Playful Experiential Pedagogy for Coastal Classroom Learning under Resource and Connectivity Constraints

Abstract

This study investigated how playful experiential pedagogy supported elementary learning in coastal classrooms operating under resource and connectivity constraints in Divilacan, Isabela. Using a matched-cluster multilevel cross-sectional design, data were gathered from 24 public elementary school teachers and 72 learners through matched teacher and learner forms of the Playful Experiential Coastal Classroom Inventory. Descriptive findings showed strong implementation of local-resource improvisation, experiential and place-based learning, and playful task structuring, while low-connectivity learning continuity remained the weakest instructional area. Learners reported the strongest outcomes in active participation and experiential meaning-making, although continuity of learning was less consistent. Bayesian multilevel ordinal regression indicated that stronger playful experiential pedagogy increased the likelihood of favorable learner-perceived learning outcomes, whereas higher resource-connectivity constraints reduced these outcomes. The interaction between pedagogy and constraint intensity suggested that playful experiential practices became more consequential as classroom limitations increased, indicating a buffering effect under difficult instructional conditions. However, pedagogical adaptability did not completely offset the disadvantages associated with inadequate resources and unstable connectivity. The findings support the use of locally grounded, activity-based, and low-technology learning approaches in coastal elementary schools while emphasizing the continuing need for dependable instructional materials, offline learning systems, electricity, and connectivity support. Strengthening teacher capacity alongside infrastructure development may provide a more sustainable pathway for improving learning continuity and participation in resource-constrained coastal classrooms.