Classroom-based Learning of Teachers in Relation to Curriculum Procedure of Teachers in Public Elementary Schools

Abstract

This study aimed to examine the relationship between classroom-based learning and curriculum procedures of teachers in public elementary schools in the Caraga District, Division of Davao Oriental. A non-experimental quantitative research design was utilized, employing the correlational method, which examines the relationship between two variables. The study involved 139 teachers selected through universal sampling, meaning all teachers in the population were considered for inclusion. Data were analyzed using the Mean and Pearson Product-Moment Correlation Coefficient (Pearson r). The results indicated that both classroom-based learning and curriculum procedures were at a moderate level. A significant relationship was found between the two variables. These findings suggest that integrating classroom-based learning can enhance curriculum procedures by providing teachers with the flexibility to adjust lesson pacing, methods, and content based on student needs. Classroom-based learning also encourages teachers to adopt a reflective approach to curriculum design and promotes collaboration among educators, which can improve teaching practices and student outcomes.