Integrating Local Culture in Learner-Centered Teaching: Effects on Pupils' Classroom Engagement at Ngileb Elementary School

Abstract

Learner engagement is a critical factor in improving learning outcomes in elementary education, particularly in culturally diverse and rural contexts. This study examined how integrating local culture into learner-centered teaching influences pupils’ classroom engagement at Ngileb Elementary School. Guided by constructivist and culturally responsive pedagogy frameworks, the study employed a qualitative case study design. Data were gathered through classroom observations, semi-structured interviews with teachers, and analysis of instructional materials. Findings revealed that the integration of local cultural elements such as community narratives, indigenous practices, and familiar social contexts enhanced pupils’ behavioral, emotional, and cognitive engagement. Learner-centered strategies grounded in local culture fostered active participation, meaningful learning, and a supportive classroom climate. Despite contextual constraints, teacher adaptability and reflective practice sustained engagement. The study underscores the pedagogical value of culturally grounded, learner-centered instruction and offers implications for teaching practice, school leadership, and future research in elementary education.