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| Learning Difficulties in English among Grade 7 as Perceived by Teachers: Basis for Interventions for Higher Student Performance |
Jeger P. Paragas, EdD
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Abstract:
This study determined the extent of learning difficulties in English among Grade 7 as perceived by teachers of 6th Congressional District of Pangasinan, Pangasinan Division II, SY 2013 to present. Specifically, it sought to determine the profile of the English teachers in terms of age, sex, civil status, higher educational attainment, length of service; and relevant trainings. Likewise, it looked into the extent of learning difficulties in English among Grade 7 students as perceived by the respondent teachers, the significant difference between the learning difficulties in English among Grade 7 students across the profile variables and the significant relationship between the learning difficulties in English among Grade 7 students across the selected profile variables. The descriptive correlation method of research was employed and the questionnaire checklist was used in gathering data. The frequency counts, percentages, weighted average mean and ANOVA (Analysis of Variance) were the statistical tools used in the analysis of data. Based on the analysis of data, the following findings were yielded (1) The teacher respondents are within the age bracket of 21 years old to 60 years old and above; dominantly females, dominantly married. Majority are with Master of Arts units with 5 years and below to more than 21 years and more in the service, and have been attending trainings from division to international levels. (2) The teachers respondents perception on the extent of learning difficulties in English among Grade 7 students is generally in the "difficult" level as indicated by the grand overall weighted mean of 3.47 with writing and comprehension having the highest weighted mean of 3.61 and oral language fluency having the lowest overall weighted mean 3.31. (3) The null hypothesis of no significant difference in the teachers perception and learning difficulties in English among Grade 7 students across the profile variable in generally accepted at .05 level of significance in all areas. (4) There is no significant relationship between the extent of learning difficulties in learning English among Grade 7 students as perceived by the teacher and the profile variables. Conclusions were drawn and recommendations were offered.
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