Stories, Numbers, and Values: Exploring Interdisciplinary Learning Experiences Among Grade 2 Learners in Rural Elementary Education

Abstract

Interdisciplinary learning in the early grades provides opportunities for children to connect foundational literacy, numeracy, values formation, and social understanding within meaningful classroom experiences. This qualitative study explored the interdisciplinary learning experiences of Grade 2 learners at Aglipay East Central School in Aglipay, Quirino, Philippines, with particular attention to how stories, mathematical ideas, values, and contextualized activities interacted across learning areas. The study employed a qualitative descriptive design with an interpretive orientation. Grade 2 learners were purposively selected based on their exposure to integrated classroom activities involving English, Filipino, Mathematics, Good Manners and Right Conduct (GMRC), and Makabansa. Data were gathered through child-friendly semi-structured conversations, classroom observations, learner outputs, and teacher-supported reflective activities. Data were analyzed using reflexive thematic analysis. Five themes provided the analytical structure of the findings: (1) Stories as Bridges Across Learning Areas, (2) Making Sense of Numbers Through Everyday Experiences, (3) Values Learned Through Stories, Actions, and Relationships, (4) Learning Becomes Meaningful When Subjects Connect, and (5) From Classroom Learning to Everyday Practice. The thematic analysis suggests that interdisciplinary learning supported learners in making connections across subject boundaries, relating academic concepts to familiar experiences, participating actively in classroom activities, and recognizing the practical and moral significance of their learning. The study highlights the importance of developmentally appropriate, contextualized, and integrated pedagogy in strengthening foundational learning among children in rural elementary education.