Exploring Teachers’ Strategies for Resolving Students’ Learning Difficulties At Primary Level
DOI:
https://doi.org/10.58932/MULI0015Keywords:
Issues, challenges, learning difficulties, inclusive, pragmaticAbstract
The current study focused on the complex nature of instructional strategies for resolving students’ learning difficulties. The purpose of this study is to highlight the issues and challenges during teaching at primary level. Through convenient sampling sixty public primary school teachers were selected. Interpretvist paradigm was utilized to determine the issues and challenges of the teachers. Structured interview scheduled for data collection. All data is interpreted by thematic analyses. The key themes include misconception of ideas in learning, choosing appropriate strategies, lack of motivation, identifying individual needs, shyness, lack of A.V. aids, challenging but fulfilling, acceptance and patience. The study revealed that primary school teachers often demonstrate topic specific strategies in classrooms. Instructional strategies served a variety of goals in response to students’ needs. The findings focused upon effective strategies used as pragmatic approach based on problem solving method of teaching, enquiry method, activity-based method. It is concluded that parents’ teachers’ meetings provide opportunities to the students to express their own learning difficulties. Teachers must have content knowledge for activity-based lesson planning. Use of interactive methods motivates students for learning. To develop a positive learning environment among stakeholders and school management these problems need to be solved precisely.
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