DIFFICULTIES ENCOUNTERED BY PRIMARY GRADE TEACHERS IN ADDRESSING LEARNING GAPS OF LEARNERS

Author Name: 1. Dianne Jean R. Cabico

Volume/Issue: 04/06

Country: Philippines

DOI NO.: 08.2020-25662434 DOI Link: https://doi-ds.org/doilink/11.2023-11884461/UIJIR

Affiliation:

1. Cabangan Elementary School, Teacher II, Cabangan, Zambales, 2203, Philippines.

ABSTRACT

The study determined the difficulties encountered by 133 primary grade teachers in addressing learning gaps of learners in Zone III, Schools Division of Zambales for School Year 2021-2022 geared towards the proposed action plan to address the difficulties encountered by primary grade teachers in addressing learning gaps of learners. Findings revealed that most of the primary grade teachers belonged to the age bracket of 30-39 years old, a majority of them were female, and most of them had MA units. The primary grade teachers encountered with quite difficulty the learning gaps in terms of instructional materials and teaching time, and with less difficulty in terms of administrative support. The primary grade teachers perceived the learning gaps of learners as quite observed in terms of writing skills, reading skills, and computational skills. There was a significant difference between the difficulties encountered by primary grade teachers in addressing learning gaps in terms of instructional materials, teaching time, and administrative support and their profile in terms of sex.

Key words: Difficulties of Teachers, Addressing Learning Gaps, Writing Skills, Reading Skills, Computational Skills