Exploring Classroom Engagement and Lived Learning Experiences of Grade 3 Learners in San Antonio Elementary School: A Qualitative Approach

Abstract

This qualitative study explores the nature of classroom engagement and the lived learning experiences of Grade 3 learners in San Antonio Elementary School. Anchored in constructivist learning theory and student engagement frameworks, the research investigates how instructional practices, classroom environments, and social interactions shape learners’ participation and meaning-making processes. Using a qualitative case study approach, data were collected through in-depth interviews, classroom observations, and document analysis involving purposively selected learners and teachers. Data were analyzed using Braun and Clarke’s (2006) thematic analysis. Findings revealed four major themes: (1) Interactive Engagement through Collaborative Learning, (2) Experiential and Contextualized Meaning-Making, (3) Emotional and Social Dimensions of Engagement, and (4) Constraints in Sustaining Active Participation. Results indicate that learners are more engaged when instruction is interactive, socially grounded, and relevant to their lived experiences. However, structural challenges such as time constraints and resource limitations hinder consistent engagement. The study underscores the importance of learner-centered pedagogies and supportive classroom environments in enhancing engagement and meaningful learning.