Abstract
This study aims to determine the lived experiences of elementary learners on the underlying impact of peer relationships and teacher support as social interaction in the teaching and learning process of Caraga South District, Davao Oriental in Region XI, Philippines. The study sought to understand and find valuable strategies and techniques to intensify the social interaction that develops lifelong learners. This study employed a qualitative interpretative phenomenological approach as the research design, and data were collected using a validated semi-structured interview guide through in-depth interviews with a total of ten learner-participants. In ensuring the validity of results, thematic analysis was used to identify the underlying themes in their responses providing an in-depth learning on the relevance of ensuring peer relationship and teacher support leading towards learning development. Anchored with Lev Vygotsky’s Social Development Theory, this study sought to determine how cooperative learning enhances understanding and engagement, peer support as a vital academic source and social inclusion that builds confidence and how inclusion affects the peer relationships. Moreover, this study implies the teacher’s adaptability and patience that fosters effective teaching, providing emotional safety that boosts student’s confidence lastly, positive reinforcement that promotes learner engagement. Furthermore, studies may also consider examining these strategies in different educational contexts such as secondary or tertiary education to assess the effectiveness of this approach employing different research designs or approaches to provide deeper insights and academic knowledge.
