Teachers’ Instructional Practices and the Teaching–Learning Process: A Qualitative Study in General Science at Tejeros Convention Elementary School

Authors

  • DENNIS LIGLIG DEPARTMENT OF EDUCATION Author

DOI:

https://doi.org/10.64358/sih.v1i4.38

Keywords:

instructional practices, teaching-learning process, General Science, qualitative study, elementary education

Abstract

Teachers’ instructional practices play a pivotal role in shaping the quality of the teaching–learning process, particularly in foundational subjects such as General Science at the elementary level. This qualitative study explored the instructional practices employed by General Science teachers at Tejeros Convention Elementary School and examined how these practices influence learners’ engagement, understanding, and classroom experiences. Using a qualitative case study design, data were gathered through semi-structured interviews, classroom observations, and document analysis involving selected General Science teachers and learners. Thematic analysis revealed four major themes: (1) learner-centered instructional strategies, (2) contextualized and experiential science teaching, (3) classroom interaction and learner engagement, and (4) assessment practices supporting learning. Findings indicate that teachers’ use of interactive strategies, real-life contexts, and formative assessments significantly enhanced learners’ participation and conceptual understanding. However, challenges such as limited instructional materials and time constraints affected the consistent implementation of innovative practices. The study underscores the importance of reflective, learner-centered, and context-responsive instructional approaches in improving the teaching-learning process in elementary science education. Implications for teachers, school leaders, and curriculum planners are discussed.

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Published

2026-03-31

Issue

Vol. 1 No. 4 (2025): Studies in Interdisciplinary Horizons

Section

Articles

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