Narrative Inquiry on Learners&rsquo; Engagement with the Sacrament of Reconciliation

Cyril John  S. Tubola,; Sandra  Javier,; Xcelsie  Jance,

Narrative Inquiry on Learners’ Engagement with the Sacrament of Reconciliation

Sandra Javier | Xcelsie Jance | Cyril John S. Tubola

Discipline: social sciences (non-specific)

Abstract:

This action research addressed the limited evidence on how interactive catechetical strategies deepen Grade 6 learners’ understanding of the Sacrament of Reconciliation beyond rote doctrinal learning. Using a narrative inquiry design, the study involved six purposively selected learners who had received First Communion and represented varied performance levels in Christian Human Formation. Data from open-ended responses, reflective journals, and creative presentations were analyzed thematically to examine learners’ cognitive, emotional, and spiritual engagement. Findings showed that experiential and reflective approaches—particularly dramatization, storytelling, and guided reflection—significantly enhanced both conceptual understanding and personal meaning-making. Learners were able to connect doctrinal content with real-life experiences, recognize the moral dimensions of forgiveness and repentance, and internalize reconciliation as a meaningful encounter with God’s mercy. Collaborative activities further promoted empathy, relational awareness, and moral responsibility within family and community contexts. The study demonstrates the value of narrative inquiry in capturing learners’ lived faith experiences and provides evidence that interactive catechetical strategies support holistic formation. It is recommended that educators and school leaders systematically embed experiential and reflective methods in religious instruction to strengthen engagement, deepen moral reasoning, and encourage authentic application of faith in everyday life.

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