Teaching and Learning Processes in Grade 4 Classrooms: A Rural Elementary School Perspective at Talite Elementary School
DOI:
https://doi.org/10.55687/ste.v5i1.293Keywords:
teaching and learning processes, Grade 4, rural education, instructional practices, learner engagement, PhilippinesAbstract
Teaching and learning processes in rural elementary schools are shaped by contextual realities that influence instructional delivery, learner participation, and academic outcomes. In the Philippines, rural schools often face challenges related to resource availability, learner diversity, and instructional support, particularly in the intermediate grades where academic demands increase. This study examined the teaching and learning processes in Grade 4 classrooms at Talite Elementary School, a rural public elementary school. Using a convergent mixed-methods design, data were gathered through classroom observations, learner engagement surveys, and semi-structured teacher interviews. Quantitative findings revealed moderate to high levels of learner participation, with stronger behavioral engagement than cognitive engagement. Instructional practices were predominantly structured and teacher-guided, supported by contextualized examples and interactive activities. Qualitative findings further explained how classroom routines, scaffolding, and teacher–learner interaction shaped learning processes, while contextual constraints such as limited instructional resources and varied learner readiness influenced instructional decisions. The study highlights the importance of context-responsive teaching practices in strengthening learning processes in rural elementary classrooms.
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