Learner-Centered Instruction and Scholastic Participation at Damag Elementary School
DOI:
https://doi.org/10.55687/ste.v4i4.258Abstract
Learner-centered instruction has been widely recognized as an effective pedagogical approach for enhancing learners’ participation and engagement in classroom activities. This study examined the level of scholastic participation of elementary learners exposed to learner-centered instructional practices at Damag Elementary School using a descriptive quantitative research design. Scholastic participation was measured in terms of behavioral, emotional, and cognitive participation. A total of 90 elementary learners participated in the study and responded to a validated survey questionnaire. Descriptive statistical tools, including mean and standard deviation, were used to analyze the data. Results revealed that learners demonstrated high levels of scholastic participation across all dimensions, with cognitive participation obtaining the highest mean score. The findings suggest that learner-centered instructional practices contribute significantly to creating an inclusive, engaging, and participatory learning environment. Implications for classroom instruction, school policy, and future research are discussed.
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