Managing learning difficulties in teaching grade 1 pupils in tabaco city division

Buella, Joyce Chavenia (2025) Managing learning difficulties in teaching grade 1 pupils in tabaco city division. International Journal of Science and Research Archive, 15 (2). pp. 160-162. ISSN 2582-8185

This study employed a quantitative research approach to identify key areas in managing learning difficulties among Grade 1 pupils in the Tabaco City Division. The study utilized a descriptive-survey method within a quantitative research framework to systematically investigate the identified areas. The research process encompassed five key phases: the development and validation of the research instrument, administration of the survey questionnaire, tabulation of responses, and analysis and interpretation of results. A total of ninety-nine Grade 1 teachers from public elementary schools in the Tabaco City Division participated in the study, while teachers from private elementary schools were excluded. Findings: The study revealed key areas in managing learning difficulties among Grade 1 pupils, with pupil engagement ranking highest at 88.78%, followed by pupil progress monitoring (87.76%), development of independent learners (81.63%), and assessment data interpretation (80.61%). The level of usage for these strategies was consistently rated as "Always," with assessment data interpretation garnering the highest weighted mean of 4.53. The study also found that there was no significant difference in the level of usage of these strategies across districts, as indicated by F-computed values all below the F-tabular threshold. Challenges affecting pupil learning were identified, including lack of parental guidance, socio-economic constraints, and poor nutrition in engagement; inappropriate assessment methods and misuse of data in assessment interpretation; struggles in basic literacy and numeracy, low motivation, and time constraints in independent learning; and insufficient planning and stakeholder involvement in progress monitoring. To address these challenges, an intervention program was proposed, aiming to improve the management of learning difficulties in teaching Grade 1 pupils. Conclusion: The study concluded that key areas in managing learning difficulties among Grade 1 pupils—pupil engagement, progress monitoring, independent learning development, and assessment data interpretation—are consistently applied in teaching practices. No significant differences were found in the level of usage across districts, and challenges such as inadequate parental guidance, inappropriate assessment methods, struggles in basic literacy and numeracy, and insufficient stakeholder engagement were identified as barriers to learning. To address these issues, an intervention program was proposed to enhance teaching effectiveness and support pupil development. Recommendations: Based on these findings, the study recommends sustaining the identified strategies for managing learning difficulties, providing ongoing technical assistance to Grade 1 teachers, and ensuring equal opportunities for professional growth across districts. Schools should implement the proposed intervention program to address learning challenges and enhance pupil performance. Areas for Further Study: The following areas are recommended for further research: Parental Involvement in the Enhancement of Literacy and Numeracy Skills of Primary Learners School Heads Monitoring and Evaluation of the Management of Learning Difficulties Effectiveness of Reading Intervention to the Performance of the Struggling Readers