Pedagogical Practices and Learning Experiences in Elementary Education: A Qualitative Study

Abstract

Pedagogical practices play a critical role in shaping learners’ academic performance, engagement, and overall learning experiences, particularly in elementary education where foundational skills are developed. This study explores the pedagogical practices of teachers and the corresponding learning experiences of learners at Bantey Elementary School, Tadian, Mountain Province. Employing a qualitative phenomenological research design, the study captured the lived experiences of teachers handling multiple subject areas in elementary education. Data were gathered through semi-structured interviews, classroom observations, and document analysis, and analyzed using thematic analysis following Braun and Clarke (2006). Findings revealed five major themes: (1) Learner-Centered and Adaptive Pedagogical Practices, (2) Contextualized and Experiential Learning Approaches, (3) Interactive and Collaborative Learning Dynamics, (4) Relational Teaching and Emotional Engagement, and (5) Structural Constraints and Pedagogical Resilience. Results indicate that teachers employ flexible and context-sensitive strategies to enhance learner engagement and understanding despite limited resources. However, systemic challenges continue to influence the consistency and sustainability of these practices. The study contributes to the literature on pedagogy and learning by providing context-specific insights from a rural elementary setting and highlights the need for strengthened institutional support.