Title: Managing Diverse Learner Behavior in Basic Education: A Study of Classroom Management, Instructional Delivery, and Feedback Practices
Authors: Genevie L. Balinquit
Marivic M. Cuizon
PhD
Volume: 10
Issue: 2
Pages: 88-93
Publication Date: 2026/02/28
Abstract:
This study examined the level of manifestation of strategies employed by teachers in handling diverse learner behavior in terms of classroom management, instructional delivery, and feedbacking/advising, as well as their influence on the academic performance of Grade 2 learners. A descriptive research design was utilized and conducted in the West Butuan District, Butuan City, involving all nine public elementary schools in the district. The respondents consisted of 50 Grade 2 teachers and the learners under their supervision, selected through complete enumeration. Data were collected using a researcher-made questionnaire that underwent content validation and reliability testing. Descriptive statistical tools, including frequency count, percentage, and weighted mean, were used for data analysis. Findings revealed that teachers' strategies in handling diverse learner behavior were manifested at a high level across all domains. Teachers consistently implemented clear classroom rules, structured learning environments, differentiated instructional practices, and supportive feedback mechanisms. However, strategies requiring greater time and instructional resources, such as scaffolding and explicit problem-solving instruction, were less consistently applied. The academic performance of Grade 2 learners indicated that the majority were at the approaching proficiency level, with none attaining the highest performance categories.