Lived Experiences of Junior High School Students on Learning Practices, Pedagogy, and Educational Activities in Dappat Integrated School: A Qualitative Lens

Abstract

This qualitative case study explores the lived experiences of junior high school students regarding learning practices, pedagogy, and educational activities in Dappat Integrated School. Anchored in constructivist learning theory and student engagement frameworks, the study examines how instructional approaches and classroom dynamics shape learners’ cognitive, social, and emotional development. Data were collected through in-depth semi-structured interviews, classroom observations, and document analysis involving purposively selected junior high school students and teachers. Using Braun and Clarke’s (2006) thematic analysis, five major themes emerged: (1) Interactive and Learner-Centered Pedagogical Engagements, (2) Experiential and Contextualized Learning Practices, (3) Collaborative Learning and Peer Support Systems, (4) Emotional and Motivational Dimensions of Learning, and (5) Structural Constraints in Instructional Implementation. Findings reveal that students’ engagement and skill development are enhanced through participatory, relevant, and socially supportive learning environments. However, systemic challenges such as limited resources and time constraints hinder the consistent delivery of such practices. The study underscores the importance of strengthening pedagogical responsiveness and institutional support to sustain meaningful and inclusive learning experiences.

Keywords: lived experiences, pedagogy, learning practices, qualitative case study, junior high school,