EFFECT OF STUDENT-CENTERED TEACHING STRATEGIES ON LEARNING OUTCOMES IN ENGLISH LANGUAGE SKILLS AT ELEMENTARY LEVEL IN PUBLIC SCHOOLS
Abstract
This study examined the effect of student-centered teaching strategies on English language learning outcomes at the elementary level in public schools. Using a 30-item questionnaire, descriptive analysis revealed a high overall mean score of 4.15 (SD = 0.52), with 83% of respondents agreeing or strongly agreeing with the statements. Reliability analysis demonstrated excellent internal consistency (Cronbach’s α = 0.91). Correlation results showed strong positive relationships between cooperative learning, classroom interaction, feedback strategies, and English language development (p < 0.01). Regression analysis confirmed that student-centered teaching significantly predicts English language skills (R² = 0.64), with feedback and motivation emerging as the strongest predictor. The findings highlight that student-centered approaches foster engagement, confidence, and communicative competence, while areas such as learner autonomy and technology integration require further development. he findings revealed that approaches such as collaborative learning, activity-based instruction, inquiry-based tasks, peer teaching, and the use of visual aids significantly improved students’ proficiency. Results showed that more than 80% of participants agreed on the positive impact of these strategies. Collaborative learning enhanced peer interaction and speaking confidence, while activity-based instruction helped in better vocabulary retention and grammar application. Inquiry-based learning fostered critical thinking and comprehension skills, and peer teaching through role play increased fluency and reduced hesitation in speaking. The use of visual and interactive aids strongly engaged learners and improved reading comprehension, while feedback and self-assessment promoted learner autonomy and writing improvement. Overall, the study concludes that student-centered strategies are highly effective in strengthening English language skills, with consistent agreement levels above 80%, demonstrating their potential to transform language learning outcomes in elementary public schools