Classroom Engagement in Learner-Centered Pedagogical Practices at Andabuen Elementary School–Main

Abstract

Classroom engagement is a crucial indicator of effective teaching and meaningful learning, particularly in elementary education where foundational academic behaviors and attitudes are developed. This study examined the level of classroom engagement of learners exposed to learner-centered pedagogical practices at Andabuen Elementary School–Main using a quantitative descriptive research design. Classroom engagement was measured across behavioral, emotional, and cognitive dimensions using a validated survey questionnaire administered to 100 elementary learners from Grades 4 to 6. Descriptive statistical measures, including mean and standard deviation, were employed to analyze the data. Results revealed that learners demonstrated high levels of engagement across all dimensions, with cognitive engagement obtaining the highest mean score. The findings suggest that learner-centered pedagogical practices contribute to active participation, positive emotional involvement, and deeper cognitive engagement among elementary learners. Implications for instructional practice and school-level support for learner-centered pedagogy are discussed