Pedagogical Practices and Learner Participation in Learner-Centered Primary Classrooms at Dipaluda Primary School

Abstract

Learner-centered pedagogy has been widely promoted in primary education as a means of fostering active learner participation, agency, and meaningful engagement. However, empirical studies that examine how learner-centered pedagogical practices are enacted in everyday classroom contexts, particularly in rural and public primary schools, remain limited. This study examined pedagogical practices and learner participation in learner-centered primary classrooms at Dipaluda Primary School. Anchored in constructivist and learner-centered learning frameworks, the study employed a qualitative case study design involving classroom observations and semi-structured interviews wit

h teachers and pupils. Findings revealed that pedagogical practices emphasizing facilitation, dialogue, collaborative activities, and contextualized tasks encouraged active learner participation and responsibility for learning. Conversely, structural constraints such as large class sizes, time limitations, and curriculum demands moderated the consistency of learner-centered enactment. The study concludes that learner participation in primary classrooms is shaped not only by instructional strategies but also by teacher–learner relationships and institutional conditions. Implications for primary teaching practice, school leadership, and policy support are discussed.