Learning Styles and Instructional Engagement in Filipino Language Education Among Junior High School Learners in the Cagayan National High School Context

Abstract

Learning styles and instructional engagement significantly influence learners’ participation, comprehension, communication competence, and classroom interaction in Filipino language education. This study explored the learning styles and instructional engagement among Junior High School learners in Filipino language education at Cagayan National High School. Anchored on Constructivist Learning Theory and Multiple Intelligences Theory, the study employed a descriptive qualitative research design to examine learners’ classroom experiences, instructional participation, learning preferences, and engagement in Filipino language instruction. Participants included selected Junior High School learners and Filipino teachers. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Braun and Clarke’s (2006) thematic analysis approach was utilized in analyzing the gathered data. Findings revealed that interactive and differentiated instructional approaches significantly contribute to learner engagement and participation in Filipino language education. Learners demonstrated greater interest and confidence when instructional activities aligned with their preferred learning styles, including visual, auditory, collaborative, and experiential learning experiences. The findings further revealed that contextualized discussions, collaborative activities, storytelling, multimedia integration, and learner-centered classroom practices strengthen learners’ engagement and communication competence in Filipino instruction. However, challenges such as limited confidence in oral participation, varying learning preferences, classroom anxiety, and insufficient instructional resources affected instructional engagement and classroom participation. The study concludes that differentiated and learner-centered instructional practices significantly contribute to meaningful engagement and language learning experiences among Junior High School learners. Strengthening contextualized instruction, collaborative learning activities, and differentiated teaching approaches is recommended to improve instructional engagement in Filipino language education.

Keywords: learning styles, instructional engagement, Filipino language education, learner participation, qualitative research, secondary education, language learning