Ijmcer KK0630730783

International Journal of Multidisciplinary and Current
Educational Research (IJMCER)

ISSN: 2581-7027 ||Volume|| 6 ||Issue|| 3 ||Pages 730-783 ||2024||
Extent of Implementation and Issues Encountered By

Araling Panlipunan Teachers in Student-Centered
Learning Approach
JERALD CLARK C. MENDOZA
A Thesis presented to the Faculty of Graduate School Of Pamantasan ng Cabuyao
Banay-banay, City of Cabuyao
ABSTRACT: The main objective of this study was to assess the extent of implementation and the issues
encountered by Araling Panlipunan teachers in a student-centered learning approach among the public junior
high schools in District 2 of the Division of Cabuyao during the School Year 2023-2024. This assessment
served as the basis for the development of a Teacher Development Program The results revealed that the
teachers highly implemented the student-centered learning approach in their Araling Panlipunan classes. The
teachers prioritized fostering collaborative learning environments, utilizing peer teaching to deepen
comprehension, scaffolding learning for gradual independence, integrating student feedback into lesson
refinement, and promoting student autonomy in goal-setting and learning processes.
The study highlighted a commendable synergy among Araling Panlipunan teachers, fostering a culture of
collaboration and knowledge-sharing. These educators exhibited a remarkable ability to sustain engagement and
active participation among a large student body while still managing to allocate ample time for thorough lesson
planning and preparation amidst their teaching responsibilities. Furthermore, they demonstrated a profound
commitment to inclusivity, ensuring all students felt valued and represented in classroom activities. Leveraging
multimedia tools such as video presentations enriched the learning experience by providing diverse sensory
stimuli. Their implementation of differentiated activities catered to varied learning styles and abilities,
facilitating a more comprehensive evaluation. Additionally, they adeptly coordinated and managed physical
learning spaces, ensuring flexibility and adaptability to accommodate diverse instructional needs, ultimately
fostering a conducive environment for holistic student-centered learning.
The implementation of a student-centered learning approach by Araling Panlipunan teachers was found to be
unrelated to factors such as age, length of service, and highest educational attainment. Nonetheless, notable
correlations were observed concerning gender, suggesting its influence on the approach's adoption.The
challenges faced by Araling Panlipunan teachers appeared to be unrelated to factors such as age, gender, length
of service, and highest educational attainment.
The successful implementation of a student-centered learning approach was significantly influenced by factors
such as training and development, class size, time, student diversity, assessment of learning gains, and
management of resources. However, there was no significant correlation between technology integration and the
adoption of a student-centered learning approach. Based on the study's findings, several recommendations were
proposed to enhance the implementation of student-centered learning in Araling Panlipunan classes. Firstly, it
was advised to support teachers' professional development through graduate school enrollment and tailored
mentorship programs. Secondly, there was a need to prioritize and refine student-centered learning strategies
while providing ongoing support and resources for teachers. Thirdly, support for transitioning to student-
centered approaches should address classroom management and technology access, promoting inclusivity and
cross-cultural understanding. Gender-specific training and inclusive support programs should be implemented to
ensure equitable opportunities for all teachers. Additionally, comprehensive training, effective class size
management, and resource allocation were deemed crucial, with supplementary support for technology
integration where feasible. Lastly, incorporating devised programs into professional development sessions
would aid in monitoring and improving the implementation of student-centered learning.
KEYWORDS: Student-Centered Learning, Araling Panlipunan, Teacher Development Program,

Collaboration, Inclusivity, Professional Development, Technology Integration
|Volume 6 | Issue 3| www.ijmcer.com | 730 |

Extent of Implementation and Issues Encountered By Araling…
I. INTRODUCTION
The foundation of both the emerging world and technological achievements is education. The need for reform
and the pursuit of high-quality education have long been neglected subjects in academic journals and research
studies. The primary goal of the education industry is to generate better and more competitive human resources
by making up for the increased demand for improvement. All facets of society are motivated to seek methods to
enhance the techniques, tactics, and strategies employed in the teaching and learning process by the education
system's life-changing objective. Different teaching and learning disciplines have served as the foundation for
numerous classrooms, all of which have contributed to the society we currently live in.
Education is evolving to meet the changing demands of the world, with teachers taking on the responsibility of
preparing students for future jobs. Despite limited research on recent educational approaches, teachers are
incorporating innovative strategies, such as student-centered classrooms. Research suggests that student-
centered learning positively impacts student growth, shifting the teacher's role from lecturer to facilitator. In
these classrooms, students take greater responsibility for their learning, resulting in increased achievement. This
approach contrasts with traditional teaching methods, emphasizing independent thinking and self-reliance,
aiming to equip students for an ever-changing world (Abbas et al., 2019).This researcher is constantly looking
for new interesting things to teach his students because he works as a social studies teacher. More peer
cooperation, active learning, and the development of critical thinking skills are the types of teachings that this
teacher is looking for in his students. Additionally, it is vitally important that this teacher equips his pupils with
the necessary skills to make informed decisions when they enter public life. A center of inquiry, sophisticated
discussion, and learning synthesis should be the social studies classroom. Participating actively, moving around
the classroom, and once more working with peers should be the best ways to do this. This educator thinks that
rather than sitting through long lectures and reading and writing assignments in a classroom, children learn best
and flourish in this kind of setting. In order to implement this educational approach with his students in an
effective manner, this educator therefore wishes to investigate student-centered learning methodologies.
It is anticipated that the twenty-first century will produce people with sophisticated cognitive abilities who can
generate, challenge, and apply knowledge to solve issues. Raising this highly valued human profile has become
one of every nation's educational goals. "How can we raise people who possess advanced thinking skills?" has
spawned numerous innovative educational strategies. Including people in the learning process is one of the
finest strategies to develop thinking abilities. In light of this, student-centered methods like learning by doing,
active learning, and learning to learn influence modern educational practices (Aytac & Kula, 2020).The student-
centered approach to teaching shifts the teacher's role from information delivery to creating supportive learning
environments. It involves utilizing various instructional modes to engage students and prioritize their learning
needs and styles. In student-centered classrooms, students collaborate on assignments and projects, requiring
comprehensive preparation and effective classroom management. This approach fosters higher-order thinking
skills and is correlated with enhanced cognitive abilities in learners (Coman et al., 2020).
The goal of student-centered learning as a teaching approach is to make links between what students are
interested in learning and what they are learning in the classroom. Making the educational experience more
meaningful for pupils is the ultimate goal. Framing classes around their interests is the greatest approach to
achieve that since it will motivate students to participate more in the content and improve their learning. Giving
students more responsibility for making decisions can take many forms. But in general, they'll all have
comparable features, like more student-led learning, small groups, debates, and activities. Letting students
choose the outcome of a project or assignment is an excellent illustration of a student-centered approach in the
classroom. Rather than prescribing an end product for the students, the instructor sets guidelines and lets the
students center their final project around their areas of interest. Although it may appear that student-centered
learning puts the teacher out of the center of the classroom, the instructor's participation is crucial to the
program's success. In order to facilitate learning at a speed that suits them, the method depends on students
working toward their own autonomy. (Renton Prep, 2022).
The demands of each unique learner are the center of attention in the educational approach known as student-
centered learning. With this kind of instruction, the student is at the center of the process and has a say in what
they learn. A student-centered classroom functions better with the teacher acting as a facilitator than a lecturer.
Students can take charge of their education and become more involved in their education in this setting. In
student-centered learning, also known as inquiry-based learning, learner-centered instruction, or discovery
learning, students actively participate in the educational process. They take ownership of their education, work
together with their peers, and access information through technology.

The teacher's job in a student-centered classroom is to support learning, not to impart knowledge. This indicates
that students are encouraged to think critically, solve issues, and make conclusions as well as actively participate
in the learning process. (Lynch, 2022). According to Lathan (2019), the teacher continues to be the authority
figure in the classroom even in student-centered learning. But while students take on a more active and
collaborative role in their own learning, they serve more as a coach or facilitator. A shared emphasis between
the students and the teacher is indicative of a student-centered learning environment. There may be some option
in the subjects that students study. After demonstrating an idea or task, the teacher asks the class to respond with
an explanation or demonstration. Throughout the lesson, the students engage with both their teacher and one
another. Students are taught topics in language that they are familiar with and can use on a daily basis; new
terminology may receive its own lesson. It depends on the task at hand whether students work in groups, in
couples, or alone. While not constantly supervising, the instructor does offer comments or adjustments in
response to queries. Students try to respond to one another's inquiries, with the teacher serving as a facilitator or
source of information. Students and the teacher/instructor jointly assess their own learning. The classroom is
energetic and bustling.
The need for adaptation in our public education system to align with economic and industrial changes is
emphasized by Education Evolving. To truly reform the system and ensure success for every student, a shift
from the existing adult-centered, hierarchical structure to a student-centered approach is proposed. This involves
rethinking the education model to place students at the center, moving away from a preset information delivery
system. The call is for a system that considers students' interests, challenges, cultural identities, learning styles,
and life experiences. The aim is to create an inclusive system that not only provides equal opportunities for
success but also accommodates individual requirements, encapsulated in the concept of student-centered
learning (Cook, 2020).
In order to implement the K–12 Basic Education Program, DepEd must follow the guidelines set forth by
Republic Act No. 10533:
a. The curriculum must be inclusive, developmentally appropriate, learner-centered, and relevant. A learner-
centered approach to education centers the teaching-learning process around the needs and interests of the
students.
b. The curriculum needs to be dynamic, current, and grounded in research. It is founded on reputable
research, learning theories, learning dynamics studies, and learning principles.
c. The curriculum must be sensitive to cultural differences, which means that teaching methods must honor
students' cultural identities.
According to DepEd Order No. 42, s. 2017 entitled National Adoption and Implementation of the Philippine
Professional Standards for Teachers (PPST). Teachers play a crucial role in nation building. Through quality
teachers, the Philippines can develop holistic learners who are steeped in values, equipped with 21st century
skills, and able to propel the country to development and progress. This is in consonance with the Department of
Education vision of producing: ―Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute meaningfully to building the
nation‖.Concerns about time to cover the curriculum, worries about students' performance on external exams,
resistance to departing from traditional methods, peer pressure from other teachers, a lack of flexibility in the
classroom, a tendency to teach as one is taught, and worries about classroom management are just a few of the
challenges that teachers face when implementing student-centered pedagogies, according to Gouedard et al.
(2020).
Some people find social studies lectures dull and uninteresting, with the teacher giving a lecture and the students
taking notes. That need not be the case, for sure. The dull atmosphere of an educator-centered social studies
classroom may be swiftly replaced with a student-centered one that becomes a hive of activity. Through student-
driven inquiry and conversation, kids develop their critical thinking abilities and take ownership of their
education, which in turn increases their intrinsic motivation to comprehend the world around them. There are
several advantages for students when the atmosphere of a social studies classroom is changed from one that is
passive to one that is lively and captivating. It is crucial that social studies teachers create a student-centered
classroom that fosters critical thinking skills and present their craft to their students in this way. (Searles, 2022)
A study on the extent of implementation and issues encountered by Araling Panlipunan teachers in a student-
centered learning approach was necessary for a variety of reasons. For instance, it served as a tool for improving
educational practices by aligning teaching approaches with larger educational goals and contributing to overall
improvements in teaching and learning experiences.

Furthermore, the study informed targeted professional development programs for teachers, improved resource
allocation, and led policy development by providing evidence-based insights into the efficacy of student-
centered learning in Araling Panlipunan classrooms.Additionally, the study filled a potential gap in the existing
literature, adding vital data to the scholarly discourse about effective teaching approaches in the field. The
study's goal was to maintain educational quality assurance and promote evidence-based decision-making at both
the school and district levels by measuring the extent to which student-centered learning promoted student
engagement and outcomes. Finally, this study had the potential to shape educational policy, develop teacher
training programs, and promote a more effective and student-centered approach in Araling Panlipunan
classrooms.
Theoretical Framework : John Dewey's concept of a student-centered curriculum, as introduced in "The Child
and the Curriculum," revolves around arranging educational values and experiences relevant to daily activities.
He advocates for a curriculum that integrates both content and instructional strategies, prioritizing the student's
needs, interests, and aspirations. The focus is on aligning the learning of specific disciplines with practical
applicability and satisfaction tied to intrinsic student needs (Shah and Kumar, 2020).In this approach, educators
play a pivotal role in creating educational possibilities. To implement student-centered learning effectively,
teachers must tap into each student's unique potential, fostering critical thinking, emphasizing understanding and
application of knowledge, and encouraging active and exploratory learning. This method inspires research,
promotes collaborative learning, and assumes responsibility for learning outcomes.
In a student-centered learning environment, teachers take on diverse roles such as collaborator, coach,
teammate, consultant, instructor, trainer, facilitator, and guide. The teacher sees the student as a learning partner,
setting up scenarios for students to find solutions rather than providing answers. Instead of criticism, teachers
inspire motivation, spark curiosity, guide students toward knowledge, and empower them with the autonomy
and fulfillment derived from self-discovery. This approach aims to develop independence in learning, instill
lifelong learning skills, nurture creativity and teamwork, increase motivation, and stimulate intellectual
curiosity. According to Jean Piaget's constructivist learning theory, students actively construct their own
understanding based on their prior experiences. They integrate new information with what they already know,
creating a personalized and unique world of knowledge. This perspective highlights the individualized nature of
each student's learning experience (Saunders & Wong, 2020).
Educators can leverage constructivism by acknowledging that students bring their own backgrounds and
experiences to the classroom every day. In a constructivist approach, teachers shift towards the role of a guide,
helping students develop their knowledge and understanding. Teachers assist students in constructing their own
worldview and cognitive processes based on their individual experiences. This approach is crucial for
supporting a diverse range of students in incorporating their personal backgrounds into their educational
journey.David Kolb's experiential learning theory states that learning is a continuous process that includes
concrete experiences, reflective observation, abstract conceptualization, and active experimentation. According
to the theory, learners should progress through these four stages in order to properly gain knowledge and
abilities. Experiential learning is well-suited to the student-centered learning method, which holds that students
develop their own understanding via personal experiences. The experiential learning paradigm focuses on
hands-on experiences, reflection, and active involvement, creating a framework in which students actively
participate in their learning process. This approach recognizes the uniqueness of students' experiences and
encourages a dynamic learning environment that accommodates a variety of learning styles and preferences
(Villarroel et al., 2020).
Conflict theory in education, based on a broader sociological perspective, contends that educational institutions
are not neutral entities, but rather are influenced by and perpetuate societal inequities and power dynamics. Karl
Marx was a significant proponent of conflict theory, arguing that education serves to sustain the present social
order by allowing the dominant class to reproduce its privilege. In the context of student-centered learning,
conflict theory implies that existing educational systems may perpetuate inequities by favoring certain groups
over others. Student-centered learning aims to solve these difficulties by focusing on individual student needs,
experiences, and various learning styles. It seeks to empower students and lessen the influence of social
inequities on their academic performance. However, obstacles arise when adopting student-centered learning
within the context of conflict theory. Teachers may encounter resistance from established educational systems,
standardized testing, and curricular limits that may not match with the concepts of student-centered learning.
Furthermore, discrepancies in resources and support can impede the effective implementation of this method,
providing difficulties for instructors working to establish a more egalitarian educational environment.

Overcoming these challenges necessitates addressing systemic concerns and creating a supportive environment
for the successful implementation of student-centered learning within the conflict theory framework (Prayogi,
2023).The paradigm that followed illustrated the conceptual frame of reference on which this study was based,
drawing on the theory developed by the aforementioned authorities. It explained the extent of implementation
and issues encountered by Araling Panlipunan teachers in a student-centered learning approach.
Research Paradigm
INPUT PROCESS OUTPUT
Profile of the
Respondents
Administration and
 Age retrieval of
 Gender Questionnaires.
 Length of Service
 Highest Data collection and
Educational organization. Basis for teacher
Attainment development
Data analysis program.
Extent of through statistical
Implementation And treatments.
Issues Encountered
By Araling Data interpretation
Panlipunan Teachers and correlation.
In Student-Centered
Learning Approach
FEEDBACK
Figure 1. The Paradigm of the Study
Figure 1: The input contained profiles of the respondents in terms of their age, gender, length of service, and
highest educational attainment. It also included the extent of implementation and issues encountered by Araling
Panlipunan teachers in the student-centered learning approach. The process conducted involved the
administration and retrieval of questionnaires, data collection and organization, data analysis through statistical
treatments, and data interpretation and correlation. After the study was conducted, the researcher crafted a basis
for a teacher development program.
Statement of the Problem:

The research study will provide new insights into
1. What is the profile of the respondents in terms of:
Age;
Gender;
Length of Service; and
Highest Educational Attainment?
2. To what extent is the implementation of student-centered learning approach of Araling Panlipunan teachers?
3. To what extent are the issues faced by Araling Panlipunan teachers in the implementation of student-centered

learning approach?
Training and Development
Class Sizes
Time
Student Diversity
Technology Integration
Assessment of Learning Gains
Management of Resources
4. Is there a significant difference between the extent of implementation of the student-centered learning
approach encountered by Araling Panlipunan teachers when they are grouped according to profile variables?
5. Is there a significant difference between the extent of issues encountered by Araling Panlipunan teachers
when they are grouped according to profile variables?
6. Is there a significant relationship between the implementation extent and issues encountered by Araling
Panlipunan teachers?
7. Based from the findings what teacher development program can be developed?
Hypotheses
The following hypotheses were tested in this study:
1. There is no significant difference between the extent of implementation of the student-centered learning
approach encountered by Araling Panlipunan teachers when grouped according to profile variables.
2. There is no significant difference between the extent of issues encountered by Araling Panlipunan teachers
when grouped according to profile variables.
3. There is no significant relationship between the implementation extent and issues encountered by Araling
Panlipunan teachers.
Scope and Limitations : This research aimed to determine the extent of implementation and issues encountered
by Araling Panlipunan teachers in the student-centered learning approach in District 2 Junior Public High
Schools, including Gulod National High School, Marinig National High School, and Marinig National High
School within the Division of Cabuyao.Additionally, the study sought to determine the significant difference
between the extent of implementation of the student-centered learning approach encountered by Araling
Panlipunan teachers when grouped according to profile variables, the significant difference between the extent
of issues encountered by Araling Panlipunan teachers when grouped according to profile variables, and the
significant relationship between the extent of implementation and issues encountered by Araling Panlipunan
teachers. The study employed a quantitative descriptive-correlational approach. Data were collected through
surveys regarding the extent of implementation and issues encountered by Araling Panlipunan teachers in the
student-centered learning approach.
Significance of the Study

The researcher believed that this study would be beneficial to the following individuals:
School Head. The study can provide school heads with valuable insights into the effectiveness of the student-
centered learning approach in Araling Panlipunan classrooms within their school. This information can guide
them in making informed decisions about curriculum development, resource allocation, and professional
development opportunities for teachers. By understanding the challenges faced by Araling Panlipunan teachers,
school heads can allocate resources more effectively, investing in training and support programs tailored to
address these specific challenges. This can result in improved teaching practices and overall academic
performance.
Teachers. The study can offer Araling Panlipunan teachers a better understanding of the challenges they may
encounter in implementing student-centered learning. Armed with this knowledge, teachers can seek
professional development opportunities and strategies to enhance their teaching skills and overcome these
challenges. Teachers can learn from the experiences and best practices of their colleagues who have faced
similar challenges. This can foster a sense of community and collaborative problem-solving among educators.
Students. Students can benefit from the study's findings by potentially experiencing a more engaging and

effective learning environment. Student-centered learning is associated with increased engagement, critical
thinking, and problem-solving skills, which can result in a more enriched learning experience.
Researcher Itself. The researcher conducting the study can gain valuable experience in designing and executing
educational research, enhancing their research and data analysis skills, and contributing to the field of education.
By conducting this study, the researcher can make a meaningful contribution to the field of education, furthering
our understanding of the challenges and opportunities related to student-centered learning in the context of
Araling Panlipunan.
Future Researchers. Future researchers can use the findings of this study as a foundation for their own work.
They can deepen their understanding of the issues related to student-centered learning and Araling Panlipunan
instruction or expand the research to explore other subjects and contexts. The study can inform future
researchers interested in educational policy development, enabling them to create evidence-based
recommendations and interventions for enhancing student-centered learning in the Philippines and beyond.
Definition of Terms
The following terms are operationally specified for clarity and consistency:
Extent of Implementation. It refers to the degree or level to which a particular strategy, program, or approach
has been put into practice. It involves how extensively Araling Panlipunan teachers have implemented the
student-centered learning approach, including the degree to which teachers have integrated student-centered
methods into their teaching practices, the frequency of use, and the overall effectiveness of the implementation.
Learning Gains. The progress or improvement that students make in their academic performance over a
specific period, often measured through assessments and tests.
Student Diversity. Student diversity acknowledges varying cognitive strengths, such as linguistic, logical-
mathematical, and interpersonal intelligences. Learning paces differ; some students grasp concepts quickly (fast
learners), while others may require more time (slow learners).
Student-centered learning approach. A teaching methodology that prioritizes the needs, interests, and
learning styles of individual students, focusing on active engagement, critical thinking, and self-directed
learning.
Technology Integration. The incorporation of technology, such as computers, tablets, software, and digital
resources, into the teaching and learning process to enhance educational outcomes and facilitate more interactive
and engaging learning experiences.
II. REVIEW OF RELATED LITERATURE

This chapter discussed and expanded upon previous research and literature relevant to the present study. It
encompassed a range of sources including books, journals, magazines, and abstracts, both published and
unpublished, to inform the objectives of the current study. By synthesizing existing knowledge, the researcher
aimed to provide a comprehensive analysis of the research problem.
Student-centered learning approach : An essential component of a cooperative and collaborative learning

environment is student-centered learning methods. All students benefit from this exercise, regardless of their
learning preferences, styles, or any limitations that would limit their skills. Student-centered learning strategies
help kids become ready for a wide range of distractions they may face as adults. Allowing students to get a
better grasp of their learning styles and preferences will better prepare them to deal with distractions outside of
the classroom. Establishing a climate and culture that supports student-centered learning methods helps establish
the general direction of student performance and the transferability of their skills. Students must develop the
kind of self-directed learning skills that will benefit them both inside and outside of the classroom. The
educational system needs to change to accommodate the unique learning requirements of the kids of tomorrow.
If kids learn best by doing rather than by being taught, then they should have access to stimulating learning
opportunities that enable them to develop the problem-solving, critical thinking, and teamwork skills necessary
for success outside of the classroom (Fisher, 2021). Student-centered learning models have been around for over
a century. Studies have shown the benefits and drawbacks of adopting student-centered learning methodologies
into educational settings. The majority of the learning environments who participated found it difficult to

integrate and implement anytime, anywhere learning. The student-centered learning technique seeks to center
the learning process on students. Following that, children are able to keep an eye on their education, control
their behavior, persist in the face of challenges, engage and work cooperatively with a range of peers, and solve
difficult problems (Green & Harrington, 2020). Teachers in the twenty-first century must create active,
collaborative learning environments that stimulate student participation and the development of critical thinking
skills. To enhance every student's educational experience and equip them with the skill sets required for future
employment. Project-based learning, individualized learning, and social-emotional learning all contribute to
learner autonomy and independence. These strategies empower students to take ownership of their own
learning. Allowing students to decide the curriculum, learning activities, and pace of their education, student-
centered learning approaches applied into the classroom learning environment focus on providing the
educational process more meaning for students (Padayichie, 2023).
In order to improve their academic performance, student-centered learning approaches enable students to take
charge of their education and actively participate in the classroom. Comparing pupils in a classroom with merely
a typical lecture method, those who actively participate in the learning process through student-centered learning
activities have a greater conceptual comprehension and deliver larger learning gains. Learning can be viewed as
a social activity, and students grow cognitively when they are allowed to engage with peers and adults. The
needs, skills, interests, learning preferences, and learning styles of each individual student are the main focus of
student-centered learning. Student-centered learning can be used as a framework to help all students advance
academically and develop higher-order thinking skills that will help them retain information for longer (Al-
Hattami & Jaiswal, 2020).
In addition to providing the scaffolding needed for pupils to make sense of the problem, the teacher facilitates
learning. While opinions differ on the appropriate level of support for pupils, it is generally agreed that
educators should facilitate their learning. Scaffolding has been described as continual diagnosis, fading, transfer
of responsibility, and contingency or responsiveness in several studies. Scaffolding is suitable and only provides
temporary assistance because the ultimate goal is for children to be able to work on the task independently. No
matter what their level of understanding, scaffolding enables all students to actively participate in the task. It
provides pupils with a means of interaction with the material so they can learn (Dominguez & Svihla, 2023).
In most schools nowadays, there are two main categories of learning environments. One is the conventional
classroom, where the instructor is the universe's center. The alternative is a classroom environment that is
student-centered and involves students in the learning process since they were involved in its design. Instead of
being guided by their teachers, self-directed students are more likely to dive deeply into their studies, practice,
teamwork, and pursuit of a common objective. The room is filled with their energy and activity. In contrast, the
teacher serves as the focal point of all activity and knowledge in a traditional, teacher-centered classroom,
assigning tasks that may or may not be meaningful to the students. For instance, because they have little interest
in the subject matter and find it difficult to connect it to their own diverse and distinct experiences or interests,
students in this approach are frequently bored, disengaged, uninterested, and unmotivated. The classroom of
today is a microcosm of the wider world. Learning styles, cultures, languages, and socioeconomic backgrounds
vary widely. Today's educators must possess empathy, understanding, and a teaching methodology that
welcomes students from all backgrounds.
The traditional approach of a teacher-centered learning environment is becoming less and less effective as a
model of inclusive education for all students. A one-size-fits-all approach to schooling is out of date. To engage
all students more deeply and foster an innate love of learning that fosters creative inquiry and teamwork,
educators are adopting strategies and settings. Beyond the conventional classroom paradigm, teachers can foster
a learning environment that supports the inclusion of students of all backgrounds and skill levels and fosters
motivation, creativity, and innovation. A new paradigm is beginning to take shape in which students are in
charge of studying the content in a setting that is focused on them. Following a paradigm of greater learning and
dedication to the subject matter, the learner is self-directed. Think of student-centered learning settings as
dynamic workspaces where students are free to experiment and push themselves while collaborating with other
students and the teacher in a cooperative setting. Teachers are viewed as facilitators or as "a guide on the side."
Students participate in the process of learning by doing, producing, and experimenting in a project-based
learning paradigm, which is frequently used in a student-centered learning environment (Moeller & Reitzes,
2021). It can be difficult for teachers to place the majority of the responsibility for the learning process on the
students, especially if they have personally experienced teacher-centered education as students and are
acquainted with the traditional pedagogical method as instructors.

It is difficult for teachers to adopt a student-centered approach since it places a strong focus on students' trust
and releases them from content-driven lectures. It demands acceptance of its innate paradoxes and
inconsistencies from both instructors and students, such as having to balance the roles of facilitator and
evaluator as well as student and teacher. It is evident that educators frequently employ conventional approaches
and strategies in all of their classes. In particular, they choose lectures when introducing new subjects. When
instructing, they primarily use lectures and Q&A sessions. Additionally, they frequently employ teacher-
centered exercises like watching movies and doing quizzes (Gray, 2019).Through autonomy, scaffolding, and
genuine feedback, student-centered learning techniques improve students' engagement and empowerment
(Wong, 2020). This motivates students to perform at a higher level, which is necessary to move through the
learning process. The goal of education is now more about teaching kids how to learn than it is about imparting
knowledge to get them ready for the difficult problems they will face in the real world.
The major purpose of student-centered learning is to use experiential and existential learning methodologies to
assist students in becoming lifelong learners and better prepared for their future roles. While it is critical to
consider each student's individual requirements and learning preferences, student-centered learning approaches
can be used in a wide range of educational contexts and topic areas. Students can acquire increased self-
direction by using student-centered learning practices such as cooperative learning, discovery, peer scaffolding,
and inquiry-based learning (Sohn et al., 2021). By giving students direct control over the learning process,
student-centered learning techniques seek to foster a sense of autonomy in their approach to learning. With the
use of student-centered learning strategies, students can freely explore, evaluate, and customize their own
learning based on their personal learning preferences. Students have plenty of opportunity to pursue subjects and
projects that interest them in this kind of learning environment (Ellis et al., 2020).
Melvin (2022), claim that the benefits of student-centered learning approaches include strengthening students'
capacities, fostering autonomous study, giving flexibility in meeting students' diverse needs, and cultivating a
well-rounded learning environment. The primary purpose of student-centered learning is to improve learning
and preparation in all kids, regardless of physical features. This will help them to address the rising economic
imbalances that plague our society. Research has proven that student-centered learning strategies can help adjust
and customize learning environments based on the students who inhabit them by giving useful data on student
behavior, learning adaptation, and trends.
A community-driven learning environment that supports student empowerment, independence, teamwork, and
the development of critical thinking and problem-solving abilities can be created in the classroom through the
use of student-centered learning methodologies. The significance of emphasizing quality, accessibility, and
relevance in education has been demonstrated by research conducted in India. This approach helps students
develop independent thought processes and the ability to make decisions that will have a direct impact on their
futures. To influence all types of students within that learning institution, the implementation of effective
student-centered learning strategies for a varied student population must be interesting, appealing, and relevant
(Levesque-Bristol et al., 2019). Effective education that provides numerous opportunities for application can
help every student transfer knowledge, which is an essential phase in the learning process.According to Damsa
and De Lange (2019), student-centered learning approaches improve a customized learning process and raise
students' motivation, confidence, and degree of participation in the classroom. When given the opportunity to
actively participate in the learning process and be challenged to think at higher levels, students do better. When
a learner feels invested in the process of learning, their motivation levels rise. Students who participate in
student-centered learning are more self-reliant and accountable for their own growth.
Empirical studies have validated the notion that incorporating student-centered learning strategies into the
classroom enhances instruction and retention of knowledge by encouraging and motivating students to take
charge of their own education. Higher ratings of students' knowledge and skill retention have increased with a
greater emphasis on student-centered learning practices, shifting and transforming the learning environment and
necessitating more training and expertise from educators to move the educational environment into the future
(Arnett et al., 2020). Students are better prepared for distractions outside of the classroom when student-
centered learning strategies are incorporated into the learning environment. Students who benefit from student-
centered learning techniques have more control over their education and develop the information and skills
required to excel in any situation outside of the classroom. When student-centered learning strategies are
tailored to each student's specific requirements, abilities, learning preferences, and areas of interest, they can
promote deeper learning and help each student achieve their full potential. This will assist students expand their
knowledge and abilities.

To foster this environment, teachers must encourage self-directed learning, involve students in the problem-
solving and critical thinking processes, and improve how students interact with one another. All of these items
will provide kids with more possibilities to gain proficiency in 21st-century skills (Garrett, 2020).In order to
provide an active learning environment that incorporates collaborative problem solving and the acquisition of
skills necessary for students to be prepared for the twenty-first century, student-centered learning offers support
for a range of learning styles and preferences. Establishing a student-centered learning environment where
students are encouraged to actively participate in the construction of their learning experiences requires an
understanding of the learning styles and preferences of the students. Student-centered learning strategies should
take into account students' preferred learning styles and ways of showing their knowledge and skills in the
classroom in order to support their development as active participants in the learning process (Estes & Zibers,
2020).
Practices intended to address the unique requirements of each student are included in the concept of student-
centered learning. This entails developing competency-based, student-driven, individualized, and experientially-
based learning environments. In addition to supporting the development of the information and skills required
for success in college, the workplace, and civic life, student-centered learning techniques aim to address the
varied and unique needs, interests, and cultural backgrounds of their students. Personalized, competency-based
learning is a crucial tactic for developing student-centered learning environments, schools, and education
systems, even if education professionals employ a variety of terminology to characterize student-centered
learning methods (Padrón and Erwin, 2022). According to the constructivist perspective, learning is an active
process of knowledge creation and acquisition. From a constructivist perspective, the classroom serves as a
location where students acquire the necessary knowledge, skills, and resources under the direction and
assistance of their teachers. As a result, the constructivist perspective demands that professors and students take
into account their respective responsibilities in learning activities, in which the lecturer serves as a facilitator and
the students take on a major role. Students' opinions of the student-centered learning approach may be impacted
by differing ideas about teaching and learning, which may also make it more difficult for them to participate in
learning activities and environments. The attitudes, difficulties, and beliefs of students in learning environments
have not received much attention (Benlahcene et al., 2020).
The goal of student-centered learning is to put the needs of the students—rather than those of the teachers and
administrators—at the center of the educational process. This method has numerous effects on how curricula are
designed, what is included in them, and how interactive they are. By placing students' needs first, "student-
centered learning"—also known as "teacher-centered learning"—disperses from traditional education, according
to its proponents. With an emphasis on each student's unique requirements, skills, interests, and learning
preferences, student-centered learning positions the instructor as a facilitator of learning. This classroom
teaching approach is different from many others in that it recognizes the importance of student voice in the
learning process for all learners. In teacher-centered learning, pupils play a passive, receptive role while the
teacher plays an active role at the center. Teachers decide what the students will learn, how they will learn it,
and how they will be evaluated for what they have learned in a teacher-centered classroom. Students must take
an active and accountable role in their own education in order for learning to be student-centered. The study's
findings demonstrate how student-centered learning designs and strategies—such as brainstorming, problem-
based instruction, continuous learning via personal experience, group activities, and interaction—may help
students in Philippine history classes acquire Higher-Order Thinking Skills (HOTS). Furthermore, the study
demonstrated that meaningful learning occurs through doing (Butawan et al., 2021).
Students may actively engage, learn about new learning strategies, and voice their compelling opinions when
learning is student-centered. The whole course work period is devoted to students actively building and
comprehending their subjects. To ensure successful learning, a range of practical exercises are implemented.
Both teachers and students always support kids with unique and distinctive learning styles. Together with
improving the learning environment for students, they assist in supplying a variety of tools and task- and
learning-conscious approaches. In the classroom, students' motivation can be further increased by using the
valuable learning abilities they acquire to achieve lifetime learning objectives. The concept of self-determination
pertains to the extent to which a person's actions are driven by their own motivation and self-determination. As a
result, providing pupils with the chance to assess their learning turns into an incentive. Students support Rogers'
thesis that "the only learning which significantly influences behavior [and education] is self-discovered" by
taking an active role in their education. Since learning helps pupils to use self-regulation techniques, it can be
considered as a personal growth experience.
Thus, education can be beneficial if pupils have complete control over what they learn. The paradigm of

curriculum activities changed as a result of the teacher's role as a facilitator in student-centered classrooms over
the years (Haleem et al., 2022).Students are constantly encouraged to actively participate in class discussions in
order to enhance their affective and psychomotor skills in addition to their cognitive abilities. Pupils participate
in problem solving, brainstorming, independent question formulation, idea discussion, and opinion sharing
during debates. Allowing children to participate in team building activities improves their ability to take charge
and be accountable for completing the tasks they are given. As a result, the cooperative learning strategy can
offer students a better chance to develop and meet both the learning objectives and the final student product
(Main, 2021).
In order for learning to occur, students must accept equal responsibility for their education as teachers do for
their instruction. Student-centered learning refers to approaches to education that place an emphasis on the
accountability of students for tasks including lesson planning, research, collaboration with teachers and peers,
and evaluation of their learning. Additionally, it focuses less on what teachers do and more on what students do
and why they believe they are doing it (Deveci & Ayish, 2019).One of the key components of high-quality
learning is considered to be meaningful participation in educational activities. Many creative ways to high-
quality teaching have been encouraged as a result of the Sustainable Development Goal 4 renewed emphasis on
education as a prerequisite for great learning. Learner-centered education is a popular educational philosophy
that has been embraced by numerous nations. It also highlights the significance of active student engagement.
"Active participation" is the most frequently mentioned component when it comes to conceptualizing "learner-
centered or student-centered education," according to a recent meta-analysis of the international literature on
learner-centered learning. Using learner-centered practices as a starting point, recent competency-based
education reforms in various settings have also connected to the ideas of student ownership of learning and
participation in and outside of classrooms (Bremner, 2019).
Students must acquire the necessary abilities to handle the various difficulties they may face both within and
outside of the classroom in order to be considered competent. In this sense, learner-centered teaching is a
methodology that empowers students to take charge of their education by providing them with chances to
participate in and investigate their own learning. In order for students to be actively involved in their education,
they must be provided the means to develop into responsible learners who are prepared for college coursework,
their future employment, and other life endeavors. The classroom provides a space for pupils to advance
academically. As a result, instructors are essential to students' development and learning. They act as
intermediaries between the process and the curriculum and instruction delivery. They are also essential for
guiding, preparing, and giving the pupils the tools they need to succeed in the real world. In order to keep
teachers up to date on the most recent learner-centered teaching strategies and techniques and to ensure that
students are engaged in meaningful activities that help them develop the knowledge and skills necessary for
lifelong learning, learner-centered teaching should be integrated and sustained into the faculty development
program (Darling-Hammond et al., 2020). The conventional roles have evolved in a student-centered classroom.
Instead of only acquiring knowledge, students are now investigating and creating it. Students utilize critical
thinking abilities to make decisions and make sense of the material while working cooperatively to solve issues.
Learning is more adaptable and scaffolded. Teachers are the facilitators, while students are the ones who
construct knowledge. The majority of the data is derived from student research. In light of the requirements for
activities, student-centered classrooms give pupils the freedom to reflect, struggle, and make mistakes. When
children are allowed to attempt, fail, and be encouraged to try again, they learn best (Poth, 2023).
Training and Development : Teachers need to be trained since many of them have a limited grasp of student-
centered learning, which makes it difficult for them to implement the practices that need to be used in the
classroom. These challenges include organizing the learning activities for every student even when they are at
different stages of the process; making sure that every student receives the important information during
instruction delivery even when they are not given the instructions all at once; making sure the interactions
among the students do not cause the classroom to become chaotic and disorganized; and, finally, being able to
include every student because there are times when some students prefer to work alone and group work can be
difficult. Instructors must make sure that the resources at their disposal are sufficient and embrace novel, more
inventive, and useful ways and tactics. The difficult element of implementing student-centered learning
techniques in the classroom calls for additional planning and time from the instructors, who are already
overburdened with work. For a number of reasons, teachers find student-centered learning approaches to be
rather intimidating.
How do they give children the power to make decisions about their education and turn the role of facilitator
around, allowing the students to be creative, inventive, and adventurous in their classroom (Plessis, 2020). The

lack of sufficient training for instructors on learner-centered education was another factor contributing to
implementation issues. The teachers weren't ready to use this paradigm in the classroom. They were not given
enough methods or even strategies to inspire and motivate kids to engage in more activities. Reading books that
offered knowledge regarding the application of learner-centered instruction was the one they did to maximize
their performance. In addition, they engaged in similar dialogue and information exchange regarding the
application of this paradigm. But for the teachers, instruction on how to apply this paradigm was incredibly
important. Less training for instructors was one of the reasons why learner-centered education failed to take off.
He says that insofar as the teachers were unable to engage their students in classroom activity, the
implementation would never be successful. Stated differently, the educators were required to participate in
training related to the Learner-Centered Instruction paradigm (Kardena et al, 2022).
According to Margot and Kettler (2019), one of the many problems with integrating student-centered learning
practices is that teachers often fail to integrate appropriate practices because they lack the necessary knowledge
and skills. Despite their belief that doing so is beneficial, teachers often struggle to implement student-centered
learning practices. In actuality, teachers obstruct the integration of these behaviors by serving as facilitators
rather than guides. There can be uncertainty and unorganized classroom interactions because many teachers are
not trained in student-centered learning approaches, much less how to integrate them into the classroom.
Learning activities and interactions that are student-centered should be relevant to the context and in line with
the objectives of the student-centered approach.
Nurassyl et al. (2023), state that the main obstacle to putting student-centered learning into practice has been the
paradigm change and transition from the conventional teacher-centered approach to student-centered learning.
They also hinted that sufficient learning resources, the availability of facilities and services that support student-
centered learning, instructional aids, digital libraries, internet access, and infrastructure upgrades are necessary
for the successful deployment of student-centered learning. Instead of only imparting the lesson information,
lecturers in a student-centered class must be able to adaptably use a variety of relevant teaching techniques to
meet the unique learning needs of their students. Both their training and the classroom environment need to be
well-prepared. Since most academics are subject matter experts in their professions rather than trained lecturers,
many of them become vulnerable when it comes to adopting a fundamental change in pedagogical practice, like
student-centered learning. Kim et al. (2019) issued a warning, noting that these difficulties not only impede
efficient instruction and learning but also interfere with a crucial stage in the implementation of self-discovery
learning, which is a fundamental component of the student-centered method. These issues are more prevalent in
the educational systems of most developing nations, such as South Africa, and they make it more difficult to
successfully adopt student-centered learning.
Teachers also underlined the necessity of substantial professional development in order to execute student-
centered practices successfully. A number of participants remarked that adopting student-centered approaches
necessitated a significant change in their roles as educators. It takes training and ongoing learning to make the
transition from a mostly didactic teaching style to one that prioritizes inquiry, collaboration, and facilitation. To
effectively address this difficulty, teacher training and support programs that give educators the skills, tactics,
and resources they need are crucial (Falbe & Seglem, 2023). Even with its growing popularity, the student-
centered approach lacks a framework to guide its implementation, and in many cases, it still largely depends on
teachers to control the learning process in order to keep students focused on the intended learning outcomes.
The student-centered approach can be as unclear in certain situations as constructivism, which serves as its
foundational tenet. (Tsai & Chen, 2021).
Class Sizes : The perceptions of learner-centered education among teachers were investigated by Hemmati &
Azizmalayeri in 2022. The findings showed that many of the issues they faced in the classroom—such as big
class sizes, a lack of resources, etc.—were related to the way their classrooms and schools were set up. Chen et
al. (2023) investigated how student-centered learning was viewed by Moroccan educators. It was discovered
that educators possess accurate perspectives and a solid comprehension of student-centered learning. However,
because to limitations such the huge class size, lack of resources, and standardized curriculum and assessment,
teachers are forced to continue using various conventional approaches.The straightforward definition of student-
centered learning practice includes additional elements that need to be taken into account and directly impact
teachers' and students' performance in that setting. Innovative approaches to developing 21st-century skills may
be impacted by a misalignment of student-centered learning techniques, student maturity, class size, cultural
diversity, and previous learning experiences. Students determine the content, activities, resources, and learning
speed in a student-centered learning environment.

The goal of student-centered learning is to provide students the drive and engagement they need to improve their
relationships with peers and the academic material in a way that will prepare them for lifelong learning. An
easier transition from teacher-centered to student-centered learning will be possible with a stronger
understanding of student-centered learning methods (Katawazai, 2021). It's challenging to enable kids to form
strong connections with the material. As class sizes increase and resources become scarcer, educators are
finding it difficult to cover more information. Then there is the challenging task of attempting to evaluate
critical thinking abilities. Time and training to acquire the skills required to carry out assignments, role-plays,
and projects that let pupils apply higher-order thinking abilities are always in short supply. Regretfully, this is
the reason lecturing and other direct education techniques are frequently used by teachers. Teachers once more
play the role of facilitator in a classroom that emphasizes critical thinking abilities. They have a significant role
in helping their pupils succeed in deep learning and critical thinking (Garcia & Weiss, 2019).
The number of classes at the school and school policy were also contributing factors to the implementation of
learner-centered instruction's challenges. It had to do with choosing the appropriate number of students to admit
for each academic year through decision-making that took these factors into account. Every academic year, the
overall number of new students should be balanced with the number of classrooms available. As a result of the
classrooms being larger than the appropriate size, the teachers found it difficult to regulate the behavior and
advancement of the students. If educators wish to create a successful learner-centered curriculum, they should
start with the ideal classroom (Tran, 2022). According to a study by Tadesse (2020), a variety of factors,
including the curriculum's structure, the availability of teaching resources, teachers' attitudes, the size of the
classroom, and national policy, affect how well active learning and student-centered approaches are
implemented. The study's findings thus indicate that the sample school faced several major obstacles to
implementing active learning approaches. These included the following classroom conditions: a lack of room for
group work and large classes; a rigid schedule that hindered the use of active learning techniques; teachers'
attitudes and the excessive amount of work expected of them; a lack of instructional materials and
administrative support; and the volume of content to be covered.
Time : Time restrictions were cited by numerous educators who took part in the survey as a major obstacle to
using student-centered initiatives. They expressed worries about the curriculum's constrained time for covering
all the material while implementing student-centered teaching strategies. "The curriculum is quite packed, and
we have to meet certain milestones. It's a struggle to find time for student-centered activities when there's so
much to cover," said one educator about this difficulty (Catubig, 2023). Cardino and Ortega-Dela Cruz (2020),
conducted research to identify the variables influencing the use of learner-centered learning strategies. They
were able to prove that the lack of small-scale implementation of learner-centered methods was caused by low-
quality instructional resources, a lack of time dedicated to the teaching period, learners' negative attitudes
toward learner-centered learning, and teachers' low motivation stemming from unfavorable working
conditions.Implementing these strategies was hampered, according to Chimbi and Jita (2021), by a lack of time,
big class sizes, a hefty teaching load, and the need to cover the course. Lack of time was the primary barrier to
the implementation of learner-centered methods in Zimbabwe. The majority of educators believed that letting
students create their own knowledge would take a lot of time, especially considering how much material needed
to be covered in a short amount of time.
Students actively participate in the learning process in this setting by using their intellectual faculties. However,
implementing student-centered learning strategies in the classroom takes time and calls for extra resources that
might not be available in the classroom. For all children to receive the kind of learning environment required to
educate them for the twenty-first century, a number of restrictions must be recognized and addressed. Research
has indicated that integrating student-centered learning techniques into learning environments may not present
any difficulties when it comes to their oriented concepts. (Fisher, 2021). The possibility that students won't have
enough time to master the material because of the self-directed and self-paced nature of the curriculum is
becoming increasingly common in learning settings that incorporate student-centered learning techniques
(Coman et al., 2020).There are obstacles to and pushbacks from student-centered learning. Some educators
believe that these obstacles are too numerous and problematic to cancel out any potential benefits that student-
centered learning may have for the educational experiences of teachers and students. Student-centered activities
have been reported to be enjoyable for students, but they also tend to require more time. Because they have
missed important components of the classroom teaching process, absent students often get disinterested in the
inquiry-based learning process. Because they miss so much class, students with excessive absenteeism find it
challenging to draw conclusions (Green, 2021).

Student Diversity : As active participants or agents, students bring their own set of obstacles, such as their
ability to study independently without guidance, manage their time well, and persevere through tough material
even when they believe it is beyond their grasp. Because they are more focused on their exam scores than on
developing a higher level of thinking and a deeper understanding of the material covered, students in the
learning environment occasionally struggle to change their own mindset about learning. Students in this kind of
setting have to make decisions about how they will learn, what they will learn, and how they will exhibit what
they have learned. For many students, this can be stressful and generate anxiety. According to new research,
children may experience anxiety as a result of active learning or student-centered learning, depending on how
these approaches are applied in the classroom. In a student-centered learning environment, anxious students face
numerous challenges that they may not be able to overcome with the help of their professors or peers without
interfering with other students' learning (Armbruster et al., 2019).
In a student-centered learning environment, a lot of students are resistant to the idea that they should take on the
role of their own instructor in order to master the necessary knowledge and skills and be able to self-direct their
own educational path. Research have demonstrated that a supportive and engaging learning environment
improves student learning and has a significant impact on academic success. When employing student-centered
learning techniques, students encounter numerous obstacles outside of the classroom. These difficulties
frequently have a detrimental effect on students' performance, attitudes, and given tasks. According to
Potschulat et al. (2020), within the past ten years, the term "student experience" has gained attention from
academics studying higher education. But as a construct, it is extremely underdeveloped in the scholarly
literature. Determining the entirety of a university student's educational experience remains a major challenge,
both domestically and globally. Every student is different from the others and has strengths and shortcomings of
their own. They should also be recognized as distinct individuals who contribute their experiences, interests, and
methods of knowing to the learning process.
The way that students view education affects both their motivation and their general attitude toward learning,
which are important factors in the student-centered learning strategies that are used. Students' conduct and
academic motivation are influenced differently depending on how they feel about student-centered learning
techniques and how much work they have to do in those contexts. Students may react negatively to student-
centered learning techniques since they encourage students to take charge of their education; however, this can
happen if the right kind of support isn't given to them in order to help them along. Numerous factors affect how
many and/or what kind of student-centered learning strategies are used in the classroom. Many teachers find it
difficult to hand over authority and responsibility to their students, which has an effect on the atmosphere that is
created there and the likelihood that student-centered learning strategies are taken into account. Two key factors
that influence the overall result of encouraging students' engagement, academic accomplishment, and motivation
are the teacher's decisions and the innovation of student-centered learning techniques (Calderon et al., 2019).
Studies have indicated that student-centered learning enhances retention and encourages active learning. Despite
this, teachers continue to be hesitant to implement student-centered learning strategies in their classes. The
ability of teachers to accept active learning practices and modify their own preconceived notions about how
children learn affects their reluctance to apply student-centered learning. The reluctance of educators to adopt
student-centered learning approaches stems from their concern that pupils may view this method negatively in
the classroom. The views of students toward the kinds of student-centered learning activities that are required to
be equally beneficial in a varied learning environment can impact the types of practices that are used or not
implemented (Cain, 2020).The belief held by students that the teacher is the primary facilitator of the teaching
and learning process was the final contributing factor. For a considerable amount of time, this belief has grown.
According to Lidar et al. (2020), the teacher was given the advantage of knowing a concept far better than the
pupils did. An additional factor contributing to the failure of learner-centered training is dominant culture or
worldview. If students think that the teacher should have more control over the teaching and learning process,
they will never attempt to take charge of their own education or be concise. It would take work to alter this
culture and perspective. This was the reason that learner-centered instruction's successful implementation was
greatly influenced by the culture of students' perceptions.
Critics of student-centered classrooms also claim that teachers should provide direct instruction because they
worry about pupils experiencing cognitive overload. ―Providing information that fully explains the concepts and
procedures that students are required to learn and giving them the strategies to learn it‖ is the definition of direct
instruction. Students have explored at a low level when facilitation has been used in place of direct instruction.
The case for facilitation is made by research indicating that while highly structured, well-defined problems can

be addressed through direct instruction, students should also be prepared for less structured challenges that arise
in the real world. Also, misunderstandings and presumptions may arise if pupils lack the necessary background
information. Students who lack the background information may also lose patience and put forth less effort.
Teachers' direct instruction helps pupils activate their prior knowledge. Additionally, research indicates that
students struggle with time management, self-monitoring, and asking for assistance when necessary (Sjolie et
al., 2021).
Technology Integration : According to research studies, a lack of technological access to resources may have a
significant impact on the integration of those resources and tools; therefore, educators must address and
overcome the challenges that limit opportunities for students to gain valuable skills and knowledge (Partanen,
2020). The other cause was related to teachers' capacity to access the internet to seek more materials. Teachers
were required to have internet connectivity because it could provide more diverse material possibilities. They
would be given the option of adopting, adapting, or even developing the information available on the internet.
Its goal is to make the content more communicative and engaging, as well as to boost student enthusiasm and
involvement (Farajnezhad & Branch, 2022).Another key subject emerging from the literature regarding the
student-centered approach in teaching and learning is technology-aided learning. It simply means incorporating
technology into learning to engage students while guiding their access to electronic platforms that promote self-
directed learning.
The widespread usage of mobile phones for a wide range of reasons has made mobile technology an ideal tool
for teaching and learning, particularly in the adoption of a student-centered approach. Teachers perceived
mobile technology to improve timely interactions between teachers and students, allowing students to receive
help and teachers to effectively respond to students' needs. It also allows for the gamification of lessons in
student-centered classrooms to increase students' learning motivation while also allowing students to learn at
their own pace because they can access learning resources via mobile phones and go through them at their
leisure. Students could collaborate in learning wherever they are because mobile technology connects students
who are geographically separated. With the advancement of artificial intelligence, it is now possible to train
mobile technology to perform certain activities. Mobile technology's collaborative, gaming, interactive,
researching, and adaptive capabilities aid in the advancement of student-centered learning. Aside from mobile
technology, the introduction of a slew of other technologies, such as online platforms that facilitate conception,
design, interactions, and gamification, is likely to aid in the move to a student-centered approach. Flipped
classrooms, online learning, and blended learning are other examples of technology-aided learning. While
technology can help with learning, they must be supervised and monitored to ensure that learning occurs in
tandem with the desired aims (Tang, 2023).Technology enables educators to construct student-centered learning
environments by concentrating on the skill sets required for students outside of the classroom learning setting
using available critical tools. With new technological improvements being discovered and made available
online, the educational industry must adopt new methods of teaching and learning that meet the greater thinking
capabilities of all students or risk becoming irrelevant and outdated (Coleman & Money, 2020).
Assessment of Learning Gains : According to Nilimaa (2023), traditional assessment methods may be
incompatible with student-centered approaches that emphasize conceptual comprehension and problem-solving
ability. The core of student-centered learning must be captured using appropriate evaluation approaches and
strategies.There is also an increasing desire to make feedback more student-centered. Traditionally, feedback
informs pupils of what they did well and what they did not perform well. This indicates a one-way flow of
knowledge from teachers to students, with little encouragement for students to engage in self-directed learning
through feedback. Training was provided to primary school teachers in Australia in order to empower them to
provide student-centered feedback. The professors then gave students' writing assignments student-centered
feedback in the hopes of getting them to think more actively and reflect on their work. As a result, pupils who
received comments improved significantly on their writing projects (Brooks et al, 2021).This difficulty
demonstrates the disconnect between evaluation procedures and student-centered learning objectives.
Traditional evaluations, which frequently include multiple-choice questions and rote memorization tasks, may
fail to capture the nuanced abilities and deeper knowledge fostered by student-centered initiatives. To solve this
issue, educators require assistance and resources to establish alternative assessment techniques such as
performance-based exams, portfolios, and peer evaluations that correspond with the aims of student-centered
education (Wellberg & Evans, 2022). Teachers must use a variety of tools to track student's progress throughout
the learning process to support students in the student-centered learning environment. Nevertheless, many
teachers lag in adopting the most recent strategies because they are more interested in the traditional approaches
that primarily focus on helping students pass high-stakes exams.

In this kind of setting, a teacher's biggest obstacle is their preconceived notions that the students are ignorant of
the subject. These misconceptions frequently prevent teachers from implementing active learning in their
classrooms, which lowers student motivation to engage and take an active role in their education (Shemshack &
Spector, 2020).
Management of Resources : Educators' incapacity to create original materials was the next source of
implementation issues with learner-centered instruction. Instructors have a propensity to use the work sheets and
textbook materials exclusively. For every subject covered, the resources were unable to present an accurate and
real-life scenario. Essentially, Rahayuningsih provides a theoretical explanation of how teachers create their
own knowledge based on their experiences, emphasizing the importance of schools in teacher education
programs. This allows for the organization of teacher education around the idea of learning through participation
in authentic, meaningful practices. It alludes to the duty of educators to create the materials while taking these
aspects into account. She goes on to explain in more detail that the variables might include the difficulty of the
language course, language competency, teachers, proficiency, motivation, assessments, and cultural differences
(Alvarez, 2020).
According to a study by Ochieng (2020), the usage of learner-centered teaching was impacted by inadequate
labs and textbooks, few practical lessons, a lack of subject competence among teachers, and a shortage of
lessons. The administration's lack of support, huge class sizes, poor resources, and insufficient preparation time
further hampered the implementation of the carefully chosen activities. The learning environment is now more
student-centered than teacher-centered thanks to student-centered learning approaches. Organizing the learning
environment around different educational approaches, according to reformers, may come with more dangers and
be more complicated than many stakeholders and policy makers have led them to believe. The lack of clear
definitions for student-centered learning practices in policies may make it more difficult to apply them and
provide opportunity to provide more useful recommendations (Lee & Branch, 2022).
The difficult element for teachers and students is figuring out how to integrate the techniques in order to reduce
any negative effects that may arise from ineffective or inefficient implementation. In order to assess whether
student-centered learning practices are integrated effectively in terms of their quality and efficiency, it is
necessary to pay systemic attention to this difficult component of integrating these practices into the classroom.
There will be opposition at first when the environment is changed to be more student-centered, and in order to
educate kids for the age of innovation, new objectives, rewards, and forms of assistance are needed. Learners
will be more prepared for their future roles if creative tactics are used to help them get the knowledge and
abilities necessary to deal with a changing society (Nzabalirwa et al., 2019).The biggest obstacles to moving
from a teacher-centered to a student-centered learning environment are understanding that a paradigm shift in all
facets of the educational environment is required, rather than merely making a few small changes to satisfy a fad
or piqued interest in the field of education.
This understanding is shared by educators, stakeholders, and policy makers. The industrialized educational
model that has been in use for many years is the focus of many of the established educational policies. In
contrast to workarounds that are adequate but difficult in and of themselves, the paradigm shift demands for
explicit transparency and innovation. The core components of the learning environment are altered when the
learning process is redesigned to be more student-centered. This calls for a profound shift in perspective among
all parties involved in the education system, including legislators, stakeholders, communities, educators, parents,
and students, in order to make room for new, creative, and inclusive learning opportunities that will enable
students to acquire 21st century skills (Green & Harrington, 2020). To guarantee that every student makes
academic progress throughout the learning process, student-centered learning environments require a range of
supports, including professional development for instructors and classroom management strategies. According
to Barron et al. (2020), there is a need for a more thorough integration of student-centered learning techniques
that uphold the idea of the whole child, support students' developmental characteristics, and help address any
potential cognitive disadvantages that students may have.
Synthesis : The concept of student-centered learning, which prioritizes students' needs and preferences in the
educational process, has been extensively explored by various researchers. Fisher (2021) emphasizes the
importance of student-centered methods in preparing students for real-world distractions and fostering self-
directed learning skills. Green & Harrington (2020) discuss how student-centered learning empowers students to
control their education and collaborate effectively with peers. Padayichie (2023) advocates for project-based and
individualized learning to enhance learner autonomy and engagement. Al-Hattami & Jaiswal (2020) highlight

the cognitive growth facilitated by student-centered learning through peer interaction and personalized
approaches. Dominguez & Svihla (2023) discuss scaffolding as a crucial aspect of student-centered teaching,
allowing students to engage with material at their own pace. Moeller & Reitzes (2021) emphasize the shift
towards student-centered environments and the role of teachers as facilitators.The implementation of student-
centered learning poses significant challenges for teachers due to limited training and unfamiliarity with the
paradigm shift. Falbe & Seglem (2023) stress the importance of substantial professional development to support
teachers in adopting student-centered approaches effectively. Tsai & Chen (2021) highlight the lack of a guiding
framework for implementing student-centered learning, leaving teachers to navigate the process independently.
Hemmati & Azizmalayeri (2022) found that teachers' perceptions of learner-centered education were influenced
by issues such as large class sizes and limited resources. Chen et al. (2023) discovered that Moroccan educators,
while possessing accurate perspectives on student-centered learning, struggled with implementing it due to
constraints like class size and standardized curriculum. Katawazai (2021) emphasizes the importance of
understanding various factors such as student maturity, class size, and cultural diversity in effectively
implementing student-centered learning. Garcia & Weiss (2019) highlight the challenges teachers face in
fostering critical thinking skills amidst increasing class sizes and limited resources.
Educators, as highlighted by Catubig (2023), Cardino and Ortega-Dela Cruz (2020), and Chimbi and Jita (2021),
consistently cite time constraints as a significant barrier to implementing student-centered and learner-centered
learning strategies. The packed curriculum, large class sizes, and hefty teaching loads hinder the allocation of
sufficient time for these approaches, leading to concerns about covering all required material. Students
encounter various obstacles and resistances in student-centered learning environments, as noted by Armbruster
et al. (2019). They may feel overwhelmed by the responsibility of directing their own learning path and
managing their time effectively. Potschulat et al. (2020) highlight the importance of acknowledging students as
individuals with unique experiences and learning styles, which can affect their motivation and attitude toward
student-centered approaches. Partanen (2020) underscores the significance of addressing technological access
limitations to enhance opportunities for students' skill development. Farajnezhad & Branch (2022) highlight the
importance of internet connectivity for teachers to access diverse materials, fostering communicative and
engaging content for students. Tang (2023) discusses how mobile technology facilitates student-centered
learning through timely interactions, gamification, and collaborative learning opportunities.
Nilimaa (2023) emphasizes the need for assessment methods compatible with student-centered learning,
focusing on conceptual understanding and problem-solving. Brooks et al. (2021) highlight the importance of
student-centered feedback in promoting active student engagement and reflection, particularly in writing
assignments. Wellberg & Evans (2022) discuss the necessity for alternative assessment techniques aligned with
the objectives of student-centered education, such as performance-based exams and portfolios. and reluctance to
adopt new strategies. Alvarez (2020) discusses educators' challenges in creating original materials for learner-
centered instruction, emphasizing the need for authentic and meaningful practices in teacher education
programs. Ochieng (2020) highlights additional obstacles to learner-centered teaching, including inadequate
resources, lack of support from the administration, and large class sizes, which hinder the implementation of
effective instructional activities.
Research Gap/s : There was a clear lack of knowledge on the specifics of implementing student-centered
learning and the difficulties Araling Panlipunan teachers in the Philippines encountered, despite increasing
amounts of research on the subject. Even though a great deal of research had been done on how student-centered
approaches affected student results, there were still very few thorough studies that focused on the experiences,
viewpoints, and challenges that teachers faced. The lack of research on the teacher-centric aspects of adopting
student-centered learning in the Philippine context created an intriguing gap, motivating the researcher to
embark on an exploratory path yet to be discovered. By focusing on the educators who orchestrated the student-
centered classroom, this study hoped to uncover previously unexplored aspects, contributing a unique
perspective to the broader educational discourse and enriching our understanding of the dynamics involved in
fostering student-centric pedagogy in Araling Panlipunan classrooms.
III. METHODOLOGY
This chapter contained details of research methods, such as research design, research locale, population and
sampling, study participants, research instrument, data-gathering procedure, ethical considerations, and
statistical treatment of the data.

Research Design : The research design for this study was quantitative descriptive-correlational in nature.
According to Bhat (2023), descriptive correlational research was a form of research strategy that attempted to
describe the link between two or more variables without making causal assertions. It entailed gathering and
evaluating data on at least two variables to see whether there was a link between them.Descriptive research, as
determined by Stangor and Walinga (2019), was intended to provide a snapshot of current events. It provided a
relatively complete picture of what was going on at any one time and helped generate questions for future
research. This was similar to Sirisilla's (2023) findings, which stated that descriptive research design was a
powerful instrument used by scientists and researchers to collect information about a certain group or
phenomenon. This form of research provided a detailed and accurate picture of the traits and behaviors of a
specific community or subject. Descriptive research helped researchers obtain a deeper understanding of a
certain subject by watching and collecting data about it, as well as providing useful insights that could be used
to influence future studies. A correlational study sought to uncover correlations between variables and anticipate
future events based on current information. Correlational research was helpful for quickly acquiring data from
natural settings and helping to generalize findings to real-life scenarios in an externally valid way. Furthermore,
correlational research might provide preliminary clues or additional support for theories about causal
correlations. Correlational research could reveal insights into complex real-world correlations, allowing
researchers to create theories and make predictions (Cherry, 2022).
Research Locale : The research was carried out in District 2 of the City Schools Division of Cabuyao, which
included three Junior Public High Schools: Marinig National High School, Gulod National High School, and
Mamatid National High School. The researcher opted to conduct the study in the aforementioned area because
he was currently teaching there. Teachers were the primary facilitators, translating curriculum goals into
meaningful experiences, adapting to diverse student needs, managing classrooms to balance autonomy and
structure, designing assessments aligned with student-centered principles, and providing ongoing professional
development. Their duty extended beyond standard lecture to creating an environment in which students
actively participated in their learning. Understanding and addressing these teachers' concerns was critical not
only for improving classroom practices but also for informing broader educational changes and boosting the
overall quality of student-centered learning in Araling Panlipunan.
Respondents of the Study : All Araling Panlipunan teachers in District 2 of the City Schools Division of
Cabuyao, from three Junior Public High Schools—Marinig National High School, Gulod National High School,
and Mamatid National High School—participated in the study. There were 31 teachers in total, with 8 male
teachers and 23 female teachers.
Table 1 represented the respondents of each school, which the researcher used to determine the size of 31
respondents from three schools.
Table 1 Distribution of Respondents
Teacher-respondents
School
Population Combined
Percentage
Respondents
Male Female
Marinig NHS 1 3 4 13%
Gulod NHS 4 7 11 35%
Mamatid NHS 3 13 16 52%
Total 8 23 31 100%
Sampling Design : The study involved three Public Junior High Schools in District 2: Marinig National High
School, Gulod National High School, and Mamatid National High School, within the Division of Cabuyao. In
this study, the researcher employed total enumeration for the teacher respondents. This meant that the study
included all Araling Panlipunan teachers at the secondary level in the aforementioned schools.
Instrumentation (Validation and Scoring of Instruments) : The researcher created a survey questionnaire
that served as the primary source of data to achieve the end purpose of the research in accordance with its main

determinant. The questionnaire was divided into three parts based on the input variables. The first part consisted
of the respondents' demographic profile: age, gender, length of service, and highest educational attainment. In
the second part, the extent of implementation of the student-centered learning approach was assessed. In the
third part, the extent of issues encountered by Araling Panlipunan teachers in the student-centered learning
approach was explored.
Validation of the Research Instrument : Since the instrument was self-created, it was validated by a panel of
experts comprised of the thesis adviser, a statistician, and an expert on the issue to be examined. The
aforementioned authorities, who were requested for research instrument validation, were members of the
Pamantasan ng Cabuyao of Graduate School and Continuing Professional Education faculty.
Data Gathering Procedure : Before the questionnaire was distributed, the researcher sought permission from
the Schools Division Superintendent of Cabuyao City for the conduct of the study. After obtaining the
endorsement, the researcher also sought permission from the supervisors and the school heads. After the
approval was granted, the researcher personally distributed the questionnaires to the respondents from the three
schools. It was explained thoroughly to the target respondents, assuring them of its confidentiality. The study
considered every aspect of the respondents‘ personal information. Retrieval of the questionnaires was done
immediately. The researcher then tabulated the data, consolidated the results, and discussed, analyzed, and
interpreted the data after statistical treatment by the chosen expert in statistics.
Treatment of Data : After collecting the necessary data, the researcher tabulated and analyzed the gathered
data with the help of statistical tools. The following were the statistical tools that were used in this study,
together with their corresponding formulas.
1. To determine the demographic profile of the respondents in terms of age, gender, length of service, and
highest educational attainment, the researcher will use percentage frequency.
Formula:
P = f/N x 100%
Where:
P = Percentage distribution
f = Frequency
N = Total number of respondents
2. To determine the respondents‘ answers regarding the extent of implementation and issues encountered by
Araling Panlipunan teachers in the student-centered learning approach, the researcher will use the weighted
mean to address the second and third statements of the problem. Scoring the four-point Likert Scale with
interpretations for computed means will also be adopted. The formula for the Weighted Mean and four-point
Likert Scale and their verbal interpretation will be given below.
Formula:
Weighted Mean = Σ fx / Σ f
Where:
Σ fx = the sum of the products of the frequencies and values
Σ f = total frequency
The following will be the weighted rating scales and verbal interpretations used in the study:
Weight Range Value Verbal Interpretation

4 3.50 – 4.0 Very Highly Implemented
3 2.50 – 3.49 Highly Implemented
2 1.50 – 2.49 Slightly Implemented
1 0.1 – 1.49 Not implemented at all
3. To determine the significant difference in the demographic profile of the respondents' answers regarding the
extent of implementation and issues encountered by Araling Panlipunan teachers in the student-centered
learning approach, the researcher will use ANOVA. The formula to be used is:
F = MST / MSE
Where:

F = ANOVA Coefficient
MST = Mean sum of squares due to treatment
MSE = Mean sum of squares due to error
4. To determine the significant relationship of the demographic profile to the respondents‘ extent of
implementation and issues encountered by Araling Panlipunan teachers in the student-centered learning
approach, the researcher will use the Chi-Square Test.
X2 = Σ(Oi-Ei)2 / Ei
Where:
X2 = Chi square
Oi = Observed frequency
Ei = Expected frequency
Ethical Considerations : To ensure the preservation of participants' rights and well-being, ethical
considerations were crucial in conducting this research. Prior to involving Araling Panlipunan teachers, explicit
informed consent was obtained, clearly outlining the research's goals, procedures, and any potential
consequences. To safeguard participants' privacy, confidentiality measures were implemented, and efforts were
made to minimize any potential harm. Participants were given the option to withdraw without facing
consequences, and their identities were safeguarded through secure data storage practices.Additionally, the
researcher requested permission from the Schools Division Superintendent of Cabuyao City for the upcoming
conduct of the study. Once the endorsement was secured, permission was also sought from the supervisors and
school heads, reaffirming the commitment to ethical research procedures. The findings were reported with
transparency and honesty, avoiding any form of plagiarism. Cultural sensitivity was maintained, and ongoing
oversight ensured that ethical concerns were addressed throughout the research process.
IV. RESULTS AND DISCUSSION

This chapter presented the results of the study, analysis, and interpretation of data gathered. The data were
presented according to the sequence of stated problems in Chapter One. This study primarily determined the
extent of implementation and issues encountered by Araling Panlipunan teachers in the student-centered
learning approach. This sought answers to the following specific problems.
1. What is the profile of the respondents in terms of:

Age;
Gender;
Length of Service; and
Highest Educational Attainment?
Table 2
The profile of the respondents in terms of age
Age Frequency Percent
21-30 9 29.03%
31-40 9 29.03%
41-50 10 32.26%
51 years old and above 3 9.68%
Total 31 100.00%
Table 2 shows the distribution of the respondents involved in this study in terms of age. As seen in the table, a
large number of the respondents, 10 or 32.26%, belonged to ages 41 to 50, followed by 9 or 29.03% who were
21 to 30 years old, 9 or 29.03% who were 31 to 40 years old, and 3 or 9.68% who were 51 years old and above.
The result implied that the majority of the teacher-respondents involved in this study were Quadragenarians.
They were still considered middle-aged adults. More teachers belong to the age bracket 40-50 years old. Also,
the majority of the teachers were middle-aged adults. Middle-aged employees may realize they have reached the
highest they are likely to in their careers. This satisfaction at work translates into lower absenteeism, greater
productivity, and less job hopping in comparison to younger adults (Francisco, 2020).

Table 3
The profile of the respondents in terms of gender
Gender Frequency Percent
Male 10 32.26%
Female 21 67.74%
Total 62 200.00%
Table 3 shows the profile of the respondents in terms of gender. As seen in the table, the majority of respondents
were females with a frequency of 21 or 67.74%, and 10 or 32.26% were males. The result showed the usual
distribution of sex among Filipino teachers; the female teachers still outnumbered the males. Even though there
were males who had chosen to take this career, their number was still too small compared to the females.The
great number of female participants implied that most of the teaching personnel in the district were women. The
data above further implied that the country had a larger number of women teachers than men, as supported by
the World Bank collection of development indicators in 2020, where 87% of the teachers were women.
Accordingly, census findings affirmed that in the Philippines, teaching is a woman-dominated profession
(Salatan, 2024).
Table 4
The profile of the respondents in terms of length of service
Length of Service Frequency Percent

1 to 5 13 41.94%
6 to 10 12 38.71%
11 to 15 3 9.68%
15 years and above 3 9.68%
Total 31 100.00%
Table 4 showed the profile of respondents in terms of length of service. As seen on the table, 13 or 41.94% of
the teachers involved have been in service for 1 to 5 years, followed by 12 or 38.71% of them are in the service
for 6 to 10 years, 3 or 9.68% of them are in the service for 11 to 15 years, and 3 or 9.68% of the teachers have
been in service for 15 years and above. According to a study conducted by Abdurakman et al. (2022), newly
hired teachers are individuals who have recently been employed in schools. According to the Department of
Education (DepEd) in the Philippines, a newly hired teacher is specifically defined as a teacher with zero (0) to
three (3) years of experience in the public school system, further classified as a beginning teacher. While a
teacher's job entails various roles and responsibilities, the beginning days of teaching are the most critical part.
In this period, teachers may experience significant adjustments. Some teachers may adapt quickly, but others
may struggle to do so. Newly hired teachers face various difficulties, being bothered with worries and concerns,
bringing negative and positive experiences, and encountering difficulties in adjusting to their professional roles.
Table 5
The profile of the respondents in terms of highest educational attainment
Highest Educational Attainment frequency %
Bachelor's degree 7 22.58%
Bachelor's degree w/ units in MA 17 54.84%
Master's degree holder 6 19.35%
Master's degree w/ units in Doctorate 1 3.23%
Total 31 100.00%
Table 5 shows the profile of the respondents in terms of Educational Attainment. As seen in the table, 17 or
54.84% of respondents had attained a Bachelor‘s degree with units in MA, followed by 7 or 22.58% who had
finished their Bachelor's degree, 6 or 19.35% of them were Master‘s degree holders, and 1 or 3.23% of them had
attained a Master's degree with units in Doctorate.

The result simply implied that the majority of the teachers involved in this study had attained a Bachelor‘s
degree with MA units, which meant that teachers attended graduate school as part of their professional
development and also for promotion. More teachers had attained the Bachelor‘s degree, the minimum
requirement for educational attainment to be able to teach in public school. It also turned out that there were
teachers who had finished their master‘s degrees, and others who had obtained their master's and were taking
their doctorate level.According to Basaran et al. (2021), obtaining a master‘s degree provides teachers with an
enhanced technical comprehension of their chosen subject matter. Furthermore, this degree has the potential to
enhance educators' teaching abilities, leading to increased average test scores and improved graduation rates.
Additionally, master‘s programs concentrate on nurturing leadership and administrative skills. These
competencies can facilitate the attainment of well-compensated leadership roles, such as those of a principal or
school administrator.
2. To what extent is the implementation of student-centered learning approach of Araling Panlipunan

teachers?
Table 6
Assessment of the implementation of student-centered learning
approach of Araling Panlipunan teachers
As a teacher, I… Mean Sd Interpretation

1. provide opportunities for students to collaborate with their peers
Very Highly
in learning activities to enhance critical thinking and problem- 3.613 0.495
Implemented
solving abilities.
2. increase retention and understanding of subject matter through
3.419 0.564 Highly Implemented
peer teaching and learning.
3. scaffold learning experiences to gradually empower students to
Very Highly
become independent learners by guiding students through 3.613 0.558
Implemented
each stage of the learning process.
4. regularly incorporate student feedback into the planning and
execution of my lessons.
5. encourage students to take ownership of their learning process
and set their own learning goals.
Highly
General Assessment 3.200 0.503
Implemented
Legend: 3.500- 4.000 Very Highly Implemented; 2.500-3.499 Highly Implemented; 1.500-2.499 Slightly
Implemented; 1.000-1.499 Not implemented at all
As presented in Table 6, the respondents implemented the student-centered learning approach in their Araling
Panlipunan classes, as revealed by indicators number 1 ―provided opportunities for students to collaborate with
their peers in learning activities to enhance critical thinking and problem-solving abilities‖ and indicator number
3 ―scaffolded learning experiences to gradually empower students to become independent learners by guiding
students through each stage of the learning process‖ with a mean score of 3.613, which ranked first, followed by
indicator number 2 ―increased retention and understanding of subject matter through peer teaching and learning‖
with a mean score of 3.419, which ranked second, indicator number 5 ―encouraged students to take ownership
of their learning process and set their own learning goals‖ with a mean score of 2.710, which ranked third, and
indicator number 4 ―regularly incorporated student feedback into the planning and execution of my lessons,‖
which ranked last. The respondents generated a general assessment of 3.200, which meant that respondents
Highly Implemented the student-centered learning approach in their Araling Panlipunan classes.
Teachers in the twenty-first century must create active, collaborative learning environments that stimulate
student participation and the development of critical thinking skills. To enhance every student's educational
experience and equip them with the skill sets required for future employment. Project-based learning,
individualized learning, and social-emotional learning all contribute to learner autonomy and independence.
These strategies empower students to take ownership of their own learning. Allowing students to decide the
curriculum, learning activities, and pace of their education, student-centered learning approaches applied into
the classroom learning environment focus on providing the educational process more meaning for students
(Padayichie, 2023).

The conventional roles have evolved in a student-centered classroom. Instead of only acquiring knowledge,
students are now investigating and creating it. Students utilize critical thinking abilities to make decisions and
make sense of the material while working cooperatively to solve issues. Learning is more adaptable and
scaffolded. Teachers are the facilitators, while students are the ones who construct knowledge. The majority of
the data is derived from student research. In light of the requirements for activities, student-centered classrooms
give pupils the freedom to reflect, struggle, and make mistakes. When children are allowed to attempt, fail, and
be encouraged to try again, they learn best (Poth, 2023).
3. To what extent are the issues faced by Araling Panlipunan teachers in the implementation of student-
centered learning approach?
Training and Development;
Class Sizes;
Time;
Student Diversity;
Technology Integration;
Assessment of Learning Gains; and
Management of Resources
Table 7
Assessment of the issues faced by Araling Panlipunan teachers in the implementation of a student-
centered learning approach in terms of training and development
Indicators Mean Sd Interpretation

1. There are sufficient professional development opportunities
3.097 0.651 Evident
focused on student-centered approaches.
2. There is comprehensive guidance on adapting innovative
2.290 0.643 Moderately Evident
teaching methods to student-centered approaches.
3. Collaborative learning and sharing best practices among
Araling Panlipunan teachers are encouraged and facilitated as 3.581 0.502 Very Evident
part of training and development initiatives.
4. The training and development opportunities provided for
Araling Panlipunan teachers address the specific needs and 2.419 0.720 Moderately Evident
challenges of the subject area.
5. The content covered in training sessions or workshops is
relevant and applicable to the teaching practice in Araling 3.355 0.709 Evident
Panlipunan.
General Assessment 2.948 0.473 Evident
Legend: 3.500- 4.000 Very Evident; 2.500-3.499 Evident; 1.500-2.499 Moderately Evident; 1.000-1.499 Less
Evident
Table 7 presented the assessment of the issues faced by Araling Panlipunan teachers in the implementation of a
student-centered learning approach in terms of training and development. As presented in the table, the
respondents assessed indicator number 3 as Very Evident, indicators 1 and 5 as Evident, and indicators number
2 and 4 as Moderately Evident. Among the presented indicators, the respondents gave the highest assessment to
indicator number 3 ―Collaborative learning and sharing best practices among Araling Panlipunan teachers are
encouraged and facilitated as part of training and development initiatives‖ (3.581), which was shown on the
affixed mean. On the other hand, the respondents gave the lowest assessment to indicator number 2 ―There is
comprehensive guidance on adapting innovative teaching methods to student-centered approaches.‖ (2.290),
which was shown on the affixed mean. The respondents generated a general assessment of 2.948 for the
indicators under training and development and interpreted it as Evident.
The lack of sufficient training for instructors on learner-centered education was another factor contributing to
implementation issues. The teachers weren't ready to use this paradigm in the classroom. They were not given
enough methods or even strategies to inspire and motivate kids to engage in more activities. Reading books that
offered knowledge regarding the application of learner-centered instruction was the one they did to maximize
their performance.

In addition, they engaged in similar dialogue and information exchange regarding the application of this
paradigm. But for the teachers, instruction on how to apply this paradigm was incredibly important. Less
training for instructors was one of the reasons why learner-centered education failed to take off. He says that
insofar as the teachers were unable to engage their students in classroom activity, the implementation would
never be successful. Stated differently, the educators were required to participate in training related to the
Learner-Centered Instruction paradigm (Kardena et al, 2022).
Table 8
centered learning approach in terms of class size
6. Balancing personalized attention for each student in larger
classes is achievable, ensuring that every student receives 2.032 0.752 Moderately Evident
adequate support.
7. Engagement and participation are effectively maintained with
2.968 0.795 Evident
a large number of students.
8. There are plentiful opportunities for meaningful group work or
3.000 0.816 Evident
collaborative activities in crowded classrooms.
9. The grading workload is manageable despite larger class
sizes, allowing time for student-centered activities.
10. Classroom dynamics and behavior are effectively managed
with a large number of students.
General Assessment 2.374 0.671 Moderately Evident
Evident
student-centered learning approach in terms of class size. As presented in the table, the respondents assessed
indicators number 7 and 8 as Evident, and indicators 6, 9, and 10 as Moderately Evident. Among the presented
indicators, the respondents gave the highest assessment to indicator number 8 ―There are plentiful opportunities
for meaningful group work or collaborative activities in crowded classrooms‖ (3.000), which was shown on the
affixed mean. On the other hand, the respondents gave the lowest assessment to indicators number 9 ―the
grading workload is manageable despite larger class sizes, allowing time for student-centered activities‖ and 10
―classroom dynamics and behavior are effectively managed with a large number of students‖ (1.935), which was
shown on the affixed mean. The respondents generated a general assessment of 2.374 for the indicators under
class size and interpreted it as Moderately Evident.
Both the assessment data and Garcia & Weiss (2019) highlighted the challenges Araling Panlipunan teachers
faced in implementing student-centered learning due to large class sizes. The respondents noted that
opportunities for meaningful group work (indicator 8) were the most evident, while managing grading workload
and classroom behavior (indicators 9 and 10) were the least evident, indicating significant difficulties in these
areas. Similarly, Garcia & Weiss (2019) pointed out that increasing class sizes and limited resources made it
hard for teachers to cover content effectively and evaluate critical thinking skills. Both sources agreed that the
lack of time and training for managing large classes and facilitating deep learning often forced teachers to revert
to direct teaching methods, hindering the implementation of student-centered approaches.
Table 9
centered learning approach in terms of time
11. There is sufficient time for lesson planning and preparation
3.194 0.792 Evident
amid other teaching responsibilities.
12. Time is available for in-depth discussions and activities within
the constraints of the curriculum.

13. Adequate time is allocated during class sessions to cover

3.065 0.814 Evident
content and facilitate student-centered activities.
14. Timely feedback and support are provided to students
individually within the available time.
15. Time is effectively balanced between direct instruction and
3.065 0.854 Evident
student-centered learning activities.
Evident
student-centered learning approach in terms of time. As presented in the table, the respondents assessed
indicators number 11, 13, and 15 as Evident, and indicators number 12 and 14 as Moderately Evident. Among
the presented indicators, the respondents gave the highest assessment to indicator number 11 ―There is sufficient
time for lesson planning and preparation amid other teaching responsibilities‖ (3.194), which was shown on the
affixed mean. On the other hand, the respondents gave the lowest assessment to indicator number 14 ―Timely
feedback and support are provided to students individually within the available time‖ (2.032), which was shown
on the affixed mean. The respondents generated a general assessment of 2.703 for the indicators under time and
interpreted it as Evident. According to Catubig (2023), time constraints were highlighted by many educators
who participated in the survey as a significant barrier to implementing student-centered initiatives. They voiced
concerns about the limited time within the curriculum to cover all the material while incorporating student-
centered teaching approaches. One educator expressed, "The curriculum is quite packed, and we have to meet
certain milestones. It's a struggle to find time for student-centered activities when there's so much to cover."
Table 10
centered learning approach in terms of student diversity

16. Diverse learning needs and preferences of students are
3.161 0.583 Evident
effectively met.
17. Students with varying academic abilities are accommodated in
3.194 0.477 Evident
a student-centered environment.
18. Inclusion is successfully fostered, ensuring all students feel
3.290 0.643 Evident
valued and represented in classroom activities.
19. Support is provided for addressing the cultural and socio-
3.258 0.631 Evident
economic diversity among students.
20. Abundant resources and strategies are available for promoting
cross-cultural understanding and empathy among students.
Evident
student-centered learning approach in terms of student diversity. As presented in the table, the respondents
assessed indicators numbers 16, 17, 18, and 19 as Evident, and indicator number 20 as Moderately Evident.
Among the presented indicators, the respondents gave the highest assessment to indicator number 18 ―Inclusion
is successfully fostered, ensuring all students feel valued and represented in classroom activities‖ (3.290), which
was shown on the affixed mean. On the other hand, the respondents gave the lowest assessment to indicator
number 20 ―Abundant resources and strategies are available for promoting cross-cultural understanding and
empathy among students‖ (1.903), which was shown on the affixed mean. The respondents generated a general
assessment of 2.961 for the indicators under student diversity and interpreted it as Evident. Both the assessment
data and Armbruster et al. (2019) addressed the challenges faced in implementing student-centered learning
approaches in diverse classrooms. The respondents identified successful inclusion (indicator 18) as most
evident, reflecting efforts to ensure all students feel valued and represented. This aligned with the recognition

that fostering an inclusive environment is crucial. Both sources also highlighted significant difficulties, such as
the scarcity of resources and strategies for promoting cross-cultural understanding (indicator 20) and the
challenges students faced in adapting to independent and active learning styles. Armbruster et al. (2019)
emphasized that students' focus on exam scores over deep understanding could hinder their adaptation to
student-centered learning, which required them to take greater responsibility for their learning and manage stress
and anxiety. However, while the assessment data focused on the teachers' perspectives regarding the availability
and effectiveness of resources and inclusion strategies, Armbruster et al. (2019) delved deeper into the
psychological impacts on students within a student-centered learning environment. They explored how the shift
to active learning could cause anxiety and stress among students, potentially affecting their overall learning
experience. This perspective added a layer of understanding to the implementation challenges, highlighting the
need for teachers to support students emotionally and academically to ensure the success of student-centered
approaches without compromising their mental well-being.
Table 11
centered learning approach in terms of technology integration

21. Appropriate technology tools and devices, such as laptops,
tablets, and interactive boards, are readily accessible to all 1.226 0.425 Less Evident
students.
22. Social media platforms, such as Twitter, Facebook, and
Instagram, are effectively integrated into classroom activities
to enhance student engagement and interaction by sharing
visual representations of learning materials and student work.
23. Accessing online resources, such as interactive maps and
multimedia presentations, to explore the history, geography, 1.806 0.792 Moderately Evident
and traditions of diverse cultures around the world.
24. The use of video presentations enriches the learning
experience by providing visual and auditory stimuli to 3.419 0.672 Evident
complement the subject matter.
25. Educational apps and digital resources that align with
student-centered learning goals, such as Kahoot, Google
Classroom, Canva, Quizlet, Nearpod, and others, are readily
available.
Evident
student-centered learning approach in terms of technology integration. As presented in the table, the respondents
assessed indicators 24 as Evident, 22, 23, and 25 as Moderately Evident, and indicator 21 as Less Evident.
Among the presented indicators, the respondents gave the highest assessment to indicator number 24 ―The use
of video presentations enriches the learning experience by providing visual and auditory stimuli to complement
the subject matter‖ (3.419), which was shown on the affixed mean. On the other hand, the respondents gave the
lowest assessment to indicator number 21 ―Appropriate technology tools and devices, such as laptops, tablets,
and interactive boards, are readily accessible to all students‖ (1.226), which was shown on the affixed mean.
The respondents generated a general assessment of 2.084 for the indicators under technology integration and
interpreted it as Moderately Evident. According to research studies, a lack of technological access to resources
may have a significant impact on the integration of those resources and tools; therefore, educators must address
and overcome the challenges that limit opportunities for students to gain valuable skills and knowledge
(Partanen, 2020).Technology enables educators to construct student-centered learning environments by
concentrating on the skill sets required for students outside of the classroom learning setting using available
critical tools. With new technological improvements being discovered and made available online, the
educational industry must adopt new methods of teaching and learning that meet the greater thinking capabilities
of all students or risk becoming irrelevant and outdated (Coleman & Money, 2020).

Table 12
centered learning approach in terms of assessment of learning gains

26. The use of traditional evaluation methods, such as multiple-choice
questions and memorization tasks, to measure the abilities and 3.419 0.564 Evident
understanding of students' knowledge.
27. The provision of differentiated activities, such as offering various
tasks or assignments tailored to different learning styles and abilities, 3.516 0.626 Very Evident
allows for more effective evaluation of diverse types of learners.
28. The utilization of performance-based exams, such as practical
demonstrations or hands-on assessments, enhances the assessment 3.355 0.661 Evident
process and provides a more authentic evaluation of student learning.
29. The use of portfolio evaluation, which involves collecting student
work samples and reflections, may potentially enhance the
3.097 0.651 Evident
assessment process by providing a more comprehensive and authentic
representation of student learning.
30. The use of peer evaluation in student-centered learning approaches,
such as peer feedback on projects or group activities, can enhance
collaboration and provide valuable insights into individual and group
performance.
Evident
student-centered learning approach in terms of assessment of learning gains. As presented on the table, the
respondents had assessed indicator number 27 as Very Evident, indicators number 26, 28, and 29 as Evident,
and indicator number 30 as Moderately Evident. Among the presented indicators, the respondents had given the
highest assessment on indicator number 27 ―The provision of differentiated activities, such as offering various
tasks or assignments tailored to different learning styles and abilities, allowed for more effective evaluation of
diverse types of learners‖ (3.516), which was shown on the affixed mean. On the other hand, the respondents
had given the lowest assessment on indicator number 30 ―The use of peer evaluation in student-centered
learning approaches, such as peer feedback on projects or group activities, could enhance collaboration and
provide valuable insights into individual and group performance‖ (2.194), which was shown on the affixed
mean. The respondents had generated the general assessment of 3.116 to the indicators under the assessment of
learning gains and interpreted it as Evident.The assessment data and Shemshack & Spector (2020) emphasized
the challenges Araling Panlipunan teachers faced in evaluating learning gains within a student-centered learning
approach. The respondents highlighted the effectiveness of differentiated activities (indicator 27) in assessing
diverse learners, aligning with the idea that varied assessment tools were crucial in tracking student progress.
However, these sources also noted a reluctance among teachers to fully adopt these innovative strategies. The
assessment data revealed lower effectiveness in using peer evaluation (indicator 30), and Shemshack & Spector
(2020) pointed out that many teachers preferred traditional methods focused on exam preparation, stemming
from preconceived notions about student capabilities. This reluctance hindered the implementation of active
learning strategies that could better motivate and engage students.
Table 13
centered learning approach in terms of management of resources
31. Allocation of sufficient funding is made for acquiring necessary
resources to support student-centered learning initiatives.
32. The procurement and maintenance of varied instructional materials,
align with the evolving needs of student-centered learning 1.903 0.746 Moderately Evident
approaches.

33. Coordination and management of physical learning spaces to

accommodate student-centered learning approaches are effectively
3.065 0.727 Evident
executed, ensuring flexibility and adaptability to diverse
instructional needs.
34. There is sufficient access to supplemental materials, such as books,
online resources, and hands-on learning tools, to support student- 1.839 0.820 Moderately Evident
centered learning experiences.
35. Professional development opportunities are offered, thereby
optimizing the management of instructional resources and ensuring 2.839 0.898 Evident
their effective utilization.
Evident
student-centered learning approach in terms of management of resources. As presented on the table, the
respondents assessed indicators number 33 and 35 as Evident, and indicators number 31, 32, and 34 as
Moderately Evident. Among the presented indicators, the respondents gave the highest assessment on indicator
number 33 ―Coordination and management of physical learning spaces to accommodate student-centered
learning approaches were effectively executed, ensuring flexibility and adaptability to diverse instructional
needs‖ (3.065), which was shown on the affixed mean. On the other hand, the respondents gave the lowest
assessment on indicator number 34 ―There was sufficient access to supplemental materials, such as books,
online resources, and hands-on learning tools, to support student-centered learning experiences‖ (1.839), which
was shown on the affixed mean. The respondents generated the general assessment of 2.303 to the indicators
under management of resources and interpreted it as Moderately Evident. Nurassyl et al. (2023), state that the
main obstacle to putting student-centered learning into practice has been the paradigm change and transition
from the conventional teacher-centered approach to student-centered learning. They also hinted that sufficient
learning resources, the availability of facilities and services that support student-centered learning, instructional
aids, digital libraries, internet access, and infrastructure upgrades are necessary for the successful deployment of
student-centered learning. Instead of only imparting the lesson information, lecturers in a student-centered class
must be able to adaptably use a variety of relevant teaching techniques to meet the unique learning needs of their
students.
4. Is there a significant difference between the extent of implementation of the student-centered learning
approach encountered by Araling Panlipunan teachers when they are grouped according to profile
variables? (ANOVA was used)
Table 14
The significant difference between the extent of implementation of the student-centered learning
approach encountered by Araling Panlipunan teachers when they are grouped according to profile
Computed
Profile P value df Interpretation Decision
F-value
Age 1.564 0.221 3, 27 Not Significant Accept Ho
Gender* 0.506 0.000** 29 Significant Reject Ho
Length of Service 0.078 0.971 3, 27 Not Significant Accept Ho

Highest Educational
1.116 0.360 3,27 Not Significant Accept Ho
Attainment
**Significant at p<0.01;independent T-test was used to differentiate
Table 14 showed the difference in the extent of implementation of the student-centered learning approach
encountered by Araling Panlipunan teachers when they were grouped according to profile. As shown in the
table, it was found that among the profiles of teachers, Age (0.221), Length of Service (0.971), and Highest
Educational Attainment (0.360), with their affixed p-values, which were all greater than 0.01, were found to be
No Significant Difference with the extent of implementation of the student-centered learning approach.
Therefore, the teachers‘

Implementation of the student-centered learning approach had no significant difference with age, length of
service, and highest educational attainment. In the study conducted by Masongsong et al. (2023), it was found
that teacher training programs focusing on student-centered education can be designed and implemented in a
manner that effectively reaches teachers across diverse backgrounds and profiles. This implies that educators
from varying age groups, educational backgrounds, levels of teaching experience, and prior training in special
education can derive equal benefits from such programs. To optimize its efficacy, education authorities, and
institutions can adopt a standardized approach to student-centered education training, customizing the content to
address the unique needs of individual teachers while ensuring consistency in program quality. This discovery
underscores the significance of providing equitable access to inclusive education training for all educators,
thereby fostering a more inclusive and equitable educational environment for diverse student populations. On
the other hand, the profile of teachers in terms of Gender (0.000), with an attached p-value which was less than
0.01, was found to have a Significant difference with teachers‘ implementation of the student-centered learning
approach. Therefore, the teachers‘ implementation of the student-centered learning approach had a significant
difference with teachers‘ gender.
Ahmed et al. (2023) propose that classroom management is a multidimensional concept encompassing three key
dimensions: managing teaching, managing learners, and managing behaviors. Research examining the
distinctions in classroom management across genders reveals significant differences, particularly favoring male
teachers in managing teaching and managing behaviors. Additionally, it suggests that teachers, particularly
males, tend towards an interventionist rather than a transactional approach to classroom management. Notably,
newly graduated and male teachers exhibit a propensity for more intrusive management approaches.
Furthermore, a notable discrepancy exists between the classroom management approaches of female and male
teachers, with female teachers' strategies appearing more intrusive compared to their male counterparts.
The assessment data and the studies by Masongsong et al. (2023) and Ahmed et al. (2023) revealed insights into
the factors influencing the implementation of student-centered learning approaches among Araling Panlipunan
teachers. Both the assessment data and Masongsong et al. emphasized that teacher profiles, such as age, length
of service, and highest educational attainment, did not significantly impact the extent of implementing student-
centered learning, suggesting that training programs could be universally effective across diverse teacher
backgrounds. However, both sources highlighted significant differences in implementation based on gender,
with the assessment data showing that gender affected how teachers implemented student-centered learning.
Ahmed et al. further explained that gender differences influenced classroom management styles, with male
teachers favoring more interventionist approaches compared to their female counterparts, who also tended to use
more intrusive strategies. This indicated that while equitable training could be designed for various profiles,
gender-specific strategies might be necessary to address distinct classroom management styles.
5. Is there a significant difference between the extent of issues encountered by Araling Panlipunan
teachers when they are grouped according to profile variables?
6.
Table 15
Significant difference between the extent of issues encountered by Araling Panlipunan teachers when they
are grouped according to age (ANOVA was used)
Computed
Issues Df P value Interpretation Decision
F
Training and Development 1.020 0.399 No Significant Difference Accept Ho
Class Sizes 1.065 0.380 No Significant Difference Accept Ho
Time 0.830 0.489 No Significant Difference Accept Ho
Student Diversity 0.461 0.712 No Significant Difference Accept Ho
3,27
Technology Integration 0.707 0.556 No Significant Difference Accept Ho
Assessment of Learning Gains 1.046 0.388 No Significant Difference Accept Ho
Management of Resources 0.746 0.534 No Significant Difference Accept Ho
In general/Overall Issues 0.916 0.446 No Significant Difference Accept Ho
Level of Significance= p<0.05
Table 15 presented the difference between the extent of issues encountered by Araling Panlipunan teachers
when they were grouped according to age. As presented by the table, issues such as Training and Development
(0.399), Class Sizes (0.380), Time (0.489), Student Diversity (0.712), Technology Integration (0.556),
Assessment of Learning Gains (0.388), and Management of Resources (0.534), with their affixed p-values,

which were all higher than 0.05, were found to have no significant difference. The respondents generated a
general significant difference of 0.446 to issues encountered according to age and interpreted it as Not
Significant. The result implied that teachers had similar issues encountered regardless of age.In the study
conducted by Ganji and Musaie Sejzehie (2022), it was found that there existed no statistically significant
correlation between the age groups of teachers and their behaviors. Similarly, the study did not uncover any
significant relationship between various age groups and their styles of classroom management. This suggests
that age did not play a significant role in influencing the behaviors or classroom management approaches of the
teachers involved in the study.
Table 16
Significant difference between the extent of issues encountered by Araling Panlipunan teachers when they
are grouped according to gender
(T-test)
Computed
Issues df p value Interpretation Decision
t-test
Training and Development 0.093 29 0.927 No Significant Difference Accept Ho
Class Sizes -0.533 29 0.598 No Significant Difference Accept Ho
Time -0.407 29 0.687 No Significant Difference Accept Ho
Student Diversity -0.801 29 0.430 No Significant Difference Accept Ho
Technology Integration 0.110 29 0.913 No Significant Difference Accept Ho

Assessment of Learning
0.028 29 0.978 No Significant Difference Accept Ho
Gains
Management of Resources 0.654 29 0.518 No Significant Difference Accept Ho
In general/Overall Issues -0.131 29 0.896 No Significant Difference Accept Ho
when they were grouped according to gender. As presented by the table, issues such as Training and
Development (0.927), Class Sizes (0.598), Time (0.687), Student Diversity (0.430), Technology Integration
(0.913), Assessment of Learning Gains (0.978), and Management of Resources (0.518), with their affixed p-
values, which were all higher than 0.05, were found to have no significant difference. The respondents
generated a general significant difference of 0.896 to issues encountered according to gender and interpreted it
as Not Significant. The result implied that teachers had similar issues encountered regardless of gender.Both the
assessment data and Hashempour et al. (2024) indicated that gender did not significantly influence the issues
encountered by teachers in the implementation of student-centered learning approaches. The assessment data
showed that issues such as Training and Development, Class Sizes, Time, Student Diversity, Technology
Integration, Assessment of Learning Gains, and Management of Resources had no significant difference based
on gender, with a general significance level interpreted as Not Significant. Similarly, Hashempour et al. found
no significant differences between male and female instructors in their utilization of classroom management
styles, strategies, skills, and attitudes toward classroom management. These findings suggested that teachers
faced similar challenges and adopted comparable classroom management approaches regardless of gender.
Table 17
The significant difference between the extent of issues encountered by Araling Panlipunan teachers when
they are grouped according to Length of Service
(ANOVA was used)
computed F-
test
3,27


1.093 0.369 No Significant Difference Accept Ho
Gains

when they were grouped according to length of service. As presented by the table, issues such as Training and
Development (0.055), Class Sizes (0.918), Time (0.982), Student Diversity (0.866), Technology Integration
generated a general significant difference of 0.798 to issues encountered according to length of service and
interpreted it as Not Significant. The result implied that teachers had similar issues encountered regardless of
length of service.In their study, Graham et al. (2020) explored the potential correlation between teachers' years
of experience and teaching quality, as assessed through class scores from observations of 80 classroom teachers
spanning from Prep to Grade 3. Initially, teachers' experience was divided into two categories: Beginning (0–3
years) and Experienced (more than 3 years). Their analysis revealed no significant discrepancies between
Beginning and Experienced teachers across the three domains or 10 dimensions measured by the class. These
results aligned with prior research utilizing the class, which similarly found no discernible variances between
novice and experienced teachers.
Table 18
The significant difference between the extent of issues encountered by Araling Panlipunan teachers when
they are grouped according to Highest educational Attainment (ANOVA was used)
computed F-
test

3, 27
0.508 0.680 No Significant Difference Accept Ho
Gains

when they were grouped according to educational attainment. As presented by the table, issues such as Training
and Development (0.851), Class Sizes (0.929), Time (0.652), Student Diversity (0.423), Technology Integration
generated a general significant difference of 0.846 to issues encountered according to educational attainment
and interpreted it as Not Significant.

The result implied that teachers had similar issues encountered regardless of educational attainment. In the study
conducted by Ware and Kitsantas (2007), teachers with various academic degrees (B.A., M.A., and PhD)
participated, and their responses to a questionnaire were analyzed using ANOVA based on their academic
qualifications. The findings indicated that academic degrees did not appear to influence how teachers in the
study chose to manage their classrooms. This suggests that the level of formal education attained by teachers did
not significantly affect their classroom management styles. While limited research exists on the impact of
teachers' academic degrees on their teaching styles or classroom management, one related area of inquiry is the
association between teaching practices and teachers' self-efficacy. Previous studies have demonstrated that self-
efficacy plays a crucial role in teachers' effectiveness and job commitment. Teachers who possess a strong sense
of self-efficacy are more likely to demonstrate dedication to their profession.
6. Is there a significant relationship between the implementation extent and issues encountered by Araling
Panlipunan teachers? (PEARSON R)
Table 19
Significant Relationship Between the Implementation Extent and Issues Encountered by Araling
Panlipunan Teachers
Pearson
Pearson
P value correlation P value int Decision
Correlation
Interpretation
Training and Moderate
0.577** 0.001
Development Correlation Significant Reject Ho
Moderate Significant Reject Ho
0.529** 0.002
Class Sizes Correlation
Moderate Significant Reject Ho
0.459** 0.009
Time Correlation
Weak Significant Reject Ho
0.379* 0.036
Student Diversity Correlation
Technology Not Accept Ho
0.234 0.206
Integration Weak Correlation Significant
Assessment of Moderate Significant Reject Ho
0.452* 0.011
Learning Gains Correlation
Management of Moderate Significant Reject Ho
0.581** 0.001
Resources Correlation
In general/Overall Moderate Significant Reject Ho
0.579** 0.001
Issues Correlation
*Significant at p<0.05, **Significant at p<0.01
Legend to interpret r
0.00 No correlation
±0.01 to ± 0.20 Very weak [(-)inverse] Correlation
±0.21 to ±0.40 Weak [(-)inverse] Correlation
± 0.41 to ±0.70 Moderate [(-)inverse] Correlation
±0.71 to 0.90 Strong [(-)inverse]Correlation
±0.91 to ±0.99 Very Strong [(-)inverse]Correlation
±1.00 Perfect[(-)inverse] Correlation
Table 19 showed the significant relationship between the implementation extent and issues encountered by
Araling Panlipunan teachers. As shown in the table, issues such as Training and Development (0.001), Class
Sizes (0.002), Time (0.009), Student Diversity (0.036), Assessment of Learning Gains (0.011), and Management
of Resources (0.001), which were all less than 0.05, were found to be Significantly Related, leading to Rejecting
the Null Hypothesis. Therefore, issues such as Training and Development, Class Sizes, Student Diversity,
Assessment of Learning Gains, and Management of Resources were Significantly related to the implementation
of student-centered learning approaches in Araling Panlipunan classes.Research has indicated that teacher
training and ongoing professional development initiatives emphasizing student-centered pedagogies play a
crucial role in effectively implementing student-centered learning.

Educators who undergo comprehensive training are more inclined to integrate student-centered approaches into
their teaching practices (Darling-Hammond et al., 2022).Blatchford et al. (2023) discovered that smaller class
sizes can enhance the adoption of student-centered learning by enabling educators to offer more personalized
attention and support to each student. Smaller class sizes correlate with heightened student engagement,
participation, and academic achievement.Student diversity, encompassing factors such as cultural background,
language proficiency, and learning needs, can impact the execution of student-centered learning. Educators are
required to utilize inclusive teaching strategies and tailor instruction to effectively address the varied needs of
their students (Tomlinson, 2019).According to Hattie and Timperley (2022), effective assessment practices are
crucial for student-centered learning. Studies highlight the significance of employing formative assessment
methods, including feedback, self-assessment, and peer assessment, to monitor student progress, direct
instruction, and foster student ownership of learning.Sufficient allocation and effective management of
resources, encompassing instructional materials and physical space, are instrumental in facilitating the adoption
of student-centered learning. Educational institutions need to prioritize investments in resources that promote
active learning, collaboration, and inquiry-based instruction (Darling-Hammond, 2021).On the other hand, the
issue in terms of Technology Integration (0.206), which was greater than 0.05, was found to be Not
Significantly Related, which led to the Acceptance of the Null Hypothesis. Therefore, technology integration
was Not Significantly related to the implementation of student-centered learning approaches in Araling
Panlipunan classes.
Roschelle et al. (2021) emphasized that simply having computers in the classroom does not guarantee their
effective utilization. They underscored the importance of a student-centered approach to teaching and learning.
This implies that while technology integration is valuable, its effectiveness depends on how it is implemented
within a pedagogical framework that prioritizes student engagement, collaboration, and active learning. Thus,
the mere presence of computers should be complemented by thoughtful instructional design and pedagogical
strategies to foster meaningful learning experiences for students.
7. Based from the findings what teacher development program can be developed?
Proposed Teacher Development Program
RATIONALE : Project ALIKA, the Araling Panlipunan Learning Initiative for Knowledge Advancement, is
centered on transforming the educational landscape for both Araling Panlipunan teachers and students. Its
primary objectives are multifaceted, designed to equip educators with essential pedagogical knowledge and
practical skills while fostering collaborative networks and promoting the development of engaging, inquiry-
driven learning experiences.The first objective focuses on empowering educators with the pedagogical tools
necessary for implementing student-centered learning methodologies effectively. Rooted in constructivist
theories, which underscore the importance of active student engagement and social interaction in the learning
process, this objective emphasizes experiential, problem-based, and inquiry-driven approaches. Through these
methods, teachers empower students to construct their understanding and knowledge actively, thereby
facilitating deeper and more meaningful learning experiences.
The second objective aims to cultivate a collaborative learning network among Araling Panlipunan teachers.
Drawing inspiration from the concept of a community of practice, this objective encourages educators to share
best practices, resources, and support within a supportive network. By fostering an environment of collaboration
and knowledge exchange, this initiative not only enhances professional growth but also stimulates the
generation of innovative ideas and strategies, ultimately enhancing student learning outcomes.Lastly, the third
objective endeavors to enhance teachers' capacity to design engaging and inquiry-driven learning experiences
that promote critical thinking, collaboration, and active citizenship among students. Grounded in frameworks
such as the 21st Century Skills Framework and Bloom's Taxonomy (Revised), this objective underscores the
importance of developing higher-order thinking skills and nurturing civic responsibility. Practices such as
project-based learning, Socratic questioning, and service learning are utilized to encourage students to apply
their knowledge in real-world contexts, thereby deepening their understanding of content and fostering active
engagement in addressing societal issues.

Project ALIKA: Araling Panlipunan Learning Initiative for Knowledge Advancement
PHASE 1
General Objective: Establish a foundational understanding and initial implementation of best practices
across all focus areas, ensuring teachers and students have the necessary resources, training, and support to
integrate new strategies effectively.
Key Results Objectives Plan of Action Persons Time Frame Success
Area Involve Indicator
Training and Establish a Professional Project PLC formation: Formation of
Development collaborative Learning Coordinator July 29, 2024 – active PLCs
network among Communities September 30,
Araling (PLCs): Form School Head 2024 Attendance and
Panlipunan PLCs at the feedback from
teachers. school and Education Introductory introductory
district levels to Program workshops: workshops
Provide facilitate Supervisor October 1,
foundational regular 2024 – Active
training on meetings and Head Teacher November 29, participation in
student- sharing 2024 the online
centered sessions. Master resource
learning Teachers Resource repository
methodologies. Introductory repository
Workshops: Araling development:
Identify Offer initial Panlipunan December 2,
specific needs workshops on teachers 2024 – April
and challenges the principles 30, 2025
related to and benefits of
transitioning to student-
student- centered
centered learning.
approaches.
Develop
Resource
Repository:
Create an
online platform
where teachers
can share
resources,
lesson plans,
and best
practices.
Class Sizes Introduce Initial Training Project Initial training Positive
strategies for Workshops: Coordinator workshops: feedback and
maintaining Organize July 29, 2024 – high
engagement workshops School Head November 29, participation in
and managing focusing on 2024 training
behavior in strategies for Head Teacher workshops
large classes. engagement, Pilot programs:
classroom Grade Level December 2, Successful
Provide initial management, Coordinators 2024 – April implementation
training and and behavior 30, 2025 and positive
resources to management in Araling feedback from
improve large classes. Panlipunan pilot programs
classroom teachers
dynamics. Pilot Programs:
Implement
pilot programs

in selected
schools to test
new strategies
and gather
feedback.
Time Introduce initial Initial Training Project Initial training Positive
strategies to Workshops: Coordinator workshops: feedback and
improve time Organize July 29, 2024 – high
management workshops School Head November 29, participation in
and efficiency. focused on time 2024 training
management Head Teacher workshops
Provide techniques, Resource
training and prioritization, Grade Level development: Distribution
resources to and efficient Coordinators December 2, and use of
help teachers lesson 2024 – time-saving
optimize their planning. Araling February 28, resources
time. Panlipunan 2025
Develop Time- teachers Successful
Saving Pilot programs: implementation
Resources: March 3, 2025 and positive
Create and – April 30, feedback from
distribute 2025 pilot programs
materials such
as templates,
checklists, and
digital tools to
help streamline
lesson planning
and grading.
Pilot Time
Management
Tools:
Implement
pilot programs
to test time
management
tools and
strategies in
selected
schools and
gather
feedback.
Student Raise Initial Training Project Initial training Positive
Diversity awareness Workshops: Coordinator workshops: feedback and
about the Organize July 29, 2024 – high
importance of workshops School Head November 29, participation in
diversity, focused on the 2024 training
inclusion, and basics of Head Teacher workshops
cross-cultural diversity, Resource
understanding inclusion, and Araling repository Creation and
in the cultural Panlipunan development: initial use of
classroom. competence. teachers December 2, the resource
2024 – repository
Provide initial Develop February 28,
training and Resource 2025 Distribution
resources to Repository: and adoption of
help teachers Start compiling Inclusive inclusive

foster an and curating a classroom classroom

inclusive repository of guidelines guidelines
environment. multicultural creation:
materials, March 3, 2025
Begin lesson plans, – April 30,
developing a and activities. 2025
repository of
resources for Create
promoting Inclusive
cross-cultural Classroom
understanding Guidelines:
and empathy. Develop and
distribute
guidelines for
fostering an
inclusive
classroom
environment.
Technology Develop a plan Develop a Project Development Development
Integration for improving Technology Coordinator of of a
technology Improvement improvement comprehensive
infrastructure Plan: Create a School Head plan: July 29, improvement
and plan for 2024 – plan
accessibility. upgrading Head Teacher November 29,
infrastructure, 2024 Securing
acquiring ICT funding for
necessary Coordinator Funding technology
devices, and acquisition: improvements
providing Araling December 2,
training. Panlipunan 2024 – April
Teachers 30, 2025
Secure
Funding:
Identify
potential
funding sources
and develop
proposals for
securing
resources for
technology
improvements.
Assessment of Enhance the Assessment Project Assessment Attendance and
Learning Gains diversity of Method Coordinator method engagement in
assessment Diversity diversity assessment
methods to Training: School Head training: July method
cater to diverse Conduct 29, 2024 – diversity
learning styles workshops to Education September 30, training
and abilities. introduce Program 2024 workshops
teachers to a Supervisor
Introduce peer variety of Peer evaluation Successful
evaluation as a assessment Head Teacher workshops: implementation
component of methods, October 1, of pilot peer
student- including Master 2024 – evaluation
centered formative Teachers November 29, programs
approaches to assessments, 2024
foster project-based Araling Positive
collaboration assessments, Panlipunan Assessment feedback from

and provide and teachers design review: teachers and

valuable performance December 2, students
insights into assessments. 2024 – regarding the
individual and February 28, effectiveness of
group Peer Evaluation 2025 peer evaluation
performance. Workshops:
Provide Pilot peer Documentation
training evaluation: of revised
sessions on the March 3, 2025 assessment
principles and – April 30, designs
practices of 2025 incorporating
peer evaluation, differentiated
including activities and
guidelines for peer evaluation
constructive components
feedback and
collaboration.
Assessment
Design
Review:
Collaborate
with teachers to
review and
adapt existing
assessments to
incorporate
differentiated
activities and
peer evaluation
components.
Pilot Peer
Evaluation:
Implement
pilot programs
in select
classrooms to
test peer
evaluation
processes and
gather feedback
from teachers
and students.
Management Assess current Conduct Project Resource needs Completion and
of Resources resource Resource Coordinator assessment: analysis of the
availability and Needs July 29, 2024 – resource needs
identify gaps in Assessment: School Head September 30, assessment
supplemental Survey teachers 2024
materials. to identify Education Successful
current Program Initial resource acquisition and
Begin acquiring resource gaps Supervisor acquisition: distribution of
necessary and prioritize October 1, initial
supplemental needs for Head Teacher 2024 – supplemental
materials to supplemental November 29, materials
support materials. Araling 2024
student- Panlipunan Implementation
centered Initial Resource teachers Development of an efficient

learning. Acquisition: of resource resource

Purchase a Librarian management management
Develop an selection of system: system
initial resource high-priority ICT December 2,
management supplemental Coordinator 2024 – Positive
system to materials, such February 28, feedback from
ensure efficient as books, 2025 pilot program
use and access online participants on
to materials. subscriptions, Pilot resource resource
and hands-on utilization: utilization
learning tools. March 3, 2025
– April 30,
Develop 2025
Resource
Management
System: Create
a system for
cataloging and
managing
resources,
ensuring they
are easily
accessible to
teachers and
students.
Pilot Resource
Utilization:
Implement
pilot programs
in select
classrooms to
test the use and
effectiveness of
newly acquired
resources.
PHASE 2
General Objective: Expand the reach and integration of best practices in all focus areas, providing ongoing
support and professional development to ensure effective and consistent implementation throughout the
educational environment.
Training and Deepen Advanced Project Advanced Increased
Development teachers' Workshops: Coordinator workshops: teacher
understanding Conduct June 2, 2025 – confidence and
and skills in workshops on School Head October 31, competence in
student- specific student- 2025 student-
centered centered Head Teacher centered
learning strategies such Classroom methodologies
methodologies. as inquiry-based Education observations:
learning, Program November 4, Documented
Facilitate the project-based Supervisor 2025 – March instances of
implementation learning, and 27, 2026 successful
of student- differentiated Master implementation
centered instruction. Teachers Mentorship in classrooms
approaches in program

classrooms. Classroom Araling initiation: Positive

Observations: Panlipunan Throughout the feedback and
Provide Organize peer Teachers year growth in
ongoing observation mentees'
support and sessions where teaching
professional teachers can practices
development. observe and
provide
feedback on
student-centered
practices.
Mentorship
Program:
Establish a
mentorship
program pairing
experienced
teachers with
those new to
student-centered
approaches.
Class Sizes Implement Widespread Project Widespread Successful
effective Implementation: Coordinator implementation: implementation
classroom Roll out June 2, 2025 – of strategies in
management classroom School Head August 29, all schools
strategies management 2025
across all strategies Head Teacher Increased
participating identified in the Ongoing teacher
schools. pilot programs Master professional confidence and
to all schools. Teachers development: effectiveness in
Provide Throughout the managing large
ongoing Ongoing Araling year classes
support and Professional Panlipunan
professional Development: Teachers Support Active
development to Conduct regular network participation
teachers. follow-up creation: and
workshops and Throughout the engagement in
Foster a training year the support
collaborative sessions to network
environment reinforce
for sharing best strategies and
practices and introduce new
experiences. techniques.
Support
Network:
Create a support
network, such
as an online
forum or regular
meetings, where
teachers can
share challenges
and solutions.
Time Implement Widespread Project Widespread Successful
effective time Implementation: Coordinator implementation: implementation
management Roll out time June 2, 2025 – of time

strategies management School Head August 29, management

across all strategies and 2025 strategies in all
participating tools identified Head Teacher schools
schools. in the pilot Ongoing
programs to all Master professional Increased
Provide schools. Teachers development: teacher
ongoing Throughout the efficiency in
support and Ongoing Araling year managing time
professional Professional Panlipunan
development to Development: Teachers Technology High usage and
teachers. Conduct regular tool positive impact
follow-up ICT introduction: of technology
Foster a workshops and Coordinator June 2, 2025 – tools on time
collaborative training October 31, management
environment sessions to 2025
for sharing best reinforce time
practices and management
experiences in techniques and
time introduce new
management. tools.
Utilize
Technology:
Introduce and
train teachers on
technology
tools (e.g.,
learning
management
systems, and
automated
grading tools)
to save time and
streamline
tasks.
Student Integrate Curriculum Project Throughout the Successful
Diversity diverse Integration: Coordinator year integration of
perspectives Work with diverse
and cross- curriculum School Head perspectives
cultural developers to into the
understanding integrate Education curriculum
into the multicultural Program
curriculum and perspectives Supervisor Increased
classroom and cross- teacher
activities. cultural Head Teacher competence in
understanding promoting
Provide into the Araling Master diversity and
ongoing Panlipunan Teachers empathy
support and curriculum.
professional Araling Successful
development to Ongoing Panlipunan implementation
teachers. Professional Teachers and impact of
Development: student-led
Foster a school- Conduct regular Student leaders initiatives
wide culture of workshops and
inclusivity and training
empathy. sessions on
advanced

strategies for
promoting
diversity and
empathy.
Student-Led
Initiatives:
Encourage and
support student-
led projects and
activities that
promote
cultural
understanding
and empathy.
Technology Implement Deploy Project Deployment of Successful

Integration technological Technology Coordinator technology deployment and
improvements Resources: resources: June distribution of
and ensure Acquire and School Head 2, 2025 – technology
equitable distribute August 29, resources
access for all laptops, tablets, Teachers 2025
students. interactive Positive
boards, and ICT Teacher feedback and
Provide other necessary Coordinator training increased
training and devices to workshops: confidence
support to schools. Students September 1, among teachers
teachers and 2025 – October and students in
students in Teacher 31, 2025 using
using Training technology
technology Workshops: Student training
effectively. Conduct sessions: Documented
workshops to November 4, instances of
Integrate train teachers in 2025 – January successful
technology effectively 30, 2026 technology
tools into integrating integration in
classroom technology into Pilot pilot
instruction to their technology classrooms
enhance instructional integration:
learning practices. February 2, Improved
experiences. 2026 – March engagement
Student 27, 2026 and learning
Training outcomes in
Sessions: classrooms
Provide with
students with technology
training integration
sessions on
using
technology
tools for
learning and
collaboration.
Pilot
Technology
Integration:
Implement pilot

programs in
select
classrooms to
test technology
integration
strategies and
gather
feedback.
Assessment of Implement Implementation Project Implementation Successful
Learning Gains diverse Support: Coordinator support: implementation
assessment Provide Throughout the of diverse
methods and ongoing Education year assessment
peer evaluation support to Program methods and
practices across teachers in Supervisor Professional peer evaluation
all participating implementing development practices in all
classrooms. diverse Head Teacher workshops: classrooms
assessment June 2, 2025 –
Provide methods and Master October 31, Increased
ongoing peer evaluation Teachers 2025 teacher
support and practices in confidence and
training to their Araling Data analysis competence in
teachers in classrooms. Panlipunan and action assessment and
implementing Teachers planning: peer evaluation
and refining Professional November 4,
assessment Development 2025 – March Documentation
strategies. Workshops: 27, 2026 of data-
Conduct informed
Integrate workshops and instructional
assessment data training planning and
and insights sessions on student support
into advanced efforts
instructional assessment
planning and techniques and
student support. strategies for
effective peer
evaluation.
Data Analysis
and Action
Planning:
Collaborate
with teachers to
analyze
assessment data
and use insights
to inform
instructional
planning and
student support
efforts.
Management of Expand the Further Project Further Expanded
Resources collection of Resource Coordinator resource collection of
supplemental Acquisition: acquisition: supplemental
materials to Continue School Head June 2, 2025 – materials
cover a wider acquiring a October 31,
range of broader range Head Teacher 2025 Increased
subjects and of supplemental integration of
learning styles. materials, Araling Curriculum supplemental

including Panlipunan integration materials into

Integrate the digital and Teachers workshops: lesson plans
use of physical September 1, and classroom
supplemental resources. Librarian 2025 – January activities
materials into 30, 2026
the regular Curriculum ICT Positive
curriculum and Integration Coordinator Resource feedback from
instructional Workshops: utilization teachers on the
practices. Conduct training: effectiveness of
workshops to Throughout the training
Provide help teachers year sessions
training and integrate
support to supplemental Monitoring and Documented
teachers on materials into evaluation: improvement in
effectively their lesson February 2, student
utilizing plans and 2026 – March engagement
supplemental instructional 27, 2026 and learning
materials. strategies. outcomes
Resource
Utilization
Training:
Provide
ongoing
training
sessions on best
practices for
using
supplemental
materials to
enhance
student-
centered
learning.
Monitor and
Evaluate
Usage:
Regularly
monitor and
evaluate the use
of supplemental
materials in
classrooms,
gathering
feedback to
inform future
acquisitions and
support.
PHASE 3
General Objective: Evaluate the effectiveness of implemented strategies in all focus areas, refine practices
based on feedback, and develop sustainability plans to ensure the long-term success and continuous
improvement of educational initiatives.
Training and Evaluate the Conduct a Project Throughout the Detailed

Development effectiveness of thorough Coordinator year (June 1, evaluation report

the training and evaluation of 2026 – March with actionable
development the past two School Head 31, 2027) insights
initiatives. years'
initiatives, Education Refinement and
Refine and including Program enhancement of
sustain the teacher Supervisor teaching practices
collaborative feedback,
culture and student Head Teacher Established a
student- outcomes, and sustainability plan
centered classroom Master with long-term
practices. practices. Teachers goals and
resources
Ensure long- Based on Araling
term integration evaluation Panlipunan
of student- results, hold Teachers
centered workshops to
learning address
methodologies. identified gaps
and refine
strategies.
Develop a
sustainability
plan to ensure
ongoing
support for
student-
centered
learning
practices,
including
securing
funding and
resources.
Class Sizes Evaluate the Perform a Project Throughout the Comprehensive
effectiveness of comprehensive Coordinator year (June 1, evaluation report
classroom assessment of 2026 – March with practical
management classroom School Head 31, 2027) recommendations
strategies and management
support initiatives, Education Improvement and
systems. incorporating Program advancement of
feedback from Supervisor classroom
Improve teachers and management
strategies based students and Head Teacher strategies
on feedback classroom
and evaluation observations. Master Developed a
results. Teachers sustainability plan
Based on the with long-term
Ensure evaluation Araling objectives and
sustainability findings, Panlipunan resources
and continuous organize Teachers
improvement of workshops to
classroom tackle
management identified
practices. challenges and
enhance
strategies.

Create a
sustainability
plan to ensure
ongoing
support and
continuous
improvement
of classroom
management
practices.
Time Assess the Evaluate time Project Throughout the A detailed
efficacy of time management Coordinator year (June 1, evaluation report
management initiatives by 2026 – March with practical
strategies and gathering School Head 31, 2027) insights was
support teacher produced.
systems. feedback and Education
analyzing time Program Time
Enhance and usage. Supervisor management
iterate strategies were
strategies Organize Head Teacher improved.
according to trainings to
feedback and tackle Master A sustainability
evaluation identified Teachers plan with long-
outcomes. challenges and term objectives
improve Araling and resources was
Secure strategies based Panlipunan created.
sustainability on evaluation Teachers
and ongoing findings.
enhancement of
time Create a
management sustainability
practices. plan for
continuous
support and
enhancement of
time
management
practices.
Student Evaluate the Evaluate Project Throughout the Produce a
Diversity effectiveness of diversity and Coordinator year (June 1, comprehensive
diversity and inclusion 2026 – March evaluation report
inclusion efforts with School Head 31, 2027) containing
initiatives. feedback and detailed insights
observations. Education that can be acted
Refine and Program upon.
improve Organize Supervisor
strategies based workshops to Refine and
on feedback refine strategies Head Teacher enhance strategies
and evaluation based on related to
results. evaluation Master diversity and
findings. Teachers inclusion to foster
Ensure the improvement.
sustainability Create a Araling
and continuous sustainability Panlipunan Develop a
improvement of plan for Teachers sustainability plan
diversity and ongoing that outlines long-
inclusion support and term goals and

practices. improvement. identifies

necessary
resources for
support.
Technology Assess the Evaluation of Project Throughout the Detailed
Integration impact of the impact of Coordinator year (June 1, evaluation report
technology technology 2026 – March with actionable
integration on integration on School Head 31, 2027) insights
teaching and teaching
learning practices and Education Refinement and
outcomes. student Program enhancement of
outcomes. Supervisor technology
Identify areas integration
for Address Head Teacher strategies
improvement identified
and refinement challenges and Master Established
in technology refined Teachers sustainability plan
use. strategies for with long-term
technology Araling goals and
Develop a integration. Panlipunan resources
sustainability Teachers
plan for Outlining long- Increased
maintaining term goals, Students proficiency and
and enhancing resource confidence among
technology allocation, and teachers and
integration ongoing students in using
efforts. professional technology for
development learning
for technology
integration.
Provide
additional
training and
support to
teachers and
students to
further enhance
their
proficiency in
using
technology
tools.
Assessment of Assess the Evaluate Project Throughout the Create a
Learning Gains effectiveness of diverse Coordinator year (June 1, comprehensive
diverse assessment 2026 – March assessment report
assessment methods and School Head 31, 2027) with actionable
methods and peer evaluation recommendations,
peer practices, Education refine assessment
evaluations, refine strategies Program and peer
identify areas through Supervisor evaluation
for workshops, and strategies, and
improvement, create a Head Teacher establish a
and devise a sustainability sustainability plan
plan for plan for Master for long-term
ongoing continuous Teachers support and
enhancement of improvement in resource
assessment assessment Araling allocation.

practices. practices. Panlipunan

Teachers
Management of Examine the Perform a Project Throughout the A comprehensive

Resources impact of thorough Coordinator year (June 1, report was
supplemental assessment of 2026 – March crafted, abundant
materials on the effects of School Head 31, 2027) in insightful
student- supplemental recommendations,
centered materials, Education while the resource
learning conduct Program management
outcomes, refinement Supervisor system was
refine the workshops to refined and
resource tackle Head Teacher elevated, and a
management challenges, and sustainable
system based create a Master roadmap was
on feedback, sustainability Teachers forged, rich with
and develop a plan for clear long-term
sustainable plan continuous Araling goals and
for continuous resource Panlipunan resource
resource management Teachers provisions.
acquisition and and acquisition.
management. Librarian
ICT
Coordinator
.
V. SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presented the summary, findings, conclusion, and recommendation based on the gathered data on
the extent of implementation and issues encountered by araling panlipunan teachers in student-centered learning
approach.
Summary of Significant Findings

From the gathered data the following were the findings of the study:
1. On the profile of the teacher-respondents
In terms of Age, 10 or 32.26% belong to ages 41 to 50, 9 or 29.03% were 21 to 30 years old, 9 or 29.03%
were 31 to 40 years old, and 3 or 9.68% were 51 years old and above.
In terms of Gender, 21 or 67.74% of the teachers involved in this study are female and 10 or 32.26%, were
males.
In terms of length of service, 13 or 41.94% of the teachers involved have been in service for 1 to 5 years, 12
or 38.71% of them are in the service for 6 to 10 years, 3 or 9.68% of them are in the service for 11 to 15
years, and 3 or 9.68% of the teachers have been in service for 15 years and above.
In terms of highest educational attainment, 17 or 54.84% of respondents have attained a Bachelor‘s degree
with units in MA, 7 or 22.58% have finished their Bachelor's degree, 6 or 19.35% of them are Master‘s
degree holder, and 1 or 3.23% of them have attained the Master's degree with units in Doctorate.
2. On the extent of implementation of student-centered learning approach of Araling Panlipunan teachers.

The respondents have generated a general assessment of 3.200 which means that respondents Highly
Implement the student-centered learning approach in their Araling Panlipunan classes.
3. On the extent of issues faced by Araling Panlipunan teachers in the implementation of student-centered
learning approach relative to:
Training and Development, the respondents have generated the general assessment of 2.948 to the indicators
under training and development and interpreted as Evident.
Class Size, the respondents have generated the general assessment of 2.374 to the indicators under class size
and interpreted as Moderately Evident.
Time, the respondents have generated the general assessment of 2.703 to the indicators under time and
interpreted as Evident.
Student Diversity, the respondents have generated the general assessment of 2.961 to the indicators under

student diversity and interpreted as Evident.

Technology Integration, the respondents have generated the general assessment of 2.084 to the indicators
under technology integration and interpreted as Moderately Evident.
Assessment of Learning Gains, the respondents have generated the general assessment of 3.116 to the
indicators under assessment of learning gains and interpreted as Evident.
Management of Resources, The respondents have generated the general assessment of 2.303 to the indicators
under management of resources and interpreted as Moderately Evident.
4. On the significant difference in the extent of implementation of the student-centered learning approach
encountered by Araling Panlipunan teachers when grouped according to profile variables.
It turned out that among the profile of teachers, Age (0.221), Length of Service (0.971) and Highest
Educational Attainment (0.360) with their affixed p-value which are all greater than 0.01 were found to be
No Significant Difference. Meanwhile, profile of teachers in terms of Gender (0.000) with their attached p-
value which are less than 0.01 were found to have Significant difference.
5. On the significant difference in the extent of issues encountered by Araling Panlipunan teachers when
grouped according to profile variables.
It turned out that among the profile of teachers, Age (0.446), Gender (0.896), Length of Service (0.798) and
Highest Educational Attainment (0.846) with their affixed p-value which are all greater than 0.01 were found
to be No Significant Difference.
6. On the significant relationship between the implementation extent and issues encountered by Araling
Panlipunan teacher.
The issues such as Training and Development (0.001), Class Sizes (0.002), Time (0.009), Student Diversity
(0.036), Assessment of Learning Gains (0.011), and Management of Resources (0.001) which are all less
than 0.05 were found Significantly Related which leads to Reject the Null Hypothesis. Meanwhile, the issue
in terms of Technology Integration (0.206) which is greater than 0.05 was found to be Not Significantly
Related which leads to Accept the Null Hypothesis.
7. There is a need to make a program of activities: Basis for Teacher Development Program.
Conclusions
From the findings of the study, the following were the conclusion of the study:
1. The majority of the teacher-respondents involved in this study are middle-aged adults, the majority of the
teachers involved are female, majority of the teachers involved in this study have been teaching for 1 to 5
years. Further, dominant among the teacher-respondents are Bachelor‘s degree holders with units in
Masters.
2. The teacher-respondents Highly Implement the student-centered learning approach in their Araling
Panlipunan classes. The teachers prioritize fostering collaborative learning environments, utilizing peer
teaching to deepen comprehension, scaffolding learning for gradual independence, integrating student
feedback into lesson refinement, and promoting student autonomy in goal-setting and learning processes.
The teachers in the study experience seamless collaboration with their fellow Araling Panlipunan teachers,
fostering a culture of sharing best practices. However, there's a lack of comprehensive guidance on
transitioning to student-centered approaches, although training initiatives do address subject-specific needs
and challenges.
The teachers involved in the study effectively maintain engagement and participation among a large number
of students. However, they encounter challenges in managing classroom dynamics and behavior within this
context.
The teachers involved in the study manage to find adequate time for lesson planning and preparation
alongside other teaching duties. However, they face challenges in providing timely individual feedback and
support to students within the constraints of available time.
The teachers involved in the study effectively foster inclusion, ensuring every student feels valued and
represented in classroom activities. However, they lack abundant resources and strategies for promoting
cross-cultural understanding and empathy among students.
The teachers in the study enhance the learning experience through video presentations, offering visual and
auditory stimuli to complement the subject matter. However, they face a lack of readily accessible
appropriate technology tools and devices, such as laptops, tablets, and interactive boards, for all students.
The teachers in the study implement differentiated activities, catering to diverse learning styles and abilities,
facilitating more effective evaluation of various types of learners. However, the absence of peer evaluation
in student-centered approaches limits collaboration and valuable insights into individual and group
performance.

The teachers in the study effectively coordinate and manage physical learning spaces to accommodate
student-centered learning approaches, ensuring flexibility and adaptability to diverse instructional needs.
However, they lack sufficient access to supplemental materials, such as books, online resources, and hands-
on learning tools, to support student-centered learning experiences.
4. Age, length of service, and highest educational attainment have nothing to do with the Araling Panlipunan
teachers‘ implementation of the student-centered learning approach. However, in terms of gender significant
relationships were found. This means that respondents' gender has something to do with their
implementation of the student-centered learning approach.
5. Age, gender, length of service, and highest educational attainment have nothing to do with the issues
encountered by Araling Panlipunan teachers. This means that regardless of age, gender, length of service,
and highest educational attainment teachers faced similar challenges in the implementation of student-
centered learning approach.
6. Issues such as Training and Development, Class Size, Time, Student Diversity, Assessment of Learning
Gains, and Management of Resources are significantly related to the implementation of a student-centered
learning approach. Meanwhile, the issue in terms of Technology Integration is not significantly related to the
implementation of a student-centered learning approach. Despite the lack of technological resources,
teachers opt to implement a student-centered learning approach in their Araling Panlipunan classes.
7. A program of activities for Araling Panlipunan teachers was suggested to improve implementation and
address issues regarding the student-centered learning approach.
Recommendations
From the findings and conclusions of the study, the following were hereby recommended by the researcher:
1. Encourage teachers to enroll in graduate school programs to further their education and professional
development. Additionally, provide comprehensive technical assistance and mentorship programs tailored to
support new teachers in navigating their early professional years.
2. Continue implementing and refining student-centered learning in Araling Panlipunan classes, prioritizing
collaborative environments, peer teaching, scaffolding, feedback integration, and student autonomy. Provide
ongoing support and resources for teachers to enhance these approaches.
3. Enhance support for Araling Panlipunan teachers in transitioning to student-centered approaches, addressing
challenges in classroom management, feedback provision, and promoting cross-cultural understanding.
Ensure equitable access to technology tools and resources and expand access to supplemental materials for
enriched learning experiences.
4. Provide training and resources that address gender-specific needs and preferences to ensure equitable
opportunities for all teachers to excel in student-centered teaching methodologies.
5. Implement inclusive support programs addressing challenges in student-centered learning for Araling
Panlipunan teachers, irrespective of age, gender, length of service, or highest educational attainment. Offer
tailored training, resources, and mentorship opportunities, and foster collaboration to enhance
implementation effectiveness.
6. Encourage thorough training and development customized to teachers' needs, manage class size effectively
for personalized student support, foster inclusivity, improve assessment methods, and allocate resources
efficiently to support student-centered learning. While technology integration may not be a priority, provide
additional support where possible.
7. The school should review and incorporate the devised program of activities for Araling Panlipunan teachers
during their LAC sessions or INSET, ensuring proper monitoring processes are in place. This will facilitate
the improvement of implementation and effectively address issues related to the student-centered learning
approach.
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International Journal of Multidisciplinary and Current

Educational Research (IJMCER)

Extent of Implementation and Issues Encountered By

KEYWORDS: Student-Centered Learning, Araling Panlipunan, Teacher Development Program,

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INPUT PROCESS OUTPUT

Figure 1. The Paradigm of the Study

Statement of the Problem:

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Significance of the Study

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II. REVIEW OF RELATED LITERATURE

Student-centered learning approach : An essential component of a cooperative and collaborative learning

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Table 1 Distribution of Respondents

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Weight Range Value Verbal Interpretation

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IV. RESULTS AND DISCUSSION

1. What is the profile of the respondents in terms of:

51 years old and above 3 9.68%

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Length of Service Frequency Percent

Highest Educational Attainment frequency %

Bachelor's degree 7 22.58%

Bachelor's degree w/ units in MA 17 54.84%

Master's degree holder 6 19.35%

Master's degree w/ units in Doctorate 1 3.23%

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2. To what extent is the implementation of student-centered learning approach of Araling Panlipunan

As a teacher, I… Mean Sd Interpretation

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Indicators Mean Sd Interpretation

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13. Adequate time is allocated during class sessions to cover

Indicators Mean Sd Interpretation

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Indicators Mean Sd Interpretation

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Indicators Mean Sd Interpretation

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33. Coordination and management of physical learning spaces to

Gender* 0.506 0.000** 29 Significant Reject Ho

Length of Service 0.078 0.971 3, 27 Not Significant Accept Ho

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