Volume 10, Issue 9, September – 2025 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25sep847

Making Learning Relevant: Precepts of 21st

Century Teachers
Shella Mae T. Flores
Publication Date: 2025/09/25

Abstract: This study explored how 21st-century teachers perceive the idea of making learning meaningful and relevant for their
students. The teachers’ narratives highlighted both the strategies they use and the challenges they encounter in creating a
positive classroom environment. Ten elementary teachers from the Tugbok District, Division of Davao City, participated in the
research. Data were gathered through a phenomenological approach using in-depth interviews conducted via virtual meetings
and limited face-to-face sessions, all carried out under strict health protocols. Through thematic analysis, teachers described
making learning relevant by incorporating games and hands-on activities. However, they also pointed out major obstacles, such
as excessive workloads and insufficient funds. Despite these challenges, teachers still tried to employ strategies that engaged
learners, though the lack of resources and heavy responsibilities often hindered their efforts.

From these findings, the study suggests two key insights: the need to reduce teacher workload and the importance of
providing schools with adequate funding. Overall, the research aimed to shed light on how teachers strive to keep learning
relevant and meaningful for students, offering valuable knowledge that can support the continued improvement of educational
practices in schools.

Keywords: Making Learning, Relevant, Percepts, 21st Century Teachers.

How to Cite: Shella Mae T. Flores (2025) Making Learning Relevant: Precepts of 21st Century Teachers.
International Journal of Innovative Science and Research Technology, 10(9), 1436-1439.
https://doi.org/10.38124/ijisrt/25sep847

I. INTRODUCTION concepts to prior knowledge and strengthen long-term memory.

In this sense, making learning relevant is not just a teaching
strategy but a fundamental principle that drives effective and
One of the central goals of effective teaching is to make lasting learning experiences.
learning relevant for students. According to Llego (2022),
relevance plays a vital role because it allows learners to Prinski et al. (2017) describe making learning relevant as
recognize the value of what they are studying. When students the creation of meaningful connections between teachers and
see meaning in their lessons, they are more likely to stay students. At the core of this definition is the idea of personal
motivated and engaged—two critical factors for meaningful meaningfulness in the teaching and learning process.
learning. To achieve this, teachers must first understand what Relevance, therefore, is not simply about objective connections,
relevance looks like for their particular learners. They must then as often implied by dictionary definitions, but about the
foster a classroom culture that encourages curiosity and learner’s own subjective perception of how a stimulus, such as
relevance-seeking behavior, while also creating opportunities a topic, activity, or object, relates personally to them. In this
for students to connect academic content with real-life sense, relevance is deeply individual and tied to personal
experiences. When learning is perceived as relevant, students engagement.
not only engage more deeply but are also more likely to retain
knowledge, which can nurture a lifelong sense of curiosity and Similarly, the OECD (2017) emphasizes that teaching
exploration. practices aligned with classroom learning and student outcomes
are essential for effectiveness. Practices such as close
Briggs (2014) similarly emphasizes that traditional “drill- monitoring, appropriate pacing, classroom management, and
and-kill” methods are neurologically ineffective. Instead, clarity in presentation, along with well, structured lessons and
learning becomes more powerful when students participate in constructive feedback—are key features of direct instruction.
meaningful and emotionally engaging activities that link new Research shows that these elements consistently contribute to

IJISRT25SEP847 www.ijisrt.com 1436

Volume 10, Issue 9, September – 2025 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25sep845

improved student achievement, highlighting the importance of provide a deeper understanding of an issue compared to the
intentional and structured teaching in making learning objectivity often associated with quantitative approaches.
experiences meaningful and impactful
The participants of the study were ten elementary school
Klieme et al. (2006) identified three fundamental teachers from the Tugbok District, Division of Davao City.
dimensions of instructional quality that contribute to making They were selected to serve as sample informants, each with at
learning relevant. These include: (1) clear and well-structured least three years of teaching experience at the primary grade
classroom management, which incorporates the essential level. While random selection was used initially, the study also
elements of direct instruction; (2) student orientation, which applied purposive sampling, which, according to Palinkas
emphasizes a supportive learning climate and individualized (2015), is widely recognized in qualitative research for
approaches; and (3) cognitive activation, which involves the use identifying information-rich cases relevant to the phenomenon
of challenging content, higher-order thinking tasks, and other under investigation. This approach ensured that the participants
intellectually demanding activities. These dimensions are could provide meaningful insights based on their professional
considered “latent” factors, closely related to but distinct from backgrounds and experiences.
specific instructional practices, that underpin effective teaching
and learning. Given that the study involved teachers from within the
researcher’s own school, it was anticipated that some
Unfortunately, Albrecht and Karabenick (2018) note that participants might hesitate to share information fully out of fear
one of the major contextual challenges in making learning or apprehension. To address this, safeguards were put in place
relevant is the growing diversity in classrooms. Since beliefs to foster trust and minimize such concerns. The study strictly
about the purpose of education vary greatly among students, adhered to ethical principles outlined by Mack et al. (2005),
efforts to ensure relevance often require highly individualized including respect for persons, beneficence, justice, informed
instruction. However, this can be overwhelming for teachers, consent, and confidentiality.
who must balance such expectations with numerous other
responsibilities. It is not always feasible to connect deeply with The researcher played a central role in ensuring the
every learner in order to identify their unique experiences, credibility of the study. Responsibilities included facilitating
aspirations, and interests. interviews and discussions, guiding conversations with
research questions and probing statements, and gathering
In line with this, Bridgeland et al. (2009) emphasize that participants’ feelings, observations, and perceptions. While
scholars in education and psychology view it as essential to interviews were not transcribed verbatim, care was taken to
connect schooling with students’ lives, interests, and cultural capture the essence of participants’ responses accurately. Each
backgrounds. Yet this imperative also highlights the difficulty transcription was returned to participants for validation to
faced by many teachers, who often feel challenged, even ensure reliability. The researcher personally transcribed all
intimidated, by the task of making lessons relevant in interviews and conducted the data analysis. Thematic analysis
classrooms characterized by increasing diversity was employed, in which categories, codes, and themes were
developed from the transcriptions. These themes were carefully
The call to make education more relevant continues to interpreted to shed light on the central inquiry of the study.
gain strong support, as instruction that connects meaningfully
to students’ lives is more likely to sustain their interest and In analyzing the data, I conducted a thorough qualitative
engagement. Without such relevance, teachers in the twenty- examination of the teachers’ interviews. Following the
first century risk limited interaction with learners and less fundamental techniques of analysis outlined by Dewalt and
effective outcomes. In response to this concern, the present Dewalt (2002), reading, thinking, and writing; followed by
phenomenological inquiry seeks to explore the perspectives of rereading, rethinking, and rewriting, I was able to categorize,
21st-century teachers on how learning can be made meaningful organize, and summarize the large volume of information
and relevant in the classroom. gathered in this study in a systematic and credible manner. To
develop the findings, the study employed Thematic Content
II. METHOD Analysis, which Anderson (2007) describes as a descriptive
way of presenting qualitative data. Such data often consist of
This study employed a qualitative phenomenological interview transcripts or other textual sources that capture
research design to generate the data needed to address the participants’ lived experiences and reflections on the research
research questions. In-depth interviews provided participants topic.
with the opportunity to speak openly and candidly about their
experiences. The study followed a descriptive-explanatory In guiding the process, I drew on the recommendations of
approach, which, as Hatch (2002) explains, is rooted in Rossman and Rallis (2003), who emphasize that analysis
naturalistic inquiry. Naturalistic researchers emphasize that involves remaining connected to the overall framing of the
knowledge is best gained from lived experiences, which study, asking analytic questions throughout, and engaging in
continuous writing. This included recording hunches,

IJISRT25SEP847 www.ijisrt.com 1437

Volume 10, Issue 9, September – 2025 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25sep845

impressions, and insights, writing descriptive and analytic learning. The emerging themes on these challenges are
memos, and sharing ideas within a community of practice that presented in the following section:
included discussions with participants. The process also
required ongoing engagement with existing literature, the use  Excessive Workload
of creative tools such as metaphors, images, and concept maps, One of the major challenges identified by the
and a reflective approach that allowed the themes to emerge participants was the excessive workload that prevented them
naturally from the data. from making learning more relevant for students. Henard and
Leprince-Ringuet (2008) argue that quality teaching is
III. RESULTS AND DISCUSSIONS inherently student-centered, requiring a focus on teachers’
pedagogical skills and the creation of learning environments
Guided by the framework of the study and the interview that respond to students’ needs. However, beyond classroom
matrix, this research explored the perspectives of 21st-century instruction, teachers are also burdened with numerous explicit
teachers on making learning relevant. From the information and implicit tasks that must be completed within limited
gathered, several themes emerged regarding how teachers make timeframes. As Tancinco (2016) notes, these responsibilities
classroom learning meaningful for their students. often extend beyond school hours, compelling many teachers to
bring their work home. Such demands—both teaching and non-
 Incorporating Games. teaching related—leave educators preoccupied, overextended,
Participants highlighted that integrating games into and with reduced capacity to innovate in their classrooms.
lessons makes learning more enjoyable and meaningful for
students. They observed that games not only add an element of  Lack of Funds.
fun but also foster active engagement in the learning process. Another significant challenge reported by the
This observation aligns with the findings of Williams (2015), participants was the lack of financial resources to support
who emphasized that games provide students with opportunities meaningful instruction. The School of Education (2020)
to demonstrate acquired skills in a safe environment. Games highlights that funding issues are directly tied to student
encourage critical thinking, strategic planning, and quick achievement, as schools with smaller budgets typically struggle
decision-making. Furthermore, they motivate students by to provide smaller class sizes, enriched programs, and adequate
making learning enjoyable, promote teamwork by highlighting instructional materials. Similarly, Galvez (2022) reports that the
each member’s strengths, and encourage exploration of new Department of Budget and Management (DBM) acknowledged
ideas. Similarly, Mliixl (2022) suggests that incorporating the insufficiency of funds in the proposed 2023 national budget
game-based learning into the curriculum can increase to address the country’s classroom shortage. These financial
participation and reduce learning-related stress. When constraints limit teachers’ ability to implement relevant and
meaningfully integrated into classroom instruction, games have engaging strategies despite their best intentions.
the potential to sustain students’ curiosity, motivation, and
engagement. Beyond identifying strategies and challenges, this study
also sought to draw insights that could help teachers address
 Hands-on Activities these difficulties. Two key propositions emerged from the
The teacher-participants emphasized that hands-on participants’ experiences: (1) the need to reduce teacher
activities are vital in the teaching and learning process. Martin workload and (2) the provision of sufficient school funds. These
(2020) explains that such activities support diverse learning insights are grounded in the realities faced by teachers and
styles by giving equal importance to visual, auditory, and highlight the importance of systemic support in enabling
reading/writing preferences, while also highlighting kinesthetic educators to sustain relevance in their teaching practices.
learning, which is often overlooked. Hands-on learning allows
students to actively engage with lessons beyond passive Overall, the study revealed that the primary strategies
listening or reading, creating opportunities for deeper used by 21st-century teachers to make learning relevant were
understanding. Similarly, Lizardi (2023) encourages teachers to the incorporation of games and the use of hands-on activities.
give students the freedom to think creatively and express Both strategies proved effective in enhancing students’
themselves in multiple ways, noting that this approach fosters knowledge and skills in enjoyable and meaningful ways, a
pride and ownership in the learning process. Unlike traditional finding supported by existing literature. However, teachers also
instruction, hands-on activities shift the teacher’s role from encountered significant barriers, particularly excessive
directing every step to facilitating exploration and discovery, workload and lack of funds, which hindered their ability to fully
allowing learners to construct knowledge in meaningful ways. achieve these goals. These challenges further limit the capacity
of teachers to meet the diverse needs of students, including
Meanwhile, while participants employed various those requiring special support. The study concludes that if the
approaches and strategies to ensure lessons remained engaging propositions of reducing teacher workload and increasing
and meaningful, they also encountered significant challenges. school funding are acted upon, the gaps between teachers’
These difficulties, drawn from the interviews, highlight the strategies and their desired outcomes could be effectively
constraints teachers face in sustaining relevance in classroom addressed, ultimately improving the relevance of classroom

IJISRT25SEP847 www.ijisrt.com 1438

Volume 10, Issue 9, September – 2025 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/25sep845

learning for students. [12]. Llego, M. A. (2022, September 1). How to Make Learning
More Relevant for Students. TeacherPH. Retrieved
REFERENCES September 1, 2022 from,
https://www.teacherph.com/make-learning-relevant-
[1]. Albrecht, J. and Karabenick, S. (2018). Relevance for students/
Learning and Motivation in Education. [13]. Mack, N., Woodsong, C., MacQueen, K., Guest, G. and
https://www.researchgate.net/publication/321093383_Re Namey, E. (2005) Qualitative Research Methods: A Data
levance_for_Learning_and_Motivation_in_Education Collector’s Field Guide. Family Health International
[2]. Anderson, R. (2007) Thematic Content Analysis: (FHI), USA.
Descriptive Presentation of Qualitative Data. [14]. Mliixl (2022). 3 ways to incorporate games into your
http://rosemarieanderson.com/wp- classroom. https://blog.education.com/2022/02/24/3-
content/uploads/2014/08/ThematicContentAnalysis.pdf ways-to-incorporate-games-into-your-classroom/
[3]. Bridgeland, J. M., Dilulio, J. J., & Balfanz, R. (2009). On [15]. OECD (2017). The Funding of School Education.
the front lines of schools: Perspectives of teachers and https://www.oecd-
principals on the high school dropout problem. Retrieved ilibrary.org/docserver/9789264276147en.pdf?expires=16
from 92317465&id=id&accname=guest&checksum=B9ED45
https://www.att.com/Common/merger/files/pdf/Schools_ 4B59EEC0C534620B3105AEB5A3
Front_Lines.pdf. [16]. Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J.
[4]. Briggs, S. (2014). How To Make Learning Relevant to P., Duan, N., & Hoagwood, K. (2015). Purposeful
Your Students (And Why It’s Crucial to Their Success). Sampling for Qualitative Data Collection and Analysis in
https://www.opencolleges.edu.au/informed/features/how Mixed Method Implementation Research. Administration
-to-make-learning-relevant/ and policy in mental health, 42(5), 533–544.
[5]. DeWalt, K. M., & DeWalt, B. R. (2002). Participant https://doi.org/10.1007/s10488-013-0528-y
observation: A guide for fieldworkers. Walnut Creek, [17]. Priniski, S., Hecht, C., & Harackiewicz, J. (2017). Making
CA:AltaMira Press. Learning Personally Meaningful: A New Framework for
[6]. Galvez, D. (2022). DBM: Not enough funds to address Relevance Research.
classroom shortage in 2023 budget. https://files.eric.ed.gov/fulltext/ED616418.pdf
https://newsinfo.inquirer.net/1653841/dbm-not-enough- [18]. School of Education (2020). School Funding Issues: How
funds-to-address-classroom-shortage-in-2023-budget Decreasing Budgets Are Impacting Student Learning and
[7]. Hatch, J.A. (2002). Doing Qualitative Research in Achievement.
Education Settings. Albany: State University of New https://soeonline.american.edu/blog/school-funding-
York Press. https://dx.doi.org/10.1353/book4583. issues/
[8]. Henard, F. & Leprince-Ringuet, S. (2008). The path to [19]. Tancinco, N. (2016). Status of teachers’ workload and
quality teaching in higher education. Paris: OECD. performance in state universities of Eastern Visayas:
http://www.oecd.org/edu/imhe/44150246.pdf Implications to educational management. Journal of
[9]. Kelly, M. (2019). 10 Ways to Make Education Relevant. Business and Management, 18(6), pp. 46-57. DOI:
https://www.thoughtco.com/ways-to-make-education- 10.9790/487X-1806044657.
relevant-8084 [20]. Williams, V. (2015). 5 Ways to Incorporate Games and
[10]. Klieme, E., F. Lipowsky, K. Rakoczy and N. Ratzka Game Elements into Your Classroom.
(2006), “Qualitätsdimensionen und Wirksamkeit von https://www.nwea.org/blog/2015/5-ways-to-incorporate-
Mathematikunterricht: Theoretische Grundlagen und games-and-game-elements-into-your-classroom/
ausgewählte Ergebnisse des Projekts ‘Pythagoras’“, in:
M. Prenzel and L. Allolio-Näcke (eds.), Untersuchungen
zur Bildungsqualität von Schule, Abschlussbericht des
DFG-Schwerpunktprogramms, pp. 128-146, Waxmann,
Munster
[11]. Lizardi, R. (2023). Hands-On Activities.
https://www.readingrockets.org/topics/comprehension/ar
ticles/hands-activities

IJISRT25SEP847 www.ijisrt.com 1439