Competence of Teachers Using Concept Method Approach Toward A Pro-Social Classroom Model

Competence of Teachers Using Concept Method Approach Toward A Pro-Social Classroom Model

Cayetano D. Polancos Jr., Ph.D., PTRP, LPT
drcdpolancos@gmail.com
https://orcid.org/0009‑0004‑9514‑1064
Philippine Christian University
Manila, Philippines

DOI: https://doi.org/10.54476/ioer-imrj/318785

ABSTRACT

This study examined the competence of teachers in using the Concept Method Approach (CMA) toward the development of a pro-social classroom model. A total of 84 teachers from Davao City, Philippines participated in the research, selected through total enumeration. The study utilized a quantitative descriptive-correlational design to explore the relationship between CMA implementation and the dimensions of a pro-social classroom. Findings revealed that CMA is a pedagogically sound strategy that enriches student engagement and understanding through experiential, real-life learning. Its alignment with core elements of effective teaching affirmed its relevance in regular and special education settings. Teachers who integrated experiential learning practices were more likely to foster positive classroom relationships and environments, particularly in terms of emotional safety, peer collaboration, and student engagement—conditions essential for holistic development. However, while experiential learning supported classroom climate, emotional development, and peer relationships, it was less directly associated with promoting prosocial norms and implementing conflict resolution or restorative practices. These areas may require supplementary interventions. Overall, the findings underscore the importance of experiential strategies not only for content mastery but also for cultivating socially responsible and emotionally intelligent learners. CMA supports the broader educational goal of nurturing academically competent, socially mindful, and emotionally resilient individuals aligned with 21st-century education.

Keywords: Teacher Competence, Concept Method Approach, Experiential Learning, Pro-Social Classroom

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