Assessing the interactive learning approach: Teacher and student perspectives on participation, collaboration, and technology use

This study examines the implementation of interactive learning strategies in Philippine classrooms, focusing on teacher and student perspectives from Saint Theresa College of Tandag, Inc. Using a descriptive-correlational design, the research assessed (1) demographic profiles of 25 teachers and 388 students, (2) perceived levels of implementation across five domains (participation, collaborative learning, feedback mechanisms, technology use, and differentiated strategies), and (3) relationships between demographics and implementation. Key findings revealed that teachers consistently rated interactive strategies as "Very Often" implemented (overall mean = 3.61–3.72), with strengths in fostering respectful debate (WM=3.88) and self-paced learning (WM=3.68). However, gaps emerged in structured collaboration (e.g., role assignment, WM=3.48) and multimodal instruction (WM=3.44). Significant correlations were found between teachers’ implementation levels and their age (p=.027), years of experience (p=.003), and training (p=.033), while student demographics showed no significant impact (p>.05). The study highlights the critical role of teacher preparedness over student characteristics in successful interactive learning. Recommendations include: (1) targeted professional development for early-career teachers, (2) mentorship programs leveraging experienced educators, and (3) institutional support for technology and differentiated instruction. These findings contribute to the discourse on equitable pedagogy in resource-constrained settings, emphasizing the need for context-specific training in rural Philippine schools.