Learners’ Learning Difficulties

Learners’ Learning Difficulties

https://doi.org/10.56738/issn29603986.geo2024.5.84

Jenilyn G. Perido and Jenelyn T. Daulong

STI West Negros University

Talisay City, Negros Occidental

Abstract

Learners can face various difficulties, including comprehension challenges, attention deficits, language barriers, or learning disabilities. Addressing learning difficulties in early education has become increasingly critical. The study focused on determining the level of learners’ learning difficulties in the two districts in an enormous division in Central Philippines during the school year 2022-2023. The data needed for this descriptive-comparative study was collected from 112 teachers using a self-made data-gathering instrument that has passed the stringent test validity and reliability using stratified random sampling, lottery, and Cochran’s formula. Overall, learners’ learning difficulties resulted in a high level of reading, writing, and numeracy. The study reveals that there is no significant difference in the level of learners’ learning difficulties when grouped and compared according to the aforementioned variables. The study results call for DepEd personnel, various stakeholders, and teachers who are the most potent in teaching learners to provide teaching aids, resources, and assistance through innovations and interventions to address learners’ learning difficulties.

Keywords: Learners’ Learning Difficulties, Teachers, Intervention Plan, Negros Occidental Philippines

Bio-Profile:

Jenilyn G. Perido– MAED- Major in Management and Supervision, serves as Teacher I at Don Enrique Lizares Elementary School. Her research interest in Learners’ Learning Difficulties as Perceived by Teachers: Basis for an Intervention Plan.
Jenelyn T. Daulong- Doctor of Philosophy in Educational Leadership. She is currently serving as Principal at Concepcion Elementary School in Talisay District 3. Her research interest is in leadership, coaching and mentoring thesis writers.

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