EXPLORING THE EXPERIENCES OF PRIMARY TEACHERS IN ADDRESSING LEARNERS’ BASIC LITERACY AND NUMERACY GAPS AT BAYVIEW ELEMENTARY SCHOOL
Keywords:
Basic Literacy, Basic Numeracy, Grade 1–3 Teachers, Phenomenological Research, Teacher Experiences, Classroom InterventionsAbstract
This study explored the experiences of Grade 1–3 teachers in addressing learners’ basic literacy and numeracy gaps at Bayview Elementary School, Mariveles, Bataan. It examined the gaps observed, the interventions used, the challenges and successes experienced, the coping strategies employed, and teachers’ insights and recommendations. A qualitative descriptive phenomenological design was employed with nine teachers selected through purposive sampling. Data were gathered through semi-structured interviews and analyzed using Colaizzi’s (1978) phenomenological method. The analysis yielded 144 significant statements, 55 open codes, and 25 themes. Teachers encountered difficulties in letter and sound recognition, reading, vocabulary, comprehension, counting, number recognition, number sense, place value, and basic operations. They used differentiated instruction, remediation, concrete and visual materials, small-group and one-on-one support, peer assistance, and engaging activities. Limited time and resources, learner differences, and limited home support presented challenges. Teachers responded through patience, perseverance, flexibility, and collaboration. The essence of their experience was patient, adaptive persistence, as teachers continuously adjusted instruction while valuing small but meaningful learner gains. The study recommends early identification, regular monitoring, differentiated instruction, adequate intervention time and materials, teacher development, and stronger school–family collaboration. A Grade 1–3 Literacy and Numeracy Intervention Guide and an Administrative Recommendation Matrix were proposed.
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