Exploring the Development of Learning Skills among Grade 2 Learners: A Qualitative Study of Classroom Pedagogies

Abstract

This study explores the development of learning skills among Grade 2 learners through classroom pedagogical practices at Siffu Elementary School. Anchored in constructivist and learner-centered frameworks, the research examines how teachers facilitate foundational competencies such as literacy, numeracy, critical thinking, and social interaction. A qualitative case study design was employed using semi-structured interviews, classroom observations, and document analysis. The primary participant was a Teacher III handling Grade 2 learners. Data were analyzed using Braun and Clarke’s (2006) thematic analysis. Findings revealed that structured pedagogy, interactive engagement, contextualized teaching, and differentiated support significantly contribute to learners’ skill development. However, challenges such as limited resources, time constraints, and learner diversity persist. The study underscores the importance of adaptive pedagogies and institutional support in strengthening foundational learning. Implications for practice align with SDG 4 and the MATATAG curriculum reform in the Philippine educational context.