Teaching Strategies and Learner Participation in Grade 5 Classrooms: Insights from Philippines Public Elementary School
DOI:
https://doi.org/10.55687/ste.v5i1.269Abstract
Learner participation is a critical indicator of instructional effectiveness and meaningful learning, particularly in the elementary grades where engagement shapes foundational academic and social development. This study examined the teaching strategies employed in Grade 5 classrooms and their influence on learner participation at a Philippine public elementary school. Using a descriptive-correlational research design, data were collected through classroom observations, teacher questionnaires, and learner participation surveys administered to Grade 5 teachers and pupils. Teaching strategies were categorized into interactive, learner-centered, and traditional approaches, while learner participation was measured across behavioral, emotional, and cognitive dimensions. Findings revealed that interactive and learner-centered teaching strategies were frequently utilized and were significantly associated with higher levels of learner participation. Behavioral participation emerged as the most prominent dimension, followed by emotional and cognitive participation. The results underscore the importance of varied and responsive instructional strategies in fostering active learner involvement. Implications for instructional planning, teacher professional development, and policy support in public elementary schools are discussed.
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