Resourcefulness Pedagogy for Learning Continuity in Elementary Classrooms

Abstract

This study explored how resourcefulness pedagogy contributed to learning continuity among public elementary school teachers in Lamut, Ifugao, with emphasis on teachers’ capacity to adapt resources, redesign instruction, mobilize contextual support, and sustain learner engagement. A cross-sectional explanatory-predictive design was employed with 106 teachers selected through proportionate stratified random sampling. Data were gathered using the Resourcefulness Pedagogy and Learning Continuity Scale and analyzed through descriptive statistics and partial least squares structural equation modeling. Results showed a high overall level of resourcefulness pedagogy and learning continuity, although contextual mobilization, learner participation, and task completion emerged as comparatively weaker areas. The structural model explained 61.2% of the variance in learning continuity. Instructional redesign produced the strongest predictive effect, followed by continuity-oriented learner support and resource adaptation, while contextual mobilization did not demonstrate a significant independent contribution. The model also showed satisfactory reliability, convergent validity, discriminant validity, predictive relevance, and out-of-sample predictive performance. These findings indicate that resourcefulness pedagogy becomes more consequential when teachers transform available resources into purposeful instructional adjustments rather than merely compensating for material limitations. Strengthening adaptive lesson design, learner re-engagement strategies, and school-supported use of contextual resources may therefore enhance continuity of elementary learning.