Extent of Teachers’ Fostering Strategy and Level of Cognitive Development Among Learners

This study examined the extent of teachers’ fostering strategies and their relationship to the cognitive development of Grade 3 learners in the San Fernando District, Division of Bukidnon, during the School Year 2024–2025. Using a descriptive-correlational design, data were collected from 91 public elementary school teachers through an adapted Likert-scale questionnaire. Findings revealed that teachers’ fostering strategies in terms of collaboration (M = 4.28), use of technology (M = 4.25), and modeling thinking skills (M = 4.35) were all rated very high. Learners’ cognitive development was also high to very high, particularly in problem-solving (M = 4.20), followed by critical thinking (M = 4.00) and language skills (M = 3.94). Correlation analysis showed significant relationships between fostering strategies and cognitive outcomes. Notably, technology use demonstrated a strong relationship with language skills (r = .692, p < .01), while collaboration significantly influenced critical thinking (r = .484, p < .01). Overall, the findings confirm that effective and learner-centered instructional strategies contribute significantly to enhancing students’ cognitive development. The study recommends strengthening structured collaboration, intentional technology integration, and continuous teacher development to further improve higher-order thinking skills among learners.