Academic Involvement in Learner-Centered Teaching Environments: Evidence from Lunac Primary School

Abstract

Learner-centered teaching has gained increasing prominence as an instructional approach capable of fostering meaningful academic involvement among primary school learners. Academic involvement—conceptualized as learners’ behavioral participation, emotional engagement, and cognitive investment—is widely recognized as a crucial determinant of learning success. However, empirical studies that closely examine how learner-centered teaching environments shape academic involvement from the perspectives of both teachers and learners remain limited, particularly in rural public primary schools. This qualitative case study investigated how learner-centered pedagogical practices were enacted at Lunac Primary School and how these practices influenced learners’ academic involvement. Data were generated through classroom observations, focus group discussions with learners, and semi-structured interviews with teachers. Thematic analysis revealed four interconnected themes: (1) dialogic instruction as a catalyst for behavioral involvement, (2) learner autonomy as a foundation of emotional engagement, (3) collaborative learning as a mechanism for sustained participation, and (4) instructional scaffolding as support for cognitive involvement. Learner and teacher narratives illustrate how academic involvement was strengthened when these practices were intentionally aligned. The study underscores the value of learner-centered environments in promoting active, motivated, and reflective learning in primary education.