From Teaching Practices to Engagement: Learner-Centered Pedagogy at Jacmal Primary School

Abstract

Learner-centered pedagogy has been widely advocated as a means of transforming classroom practices and enhancing learners’ engagement, particularly in elementary education. While existing studies highlight the effectiveness of learner-centered strategies, fewer investigations examine how these practices are enacted in everyday classroom settings and how learners themselves experience engagement. This qualitative case study explored how learner-centered teaching practices at Jacmal Primary School shaped pupils’ behavioral, emotional, and cognitive engagement. Data were collected through classroom observations, focus group discussions with pupils, and semi-structured interviews with teachers, and analyzed using thematic analysis. Findings revealed that dialogic instruction, learner autonomy, collaborative learning, and instructional scaffolding collectively fostered meaningful engagement. Learners’ voices underscored the importance of being heard, trusted, and supported in the learning process. The study concludes that learner-centered pedagogy effectively translates teaching practices into sustained engagement when thoughtfully implemented, and it offers implications for classroom practice, school leadership, and future research.