Application of Social Constructivism in the Classroom: A Case Study of a Private Elementary School in Davao City

Abstract

This case study investigated how teachers in Grades 4-6 at a private elementary school in Davao City apply social constructivism in Araling Panlipunan and Values Education classes, addressing the need to understand how this approach supports student learning in basic education. Using a qualitative case study design, the researcher collected data through interviews with five teachers and classroom observations. The data were analyzed to identify significant themes in instructional practices and student engagement. Findings show that teachers consistently promote collaborative and inclusive learning environments through interactive discussions, group tasks, and real life applications of lessons. Reflective assessment practices and opportunities for students to construct their own understanding were also evident. Classroom observations further revealed improved instructional strategies, effective classroom management, and high levels of student participation, particularly during collaborative and hands-on activities. Three core components emerged as essential to the application of social constructivism: fostering collaboration and real-life learning, supporting active and reflective student engagement, and strengthening holistic learning through improved teaching practices. Results indicate that social constructivism positively influences student engagement and learning outcomes. The study suggests that targeted professional development can help teachers deepen their understanding of constructivist strategies and address implementation challenges, thereby enhancing the integration of social constructivism into classroom practice.