From Teaching to Participation: Learner-Centered Pedagogical Practices and Classroom Engagement in Higher Education: Evidence from North Eastern College, Santiago City
DOI:
https://doi.org/10.55687/ste.v4i4.253Abstract
Higher education institutions in the Philippines have increasingly adopted learner-centered pedagogy in response to the Commission on Higher Education’s (CHED) mandate for Outcomes-Based Education (OBE). While policy frameworks emphasize active learning and student engagement, empirical evidence explaining how these pedagogical shifts are experienced and enacted in actual classrooms remains limited, particularly in regional private colleges. This mixed-methods study examined the implementation of learner-centered pedagogical practices and their influence on classroom engagement at North Eastern College, Santiago City. Quantitative data were gathered through validated survey instruments measuring learner-centered practices and behavioral, emotional, and cognitive engagement among undergraduate students. Qualitative data were obtained through classroom observations and semi-structured interviews with faculty and students to capture lived instructional experiences. Quantitative findings revealed a significant positive relationship between learner-centered pedagogy and classroom engagement. Qualitative findings further demonstrated that contextualized instruction, collaborative learning, and formative feedback fostered participation, learner confidence, and shared responsibility for learning. However, constraints related to class size, time, and assessment practices moderated full implementation. The integration of quantitative trends and qualitative insights confirms that learner-centered pedagogy, when aligned with OBE principles, enhances meaningful participation in Philippine higher education classrooms. Implications for faculty development, institutional policy, and instructional leadership are discussed.
Keywords: learner-centered pedagogy, outcomes-based education, classroom engagement, mixed-methods, Philippine higher education
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Freeman, S., Eddy, S. L., McDonough, M., et al. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415.
Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758–773.
Kahu, E. R., & Nelson, K. (2018). Student engagement in the educational interface. Higher Education Research & Development, 37(1), 58–71.
Trowler, V. (2010). Student engagement literature review. Higher Education Quarterly, 64(2), 203–220.
Zepke, N., & Leach, L. (2010). Improving student engagement: Ten proposals for action. Teaching in Higher Education, 15(2), 167–179.
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