Teaching Strategies and Classroom Interaction in Grade 4 Integrated School Settings at Planas Integrated School
DOI:
https://doi.org/10.55687/ste.v5i1.279Abstract
This study examined the teaching strategies employed by Grade 4 teachers and their relationship to classroom interaction in an integrated school setting. Using a descriptive–correlational research design, the study involved 120 Grade 4 learners and 6 teachers at Planas Integrated School during School Year 2024–2025. Data were collected using a Teaching Strategies Questionnaire, a Classroom Interaction Observation Checklist, and a Learner Perception Survey. Descriptive statistics, Pearson’s correlation, and multiple regression analyses were used to analyze the data. Results showed that teachers employed instructional strategies to a very high extent, particularly interactive discussion, scaffolding, and cooperative learning. Classroom interaction was rated high in terms of learner participation, teacher–learner exchange, and peer collaboration. A significant positive relationship was found between teaching strategies and classroom interaction (r = .71, p < .001). Regression analysis revealed that interactive discussion (β = .38, p < .01) and scaffolding strategies (β = .31, p < .01) were significant predictors of classroom interaction, explaining 58% of the variance. The findings suggest that learner-centered and interaction-focused strategies significantly enhance classroom interaction in integrated school contexts. Implications for instructional practice and teacher professional development are discussed.
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