Do Positive Perceptions of Student-Centered Learning Translate to Achievement? Insights from Sixth-Grade Mathematics Students

Student-centered learning (SCL) has gained emphasis in educational reforms to promote active student engagement, deeper understanding, and improved learning outcomes. Despite the growing interest in SCL, little is known about how elementary students perceive its application in mathematics education, particularly in the Philippines. This study aimed to explore the perceptions of sixth-grade students in central schools regarding SCL in mathematics. Specifically, it investigated students’ overall perceptions of SCL, differences in perceptions based on gender, and the relationship between these perceptions and their mathematics achievement. Using correlational and comparative designs, data were collected from 132 sixth-grade students enrolled in two central schools in Tacloban City, Philippines, through a survey questionnaire based on the MISCL toolkit, covering six dimensions of SCL. Results indicated that students generally viewed their mathematics learning experiences as highly student-centered. There was no significant difference in perceptions between male and female students. This suggests that SCL can be equally inclusive and effective across genders, highlighting its potential to promote equitable learning environments. Furthermore, no significant relationship was found between students’ SCL perceptions and mathematics achievement. This implies that while students may hold favorable views of SCL, these perceptions do not necessarily lead to higher mathematics achievement. This suggests that other factors, such as prior knowledge, cognitive ability, instructional quality, or assessment alignment, may play a more critical role in influencing academic outcomes. This study underscores the need for further refinement of SCL strategies and the incorporation of additional instructional supports to enhance its effectiveness. It also contributes to the ongoing discourse on student engagement and instructional practices in elementary mathematics education.