Learner-Centered Pedagogy in Filipino Instruction at Asipulo National High School

Authors

  • GLEN N. GUINILING Northeastern College Author

DOI:

https://doi.org/10.64358/sih.v2i1.58

Keywords:

learner-centered pedagogy, Filipino instruction, learner engagement, language skills development, contextualized teaching, secondary education

Abstract

This study examined the implementation of learner-centered pedagogy in Filipino instruction at Asipulo National High School, focusing on pedagogical practices, learner engagement, language skills development, perceptions of teachers and students, implementation challenges, and support systems. Employing a descriptive qualitative research design with supportive quantitative elements, data were gathered through classroom observations, semi-structured interviews with Filipino teachers, focus group discussions with students, and survey questionnaires. Thematic analysis and descriptive statistics were used to analyze the data. Findings revealed that Filipino teachers employed various learner-centered strategies such as group discussions, collaborative learning tasks, text analysis, role-playing, and performance-based activities. These approaches promoted active participation, critical thinking, and meaningful learning among students. Learner-centered pedagogy positively influenced students’ Filipino language skills, particularly in speaking, reading comprehension, and writing, by providing authentic and interactive language-use opportunities. Both teachers and students perceived learner-centered instruction as engaging and effective in enhancing understanding and motivation. However, the study also identified challenges that constrained implementation, including large class sizes, limited instructional materials, time constraints, and insufficient professional development. Despite these challenges, existing support systems such as Learning Action Cells and school leadership support facilitated the adoption of learner-centered practices. The study concludes that learner-centered pedagogy is effective in enhancing engagement and language learning in Filipino instruction when supported by appropriate institutional structures. It recommends strengthening professional development programs, improving access to contextualized instructional materials, and reinforcing school-based support systems to sustain learner-centered instruction.

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Published

2026-05-23

Issue

Vol. 2 No. 1 (2026): Studies in Interdisciplinary Horizons

Section

Articles

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