Student Involvement in Learner-Centered Secondary Classrooms at Divisoria High School
DOI:
https://doi.org/10.55687/ste.v5i2.276Abstract
Student involvement is widely recognized as a critical determinant of learning quality, academic achievement, and persistence in secondary education. Learner-centered pedagogy has been advanced as a means of enhancing student involvement by shifting instructional focus from teacher transmission to active learner participation. This qualitative case study examined how learner-centered teaching practices shaped student involvement in secondary classrooms at Divisoria High School. Using classroom observations, focus group discussions with students, and semi-structured interviews with teachers, the study explored how instructional strategies influenced behavioral, emotional, and cognitive dimensions of student involvement. Thematic analysis revealed four interconnected themes: dialogic instruction as a catalyst for behavioral involvement, learner autonomy as a foundation for emotional engagement, collaborative learning as a mechanism for sustained participation, and instructional scaffolding as support for cognitive involvement. The findings demonstrate that learner-centered classrooms foster meaningful and sustained student involvement when interaction, autonomy, collaboration, and guidance are intentionally aligned. The study offers implications for classroom practice, instructional leadership, and future research on learner-centered secondary education.
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