Difficulties of Intermediate Learners in Face-to-Face Classes
DOI:
https://doi.org/10.5281/zenodo.14957394Keywords:
Difficulties in face-to-face classes, intermediate learners, PhilippinesAbstract
This study aimed to determine the level of difficulties of intermediate learners in face-to-face classes. Data for this descriptive study was collected from one hundred thirteen intermediate learners using a researcher-made instrument that has gone through rigorous tests of validity and reliability. The ensuing analysis showed a moderate level of difficulties of intermediate learners in the area of basic literacy, availability of learning resources while parental involvement was high. Additionally, no significant difference was found in the difficulties of intermediate learners in the area of number of siblings and parent’s highest educational attainment. In contrast, a significant difference was found in the area of basic literacy based on grade level. Meanwhile, no significant difference was found when the same data was analyzed based on the parental involvement based on sex, grade level, number of siblings and parent’s highest educational attainment. The findings of this paper call for a craft of training for ups-killing teachers about parental involvement, strategies improving literacy activities, additional tools, methods and strategies that enables both sex to participate and do well in class.
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