Tapos Naa

Schools Division of the City of Ilagan
ISABELA SCHOOL OF ARTS AND TRADES

SENIOR HIGH SCHOOL DEPARTMENT
Analysis of Problems Faced
By Slow Learners
A Completed Qualitative Research
Presented to the Faculty of
Isabela School of Arts and Trades
Senior High School
Johnmark S. Valdez
Angelica A. Baquiran
Femarous A. Bajo
Katelyn Mae D. Fajardo
Irish Joy D. Riniopa
Marlon T. Santiago
Rachelle Ann J. Lago
May 8, 2024
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Acknowledgement
The study has been made possible through the inspirations and endless assistance of
many people. The researchers wish to express their sincerest gratitude to those who have poured
their efforts and support into the success of the study.
We would like to express our sincere gratitude to our research advisor, Ma'am Maria
Elisa Alvaro, who was there that gave us guidance, expertise, and feedback onto our research
journey.
We would like to take this opportunity to thank the people that stood by our side
throughout this journey. Without the encouragement and support of our friends, family, and
teachers, we wouldn't be able to overcome the obstacles.
Above all, the utmost gratitude and praises to the Creator, for His blessing, guidance,
and power that made impossible things possible, for giving the researchers strength and
intelligence which resulted in the completion of the study.
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Dedication
This qualitative study is dedicated to all students who face the challenges associated with
being a slow learner. We acknowledge the unique difficulties you encounter throughout your
academic journey and the impact these challenges may have on your self-confidence and
motivation. We, the researchers, deeply appreciate your perseverance and resilience throughout
your academic journey.
To every slow learner, we want you to know that you are deserving, worthy, and capable
just as you are. Don't compare yourself to others. Remember to always believe in yourself, be
proud, and celebrate even the smallest achievements. You may encounter obstacles, but that is
what makes you strong. The researchers hope that our research can serve as a foundation for a
deeper understanding of your unique learning needs and pave the way for the development of
more effective support systems and educational approaches. We believe that with the right
support, you can unlock your full potential and achieve your academic goals.
We humbly dedicate this study to the people who made this work possible, our research
teacher Ma’am Maria Elisa Alvaro who gave her full support and guidance, our head teacher
who gave her permission to conduct this study in the school, our friends and family who serve as
our inspiration and our source of strength. And above all to our ALMIGHTY GOD.
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Table of contents
TITLE PAGE 1
ACKNOWLEDGEMENT 2
DEDICATION 3
TABLE OF CONTENTS 4-5
ABSTRACT 6
CHAPTERS
I. THE PROBLEM AND IT'S BACKGROUND 7-10
Introduction 7-8
Research Questions & Statement of the Problem 8
Scope and Delimitation 9
Significance of the Study9-10
II. REVIEW OF RELATED LITERATURE AND STUDIES 11-23
Related Literatures 11-17
Related Studies 17-23
III. RESEARCH METHODOLOGY AND PROCEDURE 24-26
Research Design 24
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Sampling Procedure 25
Data Gathering Instrument 25
Data Gathering Procedure 26
Data Analysis 26
IV. PRESENTATION, INTERPRETATION, & ANALYSIS OF DATA 27-40
Results and Discussion 27-40

CHAPTER V. SUMMARY & CONCLUSON 41-42
Summary of Findings 41
Conclusion 42
REFERENCES 43-44
APPENDIX A 45
APPENDIX B 46-48
APPENDIX C 49
APPENDIX D 50-88
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Abstract
This phenomenological qualitative study concentrates more on knowing the problems faced by
slow learners. There were purposively selected 35 students from Senior High School at Isabela
School of Arts and Trade (ISAT) for the school year 2023-2024 who served as the respondents
of this study. These are students who are slow learners based on their GWA through their
advisers. This study used interviews as a form of gaining data. Based on the findings, slow
learners faced. Personal problems like high expectations from parents and difficulty in
understanding are listed as the top challenges slow learners experience in learning. Bullying,
difficulty in retaining information, and school activities are also problems they experienced. The
finding shows that there are ways slow learners do in handling challenges in learning such as
asking for help, doing self-study, and self-motivation. The analysis of each individual case
revealed that most of the respondents share the same challenges in their academic journey.
Additionally, they greatly benefit from guidance and support from both teachers and parents to
aid their learning journey effectively.
Keywords: Slow learners, Personal problems, Bullying, Difficulty understanding, Handling
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CHAPTER I
The Problem and Its Background
Introduction
Students who learn at a slower pace, often called "slow learners," need more time and
effort to understand and remember things compared to their classmates. They might think slower
and have trouble following fast explanations in school. Slow learners often take a bit longer to
grasp new ideas. This can make them seem uninterested or distracted in class, and they might
even get frustrated or bored. These challenges can be especially tough in classrooms where
things move quickly, and slow learners might struggle to keep up, which can lead to them feeling
anxious or judged. (Ahmed, 2023)
This study is a problem nowadays because slow learners in ISAT often face challenges
that can significantly impact them such as being bullied or discriminated because they can’t keep
up with their peers. Poor comprehension and personal issues leading to feelings of anxiety, loss
of interest, and low self-esteem because they tend to be judged, as highlighted by Rao (2015).
These challenges can be particularly evident in language learning, where slow learners may
struggle to keep pace with their peers and experience negative emotions due to perceived
judgment.
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This study aims to explore the problems faced associated with slow learners, what are
their strengths and weaknesses when it comes to processing information, we want to know what
and how do they handle challenges in learning. Furthermore, this study will help the parents and
teachers to better understand that all students have differences when it comes to learning. To be
aware on how to accommodate, understand, and better support them in their learning style. We
also want to know if they are really trying their best to learn or they don't just give their enough
effort to understand a lesson.
Research questions
1. What are your strengths and weaknesses when it comes to processing information?
2. What are the challenges you experience in learning?
3. How do you handle challenges in learning?
Statement of the problem
1. What are the strengths and weaknesses of the respondents?
2. What are the challenges experienced by the respondents?
3. How do the students handle their challenges?
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Scope and delimitation
This study will be conducted at Isabela School of Arts and Trades Main located at
Calamagui 2nd, City of Ilagan. The researchers will examine the strengths and weaknesses of
slow learners at Isabela School of Arts and Trades. It will explore the various challenges that
these students face throughout their academic journey, as well as the strategies they employ to
overcome these challenges. This study will be conducted through qualitative research. The
method that will be used is a face-to-face interview. Interviewing 35 respondents and this study
will be conducted in the school year 2023-2024.
Significance of the study
School Admin: The result can inform teaching strategies curriculum design, and support systems
that can better meet the diverse needs of all learners.
Teachers: The result of this study will help teachers understand that every student has a different
level of learning. The study can encourage educators to be patient with their students, especially
in understanding each student's pace of learning, and might encourage them to provide individual
tutoring or assign some students to help the slow learners.
Students: This study offers numerous benefits to students by helping them gain a deeper insight
into their strengths and weaknesses. This study will empower them to recognize their efforts and
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hard work regardless of the challenges they may face. This process of self-awareness can
ultimately lead them to personal growth and academic success. In addition, by recognizing their
weaknesses, they can step towards achieving their goals.
Parents: The result of this study will serve as an eye-opener for parents to realize that students
are different when it comes to their learning abilities. In this, parents will better understand their
children with their learning styles, to give the support that students need such as encouragement,
and guidance to reach the student's full potential and help them with the challenges in their
academic journey. Not pressure them too much on their academics but to guide them and support
them.
Researchers: This study will provide valuable insights for researchers who are interested in
understanding slow learners. Also, to uncover new strategies and approaches on how to support
these students.
Future Researchers: This study will serve as a guide and foundation for future researchers if they
might encounter research about slow learners.
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CHAPTER II
Review of Related Literature and Studies
This chapter provides an overview of previous research on regarding the problems faced
by slow learners.
Related literature:
Foreign:
Varghese and Aneesa (2021) in a Research Gate article, noted that there are numerous
implications for the term "slow learner" in educational psychology. A slow learner is a student
who requires more time in class to grasp things. The phrase "slow learning" describes real-world
examples of people's inability to apply pertinent knowledge in certain contexts. They could have
trouble managing their time and dealing with a variety of complex or challenging circumstances.
Fast learners demonstrate a higher capacity for knowledge comprehension and a faster rate of
learning in comparison to slow learners. They understand an idea in a fraction of the time it takes
slow learners.
Hassan & Mahmud (2015) in their article regarding the use of inclusive technology in
authentic multimedia-assisted language learning in Indonesia, slow learners' perspectives are
discussed. Real multimedia-assisted language learning was found to improve students' speaking
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ability and perceived benefits. Students who struggle to learn for real have low cognitive ability,
disordered information processing, poor memory, and lack of focus, which makes it difficult for
them to express ideas clearly. These students also struggle with effectiveness in communication,
speed at picking things up, and slow learning. The language used in this study to describe slow
learners is based on the findings of the speaking performance exam, which evaluates the
students' correctness and fluency.
Permatasari et al. (2018) in the article entitled "Spatial ability of slow learners based on
Hubert Maier theory" states that children with special needs who are slow learners do not meet
the requirements for special education even when they perform poorly academically. It is more
difficult for slow learners to understand what is being taught when it comes to symbolic,
abstract, or conceptual subject matter.
Aulia (2021), discusses the frustration of being a slow learner, as their peers are already
finished and they are still in the middle of processing. She cites a study by Mrs. Barbara Oakley,
who calls fast learners "race car brains" and slow learners "hikers brains." Aulia suggests that
fast learners should avoid concluding too quickly, as they may miss important parts and be less
open to new ideas. On the other hand, slow learners may weigh things first due to their slower
decision-making process.
Nagar (2017), studied the personality traits and socio-psychological issues of slow
learners in Rajasthan. According to his research, slow learners and normal children have
significantly different issues, meaning that the group of normal children has fewer problems than
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the slow learner group. Girls also appear to have more problems than boys. Slow learners
struggle or don't adjust well to their surroundings. The typical kids and the sluggish learners also
showed a notable variation in personality traits.
Koirkana (2020) in the article "Slow Learners: A Universal Problem and Providing
Educational Opportunities to be a Successful Learner," wrote. There are various kinds of
learners, including ordinary, slow, and rapid learners. Information processing issues are linked to
psychological issues, poor memory, and ignorance of the value of education. A weak memory
can be a hindrance to learning, some people struggle to retain knowledge even after studying for
an hour. Some pupils don't take their studies seriously and don't see how important they are.
Students' psychological characteristics may also have an impact on their capacity to learn. To be
able to solve a problem, coping mechanisms are essential.
Lohitashwa, et al. (2020) in their article they looked at whether "pair and share" learning
is beneficial for slow learners of physiology. Even though exam results didn't change much, the
majority of students said the approach improved their comprehension and valued the input from
their peers. This implies that even though "pair and share" doesn't always result in better test
scores, it can still be helpful for slow learners.
Khan (2016) entitled “Analyzing the Impact of Poor Teaching on Student Performance”.
The study aims to find the probable cause of poor performance by teachers and students and
found out that poor teaching negatively impacts students’ performance by demotivating them and
leading to a degradation in expected outcomes. According to Kurt and Sezek (2021) entitled
“Investigation of the Effect of Different Teaching Methods on Students Engagement and
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Scientific Process Skills”, the study aims to compare the effects of using different teaching
methods and the study suggests that using peer instruction and problem-based learning led to
students being engage more and developing process skills.
Tajweed (2016) entitled “A Lump in My Throat: How to Get Over Recitation Anxiety”,
this study finds that students experience anxiety while reciting due to these reasons: fear of
public speaking, making mistakes, the seriousness, and frustration with slow progress. The
author suggests some methods to overcome this anxiety, including visualization, embracing
mistakes, using multiple learning resources, practicing methodically, and relying on God’s help.
Raenkwocha (2023) entitled “6 Proven Ways to Protect and Support Slow Learners from
Bullying and Discrimination”. This study highlights how a teacher can support students from
bullying and discrimination a slow learner as these serious issues affect many students by
cultivating empathy, setting clear expectations, empowering bystanders, building positive
relationships, celebrating diversity, and leading by example. The author believes that if you
follow these steps you can make a positive difference in the lives of their students.
Balintucas (2021) entitled “Student’s Perceptions of Difficulty in Understanding a
Subject”. The article explores various reasons why students struggle to learn and offers solutions
to overcome them. These reasons include lack of motivation, distractions, difficulty
concentrating, poor memory, disliking the subject, lack of resources, and time management
problems.
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Local:
Slow learning is one issue that could be improved, according to Reginaldo (2018).
Parents and instructors have a critical role in motivating kids and helping them to accelerate their
learning. She added that research indicates that slow learners' learning speed and weak cognitive
capacities are the primary causes of their low educational attainment. When working with pupils
who have short attention spans and are frequently distracted, teachers need to be understanding
and patient. To prevent this from negatively affecting the class as a whole, teachers must also
think of creative solutions for handling it. One of them is to practice with patience. Make an
effort to be interesting by expressing each key concept, word, and directive several times.
Tupaz (2022) in the news article "Helping Slow Learners", no one should ever put
pressure on students having difficulties in learning a certain concept or skill. English,
Mathematics, and Science are subjects that they struggle with, and with that, the teachers should
better understand them regarding their weaknesses. In the end, it's the teacher's pleasure in to
mold their students to be productive. Remediation activities are needed for students to catch up
with the lessons. Everyone must always bear in mind that students are uniquely different from
each other, and no learners should ever be compared to the other.
Bolivar (2015), teachers must accommodate students with different learning styles and
capacities, including active learners, lazy learners, slow learners, and quick learners. Teachers
should provide guidance, create an interesting environment, and meet slow learners where they
are. Establishing an educational sanctuary that encourages aptitude exploration and a sense of
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community is necessary for their success. Teachers, because we deal with kids on a daily basis,
we are aware of their diverse learning styles and capacities. In the classroom, delayed learners
might feel important and valued when their teachers show them genuine compassion and
concern. We engage with diverse learner types. For this reason, it is crucial that we make
learning as simple and enjoyable as we can for our pupils, who have
Kong (2022) in the article “I am a slow learner”. The author discusses personal lessons
about trust, change, family, faith, and the value of learning, even if it takes time. The author
acknowledges that they are a slow learner who learns from experience.
Nunag (2024), asserts that teaching slow learners requires the application of
individualized techniques and approaches. To address different learning needs, differentiated
education, for example, uses a variety of resources, such as audio resources, hands-on exercises,
and visual aids.
Bonnly (2015), slow learners need to be taught like other children since they too want to
learn and succeed. As a result, it's important to make a few adaptations to their learning style.
others who learn slowly often feel highly self-conscious and embarrassed about how little they
know compared to others who learn quickly. The sole issue with slow learners is that they
acquire concepts and reach developmental benchmarks more slowly than their counterparts. A
slow learner's parents and teachers are very important in their lives. These kids will be inspired
and helped to overcome their obstacles by their genuine support and inspiration. The primary
issue with these students' schooling is the combination of their sluggish learning pace and poor
cognitive abilities.
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Duflo, et al. (2015), calculated the effect of hiring a contract teacher on instructional
behavior as determined by teacher surveys and teacher effort as determined by unexpected spot
checks. Teachers under contract and federal servants both reported having more time to give
children, especially those who struggle academically, individualized attention and feedback on
their individual work. Nonetheless, as more contract teachers are hired—who might even be
assigned some civil-service teaching duties—the number of civil-service instructors decreases.
Related studies
Foreign:
A research made by Spicer (2014), these difficulties can be seen in several academic
fields. Students may struggle with the fine motor skills required for handwriting, as well as with
written expression and understanding meaning from words. Acquiring knowledge of
fundamental mathematical ideas, such addition, times tables, and solving mathematical puzzles,
may indicate mathematical difficulty. As she said, there are clearly problems with our
educational system, but as Spicer (2014) said, we can help by giving them resilience. We put our
coping skills to use. We draw attention to the distinct skills that each student possesses.
A study by Muppudathi (2014), a slow learner is a student who can acquire all the
required academic abilities, but whose depth and rate of learning are lower than those of a typical
learner. teaching mixed-ability courses and coping mechanisms. Classes and the performance of
these students demonstrated that teachers face a variety of difficulties, including those relating to
knowledge and motivation, insufficient teaching resources for students in mixed classes, and the
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difficulty of meeting the needs of students with varying abilities. It was observed that these
difficulties could be mitigated by employing various tactics.
Jain E. & Daga P. (2022), slow learners face difficulties in their learning but are not
viewed as exceptional individuals. A youngster is labeled as sluggish or backward learning when
their educational achievement is below what it could be.
Singh's (2022) study, "Developing Mechanisms for Dealing with Slow and Fast
Learners," discussed the behavioral differences between students in the classroom, including
who participates actively in class and who doesn't, children who pick things up quickly, and kids
who struggle to understand lessons. He advises educators to determine their own learning
preferences, employ evaluation techniques, and design instructional plans to help students learn
more effectively. His research enables educators to recognize the distinct needs of every student
and modify their pedagogical approaches accordingly.
Vasudevan (2017), argues against special education for the child who fits the description
of a slow learner. He probably needs a little more time and assistance in the normal classroom.
He can learn just like any other child. A person who learns more slowly than the average is said
to be a slow learner. Low intellectual development and individual circumstances like illness and
absence from school are the main causes of poor learning. Environmental factors also play a role
in slow learning. Finding the sluggish learners and the next important step. The next step is to
provide an educational plan to those who learn slowly. Slow learners function best in steps that
are deliberately changed. When teaching is done in a novel way, even slow learners can pick up
new skills.
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Kovalevska, et al. (2021) in their study entitled "Psychological Factors Influencing on the
Motivation to Study of TEI". According to the study, students' motivation to study is influenced
by their psychological well-being, parental support, and sense of self-efficacy. Self-efficacy is
the conviction that one can overcome obstacles or accomplish a goal. It could be tough to handle
unpleasant conditions if one lacks confidence. A parent's belief and support can have a good
impact on a student's academic performance, and parental support also has a significant impact
on students' motivation. A student's psychological health is a reflection of their ability to
overcome obstacles and come out on top of them.
Hartini, et al. (2017) entitled “Learning Strategies for Slow Learners Using the Project
Based Learning Model in Primary School”. This research aims to find helpful learning strategies
for elementary school children who learn at a slower pace than their peers. The increasing
presence of slow learners in both special inclusion classrooms and regular classrooms highlights
the need for teachers to have effective tools to support these students. By identifying appropriate
strategies, this research hopes to improve the educational experience for slow learners and ensure
their success in elementary school.
Hill (2016) entitled, “Why are Certain Students Who Are Good at English but Bad at
Mathematics and Vice Versa”. This study finds that this happens because of interest due to that
our brain might favor one subject over the other, social stereotypes, and because society
normalizes that some men are better at math and women at English one might be pressured to fit
in with gender roles and can discourage interest in a subject.
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Hako (2019) entitled “Factors Hindering Students from Completion of Studies Within the
Prescribed Duration: A Case Study of the Public University in Namibia”. This study aims that
student struggled to complete their studies in the desired duration because of several factors poor
study skills, time management, prioritization, and as well as a lack of mentoring and support.
Perry (2022) entitled “Learn How to Be Your Own Best Ally for Reaching Your Goals”.
Her study aims that the best motivation is self-motivation because when you are self-motivated
you do more than empower yourself to check things off the to-do list.
Angeles (n.d.) entitled “4 Benefits of Self-Study”. The study finds that studying on your
own (self-study) can help you learn better and at your own pace. It can also make you better at
solving problems and managing your time.
Zhao et al (2021), the article finds that peer support is crucial in smart learning,
healthcare, and professional development. It includes one-on-one mentoring, mutual help, group
collaboration, and enhancing the performance of students.
Local:
According to a study by Gamora & Tamayo (2023), six main themes have developed that
deepen and broaden our understanding of the real-world experiences of kids who struggle
academically. The first things to consider are the experiences and opinions of other students.
Secondly, was handling the feedback they received. The third is the shift in how people socialize.
Fourth, consider how challenging criticism might be for a slow learner. Fifth, finds it challenging
to socialize with more advanced kids.
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Yasay (2022), highlights the difficulty of understanding mathematics among students,
stating that some are naturally gifted while others struggle due to their focus on other fields. To
help these students, he suggests analyzing their areas of weakness, discussing the problem,
teaching mathematical concepts through practical lessons, and understanding their learning
methods. Even those who are already good in the subject should focus on improving their skills.
He said the importance of equal attention for each learner, as every learner is unique and needs
different attention to teaching mathematics successfully.
Galman, et al. (2021), the study analyzed English and Filipino reading profiles of
students, revealing that most were at a frustration level. Factors contributing to this reading
difficulty included non-mastery of reading elements, presence of learners at risk, and lack of
reading culture and lack of time to learn. The study suggests that schools should implement
reading programs and activities, such as literacy program, individual reading recovery program,
and enrichment/enhancement program, to help students improve their reading skills. has started
administering reading assessments to elementary and junior high schools, hoping to help students
overcome reading difficulties through a suitable reading environment, teaching program, and
family support and Reading also plays a vital role in ones’ success in school. Individuals who are
regarded as smart as their peers but having poor reading abilities cannot improve it as much as
their peers.
Divina Gracia Divino (2018), conducted research about multimedia instructional material
for teaching English to slow learners. She stated that using multimedia material which is learning
through the use of pictures and words is a good help for teachers and students because it's able to
combine the aspects of knowledge and skills. According to her, the interactive multimedia
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instruction for teaching English should be based on the learning needs of the slow learner
students
Panela, et al. (2021) entitled “Left Out for I am Slow: A Phenomenological Study on
Lived Experiences of College Students”. This study explored the experiences of college students
who felt excluded due to lower academic performance. Through interviews, the research found
three themes: students acknowledged their academic limitations, understood the reasons for
feeling excluded, and wrestled with their self-worth. These students often withdrew from
academics to escape the feeling of being left out, but still hoped to find success and confidence in
their own strengths.
Magulod (2019) in his study entitled "Learning Styles Study Habits and Academic
Performance of Filipino University Students in Applied Science Courses". He examined the
learning style preferences, study habits, and level of academic achievements of students enrolled
in applied science courses of Cagayan State University at Lasam, Philippines. The study shows
that they prefer visual where in there is visual presenting of informations, another one is group
and kinesthetic which refers to working as a group with collaboration from each other. They also
have differences when it comes to their study habits.
Romber Delfin (2021), said greater government investment in education is necessary for
society growth and advancement. To overcome the issues experienced by slow learners, the
Department of Education has created alternative approaches for online learning in spite of the
pandemic. For those who struggle with remote learning, regular coaching and online connection
are crucial. Students are given tools and resources, like reading materials for practice and
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assignments, to assist them manage their studies. Along with aiding in their academic
advancement, parents are also urged to be involved in their children's education in order to foster
a positive outlook and good memories. Adults must assist pupils in this transition as the change
to a new normal of education can have a significant impact on them.
Terada (2017) entitled “Why Students Forget and What You Can Do About It”, the study
explores the reason that forgetting can be an intentional process by the brain to optimize memory
for what’s really important. The article also discusses the importance of active learning strategies
to combat forgetting and improve retention.
Vallejo (2023) entitled “Academic Pressure: Causes, Effects, and Coping Strategies”.
The study says that academic pressure can lead to negative effects on students’ mental and social
well-being and finds that excessive academic pressure can lead to issues such as depression,
anxiety, stress, and physical conditions like fatigue.
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CHAPTER III
Research Methodology and Procedure
In this chapter the research methodology used in the study is described. The study design
and the population are described. The instrument used to collect data, including methods
implemented and the instrument are described
Research Design
The phenomenological qualitative research will be used in the Analysis of Problems Faced
by Slow Learners because this approach goes beyond simply identifying the challenges; it
explores the subjective meanings that slow learners attach to their experiences. This reveals how
they perceive and interpret the difficulties they encounter, providing valuable insights into their
emotional and psychological state. Phenomenology is a qualitative method that offers a
theoretical instrument for study in education. Its flexible activities enable researchers to describe
and shed light on complex phenomena, like many facets of the human social experience. This
paper describes how to use the phenomenological qualitative analysis paradigm in educational
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research. This article's discussion is pertinent to academics who are interested in cross-cultural
qualitative research and in modifying phenomenological studies to comprehend the cross-cultural
lived experiences of students in various social educational. (Alhazmi & Kaufmann, 2022)
Sampling Procedure
The respondents of the study will be 35 students who are officially enrolled in the Isabela
School of Arts and Trades (ISAT). Located in Barangay Calamagui 2nd, City of Ilagan, Isabela
for the school year of 2023-2024. Purposive sampling will be utilized in selecting participants
based on their unique qualities, and traits to gather insights and ensure that the desired objectives
are met effectively.
Data Gathering Instrument
The researcher will utilize structured and unstructured interviews as the research tool to
gather data needed for the study. According to George (2022), structured interviews are
predetermined questions in a set order, often closed-ended, and are primarily quantitative tools.
They help identify patterns among responses and compare responses between participants,
reducing research biases and ensuring higher reliability and validity. Unstructured interviews, on
the other hand, are more flexible, allowing for spontaneous and open-ended responses. They can
gather detailed information on a topic but can be challenging to conduct properly. It's essential to
avoid asking leading questions to avoid biased responses, which can lower reliability or
invalidate the research.
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Data Gathering Procedure
The researchers crafted a letter and presented the study to the Subject Group Head to
secure permission to conduct the study. After the permission had been granted, the researchers
made a letter to the adviser of the participants. This letter would likely detail the specific
involvement of their students, any potential risks, and the measures in place to protect their well-
being and confidentiality. Upon receiving approval from the advisers, the researchers would
proceed to conduct interviews with the respondents, following the approved protocols and
guidelines to ensure the integrity and validity of the study. The researchers should approach each
potential participant individually, explaining the purpose of the study and the nature of the
interview. It's essential to ensure that respondents understand their rights and feel comfortable
providing consent before proceeding with the interviews, if they don't want to be interviewed, we
won't force them.
Data analysis
The present study employs a thematic analysis framework, specifically following the
approach outlined by Braun and Clarke (2006). This analysis will involve identifying and
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analyzing themes, codes, and relevant quotations within the qualitative data collected. This
process will allow for a systematic and rigorous exploration of the rich information gathered
from the study.
CHAPTER IV
Data Presentation, Analysis, and Interpretation
This chapter provides the information gathered from respondents. The information was
organized, summarized, and evaluated to shed light on the issues addressed by this study.
Table 1. Strengths and Weaknesses of Slow Learners.
THEMES RESPONDENTS CODE RESPONSES
Difficulty Five out of Difficult to “Mahirap akong makapag-memorize saka
in retaining thirty-five memorize and nahihirapan akong makaintindi sa mga
information (Fourteen understand lessons kasi madali akong makalimot.”
percent) lesson because
it is easy to (I find it hard to memorize and I also
forget. struggle to understand lessons because I
(SWSL-1) easily forget stuff.)
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Depends on Six out of thirty- When the “Kapag yung teacher mabilis magturo
how the five teacher tapos hindi ako mabilis makaunawa
teacher (Seventeen teaches maaring mahirapan ako sa pagsunod sa
delivered percent) quickly it can mga lecture or mahihirapan akong
the lesson be difficult to makaunawa.”
understand.
(SWSL-2) (When the teacher teaches quickly and
since it is hard for me to understand
quickly, it might be difficult for me to
follow the lectures or I might struggle to
understand it.)
Six out of thirty-
five Clear “Mas nadadalian ako sa Basic Calculus,
(Seventeen presentation kasi the way na magturo si Ma’am
percent) of malinaw, may mga mahirap na part pero
information. may shortcut at madali lang intindihin
(SWSL-3) yung example.”
(I find Basic Calculus easy to understand
because the way the teacher explains the
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lesson is very clear and understandable
although there are some hard parts but
there are ways such as shortcuts to make it
easier. Also, the examples are easy to
Nineteen out of understand.)
Depends on thirty-five One might be “Yung ano lang english pero yung math eh
the subject (Fifty-four good at ‘di na ko kaya naman english sa math lang
percent) English but in talaga nahihirapan, kasi di ko naiintindihan
math may not di ako maka focus, daming basta tsaka
vice versa. yung mga iniisip ko ganun.”
(SWSL-3)
(I can manage English it’s just I’m having
a hard time in math because I can’t
understand it and I can’t focus. There are a
lot of things in my head.)
Ten out of thirty-
Personal five Having some “Weakness ko is yung ano kapag
problems (Twenty-nine personal maraming pumapasok sa utak ko na
percent) problems distrations, hindi ako makapag focus.”
affects
learning. (My weakness is that when there are many
(SWSL-4) distractions in my head. I think a lot of
29
things and because of that, I can’t focus.)
As detailed above, in Table 1 four themes emerged as the strengths and weaknesses when
it comes to processing information.
The first of which is that it depends on retaining information (Five out of thirty-five)
which includes the difficulty in understanding and memorizing lessons. As one of the
participants said, “I find it hard to memorize and I also struggle to understand lessons because I
easily forget stuff”. According to Terada (2017) entitled “Why Students Forget and What You
Can Do About It”, the study explores the reason that forgetting can be an intentional process by
the brain to optimize memory for what’s really important. The article also discusses the
importance of active learning strategies to combat forgetting and improve retention.
The second recurring theme was it depends on how the teacher delivers the lesson and
which leads to (1) the Lesson being discussed quickly (2) Clear presentation of information
(Twelve out of thirty-five). If the teacher is delivering the lesson properly it’s much easier to
understand. As one of the participants said, “When the teacher teaches quickly and since it is
hard for me to understand quickly, it might be difficult for me to follow the lectures or I might
struggle to understand it.” This supports the study of Khan (2016) entitled “Analyzing the
Impact of Poor Teaching on Student Performance”. The study aims to find the probable cause of
poor performance by teachers and students and found out that poor teaching negatively impacts
students’ performance by demotivating them and leading to a degradation in expected outcomes.
According to Kurt and Sezek (2021) entitled “Investigation of the Effect of Different Teaching
30
Methods on Students Engagement and Scientific Process Skills”, the study aims to compare the
effects of using different teaching methods and the study suggests that using peer instruction and
problem-based learning led to students being engage more and developing process skills.
The third recurring theme was it depends on the subject (Nineteen out of thirty-five) there
are some students that are good in a particular subject but others may not such as English and
Math, one of the participants said, “I can manage English it’s just I’m having a hard time in
math because I can’t understand it and I can’t focus. There are a lot of things in my head.” This
supports the study of Hill (2016) entitled, “Why are Certain Students Who Are Good at English
but Bad at Mathematics and Vice Versa”. This study finds that this happens because of interest
due to that our brain might favor one subject over the other, social stereotypes, and because
society normalizes that some men are better at math and women at English one might be
pressured to fit in with gender roles and can discourage interest in a subject.
The final recurring theme was personal problems (Ten out of thirty-five), because of
some personal problems happening in their lives greatly affect their learning and cannot focus on
the lesson, as one of the respondents said: “My weakness is that when there are many
distractions in my head I think a lot of things and because of that, I can’t focus.” This supports
the study of Hako (2019) entitled “Factors Hindering Students from Completion of Studies
Within the Prescribed Duration: A Case Study of the Public University in Namibia”. This study
aims that student struggled to complete their studies in the desired duration because of several
factors poor study skills, time management, prioritization, and as well as a lack of mentoring and
support.
31
Table 2. Challenges Encountered by Students in Learning.
THEMES RESPONDENT CODE RESPONSES
School Three out of Nervousness “Nahihirapan ako sa questions sa
Activities thirty-five when reciting. pagrerecite kasi kinakabahan ako tuwing
(Nine percent) (CESL-1) natatawag yung pangalan ko.”
(I’m having a hard time with the
questions given to me when reciting and I
get nervous every time my name is called
to recite.)
One out of thirty- Assignments “Sa assignment kasi yung kadalasan yung
five are not related assignment na binibigay nila hindi related
(Three percent) to the one sa nilecture nila.”
that’s
lectured. (Sometimes the assignments they give are
(CESL-2) not related to the one they lectured.)
Bullying One out of thirty- Bullied for “Yung minsan nabubully kasi sa gantong
five
32
(Three percent) being a slow sitwasyon yung pagiging slow learner.
learner. (Sometimes I get bullied because of my
(CESL-3) situation as a slow learner.)
Two out of
thirty-five Being “Yung mga kaklase kong nang do-down.
(Six percent) discriminated Sinasabi nila, “Para lang yan ang dali,
and look bakit hindi mo maintindihan?” Yung
down on. feeling na nasasaktan ka na parang
(CESL-4) kasalanan mong di ka makasabay, parang
minamaliit ka nila.”
(Some of my classmates look down on
me. They say “That is so simple, why
can’t you understand it?” It hurts
whenever they look down on me because
I can’t keep up with them.)
Seventeen out of Having a hard
Difficulty in thirty-five time “Problema kapag ano ang daming
understanding (Forty-nine understanding magkakasunod na ano ite-take na quizzes
percent) difficult ganon. Ayun tapos ayaw ko din mag
lessons. essay. Kapag yung lesson mahirap,
33
(CESL-5) mahirap akong intindihin. Kapag may
mga lesson na mahirap intindihin or
gawin ganon, yung mga activities
ganon.”
(The problem is when there are so many
quizzes that we will take and I don’t want
to write an essay too. When the lesson is
difficult, I find it hard to understand.
When there are lessons that are difficult
to understand or activities to do.)
Seventeen out of High
Personal thirty-five expectations “Napre-pressure ako kapag mababa yung
problems (Forty-nine of parents. grades ko pinapagalitan ako nila mama
percent) (CESL-6) sinasabi nila, “Bakit ganito mga grades
mo di ka ba nag-aaral ng mabuti?”
(I get pressured whenever I get low
grades because they have high
expectations of me. My mom says,
“What happened to your grades, are you
not doing well in your studies?)
34
As the table above detailed, Table Two emerged four themes as the Challenges
Encountered by Students in Learning.
The first of which is that school activities then lead to (1) Nervousness when reciting (2)
Assignments not related to the one lectured (Four out of thirty-five). As one of the respondents
said, “I’m having a hard time with the questions given to me when reciting and I get nervous
every time my name is called to recite.” This supports the study of Tajweed (2016) entitled “A
Lump in My Throat: How to Get Over Recitation Anxiety”, this study finds that students
experience anxiety while reciting due to these reasons: fear of public speaking, making mistakes,
the seriousness, and frustration with slow progress. The author suggests some methods to
overcome this anxiety, including visualization, embracing mistakes, using multiple learning
resources, practicing methodically, and relying on God’s help.
The second recurring theme is bullying which is then followed by (1) Discrimination
(Three out of thirty-five). Because they are slow learners they tend to get bullied and
discriminated by other people as one of the respondents says, “Some of my classmates look down
on me. They say “That is so simple, why can’t you understand it?” It hurts whenever they look
down on me because I can’t keep up with them.” This parallels the study of Raenkwocha (2023)
entitled “6 Proven Ways to Protect and Support Slow Learners from Bullying and
Discrimination”. This study highlights how a teacher can support students from bullying and
discrimination a slow learner as these serious issues affect many students by cultivating empathy,
setting clear expectations, empowering bystanders, building positive relationships, celebrating
35
diversity, and leading by example. The author believes that if you follow these steps you can
make a positive difference in the lives of their students.
The third recurring theme is difficulty in understanding (Seventeen out of thirty-five) as
there are many factors why students can’t understand the lesson given to them one of the
respondents said, “The problem is when there are so many quizzes that we will take and I don’t
want to write an essay too. When the lesson is difficult, I find it hard to understand. When there
are lessons that are difficult to understand or activities to do,” it says that they are having a hard
time understanding because of the overwhelming activities they need to do in a small time frame.
According to Balintucas (2021) entitled “Student’s Perceptions of Difficulty in Understanding a
Subject”. The article explores various reasons why students struggle to learn and offers solutions
to overcome them. These reasons include lack of motivation, distractions, difficulty
concentrating, poor memory, disliking the subject, lack of resources, and time management
problems.
The final recurring theme is personal problems (Seventeen out of thirty-five). As one of
the respondents said, “I get pressured whenever I get low grades because they have high
expectations of me. My mom says “What happened to your grades are you not doing well in your
studies?”. According to Vallejo (2023) entitled “Academic Pressure: Causes, Effects, and
Coping Strategies”. The study says that academic pressure can lead to negative effects on
students’ mental and social well-being and finds that excessive academic pressure can lead to
issues such as depression, anxiety, stress, and physical conditions like fatigue.
36
Table 3. Ways in Handling Challenges in Learning.
THEMES RESPONDENTS CODE RERSPONSES
Asking Two out of Asking “Nahahandle ko yung mga challenges siguro
help thirty-five questions to pag tatanong after lesson para mapickup ko
(Six percent) the teacher. pa sya kapag hindi ko naintindihan sa
(WHCL-1) lecture tsaka para mas magets ko or kapag
hindi talaga maintindihan parang tri-natry ko
na mag tanong ng marami para magets
talaga.”
(I handled my challenges by asking
questions after lessons for me to pick up the
lessons when I didn’t understand the lecture
and to understand it better or when I didn’t
really get it, I tried asking a lot of questions
to understand it fully.)
Six out of thirty- Searching “Pag di ko naiintindihan nagtatanong na
five online. lang ako sa mga classmates ko, tapos kung
(Seventeen (WHCL-2) hindi niya rin naintindihan magse self-study
percent) na lang ako. Kung ano yung binigay na
37
module doon na lang ako mag fo-focus."
(When I don't understand the lesson I ask
my classmates for help, if they don't
understand it too I will just self-study. I will
just focus and try to study the provided
module.)
Thirteen out of Asking
thirty-five classmates for Palagi akong nagre-review kahit nahihirapan
(Thirty-seven help. ako, minsan din nagtatanong ako sa mga
percent) (WHCL-3) classmates ko kung may hindi ako
naintindihan."
(I always try to study even though
sometimes I can't comprehend it. I also ask
for help from my classmates when I struggle
to grasp some informations.)
Fifteen out of Motivating
Self- thirty-five their selves to “Pinu-push ko na lang yung sarili ko na,
motivatio (Forty-three do the activity “Oh ganiyan gawin mo itong activity, gawin
n percent) for grades. mo ng maayos para sa grades” ganon.”
(WHCL-4)
38
(I pushed myself and said, "Do this activity,
do it well for grades" like that.)
Nine out of Doing self-
thirty-five study at home “Paano ko hinahandle?... uhm nagse self-
Self-study (Twenty-six when the study nukwan ako sa boarding, yung kapag
percent) lessons are not hindi ko talaga siya naintindihan inaaral ko
understood. sa boarding, nagsesearch ako kung… or
(WHCL-5) kapag hindi ko maintindihan kapag English
ganon, trina translate ko into tagalog tapos
naghahanap ako ng mga examples para
maintindihan ko talaga.”
(How do I handle it? I do self-study in our
boarding. When I didn’t really understand, I
studied in boarding, I did a search… or if I
don’t understand the English language, I
will translate it into Tagalog and I will find
examples on the internet to understand it.)
As the table detailed above, Table Three emerged three themes on how they handle the
challenges in learning.
39
The first recurring theme is asking for help which then leads to (1) Asking questions to
the teacher (2) Searching online (3) Asking classmates for help (Twenty-one out of thirty-five).
In an article entitled "Peer Support in Smart Learning and Education" by Zhao et al (2021), the
article finds that peer support is crucial in smart learning, healthcare, and professional
development. It includes one-on-one mentoring, mutual help, group collaboration, and enhancing
the performance of students.
The second recurring theme is self-motivation which then can lead to (1) Enjoying and
not stressing it (2) a Positive mindset (3) Striving for improvement (Fifteen out of thirty-five) as
one of the respondents said, “I pushed myself and say, "Do this activity, do it well for grades"
like that.” According to Perry (2022) entitled “Learn How to Be Your Own Best Ally for
Reaching Your Goals”. Her study aims that the best motivation is self-motivation because when
you are self-motivated you do more than empower yourself to check things off the to-do list.
The final recurring theme is self-study (Nine out of thirty-five) as one of the respondents said,
"When I don't understand the lesson I ask my classmates for help, if they don't understand it too
I will just self-study. I will just focus and try to study the provided module.” According to
Angeles (n.d.) entitled “4 Benefits of Self-Study”. The study finds that studying on your own
(self-study) can help you learn better and at your own pace. It can also make you better at
solving problems and managing your time.
40
CHAPTER V
Summary, Conclusion, and Recommendation
These chapter presents the summary of findings and conclusions derived and formulated
from the results of the data that were presented in the previous chapter.
Summary of Findings
41
This study reveals that the strengths and weaknesses of slow learners are difficulty in
retaining information, depends on how the teacher delivered the lesson, depends on the subject,
and personal problems. It was also depicted from the study that the challenges experienced by
slow learners are school activities, bullying, difficulty in understanding, and personal problems.
Furthermore, the study also found that slow learners handle their challenges in learning by
asking for help, self-motivation, and self-study.
Conclusion
The analysis of each individual case revealed that most of the respondents share the same
challenges in their academic journey. It was discovered that poor comprehension and personal
issues were the primary challenges faced by these respondents. Difficulties in comprehension are
a hindrance in students' ability to understand a concept that involves deep analysis, and critical
thinking. Therefore, it can hinder their academic performance. It was also discovered that
personal issues can significantly impact students' academic performance. These personal issues
have the potential to their mental well-being, leading to changes in their mindset, attention span,
and problem-solving abilities. Due to this, participants often find themselves struggling to stay
motivated when it comes to studying, which can lead to decreased productivity, feelings of
frustration, and disinterest in the learning process. Therefore, slow learners need sufficient time
and meaningful discussions to grasp lessons thoroughly. Additionally, they greatly benefit from
guidance and support from both teachers and parents to aid their learning journey effectively.
42
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Appendix A
APPROVAL LETTER
45
Appendix B
Challenges and Experiences in conducting Research
In conducting research, I learned how to be patient, especially in
gathering information and also in managing my time. However, it is very
much tiring and time consuming since I have no to little experience in
conducting a research. Nevertheless, it’s very fun and rewarding when you
finished it.
46
“Always be calm and don’t stress it chill this ain’t a race.”
-Johnmark S. Valdez
Reflecting on my research experience, I mentioned the importance
of patience and effective time management. Conducting research for the
first time can be a mixed bag of emotions, and it's normal to feel
overwhelmed at times. Making mistakes is part of the learning process, and
the lessons I gain from them will undoubtedly shape my future endeavors.
-Angelica A. Baquiran
Conducting this research isn't easy. There are so many problems,
struggles, and sacrifices that I've overcome just to finish my parts of our
research, such as deleting all my important apps just to open my WPS
because my phone has low gigabytes and struggles in transportation when it
needs to encode our outputs because there are no computer shops in our
barangay, but besides all of that, I successfully finished our practical research. Although it is
47
hard, it has so many lessons that I learned in conducting our research, and I can say that "Sa
wakas tapos na din ang PR 1."
-Femarous A. Bajo
In conducting this research, I learned how to be patient, especially in
gathering information and also in managing my time. However, it is draining
and frustrating since it is my first time and confused to do things.
Nevertheless, it benefits me to have a piece of knowledge about our study.
-Katelyn Mae D. Fajardo
In doing research, I experienced being patient and perseverant. In
conducting research, critical thinking is needed, especially in analyzing their
answers. It is difficult to conduct research, especially in interviews and
searching for RRL, but in our research, I learned a lot about our topic.
- Irish Joy D. Riniopa
48
I learned a lot from this research. One of the things I learned from our research is how to
socialize and how to make friends. since it's my first time, I am also very nervous but it's
beneficial to gain new knowledge.
– Marlon Santiago
I learned a lot while conducting this research. I learned that I have to
be patient, and manage my time effectively. This is my first time conducting
a research, and it's a bitter-sweet journey. There are times where I felt
overwhelmed and wished to just pause time for just a couple of hours to rest
my mind. I committed mistakes throughout the process, but it gave me so
much lessons that I will carry forward with me. Despite having other pending activities in
different subjects, I still managed to do my part in this research. As I sit here writing this final
part, I reflect on the journey I have taken, the mistakes I have made, and the lessons I gained.
-Rachelle Ann J. Lago
APPENDIX C
49
APPENDIX D
JOHNMARK S. VALDEZ
Table 1: Strengths and Weaknesses of Students in Processing Information
Specific Student/s It depends on the “Yung ano lang english pero
subject Five out of five subject. yung math ehh di nako kaya
(One hundred (SWSPI-1) naman english sa math lang
50
percent) talaga nahihirapan, kasi diko
naiintindihan di ako maka
focus, daming basta tsaka
yung mga iniisip ko ganun”.
(English but math eh I’m not,
I can manage English it’s just
I’m having a hard time in
math because I can’t
understand and I can’t focus
there’s a lot of overthinking
going in my head.)
As detailed in the table above, 1 theme is emerged as the strengths and weaknesses when
it comes to processing information.
The recurring theme emerged was that it depends on the subject that they are learning
they may be good in English but not good in math vise versa but it does not just revolve on those
two subjects (Five out of five). According to one of the respondents, “Yung ano lang english
pero yung math ehh di nako kaya naman english sa math lang talaga nahihirapan, kasi diko
naiintindihan di ako maka focus, daming basta tsaka yung mga iniisip ko ganun”, (English but
math eh Im not, I can manage English it’s just im having a hard time in math because I can’t
51
understand and I can’t focus theres a lot of overthinking going in my head). As he said that he is
good in English but not that good in Math.
Table 2. Challenges Encountered by Students in Learning.
THEMES RESPONDETS CODE RESPONSES
Not getting the lesson Student/s Not understanding “May mga lesson na
Five out of five (One the lesson given to hindi ko agad
hundred percent) them. matutunan or parang
(CESL-1) nahihirapan ako
magets gaya ng
Science ganun kasi
mahina ako sa
science yung mga
math ganun mahina
ako sa math so ahh
yun yun lang”.
(There are lessons
that I can’t learn or
Im having a hard time
to get like science
52
because Im not that
good in that subject
and also math)
Fast paced teaching One out of five The teaching is so “Minsan kasi
(twenty percent) fast that i can’t catch nagmamadali sila
up. magturo”
(CESL-2)
(Sometimes they rush
to teach the topic)
As detailed in the table above, two themes are emerged as the challenges experience by
students in learning.
The first identified recurring theme was that they are having a hard time getting the
lesson that is being presented to them they seem to not get it the first time (Five out of five).
According to the respondents, “Mabagal kong naiintindihan mga topic na sinasabi sakin, (Im
slow in understing the topic said to me).
The second identified recurring theme was Fast paced teaching (One out of five).
According to Toom (2023), entitled Learning can’t be Rushed despite Fast-paced Society. Toom
points out that human learning is slow it takes time, discussion, and collaborative knowledge-
building as well as an understanding of causes and consequences.
53
Table 3. Handling of Challenges in Learning.
Asking help Student/s Asking questions and “Nagtaanong sa
Five out of five watching it from the kaklase, Sa teacher?
(One hundred net. Hindi kasi nahihiya
percent) (HCL-1) ako ehh kasi
natatakot ako,
Nanonood kaba sa
YT? Oo
(I ask help to my
classmates, teachers
not much cause im
shy and I fear them, I
watch YT also)
Self-study One out of five Doing self-study or “Ahmmm nag dedeep
(twenty percent) deep studying when study ako parang
the lesson is not inaaral ko ng isang
understood. araw ganun at
nagpapatuong sa mga
54
(HCL-2) ibang kaklase ko0
ano yun ganon kung
bat ganun yun”
(I do some deep study
and I learn it in a one
day and I also ask
help to my classmates
on how and why how
did that happened)
As detailed in the table above, two themes are emerged in how they handle challenges in
learning.
The first of these is asking help (Five out of five). When they do not understand the
lesson they ask help from their classmate and some also ask teachers but not all because of
shyness, fear and not being close to them, they also watch lessons from the net like in Youtube.
According to one of the respondents, “Depende sa tao depende kung close bat ko sya tatanungin
kung di ko naman sya close, Nagtatanong kaba sa teacher? No hindi kasi hindi lang ako
comfortable magtanong sa kanila minsan sa mga nakiintindi and minsan kasi nagmamadali sila
magturo at hindi ka na gaganahang magtanong kasi parang wala silang time sayo”. (Depends on
the person if im close to them why would I ask question to smeone im not close to, Teachers, No
I don’t ask questions ton them because im not comfortable asking questions to them because
55
sometimes they only focus to those who get it and sometimes they rush things and you won’t
have the energy to ask anymore because they it’s like they don’t have time to your questions)
The second identified recurring theme was Self-study (One out of five). According to n.a
(2022), entitled How Can Self-Study Benefit your Learners? The study aims that the method of
studying is preferred by independent learners and by doing self-studying it allows the students to
take control of how, what, when, and where they learn. And that it is important if the student
want to dive deeper and having the freedom to explore the subject even more.
ANGELICA BACQUIRAN
TABLE 1: What are the strength and weaknesses when it comes it processing
information?
Theme Respondents Code Responde
Access to Student/s Two Participation “Ang kahinaan ko sa pagiging slow
service and out to five Restriction learners is ang pagunawa ko kasi
resources (School mahihirapan talaga ako unawain ang
Education) lesson lalo na sa English kasi mahirap
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(SWSL- talaga.Strength tinatry ko pa rin siyang
ASR1) intindihin kahit hirap na hirap na ako
para makuha ko yung totally point ng
lesson para hindi rin ako mahirapan
pagdating ng exam.”
(the downside of being slow learners is
my understanding because I have a
really hard time understanding the lesson
especially in English because it’s really
difficult.Strength ,im struggling so that I
can get the totally point of the lesson so
that I won’t be too difficult when the
exam comes.
Need for Student /s Three Activity “Ang English ko po ang kahinaan ko.
specialized out to five limitation Kalakasan ko iniintindi ko po minsan
language and (Conversation) tapos iniisip ko po kasi kung paano ko
communication (SWSL- maintindihan yung letra po iniisip ko po
support NSLCS1) kung paano ako makapgtapos kung hindi
ko po alam yung letra parang gusto ko
nang intindihin.”
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(my English is my weakeness, my
strength is I understand sometimes and
then I think about how I can understand
the letter.i think about how I can
graduate if I don’t know the letter as if I
want to understand it.)
Table 1 Based on the responses of the first and second respondents, it can be observed
that both of them have identified English as their weakness in terms of accessing services and
resources. They mentioned that they have a hard time understanding English lessons and letters,
which makes it difficult for them to fully comprehend the lessons and perform well in exams.
According Hordiinko and Lomakina (2015) examined the challenges experienced by English
teachers when teaching students in mixed-ability classes and the probable causes of these
challenges.
However, both respondents also mentioned their strength in trying to overcome this
weakness. They expressed their determination to understand and grasp the lessons, even though
they find it challenging. They emphasized the importance of putting in effort to fully understand
the lessons in order to avoid difficulties in exams and to achieve their academic goals.
Overall, the respondents acknowledge their weakness in English but show resilience and
a willingness to improve their understanding of the language. They recognize the significance of
overcoming this weakness in order to access services and resources effectively. of the
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importance of determination and effort reflects their commitment to their education and their
willingness to take proactive steps to overcome challenges and achieve their academic goals.
TABLE 2: What are your experience challenges in learning ?
Theme Respondent Code Response
Determinatio Student /s Two Attentiveness “Yung pag recitation pag tinatawag ako
n and effort out to five (ECL-DE1) pag hindi ko nagegets yung lesson yun na
yung nagiging experience ko kasi hindi ko
alam yung isassagot ko kasi nga hindi ko
gets.”
(The recitation when im called when I
don’t get the lesson is what becomes my
experience because I don’t know what to
answer because I don’t get it.)
Growth and Student /s Striving for “Yung nagpapaturo nalang po ako pag
effort Three out to personal hindi ko po alam yung isang bagay
five development tatanong po ako sa mga kaklase para
and magpatulong yun nga po nagpapatulong
improvement ako para maintindihan ko po.”
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(ECL-GE1)
(When I teach,when I don’t know
something ,I ask my classmates for
help,that’s right ,I ask for help so that I
can understand.)
The First respondent highlights their determination and effort in the context of attentiveness
during recitation. They describe their experience of being called upon during recitation when
they don't understand the lesson. This experience serves as a motivation for them to improve
their understanding. They express their awareness of not knowing the answer and attribute it to
not fully grasping the lesson. This shows their determination to be attentive and make an effort to
comprehend the material.
Similarly, the second respondent emphasizes their commitment to personal development
and improvement. They describe their approach of seeking help from classmates when they
encounter something they don't know. By asking for assistance, they demonstrate their
willingness to put in effort and strive for a better understanding. This reflects their proactive
attitude towards learning and their desire to grow academically
Effort and determination in education are essential for students to overcome difficulties,
improve their understanding, and achieve academic success. By actively engaging in the learning
process and seeking support when needed, students can enhance their learning outcomes and
personal growth (Price et al., 2010; Roberts et al., 2007; Lucas et al., 2021).
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Overall, the respondents' recognition of the importance of determination and effort
reflects their commitment to their education and their willingness to take proactive steps to
overcome challenges and achieve their academic goals
TABLE 3: How do you handle challenges in learning?
Theme Respondent Code Response
Lack of attention Student/s Two out Seeking Guidance “I always try harder para
to five and support malagpasan yung challenges
(HHCL-LA1) na yun I take advises sa mga
students na meron ding
short term memory loss.L
take advices to improve my
memory.”
(I always try harder to
overcome those
challenges .I take advice
fron students who also have
short term memory loss. I
take advices to improve my
memory.)
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Positive Student/s three out They have optimism “Yung tinatry ko parin
(Mindset) to five and confidence in unawain ng mabuti kung
their own abilities sakaling tatawagin ako ng
(HHCL-PM1 recitation kaya ko na syang
sagutin ng maayos.”
(I am still trying to
understand well if I am
called for recitation do I can
answer it property.)
The first respondent demonstrates a positive mindset and determination in handling
challenges related to their short-term memory loss. They express their commitment to
overcoming these challenges by trying harder and seeking advice from other students who also
have similar experiences. Their proactive approach reflects their self-belief and willingness to
improve their memory. This response aligns with the theme of seeking guidance and support, as
the respondent actively seeks advice to address their challenges. Strategies that seem to work
best were those that focused on students’ needs and those strategies that made learners to be
actively engaged in their learning processes. This is also referred to as studentcentred approach
to learning (AISubaiei, 2017).
The second respondent also exhibits a positive mindset in handling challenges. They
mention their continuous effort to understand the lessons well, especially in anticipation of being
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called for recitation. Their determination to comprehend the material reflects their positive
mindset and commitment to perform well in academic tasks .
Both respondents demonstrate a proactive attitude and a belief in their ability to
overcome challenges. They recognize the importance of putting in effort and seeking support to
improve their learning outcomes. Their positive mindset plays a crucial role in their approach to
handling challenges and striving for success in their academic endeavors.
Overall, these responses highlight the significance of a positive mindset and
determination in facing challenges in learning. By maintaining a proactive attitude and seeking
guidance and support, the respondents demonstrate their commitment to personal growth and
improvement in their educational journey.
KATELYN MAE FAJARDO
Table 1: Strengths and Weaknesses of Students in Processing Information.
Strength: Student/s The strength is “Yung strength ko is kapag yung teacher
Effective a good magaling mag explain ganon… na e-explain niya
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explanation One out of five explanation ng maayos. Oo… ganun kapag na explain niya ng
while the maayos. Ang weakness ko is yung ano kapag
Weakness: weakness is maraming pumapasok sa utak ko na distractions,
Mental distractions. hindi ako nakakapag focus.”
distractions (SWSPI-1) (My strength is when the teacher is good at
explaining things. My weakness is that when
there are many distractions in my head, I think a
lot of things, I can't focus.)
Strength: Student/s The strength is “Uhm… hahaha… ang weaknesses ko, nalulutang
Visual One out of five giving visual ako kasi yung mga sasakyan dun oh sa ano… oo,
Materials materials in distractions sa paligid. Minsan chini-chismis kasi
discussion. The ako ni Joshua hahaha tapos ano, diba
Weakness: weakness is the nagchichismisan kami tapos ano balik na ako sa
Physical distractions in ano pakikinig tapos ayun, hindi ko na
distractions the maintindihan/masundan. Kasi ano, yun nga
surroundings. nakipagchismisan ako. My strength is kapag
(SWSPI-2) ano… yung may mga ano may mga examples,
mga pictures ganon para mas madali ko siyang
maintindihin.”
(My weakness is when my mind is absent because
of the cars outside or distractions around me.
Sometimes my seatmate, Joshua would talk to me
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and we would gossip during the discussion, after
that, I would go back to the discussion but I don’t
understand it anymore because I gossiped with
my seatmate. My strength is when there are
examples that they give for me to understand it
easily.)
Strength: Student/s The strength is “Ano yung strength ko? Uhm… yung ano…
Peer and One out of five a helpful peer kapag tinutulungan ako ng mga classmates ko at
teachers and teacher teachers na intindihin or binibigyan… ay
tutoring while the tinuturuan ako by binibigyan hahaha ako ng
weakness is example. Sa ano naman weakness… uhm… ano
Weakness: not having ba yun hahaha. Yung… pag kulang ako sa tulog,
Sleep enough sleep. ang hirap intindihin ganon.”
problem (SWSPI-3) (My strength is when my classmates and teachers
help me understand the lesson or they teach me
by giving examples. However, in my weakness if
I don’t get enough sleep, it is hard for me to
understand.)
Strength: Student/s The strength is “Ah yun nga, sa uhm strengths ko naman is
Easily Two out of five easy to catch madali naman akong maka adapt, madali kong
grasp up lesson but natututunan yung mga lesson, yung iba madali
lessons the weakness is lang. Ang weaknesses ko lang nakakalimutan ko
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forgot the after seconds, like papasok sa utak ko, lalabas sa
Weakness: lesson easily. kabila ganon.”
Memory (SWSPI-4) (My strength is it is easy for me to adapt or learn
Problem the lesson, some I find it easy. My only weakness
is I forget after seconds like, it goes into my brain
then coming out into the other side.)
Table 1 details the Strengths and Weaknesses of Students in Processing Information. Four
recurring themes were identified.
The first of these is an Effective Explanation (one out of five) is the strength in processing
information. According to the article on evidence-based education (n.d, 2023), effective
explanations help students to form a fluent and flexible network of knowledge. However, Mental
Distractions (one out of five) are the weakness. In the article 'Improve your Distraction' of
Oregon State University, it is stated that internal distractions like worries, stress, hunger, and
other thoughts can cause you to lose focus; and every time we are distracted, it takes energy to
refocus.
Second, one of the respondents said that having Visual Materials (one out of five) is effective
in grasping information, which supports the article of E. Listmann, MA (2024), saying visual
aids can help slow learners learn things that they would not pick up from reading alone. The
respondent said that her weakness is Physical Distractions (one out of five). The article "Improve
66
your Distraction" by Oregon State University said that external distractions like people's
conversation, general noises, etc. can divert attention that can interrupt your concentration.
Another recurring theme was that Peer and Teacher Tutoring (one out of five) helps grasp
information, as said by one of the respondents. According to B. Raglan (2020), one of the most
effective strategies for slow learners is peer tutoring. Slow learners should be encouraged to
study in groups by their parents and teachers. A child will feel more confident the more they
engage with kids their own age. However, a Sleep Problem (one out of five) is the respondent's
weakness. From an article on active health read in 2019, sleep loss mainly leads to reduced
memory skills. Other factors that can hinder learning include poor mental health and a lower
level of concentration.
Lastly, the fourth theme was that strength is Easily to Grasp Information but the Memory
Problem (two out of five) is the weakness. In the research of Saral Salomi, D. (2018), it was
stated that slow learners struggle with short memory, making it difficult for them to recall what
they study.
Table 2: Challenges Encountered by the Students in Learning.
Peer- Student/s Felt jealous “Ang dami… ano… wait lang hahaha…
Comparison Two out of five of the uhm ano yung mga challenges ko… diba
and Insecurity. classmates yung ibang mga classmates ko…
who siyempre yung, ang ano nila… mabilis
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understood lang nilang maintindihan yung mga
the lesson lessons ganon tapos siyempe naiinggit
easily. ako kasi kailangan ko pa siyang (lessons)
(CESL-1) ulitin ganon para maintindihan ko. Sila
(classmates) wala… ano lang, kapag yun
na, naiintindihan na nila. Sana all
nalang.”
(There’s a lot. One of my challenges is
some of my classmates understand the
lessons so quickly and I envy them
because I still need to re-learn the lesson
to understand it. While it is easy for my
classmates to get it. Sana all nalang.)
Felt left-out “Uhm… parang ano… yung challenges
for being a na na e-experience ko eh… yung
slow learner. parang… napag iiwanan ako na
(CESL-2) anoparang, yung mga kaklase ko
magagaling tapos ako eh slow learner
ganon.”
(The challenge that I experience is I felt
left out because my classmates are smart
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then I am a slow learner.)
Comprehensio Student/s Having hard “Problema kapag ano ang daming
n Difficulty Two out of five time magkakasunod na ano ite-take na quizzes
understandin ganon. Ayun, tapos ayaw ko din mag
g difficult essay. Kapag yung lesson ay mahirap,
lessons. mahirap akong intindihin. Kapag may
(CESL-3) mga lesson na mahirap intindihin or
gawin ganon, yung mga activities
ganon.”
(The problem is when there are so many
quizzes that we will take and I don't want
to write an essay too. When the lesson is
difficult, I find it hard to understand.
When there are lessons that are difficult
to understand or activities to do.)
Need to re- “Like sa ano… madami. Yung mga
learn because challenges ko is yung… mahirap akong
it’s hard to maka catch-up ng lesson. Yung hindi ko
catch-up siya ma adapt agad, kailangan ko pang
lessons. ulit-ulitin para maintindihan.”
(CESL-4) (There’s a lot. My challenge is I find it
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hard to catch up on lessons. It is hard for
me to adapt it and I still need to learn it
again and again for me to understand.)
Memory Student/s Easily forgot “Yung ano… yung… kaka lesson lang
Problem One out of five what just ng ano… sabihin natin kaka-lesson lang
learned minutes ago and then mamaya mag papa
minutes ago. quiz si ma’am, then siyempre ako, akala
(CESL-5) ko siyempre uhm… akala ko alam ko na
yung answer. And then after non
magpapalesson si ma’am tapos lahat
nung napag aralan ko, lahat ng uhm…
knowledge ko biglang nawala.”
(Let’s say it was just discussed minutes
ago and then later, ma’am will give a
quiz and of course, I thought I knew the
answer. Then after that everything I
studied… all my knowledge will
suddenly disappear.)
As detailed in the table above, three themes emerged as the challenges encountered by
the students in learning.
The first of which is peer comparison and insecurity (two out of five) which leads to (1)
feeling left out for being a slow learner. This supports the article of B. Ralhan (2020) that slow
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learners may feel lesser to others because they are unable to keep up with their peers' learning
pace. Their sense of self-worth and confidence will be impacted by this, which can develop poor
self-image. One of the respondents said, “Naiinggit ako kasi kailangan ko pang ulitin yung
lesson, samantalang sila (classmates) kapag yun na, naintindihan na nila. Sana all nalang.”
The second identified recurring theme was comprehension difficulty (two out of five) which
came with (2) difficulty in understanding hard lessons. In her article, Cynthia Ekwueme (2023)
said that one of the most significant difficulties faced by slow learners is comprehension
problems, which are possibly caused by a lack of understanding, boredom, and disinterest,
hindering their ability to connect ideas.
Third, the student said that he is having a problem with memory (one out of five). Aliya Khan
(2024) said in her article that one of the problems of being a slow learner is having poor memory
skills, including short-term memory problems, like having trouble remembering what they've just
learned.
Table 3: Students’ Way of Handling Experienced Challenges in Learning.
Self-study Three out of five Doing self- “Paano ko hinahandle?... uhm nagseself study
study at nukwan ako sa boarding, yung kapag hindi ko
home when talaga siya naintindihan inaaral ko sa boarding,
the lessons nagsesearch ako kung… or kapag hindi ko
did not maintindihan kapag English ganon, trina
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understand. translate ko into tagalog tapos naghahanap ako
(SWHECL- ng mga examples para maintindihan ko talaga.”
1) (How do I handle it? I do self-study in our
boarding. When I didn’t really understand, I
studied in boarding, I did a search… or if I
don’t understand the English language, I will
translate it into Tagalog and I will find
examples on the internet to understand it.)
Asking One out of five Asking “Na ha-handle ko yung mga challenges siguro
questions questions sa pag ta-tanong after lesson para mapick up ko
to the pa siya kapag hindi ko naintindihan sa lecture
teacher tsaka para mas ma gets ko or kapag hindi talaga
after maintindihan parang trina try ko na mag tanong
discussion. ng marami para ma-gets talaga.”
(SWHECL- (I handled my challenges by asking questions
2) after lessons for me to pick up the lessons when
I didn’t understand the lecture and to understand
it better or when I didn’t really get it, I tried
asking a lot of questions to understand it fully.)
Self- One out of five Motivating “Pinu-push ko na lang yung sarili ko na, ”oh
motivatio herself to ganiyan gawin mo itong activity, gawin mo ng
n do the maayos para sa grades” ganon.”
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activity for (I pushed myself and said, "Oh do this activity,
grades. do it well for grades" like that.)
(SWHECL-
3)
As detailed in the table above, three themes emerged as Handling Challenges Students
Experienced in Learning.
The first of these is Self-Study (three out of five). According to K. Pierce, (2022), self-study
gives students the chance to get better at studying and to improve their overall learning
experience. This motivates students to go beyond the material presented in their textbooks and
the lessons they receive from their teachers.
The second identified recurring theme was Asking Questions (one out of five). The article of
waterford.org (nd, 2021). Said, one of the best ways students understand a concept is by asking
questions. It can help teachers pinpoint gaps in the understanding of students.
Third, the identified recurring theme was Self-Motivation (one out of five). In the article by J.
Bagina (2023), he cited, "Self-motivated students exhibit perseverance and great resilience when
faced with academic hurdles. Evidently, the role of self-motivation in academic success is
closely tied to a student’s belief in their academic abilities (self-efficacy) and their sense of
purpose for learning (Dogan, 2015, p. 553)."
IRISH RINIOPA
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Table 1. Strengths and weaknesses of slow learners.
THEMES RESPONDENTS SUB- RESPONSES
THEMES
(codes)
Difficulty in Three out of five Difficult to Mahirap akong makapag memorize
retaining memorize saka nahihirapan akong makaintindi
information and sa mga lessons kasi madali akong
understand makalimot.
lesson
because it is (I find it hard to memorize, and I
easy to also struggle to understand lessons
forget. because I easily forget.)
(SWSL -
DRI1) Pag hindi ako mabilis makaunawa o
Read it makamemorize kailangan kong
repeatedly muling paulit-ulit na basahin ganun,
until it stays paulit-ulit ng ilang beses tapos ayon
in pwede na siya manatili sa isipan ko.
mind. (When I'm not quick to understand
(SWSL - or memorize, I need to read it
DRI2) repeatedly, several times, until it
stays in my mind.)
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Depends on One out of five When the Kapag yung teacher mabilis magturo
how the teacher tapos hindi ako mabilis makaunawa
teacher teaches maaaring mahirapan ako sa
delivered his quickly it pagsunod sa mga lecture or
lesson can be mahihirapan akong makaunawa.
difficult to
understand. (When the teacher teaches quickly
(SWSL - and I don't understand quickly, it
DHTDL1) might be difficult for me to follow
the lectures or I might struggle to
understand.)
Depends on One out of five Solving is Sa pagsosolve ng math problems, sa
subject easier than solving kasi kapag nasundan ko na
answering yung formula magiging madali mag
questions. process, sa mga questions naman
(SWSL - mahirap sagutin, hindi madaling
DS1) magets.
(In solving math problems, when I
follow the formula, it is easy to
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process while questions are difficult
to answer, not easy to understand.)
Table 1 details the Strength and Weaknesses in Learning of Slow Learners. Three recurring
themes were identified. The first of these is the Difficulty in Retaining Information (Three out of
five) which invludes difficult to memorize and understand lessons because it easy to forget and
read it repeatedly until it stays in mind. Based on the interview, it can be sensed that 3 out of 5
respondents has difficulty in retaining information. It was mentioned in a study entitled Factors
on Memory Retention: Effect to Student's Academic Performance (2020) that the ability to retain
information is crucial for students academic succes. On the other hand, learners witu retention
issues could find it challenging to recall lectures. If it is not well understood, it needs to be read
again and again so that it remains in the mind. By reading it over and over you will gradually
understand it.
The second recurring theme is depends on how the teacher delivered his/her lesson (One out of
five). Students have difficulty in understanding the lesson if the teachers quickly delivers or
discuss the lesson. It was mentioned in an article produced by ASCD (2020) that keep the lesson
flowing at a good pace helps keep students engaged. If the flow of the discussion is fast it may be
difficult for the student to follow the lecture, they will not be engaged so they struggle to
understand the topic.
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Depends on the subject emerged as the third theme (One out of five). It was mentioned in the
article entitled 2.1 Learning Preferences and Strength - Students Success (nd) that different
people have different learning preferences. The respondents percieved that she is solving math
problems is easier than answering questions because in solving you only need to follow formula
so it easy for her to understand, while in answering questions she find difficulties because the
questions is not easy for her to understand.
Table 2. Challenges Encountered by the Students in Learning.
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THEMES RESPONDENTS SUB- RESPONSES
THEMES
(codes)
Recitation Three out of five Got Nahihirapan ako sa questions sa
nervous in pagrerecite kasi kinakabahan ako
Table recitation. tuwing natatawag yung pangalan ko.
2 (CESL -
R1) (I find it difficult with the questions in
recitations because I get nervous every
time my name is called.)
Bullying One out of five Bullied for Yung minsan nabubully kasi sa
being a gantong sitwasyon yung pagiging
slow slow learner.
learner.
(CESL - (Sometimes I get bullied because of
B1) my situation, being a slow learner.)
Assignment One out of five Giving Sa assignment, kasi yung kadalasan
assignments yung assignment na binibigay nila
that are hindi related sa nilecture nila.
unrelated to
what they (In assignments, they often give tasks
taught. that have nothing to do with what they
(CESL - lecture.)
A1)
Difficulties One out of five Difficult to Sa pag mememorize, mahirap kasi

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in memorize, akong makapag memorize ng words
memorizing that's why kaya mabababa ang nakukuha ko.

details the Challenges Encountered by the Students in Learning. In this table there are Five
recurring themes were identified. The first of these is Recitation (Three out of five) which got
nervous in recitation. According to Moneva et al (2020) it is unavoidable for many, if not most,
students will inevitably experience anxiety when reciting in front of the class, and this will
negatively affect their academic performance. They struggle to the questions so when their name
is called they get nervous.
The second recurring theme is Bullying (One out of five). The respondent experience being
bullied because of his situation which is being a slow learner. In a study produced by
International Schooling (2018) mentioned that in ordinary classrooms bullying of slow learners
occurs frequently. The students confidence and morale are frequently damaged by this cycle.
Bullying lowers confidence, especially for slow learners, so sometimes they are not active in
class because they are afraid of being bullied.
The third recurring theme is Assignment (One outof five). Giving assignment that is unrelated to
what they taught is one of the challenges experience by respondent. Students often have
difficulty with assignments because the assignments are not related to what the teacher's lectured.
They find it difficult to answer because they only rely on what the teacher lectured. It was
mentioned in the article produced by EDAPP (2020) that assignment are similar to a lesson in the
sense thay they sit within the course.
Difficulties in memorizing also emerged as one of the themes (One out of five). The respondent
accept that he is having a difficulties in memorizing that's why his scores are low. It was
mentioned in article produced by The Center for Literacy & Learnng (nd) that students who
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struggle with memory encoding disorders may find it difficult to recall instructions or recent
readings. Additionally, they could find it difficult to recall what their lecturers mentioned in
class. In that case, their scores are affected because of the difficulty in memorizing.
Difficulty in understanding emerged as the fifth theme (Two out of five). The respondents
preceived that they are difficult to understand the subject that they struggling with and hard to
understand if it lecture is fast. According to Sword (2020) communication skills are essential for
effective teaching. In your role, you're tasked with understanding complex information and
presenting it clearly to students, both verbally and in written form. It's crucial to maintain their
attention and address any questions or issues they may have. Because they are slow learners, it is
difficult for them to understand so they need a clear explanation to understand it well.
Table 3. Way to handle challenges in learning.
THEME RESPONDENT SUB- RESPONSES
S THEME
(codes)
Review Two out of five Review to Magrereview para mas mapalawak yung
expand kaalaman para mas tumaas yung grade.
knowledge so
that their (I'll do review to broaden my knowledge
grade will be so that my grade will increase.)
better.
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(WHCL -
R1 )
Search on Two out of five Searching for If i have difficulties in understanding
the tutor. yung isang subject i search sa youtube
internet (WHCL - for tutor ganon.
SI1)
(If I have difficulties in understanding a
subject, I search on YouTube for a tutor
like that.)
Setting a One out of five Setting a goal Setting a goal na achievable siya by
goal that is creating a schedule. Setting a goal para
achievable. mamotivate ako and to know how to
(WHCL - balance schedule, para rin mahubog yung
SG1) pagdedesisyon ko.
(Setting a goal that is achievable by
creating a schedule. Setting a goal to
motivate me and to know how to balance
schedule, also to shape my decision
making.)
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Table 3 details are the Way to Handle Challenges in Learning. Three themes were identified. The
first of these is Reviewing (Two out of five). The respondents handle the challenges they
experience in learning by reviewing to expand their knowledge so that their grade will be better.
According to Briones (2016) reviewing is a must, when your review information you are
strengthening the connections in your brain and bringing it back to mind. You are beginning to
store information in your long term memory instead of only your short term memory. You will
be able to remember the knowledge more easily and it will become more long-term the more
times you review.
Searching on the Internet also emerged as one of the theme (Two out of five). Internet is helpful
especially when you don't understand the lesson, just search it to the internet and this will serve
as your tutor and if you don't have the courage to ask your teacher if you don't understand the
lesson, just search it to the internet. It was mentioned in the article produced by 21k School
(2022) that the internet is one of the most powerful information tools present in the world today.
Students can benefit greatly from accessing the internet, which has been shown to be one of the
top learning resources. Students' lives have been altered, and it has made many things simpler for
them.
Setting a goal emerged as the third theme (One out of five). The respondent states that she handle
challenges in learning by setting a goal that is achievable. Setting a goal to motivate her and
balance her schedule. It was mentioned in the article produced by PW Gulf (2023) that setting
goals is a vital skill that can help students succeed academically and in their personal lives. It
gives motivation, direction, and helps prioritize tasks, leading to increased productivity and
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better decision-making. The respondent states that she handle challenges in learning by setting a
goal that is achievable.
MARLON SANTIAGO
Table 1. Perception in Significance problem in slow learner by the Respondents
S
Strength: Enjoying Student PSPS- CM1 Dun muna sa nadadalian ako at hindi
Science & English Two out of Five Strength is nmn sya sa nadadalian mas madali ko
subject exploring lang sya maintindihan at parang
about nature naeenjoy ko sya is Science and English
and to practice kase sa science kase yung subject more
grammar and on mas gusto ko kaseng mapagaralan
the weakness yung about sa nature at sa english nmn
is to calculate minsan naeenjoy ko nmn sta kase natuto
problem akong magsalita ng English.
Weakness: Students
Challenges with Four out of Five (First of all, I really enjoy studying
Mathematics English and Science. I find that I
understand these subjects better
compared to others. I am particularly
learning more about nature. When it
comes to English, it has significantly
improved my communication skills,
especially in speaking fluently.)
Yun talaga yung weakness ko yung mga

computation ganun and syempre math
more on computation so dun ako
nahihirapan mas mabagal ko syang
makuha.
(I struggle a lot with math subjects

because I find them difficult. Math
involves a lot of computations, which I
have a hard time understanding,
especially when it comes to math-related
calculations
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Strength: Preferred Student One out The strength is Filipino subjects, kasi tagalog madaling
& Comfortable with of Five giving visual intindihin.
Filipino-Related materials in
Subjects. discussion. (Filipino subjects are easy to understand
The weakness because they're in Tagalog.)
is the
distractions in
the Weakness math, kasi madaming anu-ano
surroundings. na formula, nakakalito.
(SWSPI-2)
Weakness: Student One out (I struggle with math because there are
Weakness in Math of Five so many formulas, and it gets
Computation- confusing.)
Related Subjects.
The strength is Yung subject naman na nadadalian ako

Strength: Enjoying Student Two out a helpful peer is English. Ano.., mas nakakapagfocus
English subject of Five and teacher kasi ako pag English parang mas
while the naiintindihan ko siya.
weakness is
not having (I prefer English subjects because I find
enough sleep. them easier to understand compared to
(SWSPI-3) other subjects. I can easily focus on this
subject)
Weakness: Student One out
Challenges with of Five
Math Subjects Due Yung subject naman na nahihirapan ako
to is Math kasi dahil siguro hindi ko siya
Fast-Paced naiintindihan tapos yung way na
Teaching/Discussion pagtuturo ng Teacher is medyo mabilis
na hindi kaya sundan ng utak ko. Sa
Math kasi masyadong madaming
Formula.
(The subject I struggle the most is Math.

I find it slightly difficult to understand,
especially when teachers discuss topics
quickly. This fast-paced discussion
makes it challenging for me to
understand.)
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Strength: Literally Student One out The strength is Tsaka yung mas Madali kong subject is
Enjoying P.E of Five easy to catch P.E Literal, yun naman yung Madali.
Subjects up lesson but
the weakness (I really enjoy P.E. subjects; it's
is forgot the obviously the easiest subject for me.)
lesson easily.
(SWSPI-4)
Ahmm. Yung pinakamahirap Math kasi
Student Four out ang hirap i-process yung mga formula
Weakness: of Five kahit STEM man ako eh nahihirapan
Struggling with parin.
Math in Processing
Formulas. (For me, the hardest subject is math,
especially when it comes to processing
formulas. Even though I'm a STEM
student, I struggle with this kind of
subject.)
Table 2: Challenges Encountered from Teachers during teaching/Discussion.

Teachers Student/s Challenges Challenges sakin na naexperience ko yung

who are Two out of five with Unclear mga Teacher na hindi sila clear na magturo,
unclear and Teaching hindi sila clear na mag-explain. Yung isang
do not and Poor bagay kaya imbes na mapadali na
explain Explanation maintindihan ko, mas nahirapan pa ako kasi
well in in Class kung anu pang paligoy-ligoy imbes na
class. (CETTSD-1) sabihin nalang yung shortcut or yung mas
madaling paraan magets ng Students. Oo
syempre kailangan malinaw and mas
Maganda na ituro nalang nila yung way na
mas padadaling maintindihan ko yung lesson.
(The challenges I've experienced are from

teachers who aren't clear when explaining in
class. Instead of using straightforward
methods that make it easier for me to
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understand, they sometimes complicate
things, leading to not to understand it very
well. I greatly prefer simple and clear
teaching methods that make it easier for me
to understand.)
Lot of Student/s Balancing hmm. Siguro yung mga pagpupuyat ko sa

Plates One out of five Multiple paggawa ng mga activities, ganun mga plates.
Activities Plates Kapag madaming activities and paggawa ng
Activities plates lalo na kapag mahirap yung gagawin
(CETTSD-2) tsaka yung panahon Narin ngayon ay mainit.
(Maybe the late nights I spend doing

activities, like those plates. When there are a
lot of activities and I'm working on plates,
especially when they're difficult, and the
weather is hot right now.)
-Siguro isa sa mga challenge is yung kanina
Teachers Student/s Challenges sinabe ko na way na pagtuturo ng teacher
who are Two out of five with Unclear may iba kaseng na massyadong mabilis
unclear and Teaching magturo yung parang sasabihin nalang nila na
do not and Poor okey basta gets nyo nalang yan ganun.
explain Explanation Oummm, Yung iba kase students sympre
well in in Class hindi nila navovocal na hindi nila gaano
class. (CETTSD-3) naiintindihan kaya kapag sinabe ng teacher
na okey gets nyo na tan tapos kapag sinabe
naman ng iba na students na "yes ma'am"
parang hindi na nila sinabe yung na hindi
talaga nula naintindihan.
(One of the challenges could be how teachers

teach. Some teachers are too quick and might
just say, "Okay, just understand it like that."
Yes, some students won't speak up if they
don't fully understand. So, when a teacher
says, "Okay, got it?" and students reply,
"Yes, ma'am," they might not actually fully
understand but won't admit it.)
Questionin Student/s Overthinking Ah.. Eh. Nahihirapan akong maintindihan

g Self about One out of five from Math kung paano kwan kwan yung na-solve then
Math Subjects in paano nangyare yun..?
Topics in Class Nahihirapan akong I process ang mga
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Processing formula masyadong malalim?
Formulas.
(Ah.. Eh. I'm struggling to understand how
they solved that and how it happened...? I
find it difficult to process these formulas)
Table 3: Students’ Way of Handling Experienced Challenges in Learning.

Enjoying self Student/s Choosing Hmm by ano just enjoying instead na

instead of One out of five Joy: maistresss ako sa lesson nayun na dapat
being stress Finding matutunan kopa yug lesson nayun at the
from those Fun Instead same time dapat nae enjoy kodin diko
lesson. of Stress in iniitress yung sarili ko (Hmm, I'm just
Lessons enjoying myself instead of getting stressed
(SWHECL- out by that lesson that I still need to learn. At
1) the same time, I should also be able to enjoy
it without putting too much pressure on
myself.)
Asking One out of five Asking Hmm. Siguro kung may dika magets is pede
questions questions to mong tanungin yung teacher mo kung pano
the teacher yun or manood sa online. Hmm. Siguro yung
after mag advance knowledge, maghanap ka ng
discussion. solusyon kung pano gawin or magpaturo.
(SWHECL- Gawin nalang kaagad yung activities kapag
2) may free time, vacant ganun, eh ngayong tag
init edi magbaon nalang ng maliit na fan.
(Hmm. If there's something I don't

understand, I can ask my teacher how to do it
or watch online. Hmm. To advance your
knowledge, find solutions on how to do it or
ask for help. When you have free time, like
during breaks, just do the activities right
away. Since it's hot these days, just bring a
small fan.)
Self- One out of five Motivating “Pinu-push ko na lang yung sarili ko na, ”oh
motivation herself to ganiyan gawin mo itong activity, gawin mo
do the ng maayos para sa grades” ganon.”
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activity for (I pushed myself and said, "Oh do this
grades. activity, do it well for grades" like that.)
(SWHECL-
3)
RACHELLE ANN LAGO
Table 1. Strengths and weaknesses of slow learners.
Themes Respondents Code Responses
Depends Four out of There are "Nahihirapan ako sa PR 1 at stats, dahil ang daming
on the five subjects analyzation, naguguluhan ako"
subject that are

(I find PR 1, and Statistics and Probability difficult , because
easy to
there are lots of analysis involved, and it's causing me
understand,
confusion.)
and
subjects
that are not.
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(SWSL-1)
Teachers Two out of Lesson "Ayaw ko yung lesson na yun kasi hindi ko gusto o di ko kaya,
approach five being tulad ng General Chemistry kasi mabilis at di ko
to lesson discussed maintindihan."
discussion quickly
(I'm not interested in the lesson, and it's hard for me to
(SWSL-2) comprehend, like General Chemistry. The way the lesson is
being discussed makes it challenging for me because the
discussion is too fast, and I can't retain the informations)
One out of Clear "Mas nadadalian ako sa Basic Calculus, kasi the way na
five presentation magturo si ma'am malinaw, may mga mahihirap na part pero
of may short cut, at madali lang intindihin yung example."
information
(I find Basic Calculus easy to comprehend, because the
(SWSL-3) teacher explains the informations clearly. While there are
challenging examples, there are other ways or shortcuts that
can be use.)
As detailed in the table above, two themes emerged as the strengths and weaknesses of slow
learners.
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The first of which is depends on the subject, there are subjects that are easy to
understand, and subjects that requires deep analysis, and critical thinking such as Mathematics
and Practical Research, which became a weakness of most participants. This parallels the journal
article entitled "Factors Affecting Difficulties in Learning Mathematics by Mathematics
Learners" by Acharya (2017), main difficulties in learning mathematics include math anxiety,
lack of prior knowledge, negative feelings towards math, students' effort, teachers' gaps in
linking concepts, economic factors, and school infrastructure issues.
The second theme is Teacher's Approach to Lesson Discussion which further leads into (1)
lesson being discussed quickly, and (2) clear presentation of informations. Effective teaching is
crucial for students to be able to fully grasp the information, but it also has something to do with
students' ability to retain them. As one of the participant stated that "I don't understand the
lesson even though the teacher already discusses everything that needs to be done" . This
parallels the study of Khan (2016) entitled "Analysing the Impact of Poor Teaching on Student
Performance" the study investigates the probable relationship of poor performance by both
teacher and student, poor teaching negatively impacts student performance by demotivating them
and leading to a degradation in expected outcomes.
Table 2. Challenges Experienced by Slow Learners.
Themes Respondents Code Responses
Discrimination One out of Bullying "Yung mga kaklase kong nang do-down. Sinasabi
Five nila "Para lang yan, ang dali bakit di mo
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(CESL-1) maintindihan?" Yung feeling na nasasaktan ka na
parang kasalanan mong di ka makasabay, parang
minamaliit ka nila."
(Some of my classmates look down on me. They say
"That is so simple, why can't you understand it". It
hurts me, whenever they look down on me for I
can't keep up with them)
Two out of Fear of public "Hindi ko masyado gets yung topic, kaya ayaw ko
five speaking ng reporting kasi pag natapos na ako, tanong sila
nang tanong, tapos pag di mo na sagot nakakahiya."

(CESL-2)
( I don't have enough knowledge about the topic.
That's why i hate reporting because when you finish
it, they will ask you questions and it's embarrassing
when you fail to provide them answes.)
Financial, and One out of Financial, and "Mga challenges na na-eexperience ko is about
family problems five Family financial, sumasabay pa yung family problem kaya
problems can palagi akong natutulala sa klase. Hindi ako
affect attention nakakafocus, mas iniisip ko nalang mga yan kesa sa
span. lesson."
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(CESL-3) ( I have financial, and family problems that's why I
always feel distracted and unfocusedin class. I
cannot concentrate on the lessons when my mind is
preoccupied by these concerns.)
Academic Four out of High "Na pre-pressure ako kapag mababa yung grades ko
Pressure Five expectations pinapagalitan ako nila mama sinasabi nila na "Bakit
from parents ganito mga grades mo di ka ba nag-aaral ng
and oneself mabuti?"
(CESL-4) (I get pressured whenever i get low grades because
they have high expectations on me. They ask me
"what happened to my grades, are you not doing
well on your studies?")
As detailed in the table above, three themes emerged as the challenges experienced by
slow learners.
The first of which is discrimination which further leads to (1) bullying and (2) fear of
public speaking. The respondent stated that some of her classmates look down on her for having
difficulties in retaining informations in quicker pace, and that she can't keep up with them. Those
hurtful words could result self doubt to someone resulting in fear of public speaking, lossing
confidence, and anxiety. Sawchuk (2017) stated in the article entitled "Fear of Public Speaking:
How can I Overcome It?" fear of public speaking is a common form of anxiety. It can range from
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slight nervousness to paralyzing fear and panic. Many people with this fear avoid public
speaking situations.
The second theme is Financial and Family issues, students might experience these issues
which can distract them when their mind is preoccupied by these concerns, and it could affect
their attention span. O'Flaherty (2022) stated in this article that family problems, such as parent-
adolescent conflict, have been shown to have a detrimental effect on the academic functioning of
children and adolescents.
The third theme is academic pressure. Student get pressured whenever they get low
grades, because people around them are expecting more. Which can impact their academic
performance more negatively, because some people dont recognize their efforts. This is
supported by the statement of Hidaya et al (2023) in the article entitled "Exploring Parental
Pressure on Academic Performance among Adolescents" that Parental pressure can negatively
impact adolescent academic performance, leading to stress and decreased well-being. Supportive
parenting styles are crucial for positive academic outcomes among adolescents. This supports the
idea that pressuring a student will do no good in their academic performance as well as in their
mental health. As one of the respondents stated that she get scolded by her parent for having low
grades, and those words might just lead to stress and self doubt.
Table 3. Ways on How Slow Learners Handle Challenges in Learning
Themes Respondents Codes Responses
Looking for Two out of Search the ""Kapag hindi ko naintindihan yung lesson sini-search
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other five topic up ko muna tapos pagkatapos nun pag-aaralan kong
platforms to mabuti. Nag-uumpisa ako sa mas madali para doon sa

(WHSLHCL-
learn mahirap is hindi na ako mahirapan na mag-ulit-ulit.
1)
Pagkatapos ko mag-search manonood naman ako sa
youtube para mas lalo kong maintindihan yung lesson"
(When i don't understand the lesson, I search it up and
then I will try my best to study it. I usually start from
the easiest one, so that i can focus more on the hardest
one. After searching the topic up, i will then watch
youtube for me to understand it more.)
Self- Two out of Self study "Pag di ko naiintindihan nagtatanong na lang ako sa
five mga classmates ko, tapos kung hindi niya rin

(WHSLHCL-
naintindihan magse- self study na lang ako. Kung ano
2)
yung binigay na module doon na lang ako mag fo-
focus."
(When i don't understand the lesson i ask my
classmates for help, if they don't understand it too i will
just self study. I will just focus and try to study the
provided module.)
Peer Two out of Asking help "Palagi akong nagre-review kahit nahihirapan ako,
assistance five from minsan din nagtatanong ako sa mga classmates ko kung
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classmates may hindi ako naintindihan."
(WHSLHCL- (I always try to study even though sometimes I can't
3) comprehend it. I also ask for help from my classmates
when I struggle to grasp some informations.)
Istriving for Three out of Do better "Alam ko naman sa sarili ko na hindi ako nag re-
improvement four next time review, kung mababa tinatawanan ko na lang, kung
rush review naman na pre -pressure ako. Pag mababa

(WHSLHCL-
ang score, iniisip ko na lang na i- improve ko pa next
4)
time.
(I know I myself that i don't study for a quiz, when i get
low scores i just laugh about it. I get pressured when i
rush review. When i get low scores, i tell myself to just
do better next time.)
One out of Recognizing, " Iniisip ko na lang yung mga pangarap ko, yung goal
five and na kailangan kong makuha. I always treat myself,
appreciating deserving pa rin naman kahit mababa ang score, then
the efforts sinasabi ko sa sarili ko na kahit mababa o mataas ang
score magiging proud pa rin ako sa sarili ko"

(WHSLHCL-
5) (I just focus on my dreams and goals. I always treat
myself and remind myself that I am deserving
regardless of the outcome, weather it be low or high
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score. I'm still going to be proud about myself.)
As detailed in the table above, three themes emerged as how slow learners handle the
First on the list is looking for other platforms to learn, which further leads to (1) searching
the topic up, and (2) self study. The Respondents stated that when they don't understand the
lesson, they look for other platforms like YouTube to search the topic up, and to gain more
knowledge. This parallels the journal article of Luna et.al (2022) entitled "YouTube platform for
the improvement of Learning Results in Students of the Higher Basic Sublevel" Utilizing
YouTube for learning, significantly enhances learning outcomes for upper-basic sublevel
students compared to traditional methods, highlighting the platform's effectiveness in education.
Second theme is peer assistance. Assistance and support from peers are very crucial and
can make a big difference in a person's academic performance. The respondents stated that when
they can't understand the lessons quickly, they ask assistance from their classmates. In an article
entitled "Peer Support in Smart Learning and Education" by Zhao et al (2021) Peer support is
crucial in smart learning, healthcare, and professional development. It includes one-on-one
mentoring, mutual help, and group collaboration, enhancing performance.
Third theme is Striving for Improvement which further leads to into (1) doing better next
time and (2) recognizing and appreciating the efforts. Commiting mistakes can lead to
improvements. It's not always a win situation, and failing doesn't mean that you can't try again.
It's not always about the low scores but on how you perceive it, sometimes one just need to think
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positively. Learn to appreciate little efforts, and celebrate the little wins. In an article entitled
"Students' mindsets for learning and their neural underpinnings" by Tirri et.al (2016) Students
with a growth mindset view mistakes as learning opportunities, showing enhanced error
awareness in neural activity. This mindset leads to improved post-error accuracy and learning
from mistakes.
FEMAROUS BAJO
Table 1: Strengths and Weaknesses of Students when it comes to Processing Information.
THEMES RESPONDENT CODES RESPONSES
Poor Student/s Having “My strengths when it comes to processing
Comprehension Two out of five example information is ano.... uhmm wait lang… iss
and no aguray... ah alam ko na! strengths ko is kapag
example may mga examples kasi ano… para mas
when maintindihan ko ito ng maayos kasi kapag wala
processing eh nahihirapan akong intindihin yung mga
information lessons... at weaknesses ko naman eh ano...
(SWSPI-1) yung kapag hindi ngay nagbibigay ng example
yung mga teachers kasi ano... nahihirapan
nukwan akong intindihin kasi nga hindi ko
maiintindihan yung lesson ng agad agad at
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nahihirapan akong mag process ng information
tuwing walang example kaya yun.”
(My strengths when it comes to processing
information are when there are examples so I
can understand it better because when there are
none, I have a hard time understanding the
lessons, and my weaknesses are when the
teachers don't even give examples because it's
hard to understand. So, I am having a hard time
understanding it because I can't understand the
lesson right away.)
Self-esteem Student/s This helps me
Three out of five to “Ang strength ko is discipline, skills, tapos time
process management, para ano… mas mabilis kong
information maprocess mga lessons nukwan tsaka eto kasi
and yung meron ako kaya matatawag ko ito na
also make me strengths ko at ang weaknesses ko naman is
weak in ano… uhmm… kapag inaantok ako ganon, kasi
processing mas mahihirapan na nukwan akong intindihin
information yung mga lessons ganon.”
(SWSPI-2) (My strength is discipline, skills, time
management, so that I can process the lessons
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faster, besides, this is what I have so I can call it
my strengths, and my weaknesses are anxiety,
distraction then when I’m sleepy like that,
because it will be more difficult for me to
understand the lessons.)
As detailed in the table above, two themes emerged as their strengths and weaknesses in
learning.
The first theme which is Poor Comprehension, that they are having a better understanding
if there are examples and when there is no example is they are having a bad time in
understanding the lesson. Providing examples along with an explanation of concepts helps
strengthen learning by identifying the key attributes associated with the concept. This also helps
with connecting new learning with background knowledge that students may already have. Non-
examples are the opposite of examples. Whereas examples provide an instance of similarity,
non-examples provide contrast. A non-example may be similar to the concept but contain one or
more attributes and provide concept boundaries. Students figure out what attributes are relevant
to the newly learned concept and which are not (Valdés, n.d.).
The second identified recurring theme was Self Esteem. When our self-esteem is low, we
tend to see ourselves and our life in a more negative and critical light. When we have healthy
self-esteem, we tend to feel positive about ourselves and about life in general. It makes us better
able to deal with life's ups and downs. When ourself-esteem is low, we tend to see ourselves and
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our life in a more negative and critical light. We also feel less able to take on the challenges that
life throws at us.
Table 2: Challenges Encountered by the Students in Learning.
Lack of Self Student/s Do not have “The challenges that I experience in learning is
Confidence Two out of five any ano... uhmm… pagiging mahiyain sa klase kasi
confidence to ano nahihiya ako na magrecite kasi baka
recite because tawanan ako kapag mali yung isasagot ko at
they are afraid lalong lalo na sa pagiging slow learner, kasi
that they hindi ako mabilis maka-intindi ng mga lessons
might kaya minsan sinasabi ko nalang sa sarili ko na,
be get laugh "sana hindi din ako slow learner kagaya nila,"
at tsaka wala kasi akong confidence sa sarili yun
their lang naman.”
classmates. (The challenges that I experience in learning are
(CESL-1) being shy in class because I'm shy to recite
because I might be laughed at when I answer
wrong, and especially being a slow learner
because I can't understand the lessons quickly,
so sometimes I just tell myself, "I hope I'm not a
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slow learner like them." Besides, I don't have
confidence in myself. That's all.)
“Ang challenges na na-eexperience ko sa pag-
aaral ay... kapag hindi ko maintindihan yung
mga lessons namin at nahihirapan ako sa pag-
sagot sa mga tanong ng mga teachers namin
Poor Student/s nukwan kasi wala nga akong naiintindihan.”
Comprehension One out of five (The challenges that I have experienced in
learning are when I do not understand our
lessons, and I have difficulty answering the
Do not questions of our teachers because I do not
understand understand anything.)
anything so it
was difficult “Disappointment, yan ang challenge ko habang
for nag-aaral kasi sa ano… uhm tuwing nag
me to catch didiscuss mga teachers naming is ano… wala
up to akong naiintindihan kaya na-di-disappoint
others nukwan ako tapos kahit gusto kong maging with
(CESL-2) honor eh may understanding is slow naman
lalong-lalo na sa mga English.”
Disappointment Student/s (Disappointment—that's my challenge while
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One out of five studying—because every time our teachers
discuss, I don't understand anything, so I get
disappointed, and even though I want to be with
honor, my understanding is slow, especially in
English.)
Do not
understand “Ang challenges ko naman is ano… uhm...
anything so I losing concentration kasi kapag nag-didiscuss
get mga teachers naming kasi minsan eh nag
disappointed chichismisan at nagtatawanan mga katabi ko
Distractions Student/s (CESL-3) kaya minsan hindi na ako makafocus tapos
One out of five Can’t focus in minsan eh inaantok ako ganon.”
our classes (My challenges are losing concentration because
because of the when our teacher is discussing, sometimes my
environmental classmates beside me are just talking and
distraction. laughing, so sometimes I can't focus and
(CESL-4) sometimes I feel sleepy.)
As detailed in the table above, Four themes emerged in the challenges of the students that
they experience.
The first theme was Lack of Self Confidence, this is the challenge that they experience in
learning because they don’t have self-confidence when they are want to recite because they are
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afraid to be judged or get laugh at their classmates. According to the American Psychological
Association (2020), Students may be reluctant to try new things or be unable to tolerate typical
levels of frustration. They also may pretend they don’t care, may clown around, or may be
aggressive to cover up their lack of confidence, or log off from the virtual learning environment
(VLE) abruptly.
The second identified recurring theme was Poor Comprehension. From learning with
poor-comprehension they were having a hard time to understand the lessons. According to the
LINDAMOOD-BELL Learning Processes (2023), there are many students who have a different,
separate, learning issue that is rarely identified and, therefore, never addressed. Hidden in plain
sight, many students have a learning weakness that prevents them from fully understanding the
language they read and hear.
The third identified recurring theme was Disappointment. We teach students that failure
isn’t everything, but receiving disappointing results can still hurt and may even hinder their
ability to improve. By listening empathetically and providing actionable support, educators can
support students to see failure as a key part of their learning journey.
The fourth identified recurring theme was Distraction. Can’t focus in our classes because
sometimes my classmates are laughing. There are many reasons why students get distracted so
easily and frequently. It’s a combination of biological, psychological and environmental factors
that all play a role.
Table 3: Ways of Students in Handling Challenges in Learning.
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THEMES RESPONDENTS CODES RESPONSES
Boosting Student/s I'll just “Uhm siguro… gagawin ko nalang na insperasyon
your Two out of five strengthen yung pagkamahiyain ko para mabuild yung
own my heart so I confidence ko… sa pamamagitan ng ano…
confidence won't be shy in titibayan ko nalang loob ko para hindi mahiya sa
reciting pag re-recite kasi walang mangyayari kapag
(WSHCL-1) magiging mahiyain nalang ako habang buhay
taposi-accept ko nalang siguro yung mga pwedeng
bad effects na mangyari.”
(Maybe I'll just make my shyness an inspiration to
build my confidence; I'll just strengthen my heart
so I won't be shy in reciting because nothing will
happen if I'm just shy for the rest of my life; and
then maybe I'll just accept the bad effects that will
occur.)
“Kung paano ko naman i-handle yung mga
challenges ko eh... mag seself-study ako at aaralin
ko ng maagi para maintindihan ko ng sa gayon
Student/s ay… kapag nag lelesson na kami at nagtatanong
One out of five I will do self na sila sir or ma'am sa akin eh may maisasagot na
Self-Study study so I can ako at may maiintindihan na ako.”
104
easily (As for how I will handle my challenges, I will do
understand self-study and study well so that I can understand.
all the lessons When we have lessons, if our teachers ask me, I
(WSHCL-2) can answer something and understand them
better.)
“Uhm... gagawin ko sigurong insperasyon yung
disappointmet ko sa lahat ng mga pagkakamali na
ginawa ko or kung mababa quizzes ko ganon odi
tanggapin ko nalang at gagalingan ko nalang sa
susunod tapos we can learn in our own mistakes
naman kaya ayon.”
Student/s (I'll probably make my disappointment an
One out of five inspiration for all the mistakes I made, or if my
Inspiration I will make quizzes are low, I'll just accept it and I'll get better
my next time. Then we can learn from our own
disappointment mistakes, so it's okay.)
Focus Student/s an inspiration
One out of five (WSHCL-3) “Ang ginagawa ko naman para i-handle ito is...
I will focus mas maging focus pa sa pakikinig tapos ano...
more matutulog ako ng maaga parahindi na ako
and sleep early antukin... yun lang naman.”
105
(WSHCL-4) (What I'm doing to handle it is to focus more on
listening, and then I'll go to bed early so I won't be
sleepy.)
As detailed in the table above, Four themes emerged in the ways of students in handling
The first identified recurring theme was Boosting you own Confidence. I'll just
strengthen my heart so I won't be shy in reciting. Contrary to popular belief, confidence is not
something we’re born with; it’s a skill to be mastered, an art to be perfect over years of learning.
However, many still think that it’s a fixed characteristic – that if someone is low on confidence,
it’s just not their strength. Yet, we absolutely can, and should, work on our confidence, and the
benefits for learner scan be invaluable (Gill, n.d).
The second identified recurring theme was Self-Study. So that, they can easily understand
the lesson if their teacher will discuss again. Self-study is becoming a more and more popular
way to engage students with what they are learning in class. Students have the ability to access
so many resources that now, learning can happen anywhere, anytime—not just in the classroom
(Grade Power Learning, 2018).
The third identified recurring theme was Inspiration. I will make my disappointment an
inspiration as one pf my respondents say, “Gagalingan ko nalang sa susunod tapos we can learn
in our own mistakes naman.” Mistakes are part of life, not something to be afraid of. Taking
responsibility and facing up to our mistakes is the best way to learn, grow and avoid doing the
same thing again (Penni, 2021).
106
The fourth identified recurring theme was Focus, for me to understand more in our
discussion. It's hard to focus on the next lecture when you're mind wanders to different tasks or
thoughts, but with a few mental and physical tricks, you can pay attention in class. Like with
most things in school, it takes work and determination, but once you build the skill you'll be
happy that you put in the effort (Leon, M.Ed, 2023).
107

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Schools Division of the City of Ilagan

ISABELA SCHOOL OF ARTS AND TRADES

Analysis of Problems Faced

A Completed Qualitative Research

Presented to the Faculty of

Isabela School of Arts and Trades

Senior High School

Katelyn Mae D. Fajardo

Irish Joy D. Riniopa

Rachelle Ann J. Lago

their efforts and support into the success of the study.

teachers, we wouldn't be able to overcome the obstacles.

intelligence which resulted in the completion of the study.

your academic journey.

TABLE OF CONTENTS 4-5

I. THE PROBLEM AND IT'S BACKGROUND 7-10

Research Questions & Statement of the Problem 8

Scope and Delimitation 9

Significance of the Study9-10

II. REVIEW OF RELATED LITERATURE AND STUDIES 11-23

Related Literatures 11-17

Related Studies 17-23

III. RESEARCH METHODOLOGY AND PROCEDURE 24-26

Data Gathering Instrument 25

Data Gathering Procedure 26

IV. PRESENTATION, INTERPRETATION, & ANALYSIS OF DATA 27-40

Results and Discussion 27-40

aid their learning journey effectively.

Keywords: Slow learners, Personal problems, Bullying, Difficulty understanding, Handling

The Problem and Its Background

anxious or judged. (Ahmed, 2023)

effort to understand a lesson.

2. What are the challenges you experience in learning?

3. How do you handle challenges in learning?

Statement of the problem

1. What are the strengths and weaknesses of the respondents?

2. What are the challenges experienced by the respondents?

3. How do the students handle their challenges?

Scope and delimitation

will be conducted in the school year 2023-2024.

Significance of the study

that can better meet the diverse needs of all learners.

tutoring or assign some students to help the slow learners.

weaknesses, they can step towards achieving their goals.

might encounter research about slow learners.

Review of Related Literature and Studies

authentic multimedia-assisted language learning in Indonesia, slow learners' perspectives are

students' correctness and fluency.

abstract, or conceptual subject matter.

showed a notable variation in personality traits.

Educational Opportunities to be a Successful Learner," wrote. There are various kinds of

able to solve a problem, coping mechanisms are essential.

scores, it can still be helpful for slow learners.

“Investigation of the Effect of Different Teaching Methods on Students Engagement and

students being engage more and developing process skills.

cultivating empathy, setting clear expectations, empowering bystanders, building positive

Balintucas (2021) entitled “Student’s Perceptions of Difficulty in Understanding a

to overcome them. These reasons include lack of motivation, distractions, difficulty

pressure on students having difficulties in learning a certain concept or skill. English,

each other, and no learners should ever be compared to the other.

individualized techniques and approaches. To address different learning needs, differentiated

and visual aids.

assigned some civil-service teaching duties—the number of civil-service instructors decreases.