Title: Students' Perceptions of Classroom Activities that Support the Development of Life Skills
Authors: Gretchen L. Nalaza, Grace T. Flores, EdD,
Volume: 10
Issue: 2
Pages: 192-195
Publication Date: 2026/02/28
Abstract:
This study explored students' perceptions of classroom activities that support the development of life skills. The study employed a qualitative research design using an exploratory case study approach and was conducted at Butuan City Integrated National High School (BCINHS), which offers Technical Vocational Livelihood Information Technology (TVL-ICT) strands emphasizing hands-on and skills-based learning. Thirteen participants, consisting of five senior high school students, three teachers, and five parents from Grades 11 and 12, were selected through purposive sampling based on their direct involvement in experiential learning contexts. Data were gathered through in-depth interviews to capture diverse perspectives on life skills development and real-world learning. All data were transcribed and analyzed using thematic analysis. Ethical considerations, including informed consent, confidentiality, and voluntary participation, were strictly observed throughout the research process. The findings revealed that classroom activities play a significant role in developing students' life skills. Collaborative activities such as group projects, debates, and interactive tasks enhanced communication, cooperation, emotional regulation, and conflict management, while independent tasks, including animation and short film projects, fostered responsibility, perseverance, self-discipline, and time management. Students perceived classroom activities as effective preparation for real-life challenges by developing adaptability, problem-solving, and decision-making skills, a view similarly shared by teachers, who emphasized the value of experiential and collaborative learning in strengthening critical thinking and communication.