Student-Centric Pedagogy and Analytical Thinking Aptitude of Students in Davao Central District, Davao City

Abstract

The study aimed to determine the influence of student-centric pedagogy on the analytical thinking aptitude of students. In this study, the researcher selected 200 elementary school teachers in selected public elementary schools in Davao Central District, Davao City, as the study's respondents. A stratified random sampling technique was utilized in the selection of the respondents. A non-experimental quantitative research design using a descriptive-correlational method was employed. The data collected were subjected to the following statistical tools: Mean, Pearson Moment Product Correlation, and Regression Analysis. Findings revealed that student-centric pedagogy and analytical thinking aptitude of students were rated as moderately extensive. Further, correlation analysis demonstrated that there was a significant relationship between student-centric pedagogy and the analytical thinking aptitude of students in Davao Central District, Davao City. Evidently, regression analysis proved that student-centric pedagogy in terms of learner empowerment, self-directed learning, and technology integration significantly influences the analytical thinking aptitude of students. Department of Education (DepEd) should develop policies prioritizing smaller class sizes and teacher-student ratios to facilitate personalized instruction and individualized student support. The study, therefore, was conducted for further utilization of findings through publication in a reputable research journal.