The Examining Classroom Participation in Learner-Centered Instruction at Andabuen Elementary School – Main
DOI:
https://doi.org/10.55687/ste.v4i4.251Keywords:
classroom participation, learner-centered instruction, elementary education, qualitative study, teaching practicesAbstract
Classroom participation is a critical indicator of meaningful learning, particularly in learner-centered instructional environments that emphasize active engagement, autonomy, and interaction. This study examined patterns of classroom participation in learner-centered instruction at Andabuen Elementary School – Main. Employing a qualitative institutional case study design, data were collected through classroom observations, semi-structured interviews with teachers, and focus group discussions with learners. The analysis focused on how learner-centered practices influenced behavioral, emotional, and cognitive participation in elementary classrooms. Thematic analysis revealed four major themes: (1) participatory instructional strategies promoting active involvement, (2) differentiated and contextualized tasks supporting inclusive participation, (3) supportive classroom relationships fostering confidence and voice, and (4) contextual constraints shaping participation practices. Findings indicate that learner-centered instruction significantly enhanced learners’ willingness to participate, express ideas, and engage meaningfully with learning tasks, although structural challenges affected the consistency of participation. The study highlights the importance of sustained institutional support and professional development in strengthening learner-centered pedagogy and classroom participation in elementary education.
References
Abana, A (2021). A Scrutiny of K-12 Strands and the Learning Program Vis-à-vis its Academic Performance. Psychology and Education Journal. 58 (2): 7977-7984
Andres, A. (2019). Achievement Goals and Mathematics Achievement of the Senior High School Students. International Journal of English and Education, 8 (2).
Andres, A. (2023). Establishing Quality Instrument for the Summative Assessment of Pre-Service Elementary Teachers. JETT. 14 (3), 9-16).
Andres, A.D. (2022). Metacognition and Performance in Mathematical Problem-Solving Among Bachelor of Elementary (BEED) Pre-service Teachers. Central European Management Journal, 30 (4). 86-95.
Antonio, A. (2021). Syntactical Scrutiny: Inaccuracies in the Lesson Planning of Non- Language Pre Service Teachers. International Journal of Arts, Sciences and Education,
Balog, P., & Gonzales, E. (2021). From Linguistic Landscapes to Teaching Resources: A Case of Some Rural Areas in the Province of Quezon. International Journal of Arts, Sciences and Education, 1(2), 23–44.
Banares, A. J. (2022). Reinterpreting Sonnet 18 by William Shakespeare through Stylistic Analysis. International Journal of Arts, Sciences and Education, 3(July Special Issue), 189–204. https://ijase.org/index.php/ijase/article/view/163.
Belarga, B., Guiquing-Clemente, B., Tulawie, A., Alih, C., Caban, R., & Manois, F. R. (2025). From Page to Praxis: The Role of Regional Literature in Shaping Culturally Grounded Teaching Methods in HEIs. International Journal on Culture, History, and Religion, 7(SI2), 356–371. https://doi.org/10.63931/ijchr.v7iSI2.206
Bonoan, K. C., Bunagan, K. A., Calangi , A. D., Chan, E. P., Corpuz , L. P. ., Deseo, J. M. ., Suarez, R. H., Sumulong, B. I. ., & Flores, A. R. (2021). A Comparative Study on the Knowledge, Attitude, and Practices (KAP) on the Preventive Measures Against Covid-19 of the Residents in Rural (Lobo, Batangas) and Urban (Taguig City, Metro Manila) Areas in the Philippines . International Journal of Arts, Sciences and Education, 1(3), 77–123. Retrieved from https://ijase.org/index.php/ijase/article/view/35
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.
Buncag, R. (2022). Parent-Assisted Modular Reading Program: Its Effect on Reading Performance During the Covid-19 Pandemic of Grade 5 Pupils of Biwag Elementary School, Tallag Cabagan Isabela. International Journal of Arts, Sciences and Education, 3(July Special Issue), 39–50. https://ijase.org/index.php/ijase/article/view/154
Caliboso, J., Bagalay, B., Santiago, M. Bayan, R., Aguinaldo, I., & Belo, J. (2025). Literary Texts as Cultural Tools: A Study on Contextualized Learning Strategies in Philippine Higher Education. International Journal on Culture, History, and Religion, 7(SI2), 340–355. https://doi.org/10.63931/ijchr.v7iSI2.205
Camiring-Picpican, H., Flores, K., Caban, R., Mohadali, S., Galdonez, D., & Alih, C. (2025). Pedagogical Innovations Based on Philippine Cultural Practices: A Framework for Culturally Responsive Teaching in Higher Education. International Journal on Culture, History, and Religion, 7(SI2), 433–451. https://doi.org/10.63931/ijchr.v7iSI2.168
Caranguian, C. B. (2022). Family-related Factors Influencing Success in the Licensure Examination for Teachers. International Journal of Educational Sciences. 38 (1-3), 62-69.
Caranguian, C. B. (2023). Level of Parental Involvement as a Predictor of Academic Achievement and School Adjustment. Universidad de Granada.14(3), 138-143.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom. Journal of Educational Psychology, 85(4), 571–581.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Studies in Technology and Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
License Terms
All articles published in Studies in Technology and Education (STE) are freely accessible under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This license grants users the right to read, download, copy, distribute, and link to the full texts for non-commercial purposes, provided that appropriate credit is given and that the original work remains unaltered and unchanged.
This article is made available in accordance with the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
