Experiences, Challenges and Intervention Schemes of Teachers in Reading Amidst Pandemic

AUTHOR(S)

Analiza A. Mocorro

ABSTRACT

Reading is one of the most important skill need to be acquired by the pupils. This skill is necessary for school activities as well as in dealing with everyday activities in real life situation. However, teaching pupils how to read is no joke. It requires time, effort and patience of the teachers particularly in coping to the different problems that the teachers may encounter in teaching. This study focused on finding out the challenges and issues in teaching reading among Grade 2 pupils in Leyte 1 District amid pandemic during the school year 2021-2022.
This investigation employed phenomenological approach focusing on the lived experiences of the Grade 2 teachers in teaching reading during pandemic. A focused group discussion was undertaken to gather necessary information.
The major findings of the study were the following: the experience of the Grade 2 teachers in teaching reading during pandemic was considered as a challenging one, with regards to the issues/challenges encountered of the Grade 2 teachers in teaching reading during pandemic, several themes have been formulated based on the answers of the research participants but only three (3) of these, dominantly emerged and they were the following: Parents’ Incapability to Teach Their Children Due to Educational Background, Teachers’ Time Constraints in Facilitating, Assessing and Monitoring Pupils Learning, and Low Learning Motivation Among Pupils. On the intervention schemes implemented by the Grade 2 teachers in teaching reading during pandemic, there were three (3) emergent themes formulated. The theme that dominated the most was “Providing Pupils with Varied Reading Materials”. Then the second theme was “Intensified Monitoring of Pupils Learning”. And the last dominant theme was “Home Visitation”. Among these three (3) themes formulated, the most dominating was “Providing Pupils with Varied Reading Materials”.