Pedagogical Approaches and Student Involvement in Learner-Centered Settings at Andabuen Elementary School–Main

Abstract

Learner-centered pedagogy has been widely promoted in elementary education as a means of enhancing student involvement and improving learning experiences. However, empirical evidence comparing student involvement across different pedagogical approaches within the same school context remains limited, particularly in public elementary schools. This study employed a quantitative comparative research design to examine differences in student involvement between classrooms implementing learner-centered pedagogical approaches and those employing more teacher-centered instructional practices at Andabuen Elementary School–Main. Data were collected from elementary pupils using a validated student involvement questionnaire measuring behavioral, emotional, and cognitive dimensions. Independent samples t-tests were used to determine significant differences between groups. Results revealed that pupils in learner-centered classrooms demonstrated significantly higher levels of behavioral and emotional involvement, while cognitive involvement showed moderate but statistically significant differences favoring learner-centered instruction. The findings provide empirical support for learner-centered pedagogy as an effective approach to fostering student involvement in elementary education and offer implications for instructional practice, school leadership, and future research.