Reframing Student-Centered Pedagogy in Mathematics Instruction: Evidence from Dinadiawan National High School

Authors

  • MICHELLE PACA-ANAS Northeastern College Author

DOI:

https://doi.org/10.64358/sih.v2i1.65

Keywords:

student-centered pedagogy, mathematics instruction, classroom engagement, secondary education, Philippines

Abstract

Student-centered pedagogy has been widely promoted as an effective approach for improving learner engagement and achievement in mathematics. However, empirical evidence from rural secondary school contexts in the Philippines remains limited. This qualitative case study examined how student-centered pedagogical practices were enacted in Mathematics instruction at Dinadiawan National High School and how these practices shaped students’ classroom engagement. Data were gathered through classroom observations, semi-structured interviews with Mathematics teachers and students, and document analysis of lesson plans and instructional materials. Thematic analysis revealed four interrelated practices: (1) contextualized problem-solving anchored in learners’ lived experiences, (2) collaborative and dialogic learning structures, (3) guided facilitation and formative feedback, and (4) flexible instructional adaptations responsive to learner needs. Findings indicate that reframing instruction around active student participation fostered behavioral, emotional, and cognitive engagement in Mathematics learning. The study contributes contextualized evidence supporting student-centered pedagogy and offers practical implications for Mathematics teachers, instructional leaders, and curriculum planners in similar secondary school settings.

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Published

2026-05-23

Issue

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

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Articles

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