stdClass Object
(
    [id] => 16258
    [paper_index] => 202505-06-021849
    [title] => UNPACKING THE PEDAGOGICAL APPROACHES AND CHALLENGES: A DEEP DIVE INTO FILIPINO LANGUAGE INSTRUCTION IN ELEMENTARY CLASSROOMS
    [description] => 
    [author] => Anna Mae G. Baculayan
    [googlescholar] => 
    [doi] => https://doi.org/10.36713/epra21849
    [year] => 2025
    [month] => May
    [volume] => 12
    [issue] => 5
    [file] => fm/jpanel/upload/2025/May/202505-06-021849.pdf
    [abstract] =>  This study aimed to investigate the various teaching methods employed by elementary educators in the Philippines and identify the specific challenges they faced in delivering effective Filipino language instruction. I used criterion sampling to select ten (10) participants a small but appropriate group of for the study. The criteria for selecting participants were based on their experience with the phenomenon being studied specifically, the lived experiences of Filipino language teachers in elementary schools, with a focus on the pedagogical strategies they employed and the challenges they faced in teaching Filipino in selected public elementary schools in the Calinan District, Davao City. The specific details of the procedures in this qualitative phenomenological study to ensure that future researchers could assess the transferability of the results to other contexts. I thoroughly described the time, place, context, and culture of the study in order to establish transferability, which is the qualitative equivalent of external validity in postpositivist research (Creswell, 2021). The emergence of three key themes limited instructional resources, differentiated language instruction, and value-driven language instruction highlights the complex realities teachers face in balancing curriculum expectations with students’ diverse needs. These themes not only shed light on current classroom challenges but also affirm foundational educational theories that emphasize the importance of social interaction, active learning, and critical thinking in language acquisition. The implications drawn from this study suggest a strong need for systemic reform and teacher empowerment that are grounded in well-established pedagogical frameworks.
    [keywords] => Unpacking, Pedagogical Approaches, Challenges, Filipino Language, Instruction, Elementary Classrooms
    [doj] => 2025-05-30
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 41
    [journal_id] => 6
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Environmental Economics, Commerce and Educational Management 
    [short_code] => IJCM
    [eissn] => 2348-814X
    [pissn] => 
    [home_page_wrapper] => images/products_image/6.ECEM.png
)
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