Jul 2026· Pedagogy Review: An International Journal of Educational Theories, Approaches and Strategies· Vol 8, pp. 199-214· 0 citations
Abstract
Experiential learning integrates experience, reflection, and application, offering pre-service teachers authentic opportunities to connect theory with practice and prepare for classroom realities. This study investigated the academic and practical preparedness of third-year Bachelor of Elementary Education (BEEd ) students for Experiential Learning Course, focusing on their competencies in academic content mastery, instructional delivery, classroom management, instructional materials and technology, and intrinsic motivation. A descriptive quantitative design was e mployed, using a validated researcher-made survey administered to all 63 third-year BEEd students through total population sampling. Data were analyzed using weighted mean and ranking to determine levels of preparedness. Findings revealed that students generally rated themselves as “Prepared” across all domains. Strengths were evident in less on planning, classroom routines, and intrinsic motivation, while notable gaps emerged in handling classroom disruptions, formulating higher order questions, and designing assessments for critical thinking. These results highlight the transitional challenge s faced by thirdyear BEEd students as they move from theoretical coursework to practical classroom application. The study recommends practice-based learning, inquiry-driven strategies, simulation-based classroom management, workshops, seminars, and mentorship programs to bridge th e gap between theory and practice. By addressing these areas, teacher education programs can better equip pre-service teachers for experiential learning and real-world classroom demands. This research contributes to Sustainable Development Goal 4: Quality Education, ensuring that future educators are not only academically competent but also practically prepared to foster inclusive and effective learning environments.
Practice teaching serves as the culminating field experience that enables pre-service teachers to apply pedagogical knowledge and develop essential teaching competencies in authentic classroom settings. Assessing students' readiness prior to internship is therefore necessary to identify areas requiring further enhancement. This study determined the readiness for practice teaching among students of the College of Teacher Education at Don Carlos Polytechnic College during the Academic Year 2025–2026. Specifically, it examined students' readiness in lesson planning, teaching strategies, and classroom management and determined whether significant differences existed according to program affiliation. A quantitative descriptive research design was employed involving 398 third-year Bachelor of Elementary Education (BEED) and Bachelor of Secondary Education (BSEd) students majoring in English, Filipino, Mathematics, and Science. Data were gathered using a researcher-made questionnaire that underwent content validation and pilot testing, yielding an overall Cronbach's alpha coefficient of 0.915. Frequency, percentage, weighted mean, and one-way analysis of variance (ANOVA) were utilized for data analysis. The findings revealed that the respondents demonstrated a high level of readiness for practice teaching. Teaching strategies obtained the highest overall mean, followed by lesson planning, while classroom management received the lowest mean, although all dimensions were interpreted as either Highly Ready or Ready. Significant differences were likewise found in lesson planning, teaching strategies, and classroom management when respondents were grouped according to program affiliation. The study concludes that pre-service teachers possess adequate preparation for practice teaching; however, classroom management remains an area requiring further enhancement. The findings provide empirical evidence that can guide curriculum enhancement, strengthen field-based learning experiences, and support the development of intervention programs that further improve the professional readiness of future teachers.
Bethel Sheine B. Bucao, Angel Hope D. Repuela, Caren S. Lumanhang et al.· International Journal of Res...· 0 citations
This study aims to describe teachers’ strategies for implementing integrated learning in first grade at SD N 2 Tlogotirto. The study employed a descriptive qualitative approach using interview and observation data as the primary source. The data were collected through teacher interviews, classroom observation, and documentation, then analyzed through data reduction, data display, and conclusion drawing. The findings show that integrated learning is understood by the teacher as “pendekatan yg menggabungkan berbagai mata pelajaran ke dalam satu tema sentral.” The teacher’s strategies include mapping basic competencies or indicators, selecting relevant themes, preparing lesson plans or teaching modules, applying student-centered learning, using play-based learning, employing flexible instructional media, and conducting authentic assessment. The teacher also used visual, audio, concrete, technology-based media, and student worksheets to support students’ understanding. The main challenges included students’ limited attention span, difficulty in connecting several subjects into one theme, limited time, curriculum load, and the complexity of planning. The study concludes that integrated learning in first grade can be implemented effectively when the teacher creates active, interactive, meaningful, and enjoyable learning activities
This study examines the preparedness of bachelor of elementary education (BEEd) students for campus journalism, focusing on their experience, skills, and readiness to serve as school publication advisers. Using a mixed-methods triangulation design, the study combined a quantitative survey of 170 BEEd students with qualitative feedback from alumni teachers to validate real-world professional demands. Findings reveal a notable gap between theory and practice: most students lacked prior journalism experience and showed only basic competency in key production skills, especially news writing (M = 2.22). While they recognize the importance of journalism for professional growth (M = 3.45), they feel unprepared to coach students effectively (M = 1.81). Alumni teachers confirmed these challenges, identifying limited teacher competence as a major barrier to quality student-run publications. The study recommends a mandatory, production-based campus journalism course paired with professional learning support, and suggests these findings inform CHED (Commission on Higher Education) policy to make campus journalism a standard component of BEEd training.
Remelie Roque Robles· The International Journal of...· 0 citations
This study examined the pedagogical approaches, instructional practices, self-assessed utilization, influencing factors, and challenges in teaching literature among Senior High School teachers in Cluster 3, Division of Masbate Province. It was anchored in Constructivist, Behaviorist, and Connectivist Learning Theories and used a systems-based conceptual framework. A mixed-method design combined descriptive quantitative research with a phenomenological qualitative approach. Forty-four literature teachers from seventeen public secondary schools participated through complete enumeration, while fifteen teachers were purposively selected for interviews. Data were gathered using an adapted survey questionnaire, open-ended questions, and semi-structured interviews and were analyzed through frequency counts, percentages, weighted means, standard deviations, and thematic analysis. Findings showed that the Information-Based Approach was used most frequently (M = 4.89, SD = 0.32), followed by the Personal-Response Approach (M = 4.77, SD = 0.42). Teachers reported Proficient-to-Expert utilization across lesson stages, with the Moral-Philosophical Approach obtaining the highest overall self-assessment (M = 3.53, SD = 0.43). Retelling literary texts, checking comprehension, incorporating moral values, and identifying values from texts were practiced by all respondents. Approach selection was influenced by learner characteristics, curriculum requirements, instructional resources, professional experience, pedagogical beliefs, and sociocultural relevance. Major challenges included literacy and comprehension difficulties, low motivation and engagement, limited instructional time, large classes, inadequate resources, technology constraints, and insufficient professional preparation. The study concluded that literature instruction was competent and multifaceted but required a more coherent integration of approaches across lesson stages. It recommended adopting the Integrated Literature Instructional Guide anchored on the DepEd ILAW Framework, strengthening teacher training, and improving contextualized and multimedia resources. The study primarily supports SDG 4—Quality Education and also contributes to SDGs 9, 10, and 17 by promoting instructional innovation, equitable access to learning resources, and institutional collaboration. Its sustainability impact lies in strengthening inclusive, culturally responsive, technologically supported, and institutionally sustainable literature education.
Sharime Columna· International Journal of Sus...· 0 citations
The implementation of student-centered learning in higher education requires learning models that provide authentic experiences and support the development of twenty-first-century competencies. One of the approaches that fulfills these objectives is Experiential Learning, which emphasizes learning through direct experience, reflection, conceptualization, and active experimentation. This study aims to examine the implementation of Experiential Learning through student drama production and to investigate its contribution to the development of students’ academic and social competencies. The study employed a mixed-methods approach with an explanatory sequential design. The participants were 40 students of the Indonesian Language and Literature Education Study Program at Universitas Pancasakti Tegal who were enrolled in the Drama course during the 2025/2026 academic year. Quantitative data were collected through questionnaires and analyzed using descriptive statistics, while qualitative data were obtained through participant observation, semi-structured interviews, and documentation and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that Experiential Learning was effectively implemented through the stages of drama production, including script selection, role assignment, rehearsals, performance, and evaluation. All participants perceived the learning model as effective, with 70% rating it as very effective and 30% as effective. Furthermore, the implementation of Experiential Learning contributed to the development of communication, collaboration, creativity, critical thinking, problem-solving, leadership, and adaptability skills. The study concludes that student drama production serves as an effective experiential learning model that promotes meaningful, authentic, and competency-based learning in higher education.
This study assessed the level of instructional contentment of teachers and student performance in Science among Grade V learners at Don Vicente Rama Memorial Elementary School, Cebu City, for the 2024-2025 school year, aiming to inform a practical guide. Findings revealed that most teachers are middle-aged, female, married, and highly experienced, holding advanced degrees and receiving “Very Satisfactory” performance ratings. The majority of learners are 11 years old, with a higher proportion of female students. Teachers reported feeling generally positive about their professional growth, decision-making opportunities, and recognition, although they expressed moderate contentment regarding promotion opportunities. The learners performed well in science, with most achieving mastery in competencies such as motion, light, and material conductivity. A significant number of students demonstrated mastery in describing motion and understanding material properties. A significant relationship was found between teachers’ contentment and students’ science performance, suggesting that teacher satisfaction may positively impact student outcomes. Teachers expressed concerns about large class sizes, addressing diverse student needs, low salaries, and insufficient incentives. Other issues included limited access to technology, lack of teaching resources, inadequate professional development, and challenges with new curricula and policies. In conclusion, while teachers are generally satisfied with aspects of their professional growth and recognition, improvements are needed in areas like promotion opportunities and support for career advancement to enhance both teacher satisfaction and student performance.
Leilani Cosina· International journal of hum...· 0 citations
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