TEACHERS' PEDAGOGICAL ADAPTABILITY AND STUDENTS’ ENGAGEMENT OUTCOMES: A CONVERGENT TRIANGULATION STUDY OF CLASSROOM INTERACTION

CELESTE MAE L. FACUNLA

Abstract


The purpose of this study was to examine teachers’ pedagogical adaptability, classroom interaction, and students’ engagement outcomes in selected public schools in Columbio, Sultan Kudarat. A convergent triangulation mixed-methods design was employed; wherein quantitative and qualitative data were collected, analyzed, and integrated at the 0.05 level of significance. A total of 300 teachers participated in the quantitative strand through standardized survey questionnaires, while 17 teachers took part in the qualitative strand (10 for in-depth interviews and 7 for focus group discussions). Quantitative results revealed a very high level of teachers’ pedagogical adaptability and students’ engagement outcomes, and a high level of classroom interaction, with reflective practice, behavioral engagement, self-regulated learning, and teacher–student communication emerging as particularly strong dimensions. Correlational analyses showed significant positive relationships among teachers’ pedagogical adaptability, classroom interaction, and students’ engagement outcomes. Multiple regression analysis further indicated that teachers’ pedagogical adaptability and classroom interaction significantly predicted students’ engagement, while Sobel test results confirmed that classroom interaction partially mediates the relationship between pedagogical adaptability and engagement outcomes. Thematic analysis of teachers’ lived experiences generated six core themes: Flexibility and Multimodal Instruction as Central to Engagement, Differentiated Instruction Through Representation as Standard Practice, Active Learning and Peer-Led Formats as Engagement Accelerants, Feedback Loops and Real-World Connections Sustain Motivation, Participation Markers Signal Stronger Engagement Across Modalities, and Context Factors Act as Moderators of Engagement Gains from Adaptive Teaching. Integration of findings showed confirming, merging, and connecting patterns between quantitative trends and qualitative narratives. It is therefore recommended that schools and policymakers further strengthen support for flexible, differentiated, and collaborative teaching practices, backed by adequate training and resources, to sustain high levels of student engagement across modalities.

Keywords


Teachers’ Pedagogical Adaptability, Classroom Interaction, Students’ Engagement Outcomes, Convergent Triangulation Design, Columbio District–Sultan Kudarat

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DOI: http://dx.doi.org/10.65010/seairj.v7i3.286

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