Lived Experiences of Grade 6 Learners on Pedagogical Practices and Learning Engagement in Burgos Elementary School: A Qualitative Approach

Abstract

This qualitative study explores the lived experiences of Grade 6 learners regarding pedagogical practices and their engagement in Burgos Elementary School. Anchored in constructivist learning theory and student engagement frameworks, the study examines how instructional approaches, classroom interactions, and contextual factors influence learners’ behavioral, cognitive, and emotional engagement. A qualitative case study design was employed, involving purposively selected Grade 6 learners and teachers. Data were gathered through in-depth semi-structured interviews, classroom observations, and document analysis, and were analyzed using Braun and Clarke’s (2006) thematic analysis. Findings revealed five major themes: (1) Interactive and Learner-Centered Instructional Experiences, (2) Experiential and Contextualized Learning Engagement, (3) Collaborative Learning and Peer-Mediated Understanding, (4) Emotional Climate and Motivation in Learning, and (5) Structural Constraints Affecting Engagement. Results indicate that engagement is enhanced through participatory, relevant, and supportive learning environments; however, systemic challenges limit the sustainability of such practices. The study underscores the need for strengthened pedagogical responsiveness and institutional support to foster meaningful and sustained learner engagement.