Narrative Inquiry on Lerners' Engagement of the Sacrament of Reconciliation
Document Type
Paper presentation
School Name
University of San Agustin-Basic Education Department
School Code
N/A
Abstract / Executive Summary
This action research used a narrative inquiry design to examine how interactive and participatory teaching strategies improve Grade 6 learners’ understanding of the Sacrament of Reconciliation while fostering personal reflection and transformative spiritual growth. Six purposively selected learners who had received First Communion and represented varied performance levels in Christian Human Formation participated in the study. Data were collected through open-ended responses, reflective journals, and creative presentations, and were analyzed thematically to identify patterns in learners’ cognitive, emotional, and spiritual engagement. Findings showed that experiential and reflective strategies—such as dramatization, storytelling, and guided reflection—significantly strengthened doctrinal understanding and helped learners connect concepts of forgiveness and repentance with real-life experiences. Collaborative activities promoted empathy, moral responsibility, and relational awareness within family and community contexts. Learners demonstrated deeper appreciation of reconciliation as an encounter with God’s mercy and a guide for ethical action. The study highlights the value of learner-centered, reflective pedagogy in holistic formation and supports Sustainable Development Goal 4 (Quality Education) by advancing inclusive, values-oriented, and transformative learning practices that nurture moral reasoning and responsible citizenship.
Keywords:
learner engagement, sacrament of reconciliation, experiential learning, reflective practices, spiritual formation
Narrative Inquiry on Lerners' Engagement of the Sacrament of Reconciliation
This action research used a narrative inquiry design to examine how interactive and participatory teaching strategies improve Grade 6 learners’ understanding of the Sacrament of Reconciliation while fostering personal reflection and transformative spiritual growth. Six purposively selected learners who had received First Communion and represented varied performance levels in Christian Human Formation participated in the study. Data were collected through open-ended responses, reflective journals, and creative presentations, and were analyzed thematically to identify patterns in learners’ cognitive, emotional, and spiritual engagement. Findings showed that experiential and reflective strategies—such as dramatization, storytelling, and guided reflection—significantly strengthened doctrinal understanding and helped learners connect concepts of forgiveness and repentance with real-life experiences. Collaborative activities promoted empathy, moral responsibility, and relational awareness within family and community contexts. Learners demonstrated deeper appreciation of reconciliation as an encounter with God’s mercy and a guide for ethical action. The study highlights the value of learner-centered, reflective pedagogy in holistic formation and supports Sustainable Development Goal 4 (Quality Education) by advancing inclusive, values-oriented, and transformative learning practices that nurture moral reasoning and responsible citizenship.
