Exploring students’ experiences in the dynamic learning program model
Shidrex M. Gonzales & Preciosa D. Villacruel
Abstract
This qualitative study, grounded in descriptive phenomenology, investigated the lived experiences of students studying in a private school under the Central Visayan Institute Foundation - Dynamic Learning Program (CVIF-DLP) framework. Through eight focus group discussions involving 62 participants analyzed with the use of thematic analysis, the research explored the advantages, disadvantages, and transformative potential of the CVIF-DLP approach outlined to the three learning domains. Findings revealed that students focus first on the tangible aspects of learning such as learning activity sheet and writing. They also believed that CVIF-DLP has limited special impact on their physical aspects but affects greatly their cognitive and affective aspects. Despite the varied perspectives and encountered challenges, students agreed that the program helps them improve intellectually and personally. It revealed the complex dynamics shaping student learning journeys, emphasizing the need for ongoing program refinement to address student needs effectively. The study offered valuable insights into educational innovation and pedagogical practices, guiding future efforts to enhance the educational experiences of the implementers of CVIF-DLP.
Keywords
dynamic learning program, CVIF-DLP, learning activity sheet, parallel class, strategic rests, independent learning
Author information & Contribution
Shidrex M. Gonzales. Corresponding author. Research Manager, CARD-MRI Development Institute, Inc., Philippines. Email: shidrexgonzales@gmail.com
Preciosa D. Villacruel. PhD. Dean of the Graduate School, Pamantasan ng Lungsod ng San Pablo, Philippines.
Disclosure statement
Funding
Institutional Review Board Statement
AI Declaration
Notes
Acknowledgement
References
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Cite this article:
Gonzales, S.M. & Villacruel, P.D. (2024). Exploring students’ experiences in the dynamic learning program model. International Journal of Educational Management and Development Studies, 5 (2), 1-26. https://doi.org/10.53378/353051
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