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

Abstract

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.