engagement and intellectual growth. Through purposeful questioning, teachers scaffold learners’ thinking processes and encourage deeper interaction with texts and classroom content. The use of higher-order questions promotes critical reflection, reasoning, and evidence-based argumentation. These findings align with Bloom’s Taxonomy, which identifies analysis, evaluation, and creation as higher-order cognitive processes essential for meaningful learning (Anderson & Krathwohl, 2001). Research by Chin (2007) demonstrated that effective questioning stimulates inquiry and promotes deeper conceptual understanding. Furthermore, Mercer and Dawes (2014) emphasized that dialogic classroom interactions support learners’ reasoning skills and critical thinking development. The present study reinforces the importance of questioning as a pedagogical strategy for cultivating reflective and intellectually engaged learners. Theme 3: Collaborative Communication Activities Enhance Language Use Participants identified collaborative communication activities as powerful mechanisms for developing learners’ communication competence. Teachers consistently emphasized that language learning becomes more meaningful when learners actively use English in authentic social interactions. One participant stated: “Mas natututo silang magsalita kapag may partner work at group discussions.” Another explained: “Kapag may reporting at role playing, nagkakaroon sila ng pagkakataon na gamitin ang English sa totoong sitwasyon.” A third teacher shared: “Napapansin ko na kahit mahiyain ang bata, kapag nasa grupo siya ay mas nagiging komportable siyang magsalita.” Observed classroom activities included debates, peer discussions, storytelling sessions, role-playing exercises, oral presentations, cooperative learning tasks, and group reporting. These activities provided learners with opportunities to negotiate meaning, exchange ideas, clarify misunderstandings, and practice oral communication skills in supportive settings. Teachers noted that collaborative activities reduced learners' fear of making mistakes and encouraged active participation. Through interaction with peers, learners developed vocabulary, pronunciation, fluency, and confidence in expressing themselves in English. The findings suggest that communication competence develops most effectively when learners engage in meaningful language use within social contexts. Collaborative learning environments provide authentic opportunities for language practice and support the development of interpersonal communication skills. These findings support Vygotsky’s (1978) sociocultural theory, which emphasizes the importance of social interaction in cognitive and language development. Similarly, Hymes (1972) argued that communicative competence extends beyond grammatical knowledge and includes the ability to use language appropriately in social situations. Research by Canale and Swain (1980) further highlighted the importance of authentic communication experiences in developing linguistic and sociolinguistic competence. The present findings demonstrate that collaborative communication activities serve as effective vehicles for language learning and communicative development. Theme 4: Supportive Classroom Environments Build Learner Confidence A recurring theme throughout the interviews was the importance of creating emotionally supportive classroom environments that foster learner confidence. Participants emphasized that confidence plays a critical role in language learning because learners are more willing to communicate when they feel safe and accepted. One teacher explained: “Kapag alam nilang hindi sila pagtatawanan kapag nagkamali, mas nagiging aktibo sila.” Another participant shared: “Pinapalakas namin ang loob nila para hindi sila matakot magsalita ng English.” A third teacher added: “Kapag nakikita nilang pinahahalagahan ang kanilang mga sagot, nagkakaroon sila ng kumpiyansa na sumubok muli.” Teachers described intentionally fostering positive classroom cultures characterized by respect, encouragement, empathy, and acceptance of mistakes as natural components of learning. They frequently used affirmations, praise, and supportive feedback to motivate learners and reduce language anxiety. Participants observed that learners who initially displayed fear, hesitation, or reluctance gradually became more engaged and communicative when exposed to supportive learning environments. Teachers noted significant improvements in classroom participation, oral communication, and self-confidence among learners who received consistent encouragement. The findings indicate that emotional safety and positive teacher-learner relationships significantly influence learners’ willingness to communicate. Confidence emerges when learners perceive classrooms as spaces where mistakes are viewed as opportunities for growth rather than sources of embarrassment. These findings support Bandura’s (1997) theory of self-efficacy, which emphasizes the importance of positive experiences and social encouragement in developing confidence and motivation. Dörnyei (2005) similarly argued that supportive learning environments enhance learners’ willingness to communicate and persistence in language learning tasks. Research has consistently demonstrated that positive classroom climates contribute to improved language achievement and learner engagement. Theme 5: Contextualized and Authentic Learning Experiences Improve Engagement Participants emphasized the importance of making English lessons relevant to learners’ lives and experiences. Teachers believed that contextualized instruction increases learner interest, motivation, and comprehension. One teacher noted: “Mas interesado sila kapag ang mga paksa ay may kaugnayan sa kanilang buhay.” Another explained: “Ginagamit namin ang mga lokal na kwento at karanasan para maging mas makahulugan ang pag-aaral.” A participant further stated: “Kapag nakikita nilang konektado ang aralin sa kanilang komunidad, mas madali nilang naiintindihan ang konsepto.” Teachers reported incorporating local stories, community events, cultural experiences, and real-life situations into English lessons. Classroom observations revealed the use of authentic texts, situational dialogues, community-based examples, and learner-generated narratives. Participants observed that contextualized instruction enhanced learners’ engagement and facilitated deeper understanding of lesson content. Learners became more enthusiastic about participating in discussions because they could relate classroom topics to familiar experiences. The findings suggest that authentic and contextualized learning experiences promote meaningful language learning by connecting academic content with learners’ realities. Such connections enhance comprehension, motivation, and active participation. These findings support constructivist learning theory, which posits that learners construct knowledge through connections between new information and prior experiences (Piaget, 1973). Research by Tomlinson (2017) likewise emphasized that contextualized instruction enhances relevance and learner engagement. The findings affirm that meaningful learning occurs when instructional content reflects learners’ social and cultural contexts. Theme 6: Teacher Feedback and Encouragement Strengthen Language Development The final theme highlighted the significant role of teacher feedback and encouragement in supporting learners’ language growth and self-confidence. One participant shared: “Mahalaga ang pagbibigay ng feedback para malaman nila kung paano pa sila mag-iimprove.” Another remarked: “Kapag pinupuri namin ang kanilang pagsisikap, mas nagiging determinado silang matuto.” A third teacher explained: “Hindi lang namin itinuturo kung ano ang mali. Ipinapakita rin namin kung paano nila mapapabuti ang kanilang sagot.” Teachers described providing feedback through verbal affirmations, written comments, one-on-one consultations, and reflective discussions. Feedback focused on learner progress, effort, strengths, and areas for improvement rather than solely identifying mistakes. Participants observed that constructive feedback increased learners’ motivation and willingness to participate. Learners became more receptive to correction because feedback was delivered in supportive and encouraging ways. The findings indicate that effective feedback serves as both a cognitive and motivational tool. Constructive feedback guides learners toward improvement while simultaneously strengthening confidence and persistence. These findings support Hattie and Timperley’s (2007) assertion that feedback is among the most powerful influences on learning achievement. Similarly, Black and Wiliam (2009) emphasized that formative feedback promotes continuous learning and self-regulation. The present study demonstrates that teacher encouragement and constructive feedback are essential components of successful English language instruction and learner development. Conclusion The study revealed that Grade 6 English teachers at San Mateo East Central School employ diverse and learner-centered teaching practices to develop critical reading skills, communication competence, and learner confidence. Interactive reading activities, higher-order questioning techniques, collaborative communication tasks, supportive classroom environments, contextualized learning experiences, and constructive feedback emerged as the primary instructional approaches utilized by teachers. The findings demonstrate that effective English language teaching extends beyond language acquisition and contributes significantly to learners' cognitive, communicative, and socio-emotional development. Teachers serve as facilitators of critical thinking, communication, and confidence-building, creating learning environments where pupils can engage meaningfully with texts and express themselves effectively. Implications of the Study The findings suggest that English language instruction should prioritize critical literacy and communicative competence alongside traditional language skills. Schools should strengthen professional development programs focusing on critical reading instruction, questioning techniques, collaborative learning strategies, and confidence-building pedagogies. Curriculum developers may integrate more authentic, contextualized, and discussion-based learning experiences that promote higher-order thinking and meaningful communication. Educational leaders should encourage classroom cultures that value participation, inquiry, reflection, and positive learner engagement. Recommendations Enhance teacher training programs on critical literacy instruction and communicative language teaching. Develop school-based reading and communication enrichment programs. Increase opportunities for oral communication through debates, presentations, storytelling, and collaborative projects. Integrate culturally responsive and contextualized learning materials into English instruction. Promote formative assessment and constructive feedback practices that strengthen learner confidence. Conduct further qualitative and mixed-methods studies involving learners, parents, and school administrators to gain a broader understanding of English language learning experiences. References (APA 7th Edition) Aporbo, R. J. (2024). Exploring communicative strategies in ESL classroom: Perspective of ESL learners in focus. Canadian Journal of Language and Literature Studies, 4(1), 60–72. Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. Sage. Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47. Hymes, D. (1972). On communicative competence. In J. Pride & J. Holmes (Eds.), Sociolinguistics. Penguin. Obedencio, J., & Matalubos, L. J. (2025). English teaching practices: Language confidence of Grade 4 learners. Psychology and Education: A Multidisciplinary Journal. Olifant, T., & Machet, M. (2020). Critical reading perceptions and practices of English First Additional Language teachers. Reading & Writing, 11(1), 1–11. Razali, R. (2025). Language curriculum development to increase students' communication interest. Cogent Education. Zakaria, F. B., Magfirah, S., Sasabone, L., & Ramlan, N. A. (2025). Integrating literary studies into English language teaching: Enhancing critical thinking and communicative competence. International Journal of Education and Humanities. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. Tomlinson, B. (2013). Developing materials for language teaching (2nd ed.). Bloomsbury Academic.
Cultivating Historical Consciousness and Civic Engagement through Social Sciences Education among Senior High School Learners of Eastern Potia National High School: A Rural Philippine Public School Perspective
Historical consciousness and civic engagement are essential components of Social Sciences education that enable learners to understand the past, critically analyze contemporary social issues, and actively participate in democratic processes. In rural educational contexts, Social Sciences instruction plays a significant role in fostering learners’ awareness of local history, cultural identity, citizenship responsibilities, and community participation. This study examined how Social Sciences education cultivates historical consciousness and civic engagement among Senior High School learners at Eastern Potia National High School, Alfonso Lista District II, Ifugao, Philippines. Using a qualitative case study design, the study involved fifteen (15) Senior High School learners, five (5) Social Sciences teachers, and three (3) school administrators selected through purposive sampling. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Thematic analysis revealed five major themes: (1) Understanding Historical Events Shapes Learners’ Perspectives, (2) Local History Strengthens Cultural Identity and Sense of Belonging, (3) Critical Reflection Encourages Civic Awareness, (4) Community-Based Learning Enhances Civic Participation, and (5) Social Sciences Teachers as Catalysts of Democratic Engagement. Findings indicate that contextualized Social Sciences instruction significantly contributes to learners’ historical understanding, critical thinking skills, civic responsibility, and active participation in community affairs. The study highlights the importance of integrating local historical narratives and experiential civic learning into Social Sciences curricula to strengthen democratic citizenship among rural Filipino learners. Keywords: historical consciousness, civic engagement, Social Sciences education, rural education, citizenship education, Philippine public schools, senior high school learners
Environmental Leadership and Holistic Learner Development: The Influence of School-Based Sustainability and Sports Programs on Grade 5–6 Learners in Rural Philippine Schools
The increasing emphasis on holistic education has highlighted the importance of school-based programs that extend beyond academic instruction to support learners' physical, social, emotional, environmental, and leadership development. Among these initiatives, sustainability education and sports programs have emerged as complementary approaches that promote responsible citizenship, environmental stewardship, physical well-being, teamwork, and leadership skills. This study explored the influence of school-based sustainability and sports programs on the holistic development of Grade 5–6 learners in selected rural public elementary schools in the Philippines. Utilizing a qualitative multiple-case study design, data were collected through semi-structured interviews, focus group discussions, observations, and document analysis involving teachers, learners, school administrators, sports coordinators, and environmental program coordinators. Findings revealed that participation in sustainability and sports initiatives contributed significantly to environmental responsibility, leadership development, social competence, self-discipline, physical fitness, and civic engagement. Learners developed stronger environmental awareness through sustainability projects while sports participation enhanced teamwork, resilience, and decision-making skills. The study also identified community collaboration, teacher mentorship, and experiential learning as key enabling factors supporting holistic learner development. The findings underscore the value of integrating sustainability and sports programs as complementary educational strategies for nurturing environmentally responsible, socially engaged, and well-rounded learners in rural schools.
Beyond Engagement: Exploring How Classroom Participation Influences Learners’ Skills and Attitudes toward Learning in Elementary Education
Classroom participation is widely recognized as a critical component of effective teaching and learning. Beyond promoting engagement, active participation contributes to the development of learners’ academic skills, social competencies, self-confidence, and attitudes toward learning. In elementary education particularly at Sinamar Norte Elementary School, participation serves as a foundation for fostering meaningful learning experiences that support holistic learner development. This study explored how classroom participation influences learners’ skills and attitudes toward learning in elementary education. Employing a qualitative case study design, the study involved elementary learners, teachers, school administrators, and parents selected through purposive sampling. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Findings revealed that classroom participation enhances communication skills, strengthens critical thinking abilities, promotes collaboration, builds learner confidence, develops self-regulation skills, and fosters positive attitudes toward learning. The study highlights the importance of learner-centered pedagogical approaches that encourage active participation and meaningful engagement. The findings contribute to the growing body of literature emphasizing classroom participation as a mechanism for academic, social, and emotional development among elementary learners. Keywords: classroom participation, learner development, learning attitudes, academic skills, elementary education, learner engagement, qualitative research
Voices of Elementary Learners: Exploring the Influence of Classroom Participation on Learning Skills and Educational Attitudes
Classroom participation is a fundamental component of effective teaching and learning that contributes to learners’ academic, social, and emotional development. Through active engagement in classroom discussions, collaborative activities, and interactive learning experiences, learners acquire essential skills and develop positive attitudes toward education. This study explored the influence of classroom participation on learning skills and educational attitudes among elementary learners at Sinamar Norte Elementary School, San Mateo South District, Philippines. Utilizing a qualitative case study design, the study involved fifteen (15) elementary learners, five (5) teachers, one (1) school administrator, and ten (10) parents selected through purposive sampling. Data were collected through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Findings revealed that classroom participation enhances communication skills, critical thinking abilities, collaboration competencies, self-confidence, self-regulation, and positive educational attitudes. Learners reported that active participation fostered greater motivation, stronger engagement, and increased enjoyment of learning. The study underscores the importance of learner-centered pedagogies and supportive classroom environments in promoting holistic learner development. Findings provide valuable insights for educators and policymakers seeking to improve learner engagement and educational outcomes in elementary education.
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 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.
Classroom Participation as a Pathway to Learner Development: Exploring Academic Skills and Learning Attitudes among Elementary Pupils
Classroom participation is widely recognized as a critical component of effective teaching and learning. Through active engagement in classroom activities, learners develop academic competencies, social skills, and positive attitudes that contribute to educational success. In elementary education, participation serves as a foundation for cognitive, emotional, and behavioral development, particularly among young learners who are in the formative stages of acquiring essential learning skills. This study explored how classroom participation contributes to learner development among Grade 3 pupils at Sinamar Norte Elementary School. Using a qualitative case study design, the study involved fifteen (15) Grade 3 learners, five (5) teachers, one (1) school administrator, and ten (10) parents selected through purposive sampling. Data were collected through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Findings revealed that classroom participation enhances communication skills, strengthens academic competencies, builds learner confidence, promotes collaborative learning, fosters positive attitudes toward learning, and encourages self-directed learning behaviors. The study highlights the importance of creating participatory classroom environments that support holistic learner development. Findings provide valuable insights for teachers, school leaders, and policymakers seeking to strengthen learner engagement and educational outcomes in rural elementary schools.
The A Qualitative Case Study of Teaching Practices at Dipaculao National High School, Aurora, Philippines
Abstract Contextualized teaching practices have gained increasing attention in basic education for their potential to enhance learner engagement and deepen conceptual understanding, particularly in rural school settings. This qualitative case study examined the teaching practices of a Teacher II in Mathematics at Dipaculao National School, Aurora, Philippines, with particular attention to the integration of school-based programs such as Gulayan sa Paaralan as pedagogical resources. Anchored in constructivist and contextualized learning frameworks, the study explored how real-life contexts were used to support mathematics instruction and learner participation. Data were collected through semi-structured interviews, analysis of lesson plans and instructional materials, and review of school program documents. Thematic analysis revealed that teaching practices were characterized by contextualized problem-solving, experiential learning activities, interdisciplinary integration, and adaptive instructional strategies. Despite challenges related to time constraints and resource availability, the teacher sustained meaningful instruction through reflective practice and pedagogical flexibility. The study concludes that contextualized teaching practices enhance mathematics learning by making abstract concepts more relevant and accessible, and underscores the role of teacher agency in maximizing school-based programs as instructional resources.
The Learner Engagement in Action: A Qualitative Study of Skills Development, Classroom Participation, and Learning Attitudes in a Public Elementary School
Learner engagement has emerged as a critical factor influencing academic achievement, skill development, and positive educational outcomes in elementary education. Engaged learners are more likely to participate actively in classroom activities, develop essential academic and social skills, and cultivate favorable attitudes toward learning. This study explored how learner engagement contributes to skills development, classroom participation, and learning attitudes among elementary pupils at Sinamar Sur Dumag Elementary School, San Mateo South District, Philippines. Using a qualitative case study design, the study involved fifteen (15) elementary learners, five (5) teachers, one (1) school head, and ten (10) parents selected through purposive sampling. Data were collected through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Findings revealed that learner engagement promotes communication skills, critical thinking abilities, collaborative competencies, self-confidence, learning motivation, and positive attitudes toward education. Active classroom participation emerged as a key mechanism through which learners developed academic and social competencies. The study underscores the importance of learner-centered pedagogical practices and supportive learning environments in fostering meaningful engagement. Findings provide valuable insights for educators and policymakers seeking to strengthen educational quality and learner outcomes in public elementary schools.
Pedagogical Practices and Classroom Experiences in Shaping Learners’ Skills and Attitudes toward Learning: A Qualitative Inquiry in a Rural Philippine Elementary School
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.
Beyond One-Size-Fits-All Instruction: Exploring Learning Styles among Elementary Learners in a Rural Philippine School
Learners possess diverse ways of acquiring, processing, and retaining information, making the recognition of learning styles an important consideration in contemporary educational practice. In rural elementary schools, understanding learners’ preferred approaches to learning can assist teachers in designing responsive and inclusive instructional strategies that address individual differences. This study explored the learning styles of elementary learners at Villa Fuerte Elementary School, San Mateo South District, Philippines. Using a qualitative case study design, the research investigated how learners perceive, experience, and express their learning preferences within the classroom context. Participants included 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 learners exhibit diverse learning preferences characterized by visual learning, auditory learning, kinesthetic learning, collaborative learning, independent learning, and technology-assisted learning. The study further found that learner engagement and academic participation increase when instructional strategies align with learners’ preferred modes of learning. The findings underscore the importance of differentiated instruction and learner-centered pedagogies in promoting meaningful educational experiences in rural elementary schools. The study provides valuable insights for educators seeking to create inclusive learning environments that accommodate learner diversity.
Enhancing Enhancing Foundational Literacy, Numeracy and Values Formation Among Grade 4 Learners in a Rural Philippine Elementary School : The case of Mararigue Elementary School , San Manuel District
he development of foundational literacy, numeracy, and values formation remains a critical concern in rural elementary schools in the Philippines, particularly in the context of post-pandemic learning recovery and the implementation of the MATATAG curriculum. Foundational learning encompasses literacy, numeracy, and socio-emotional competencies that serve as the basis for lifelong learning and academic success. This study examined the effectiveness of an integrated intervention program designed to enhance literacy, numeracy, and values formation among Grade 4 learners at Mararigue Elementary School in the San Manuel District. A mixed-methods action research design was employed involving 35 Grade 4 learners, 5 teachers, and 20 parents. Quantitative data were collected through pretest-posttest assessments in literacy and numeracy, while qualitative data were gathered through interviews, classroom observations, and reflective journals. Findings revealed significant improvements in reading comprehension, vocabulary development, mathematical problem-solving skills, and positive behavioral indicators. Three major themes emerged from the qualitative analysis: contextualized learning promotes engagement, collaborative stakeholder involvement strengthens learning outcomes, and values integration enhances learner discipline and responsibility. The study concludes that a holistic and contextualized approach to foundational learning significantly contributes to academic and character development among rural learners. The findings support the need for sustained literacy-numeracy interventions integrated with values education in rural elementary schools.