Voices of Graduate Learners: Unveiling Effective Andragogical Teaching Practices in a State University

Abstract

 This study explored graduate learners’ perceptions of effective andragogical teaching practices in a state university in Eastern Visayas. Grounded in Knowles’ theory of andragogy, the study examined instructional approaches that support adult learners’ academic engagement, professional growth, and meaningful learning experiences. A qualitative single-case study design was employed involving 18 Doctor of Education students majoring in Educational Administration enrolled during Academic Year 2025–2026. Participants were selected through purposive sampling. Data were collected through written feedback, semi-structured interviews, and focus group discussions and were analyzed using Braun and Clarke’s thematic analysis framework. Findings revealed six major themes that characterize perceived effective andragogical teaching practices: (1) the use of inclusive and contextualized learning materials, (2) preference for face-to-face and interactive learning environments, (3) scaffolded instruction and reinforcement of foundational knowledge, (4) experiential and collaborative learning approaches, (5) reduction of excessive reporting activities, and (6) positive perceptions of professors’ competence and instructional strategies. A seventh theme highlighted graduate learners’ perceptions of how these practices contributed to their professional and academic development through problem-centered and professionally relevant learning experiences. The findings underscore the importance of learner-centered, experience-based, collaborative, and context-responsive instructional practices in fostering engagement, critical thinking, leadership, and reflective learning among adult learners. Drawing on the perspectives of doctoral students, this study contributes to the growing body of literature on graduate education and provides insights that may inform the enhancement of andragogical teaching practices in higher education institutions. The study highlights the value of instructional approaches that promote meaningful, relevant, and professionally connected learning experiences for adult learners