Problems and Strategies for Slow Learners

TO STUDY THE PROBLEMS AND
LEARNING STRATEGIES FOR SLOW

LEARNERS IN A CLASS AT SECONDARY
LEVEL IN PUBLIC SCHOOLS
MIRZA FAIZAN ABID
BP612904
ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD

MAY-2019
TO STUDY THE PROBLEMS AND LEARNING
STRATEGIES FOR SLOW LEARNERS IN A CLASS AT
SECONDARY LEVEL IN PUBLIC SCHOOLS
By
MIRZA FAIZAN ABID

BP612904
Submitted in partial fulfillment of requirements for

B.ED (1.5 year) program in Educational Technology and Evaluation
At Early Childhood and Elementary Teachers Education
FACULTY OF EDUCATION
ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD
May, 2019
Mirza Faizan Abid 2019
ii
FACULTY OF EDUCATION
ALLAMA IQBAL OPEN UNIVERSITY,
ISLAMABAD
APPROVAL FORM
The research project attached here to; title TO STUDY THE PROBLEMS AND
LEARNING STRATEGIES FOR SLOW LEARNERS IN A CLASS AT
SECONDARY LEVEL IN PUBLIC SCHOOLS proposed and submitted by
MIRZA FAIZAN ABID Roll No. BP612904 in partial fulfillment of the requirements
for the degree of B.ED (1.5 year) Educational Technology and Evaluation is hereby
accepted.
Supervisor: ____________________________ (Signature)

YASIR ABBAS
Evaluator: ____________________________ (Signature)
Dated: _______________________
iii
DECLARATION
I MIRZA FAIZAN ABID Daughter/Son of ABID ALI MIRZA Roll No. BP612904
Registration No. 17-PRI-18686. A Student of B.ED (1.5/2.5 year) programme
Educational Technology and Evaluation at Allama Iqbal Open University do hereby
solemnly declare that the research project entitled
TO STUDY THE PROBLEMS AND LEARNING STRATEGIES FOR SLOW
LEARNERS IN A CLASS AT SECONDARY LEVEL IN PUBLIC SCHOOLS
submitted by me in partial fulfillment of B.ED (1.5/2.5 year) program, is my original
work and has not been submitted or published earlier. I also solemnly declare that it
shall not, in future, be submitted by me for obtaining any other degree from this or any
other university or institution.
I also understand that if evidence of plagiarism is found in my thesis/dissertation
at any stage, even after the award of a degree, the work may be cancelled and the degree
revokes.
_____________________________
Signature of Candidate
Date: ___________________
MIRZA FAIZAN ABID

Name of Candidate
iv
ACKNOWLEDGEMENTS
“To Him belongs the dominion of the Heaven and the Earth, it is He who
gives life and death and He has power over all things”
(Al-Quran)
All praise is for Him the cherisher and sustainer of World. I am grateful to my
supervisor Sir YASIR ABBAS for his encouragement, guidance, and endless patience
in my project. Without his help, I would not be able to do this project.
I am also thankful to my friends who are always ready to solve my problems regarding
this project. They gave me splendid ideas and encouraged me whenever I lose heart.
I would like to express my deepest gratitude to my family. They always support me and
encourage in doing my work autonomously.
Regards,
MIRZA FAIZAN ABID
v
ABSTRACT
The child we call a slow learner is not in need of special education. They likely need
some extra time and help in regular class room as well at home. They were capable of
learning like an average child. A slow learner was one who learner at a slower than
average rate. The causes of slow learning were low intellectual learning and personal
factors such as illness and absence from school. Some environmental factors also
contribute to this slow learning. Slow learners work best with a changeful designed
step. The ways in this ruled are tutoring and remedial instruction. The main objective
of this study was to identify problems faced by slow learners in learning different
subjects and to identify effective teaching strategies for slow learners in inclusive
classroom at secondary school level. Teachers expected to keep an eye on slow learners
as well as on other students with special needs. Three questionnaires – one pre-test, one
for teachers, and one designed for students and then an average of 150 students
responded to respective survey. All of the data was then analyzed and recommendations
were made. Numerous strategies were also suggested for teachers to adopt in classroom
to best designed deal with slow learners.
vi
TABLE OF CONTENTS
CHAPTER PAGE NO.
CHAPTER 01: INTRODUCTION -------------------------------------------- 1
1.1 Background of the Study ------------------------------------------------------ 1
1.2 Statement of the Problem ----------------------------------------------------- 3
1.3 Research Objectives------------------------------------------------------------ 3
1.4 Research Question ------------------------------------------------------------- 4
1.5 Significance of the Study ----------------------------------------------------- 5
1.6 Scope of the Study ------------------------------------------------------------- 5
1.7 Limitation and Delimitation of the Study------------------------------------ 5
1.8 Research Methodology --------------------------------------------------------- 5
CHAPTER 02: REVIEW OF RELATED LITERATURE---------------- 7
2.1 Who are Slow Learners? -------------------------------------------------------- 7
2.2 Identification of Slow Learners------------------------------------------------- 8
2.3 Causes of slow learners ---------------------------------------------------------- 9
2.4 School Size and Student Achievement----------------------------------------- 10
2.5 School Facilities with student Behavior --------------------------------------- 11
2.6 Strategies to deal with slow learners ------------------------------------------- 12
2.6.1 Characteristics of slow learners ------------------------------------------ 12
2.6.2 Compensatory Teaching--------------------------------------------------- 13
2.6.3 Remedial Teaching--------------------------------------------------------- 13
2.6.4 Instructional Strategies for Slow Learners------------------------------- 14
vii
2.6.5 Incorporate Audio and Visual Materials--------------------------------- 14
2.6.6 Develop Your Own Worksheets and Exercises------------------------- 15
2.6.7 Encourage Oral Expression Instead of Written Reports---------------- 15
2.6.8 When Testing Provide Study Aids----------------------------------------- 15
2.6.9 Techniques That Work Involve--------------------------------------------- 15
2.6.10 Proven Ideas to Help Slow Learners------------------------------------- 16
CHAPTER 03: RESEARCH METHODOLOGY-------------------------------- 18
3.1 Research Design ---------------------------------------------------------------------- 18
3.2 Population ----------------------------------------------------------------------------- 19
3.3 Sampling ------------------------------------------------------------------------------- 19
3.4 Screening of Slow Learners --------------------------------------------------------- 19
3.4.1 Academic record --------------------------------------------------------------- 19
3.4.2 Instrumentation ----------------------------------------------------------------- 20
3.5 Validity of the Instrument ------------------------------------------------------------ 21
3.6 Data Collection Process --------------------------------------------------------------- 21
CHAPTER 04: DATA ANALYSIS AND INTERPRETATION----------------- 23
4.1 Descriptive Statistical Analysis ----------------------------------------------------- 23
4.2 Research Questions Asked From Students----------------------------------------- 24
4.3 Problems Faced by Slow Learners in Different Subjects ------------------------ 35
4.4 Strategies to Deal with Slow Learners --------------------------------------------- 36
4.5 Approaches Applied on Slow Learners--------------------------------------------- 38
viii
CHAPTER 05: SUMMARY, FINDINGS, CONCLUSION AND
RECOMMENDATIONS ----------------------------------------------------------------- 40
5.1 Summary --------------------------------------------------------------------------------- 40
5.2 Findings ----------------------------------------------------------------------------------- 41
5.3 Strategies for “Slow Learners”---------------------------------------------------------- 45
5.4 Conclusion -------------------------------------------------------------------------------- 47
5.5 Recommendations ----------------------------------------------------------------------- 48
REFERENCES-------------------------------------------------------------------------------- 50
ix
LIST OF TABLES
TABLES PAGE NO.
TABLE 4.1: Question No.1 from Student Questionnaire---------------------------- 25
TABLE 4.10: Question No.10 from Student Questionnaire------------------------- 30
TABLE 4.11: Question No.11 from Student Questionnaire------------------------- 30
TABLE 4.12: Question No.12 from Student Questionnaire-------------------------- 31
TABLE 4.16: Problems Faced By Slow Learners in Learning--------------------- 36
TABLE 4.17: Strategies to Deal with Slow Learners ------------------------------- 37
TABLE 4.18: Applied Strategies to Deal with Slow Learners -------------------- 38
x
LIST OF GRAPHS
GRAPHS PAGE NO.
GRAPH 4.1: Evaluation of Reasons of Slow Learners------------------------- 33
GRAPH 4.2: Strategies to Deal with Slow Learners---------------------------- 38
xi
LIST OFAPPENDICES
APPENDICES PAGE NO.
APPENDIX A: Pre-Test Questionnaire -------------------------------------------- 53
APPENDIX B: Student Questionnaire---------------------------------------------- 55
APPENDIX C: Teacher Questionnaire --------------------------------------------- 58
xii
Research project Submission Approval Form
(SUPERVISOR)
Research project entitled TO STUDY THE PROBLEMS AND LEARNING
STRATEGIES FOR SLOW LEARNERS IN A CLASS AT SECONDARY
LEVEL IN PUBLIC SCHOOLS submitted by MIRZA FAIZAN ABID Roll No.
BP612904 Registration No. 17-PRI-18686 Programme B.ED (1.5/2.5 year) has been
read by me and has been found to be satisfactory regarding its quality, content,
language, format, citation, bibliographic style, and consistency, and thus fulfills the
qualitative requirements of this study. It is ready for submission to Allama Iqbal Open
University for evaluation.
YASIR ABBAS
Name of Supervisor
Dated: ____________________
_____________________________
Signature of Supervisor
xiii
STUDY THE PROBLEMS AND LEARNING STRATEGIES FOR SLOW LEARNERS 1
CHAPTER 1
INTRODUCTION
1.1 Background of the Study
A career in teaching is very challenging and promising because of many reasons; a
teacher wants to transfer his knowledge in the best way and expected to give the
supreme result of students but he has to face the diversity of students based on their
demographic and different intellectual capabilities. Education can be appropriate and
productive only, if we take care our learners. Therefore, teachers should remain very
sensitive not only to the covering of the curriculum but they must ensure that the
learning has also been taken in the transaction. Teachers are on a very prestigious point,
where they have the ability to growth the minds and abilities of their students. They can
lead them on a successive path through a proper guidance.
Mostly, there are different types of students at every school and each learner have
different abilities and mental strengths. They differ physically, intelligently, culturally,
emotionally and academically. Teachers feels very difficult, when they come to across
those students who are not able to keep pace with the normal and intellectual students.
The responsibility of teachers must be very dynamic regarding slow learners because
these students needs some extra care and attention. Teachers should not ignore those
students who are not able to retain pace with the teaching learning process. Slow
learning students are not those children who need some special education but they
characterize a group of those students who are educationally retarded. It will be very
unfair to say these students “Slow-Learners” because they are actually suffering from
various contributing factors like social, poverty, family inadequacy, parental conflicts
and due to some other causes like unfavorable school circumstances, and absentees
from school. Hence, such students need suitable preparations in regular schools. They
need some extra help and care in the classroom. These students lag behind from
ordinary students in learning process when we take into account the factors of time and
efficiency. The learning rate of slow learners is far-off from the average students of
same age group; even with the fact that slow learners have the aptitude to learn
necessary academic subjects. A group of such type of students need extra time and
attention. Furthermore, repetition rate of lesson in slow learners is greater as compared
to intellectual learners. To handle such group of learners teacher need to analyze their
problems, find out their potential and sort out the learning strategies, which could be
helpful to satisfy such group of learners. The reasoning skills, which are the supreme
aptitude to learn a new concept; are habitually delayed in the slow learners, which make
it very difficult to learn new concept, by them. Slow learners may be emotionally
discouraged students and need a little thrust from the teachers. These students may or
may not have a below level of intelligence and might require help, to realize their
potential.
Slow learners are those students who show low achievement in academics and often
ignored by others as dull and lazy as a part of the school setting. Low intellect and poor
academic results are two major factors, which have been recognized in slow learners,
but these factors cannot be stated to qualify them for mental illness through which one
should be treated as an exceptional group. Visual aids, learning through activities and
concrete concepts are very much understandable and acceptable by their minds and they
perform very well at high level with these concepts. On contrary, the auditory concepts
and instructions of abstract nature are difficult for them to understand. Slow learners
are unable to understand the earlier knowledge and to link new knowledge with the
previously gained knowledge. They are not able to achieve long-term goals due to their
inefficiency in learning. Time management is a major issue for slow learners. They
require more time to complete a task to as compare to the ordinary and above learners’
group of same standard and age group. This inefficiency in learning instructs them to
improved self-confidence which hinders their further learning process. In every school,
a large number of slow learners are observed. These children with marginal mentality
who attend the regular class are probable to drop out if their requirements are not met.
Therefore, it is necessary that these children should be identified as early as possible
and helped in their learning. A proficient teacher should be attentive to the general
characteristics of the related classroom behavior that motives the learning difficulties
of a child.
1.2 Statement of the Problem
It is observed that the performance of students and their academic achievements differs
in high schools at secondary level in tehsil Gujar Khan, Punjab. Many researchers have
already studied this particular problem and tried to figure out the reasons for this
inconsistency in results of schools. One of the key significant reason behind that
problem which lead to poor growth in learners is that the students are slow learners due
to various reasons. The problem of slow learning is a challenge for many of the schools.
The teacher’s community should strive to solve this problem to make the student able
to work in the society with respect and achievement.
1.3 Research Objectives
The followings are some key objectives, which have to be achieve:

1) To identify the slow learners
2) To find the causes of slow learners
3) To classify the problems of different slow learners
4) To recognize the causes of slow learner in interaction with peers
5) To study the difficulty level of slow learners in different subjects
6) To identify the potential of slow learners
7) To study the attitude of teachers towards slow learners
8) To identify best learning strategies of teaching for slow learners
1.4 Research Questions
The following research questions were upraised.
RQ 1. What is history and problems of slow learners in school?
RQ 2. Are there any certain reasons, which are connected with slow learners?
RQ 3. Which strategies could be applied to overcome the slow learners?
RQ 4. To what extent the targeted slow learners facilitate to enhance their academic
performance.
Research question RQ1 is a study based question and in this researcher will ask from
teachers about history of slow learners.
For research questions RQ2 following hypothesis is drawn:
H0: There is no reason, which effects the performance of slow learners at secondary
school level.
H1: There are certain reasons, which effect the performance of slow learners at
secondary school level.
1.5 Significance of the Study
The research work is significant because it paves the way to understand different
difficulties associated with slow learners regarding learning process. Once we know the
reasons behind this, we will be able to follow the recommendations to improve learning
process in the under-study group. Furthermore, it will be very useful data to apply it in
future on slow learners to get the best output.
1.6 Scope of the Study
This research focuses to study the problems of slow learners and learning strategies for
the slow learners, which effects the students’ academic achievements. The research was
conducted in secondary schools at public sector in Tehsil Gujar Khan, District
Rawalpindi, Punjab.
1.7 Limitation and Delimitation of the Study
1. The low response rate and data will be only collected once.
2. The data will be gathered using purposive sampling from GHS NABAN
JANJUA GUJAR KHAN.
3. Researcher will only target to a male gender at school.
4. Researcher will only target from grade 6th to 10th students.
1.8 Research Methodology
1. The study was descriptive and quantitative in nature; questionnaire design
method will be used to collect data.

2. Population considered for the research will be all students of classes i.e. 6th,
7th, 8th, 9th and 10th of GHS NABAN JANJUA School of tehsil Gujar Khan,
district Rawalpindi.
3. All students will be sampled for collecting data from each class at GHS
NABAN JANJUA School of tehsil Gujar Khan, district Rawalpindi.
4. Five students will be sampled for application of slow learning strategies from
each class at GHS NABAN JANJUA School of tehsil Gujar Khan, district
Rawalpindi.
CHAPTER 2
LITERATURE REVIEW
As the discussed in the previous chapter, the realistic reasons have occurred which
become the main cause of low academic performance of slow learners, though in the
early period, researchers suggested various classifications and structures in explaining
the actual factors that are responsible for the slow learning process. In this Chapter, a
researcher will discuss a wide range of explanations in connection with the concept of
slow learners academic performance is offered and to sort out their problems and issues.
Researcher will put up the best suitable strategies which will be beneficial for slow
learners to exploit their real potential.
2.1 Who are Slow Learners?
Slow learning teenagers are not special children’s but they signify a group of
educationally lagging. The contributing factors for slow learners are cultural, poverty,
family inadequacy, and parental conflicts. Therefore, these children’s need suitable
preparations in systematic schools. Identification of slow learning students is not
obvious except for educational backwardness. These children show weakness in
thinking, judgement, familiarity, reasoning, poor development of number and memory
concepts. A teacher may have to face and deal with problems alternating from violent
behavior to disregard in the learning task. The cause of such problems may vary from
an unknown clash at home to simple headache. This type of situations may effect in
poor academic performance. Effective teachers can tackle such problems easily. The
term 'backward' or 'slow learner' is earmarked for these children who are not surviving
with the work normally expected of their age group.
A percentile of about 22 to 23 is considered to be fall in under average students group
which are not able to perceive the learning process as other members of their age do. If
student of such a unit doesn’t paid required attention he become frustrated.
A website called ‘Helping slow learners’ lists characteristics of a slow learner:
1. Perform below grade level.
2. Doesn’t experience maturity in their relationship with others.
3. Faces difficulty when put into complex tasks.
4. Lack of goal-oriented life.
5. Usually they get low grades in routine evaluation tests.
6. Performs efficiently with "hands-on" material (i.e. labs, manipulative,
activities.)
7. They possess their negative images.
8. Can’t work speedily on assigned tasks.
When the results of slow learners is presented to their parents and it is exposed that
these are slow learners, the instant result of this comes in form of discouragement in
parents. Mostly the parents can’t tolerate such reports and become unsatisfied. While
inherited behaviors can’t be changed, but other necessary steps can be taken in to
account in order to improve child academically so that, children may grab other side
skills to recompense with the life.
2.2 Identification of Slow Learners

In every classroom, a large number of slow learners are observed. These children with
uncertain behavior who attend the regular class are likely to drop out if their needs are
not met. It is, therefore, essential that these children are identified early and helped in
their learning. Slow learners are to be identified by paying various procedures and using
various techniques. These are as follows:
1. Day-to-day observation of classroom behavior of children by the teacher.
2. Assessment of children's performance in specific subjects based on school
marks.
3. Opinion of parents about the child's progress and difficulties in learning various
subjects, doing homework, his language difficulties, emotional problems,
illness, injuries and physical defects and problems.
4. Measures of intellectual ability or IQ scores.
5. Competence-based tests and diagnostic tests in various subjects.
2.3 Causes of slow learners
Every behavior have some cause and significance. The behavioral features of slow
learners are signs of conditions or some factors present either within the child or outside
the child. Slow learning is caused by a variability of factors such as:
1. Lower intelligence abilities.
2. Personal factors such as long illness, long absence from school and undetected
physical defects.
3. Environmental factors such as poor home facilities for learning skills, low
quality and quantity of food, shortage of sleep, antagonistic parental attitudes
towards education, poor or inappropriate opportunities in school (large classes),
poor quality of teaching, choosing inadequate or advanced materials, mismatch

between home and the school, frequent changes of school and consequent
changes in teaching styles and content.
4. Emotional factors such as dislike of teacher through classes of personality,
negative parental attitudes to school creating in the child similar adverse
attitudes and feeling of inadequacy results in lack of confidence.
2.4 School Size and Student Achievement
As we have got a fair idea through previous research that building age is an important
element that contributes towards development of learner, there are other factors as well
which are also equally effective. As no of enrollment in schools becomes larger, school
size also becomes an issue. This issue got attention after an incident in Columbine
where two students successfully planned and carried out violent activities without
knowledge of concerned people in school (Kennedy, 2003e). Researchers says that
happened because teachers are not connected with students at individual level at larger
schools. Whereas, in schools with smaller sizes, teachers have a bond with each student
which can stop violent activities (Yaunches, 2002).
Researcher also argues that in smaller schools, it is easy for educators to create a
personal link with their students and guide them for their issues other than education.
This research leads to smaller group instructional strategy in classrooms (Cook, 2002).
It is obvious that when your place of work is not suitable for an activity to be carried
out, you cannot consider that in your curriculum. So we can say that if the building of
school is not capable enough to carry out new changes in curriculum and to apply new
instructional methodologies, it will be difficult to add them in curriculum (Chan, 1996).
This may include new educational models, modular furniture, mobile technology, floor
plans, electronic boards and networking (Lyons, 2002). A report on investigations of

relationship between building age and student’s development found out that these both
variables are highly correlated with each other specifically in 8th grade students
(O’Neill, 2001).
Researchers concludes that policy makers and educational leaders do not want to pay
attention to the fact that many researchers have proved and also parents and educators
have similar kind of view in this regard. Researchers have also tried to find out reason
behind this factor. Most common reason was financial benefit. Apart from this, it was
also observed that policy makers wants to provide education to more and more children
with common services like laboratories, libraries, cafeterias etc. (Nathan, 2002).
2.5 School Facilities with student Behavior
As school physical facilities affects students’ achievement, it also affects student’s
behavior. O’Neill states that if school is unable to provide proper physical facilities, it
can create a sense of irritation or discomfort in students which then leads to improper
behavior in them (O’Neill, 2001). Results based on an experiment on 6th to 10th class
students proves that school physical facilities have a good impact on behavior of
students (Kumar, 2008). Another research says that windows in classroom also have
impact on student’s behavior. Research conducted on this issue found that students
sitting in classrooms with windows and being exposed to natural lights have a positive
impact on student’s attitude inside and outside of classrooms (Lackney, 1994).
Earthman and Lemasters (1996) studies the effect of colors of buildings and classrooms
on students and found out that good colors have a positive impact on students and they
like to come to classrooms (Earthman G. I.1996). Unfortunately, in our country,
institutions of education specifically schools do not have proper physical facilities
which can affect their performance. Many schools are seen with incomplete buildings,
cracked walls, and lack of furniture in classrooms, lack of water and power supply and
overcrowded classes with more than 70 students in each class. There is a need of
concerned authorities to pay attention to the physical facilities to facilitate students and
community (Hussain, 2012).
The examination uncovered that substitutes engaged with a progression of request
compose research center examinations in science observed the lab learning condition
to be more incorporated with the reasonable structure they were creating than did the
understudies selected in traditional lab courses (control). In the request collect the hole
between the genuine learning condition and the understudies' favored condition was
essentially littler than in the control gathering. These discoveries proposed that a few
sorts of down to earth encounters can advance a positive, solid leaning condition
(Adeyemi, 2008).
Tobin (1990) recommended that understudies be given open doors in the research
center to ponder discoveries, clear up understandings and misconceptions with peers,
and counsel a scope of assets that incorporate instructors, books, and other learning
materials. His survey revealed that such open doors once in a while exist since
instructors are so frequently captivated with specialized and organizational exercises in
the research facility.
2.6 Strategies to deal with slow learners
The several studies has brought to light several strategies of dealing with slow learners.
Some of the strategies acknowledged by the researcher are as follows:
2.6.1 Characteristics of slow learners:
1. Functions at ability but significantly below grade levels.

2. In prone to immature interpersonal relationships.
3. Lives in the present and does not have long range goals.
4. Scores consistently low on achievement tests.
5. Has a poor self-image.
6. Works on all tasks slowly.
Contrary to common belief, backward learners in the regular classroom are neither rare
nor unique. The student commonly called a slow learner is one who cannot learn at an
average rate from the instructional resources, texts, workbooks, and learning materials
that are designed for the majority of students in the classroom. These backward students
need special instructional, repeated feedback, helpful improved materials, all
administered under conditions adequately flexible for education to occur.
2.6.2 Compensatory Teaching
Compensatory teaching is an instructional approach that alters the presentation of
content to circumvent a student's fundamental weakness or deficiency. Compensatory
teaching Recognizes content, transmits through alternate modalities (pictures versus
words), and Supplements it with additional learning resources and activities (learning
centers and Simulations, group discussions and co-operative learning). This may
involve modifying an Instructional technique by including a visual representation of
content, by using more flexible instructional presentations (films, pictures,
illustrations), or by shifting to alternate instructional formats (self-paced texts,
simulations, experience-oriented workbooks).
2.6.3 Remedial Teaching
This is an alternate approach for the regular classroom teacher in instructing the slow
learner. Remedial teaching is the use of activities, techniques and practices to eliminate
weaknesses or deficiencies that the slow learner is known to have. For example
deficiencies in basic math skills are reduced or eliminated by re-teaching the content
that was not learned earlier. The instructional environment does not change, as in the
compensatory approach. Conventional Instructional techniques such as drill and
practice might be employed.
2.6.4 Instructional Strategies for Slow Learners
While no single technique or set of techniques is sufficient teaching the slow learner,
the Suggestions that follow are a starting point for developing instructional strategies
that specifically address the learning needs of the slow learner.
Develop Lessons that Incorporate Students' Interests, Needs, and Experiences. This
helps address the short attention spans of slow learners. Also, these students should be
made to feel that some of the instruction has been designed with their specific interests
or experiences in mind. Oral or written autobiographies at the beginning of the year, or
simple inventories in which students indicate their hobbies, jobs, and unusual trips or
experiences can provide the structure for the lesson plans, special projects, or extra-
credit assignments in the year.
2.6.5 Incorporate Audio and Visual Materials
One common characteristic among slow learners is that they often learn better by seeing
and hearing than by reading. This should be no surprise, because performance in basic
skill areas, including reading usually is below grade level among slow learners.
Incorporating films, videotapes, and audio into lessons helps accommodate the
instruction to the strategies learning modalities among slow learners. Emphasizing
concrete and visual forms of content also helps compensate for the general difficulty
slow learners have in grasping abstract ideas and concepts.

2.6.6 Develop Your Own Worksheets and Exercises
Level of the slow learner and sometimes become more of an interference than an aid.
When textbook materials are too difficult, or are too different from topics that capture
your students 'interests develop your own. Sometimes only some changes in worksheets
and exercises are needed to adapt the vocabulary or difficulty level to the ability of your
slow learners. Also, using textbooks and exercises intended for a lower grade could
ease the burden of creating materials that are unavailable at your grade level.
2.6.7 Encourage Oral Expression Instead of Written Reports
For slow learners, many writing assignments go un-attempted or are begun only half-
heartedly because these learners recognize that their written product will not meet even
minimal writing standards. A carefully organized taped response to an assignment
might be considered. This has the advantage of avoiding spelling, syntax, and writing
errors.
2.6.8 When Testing Provide Study Aids
Study aids are advances organizers that alert students to the most important problems,
content, or issues. They also eliminate irrelevant details that slow learners often
laboriously study in the belief that they are important. The slow learner usually is unable
to weigh the relative importance of competing instructional stimuli unless explicitly
told or shown what is important and what is not. Example: test questions or a list of
topics from which questions may be chosen help focus student effort.
2.6.9 Techniques That Work Involve
1. Word drills
2. Response cards
3. Sentence repetition
4. Phonic drills
5. Audio taped words
2.6.10 Proven Ideas to Help Slow Learners
1. Study the performance of slow learners to understand their pattern of
learning.
2. Conduct conversations with slow learners to understand their viewpoint on
their performance.
3. Motivate them constantly.
4. Support them in overcoming their difficulties in learning.
5. Modify the pace of teaching and methodologies according to the needs of
slow learners.
6. Work in partnership with other teachers to see what best can be done.
7. Work in with parents to tell them the importance of education.
8. Inform parents regularly about their progress and get them involved in the
progress.
9. Separate tasks/assignments can be devised to help slow learners.
10. Helpful instructions providing to their needs can be programmed for them.
11. Classroom atmosphere can be made more inclusive in nature.
12. Help slow learners to develop independent learning skills to boost their
confidence.
13. Involve them in evaluating their own work and give a qualitative judgement.
14. Celebrate even their smallest success.
15. Encourage peer tutoring so that the slow learners can achieve better, share
their problems more openly and a spirit of sensitivity develops in the class.
16. Slow learners must be able to contribute to all the activities of the class.
17. Feedback to the slow learners must be detailed and regular.
The school must indulge in learner- centered practices like developing a learner profile,
providing advising services within the school, having a teacher mentor for each student,
involving parents in decision-making and student related problems. Most children feel
that they go to school to study but it must be impressed on each child that school is a
place where they can discover themselves, their talents and their potential. Schools must
thus aim to express positive feelings of gratitude in order to enhance learning in
children.
CHAPTER 3
RESEARCH METHODOLOGY
The broad review of literature on different perspectives of slow learner’s academic
achievement provided some reasonable observations and its impact on stimulating
academic interest in reading and understanding the concerned subject matter.
Furthermore, it also brought to light many uncertain research problems on its approach
of applications among the slow learners. On the basis of review literature, several
hypotheses were formulated and the research redesign was finalized to meet the key
points of the study.
The study was descriptive and quantitative in nature. Questionnaire design method was
used to collect data. The sample of the study was observed on Govt. High School Naban
Janjua of Tehsil Gujar Khan. The slow learners were identified on the basis on their
pre-test scores. Thus, an average five slow learners of 6th to 10th grade was identified
from school. An interview was used to collect data for the study after a review of the
related literature and the focus of the research instrument was to know about problems
of slow learners’ in academic achievement and find out the strategies to deal with slow
learners and potential of slow learners.
3.1 Research Design
Questionnaire was used. This research design was descriptive and quantitative. There
were different questions formulated and which were used to know the reasons behind
slow learners in a class and find out the strategies to deal with slow learners and sort
out potential of slow learners.

3.2 Population
Population considered for the research was all students of classes i.e. 6th to 10th of
GHS NABAN JANJUA School of tehsil Gujar Khan, district Rawalpindi.
3.3 Sampling
5 students was sampled for application of slow learning strategies from each class at
GHS NABAN JANJUA School of tehsil Gujar Khan, district Rawalpindi. The
sampling technique was purposive as teachers who have identified the slow learners in
their class were included in the study.
3.4 Screening of Slow Learners
The screening of slow learners was based on the following method:
1. Academic record
2. Day-to-day observation of classroom behavior of children by the teacher
3. Assessment of children's performance in specific subjects based on the
school exam or test marks.
4. Measures of intellectual ability or IQ scores.
5. Diagnostic tests in various subjects.
3.4 Screening of Slow Learners
3.4.1 Academic record
The slow learners were identified based on their pre-test scores. Thus, an average five
slow learners of 6th to 10th grade was identified from school. Based on their pre-test
scores performance, only those students who have secured below 40% marks in their
pre-test examination is marked as slow learners.

3.4.2 Instrumentation
Questionnaire was used for data collection. Following were the questions included in
questionnaire:
Statement item 1
Do you understand teacher’s speech in class?
Statement item 2
Why you would not able to listen the teacher’s speech in class?
Statement item 3
Do you have any interaction with teachers?
Statement item 4
Do you participate in classroom activity?
Statement item 5
Do you feel shy to participate in classroom activities?
Statement item 6
Do you require more time to learn homework?
Statement item 7
Do you think course is difficult according to time period?
Statement item 8
Do your parents’ take interest in your studies?
Statement item 9
Do the teachers who are teaching are untrained?
Statement item 10
Is the class overcrowded?

Statement item 11
Do you have any disorder like visual, mental, or hearing?
Statement item 12
Do you give proper time to studies at home?
Statement item 13
Do you have any family issues at home?
Statement item 14
Do you remain absents from school?
Statement item 15
Do you have poor facilities at school and home for seeking education?
3.5 Validity of the Instrument
Questionnaire used in this research work is taken from a previous research work
(McGowen, 2007). According to McGowen, validity of this questionnaire was taken
from a panel of experts which consists two college professors and one architect. After
reviewing, panel suggested some adjustments, which were taken care in final draft of
questionnaire. This questionnaire was also pre-tested by five principals of middle
schools before its implementation in research and their suggested improvements were
added in questionnaire before usage (McGowen, 2007).
3.6 Data Collection Process
The study was conducted in Government High School Naban Janjua in rural area of
District Rawalpindi, Tehsil Gujar Khan, Punjab. After defining questionnaire,
Permission for data collection was taken from head of the school by defining the
purpose of research. After getting official permission from school, Researcher
personally went to school and distributed the questionnaire among teachers.
Research was conducted in March-April, 2019. Researcher explained purpose of
research and then requested to give it a view so that any confusion can be cleared in
presence of researcher. One-week time was given to teachers of school to fill the
questionnaire. Once questionnaire was completed, they were collected back from all
the teachers.
CHAPTER 4
DATA ANALYSIS AND INTERPRETATION
The primary purpose of the existing study was to search the extent to which the
complete intention aimed at slow learners facilitates improving their learning process
and whole psychological state of well-being. The secondary purpose of the study was
to validate which of the psychological variables, namely, educational self-efficacy, self-
perception, socio-emotional adjustment, temperament and intrinsic motivation assisted
the slow learners to perform well in their academic activities. The data obtained from
the students were scored and analyzed using suitable statistical analysis to draw
meaningful conclusions.
The data was analyzed and interpreted by using different questions. To quantitatively
represent student achievement, we have used three main subjects taught at secondary
level which are English, Mathematics and Science. Every teacher is asked to give us
average score of the students in these three subjects of the class they teach. Teachers
were oriented to the research and were told the purpose of the research. They were
explained how to rate the tool and were given some time to reflect and fill the tool.
Following are the answers of the questions which were presented in the questionnaire.
4.1 Descriptive Statistical Analysis
The instrument used for survey is already tested on (McGowen, 2007) survey and its
validity is proven, still the researcher in this study yet again analyzed descriptive
statistical analysis to find out either the instrument is performing the way it has
performed in previous research work or not. Descriptive and Inferential analysis was
also done. The correlational technique was used to find out whether there is a
relationship between the attitude of teachers towards slow learners and the efforts taken
by them.
4.2 Research Questions Asked From Students
When the slow learners’ group was asked that whether they understand the speech o
teacher in class? All of the students of under study group replied that they are not able
to even understand the speech of the teacher when He/She delivers the lesson in
classroom. Hence, this was quite obvious that if the students of the under study group
will not be able to even understand what teachers speaks in the class. Then how will be
they able to get the concepts which is the foremost objective of the student. When it
was further evaluated that why the slow learners’ group is unable to pick the speech of
teacher? It was seen that that main reason for the problem was that mostly they seat on
the back benches of class where low sound quality of teacher elevated their inefficiency.
In this way they suffer with the problem attached with them and do not try to improve
themselves by sitting on front benches. They too hesitate to sit on front benches due to
lesser confidence level which is one of the side effect of slow learning.
The answer of the group regarding their interaction with teacher yielded alarming
response. They feel reluctant to interact with teachers because teachers behave with
them harshly. This behavior of the teacher was hindrance between student and teacher
interaction. There were other reasons too along with the harsh response of teachers. The
class time was too short i.e. 35 minutes. In such a short period of time it is very much
difficult for a teacher to give individual attention to the students. As in one class
different groups of different mental abilities are present. If individual attention is tried
to be pay by teacher. Whole class suffers in the process because the course contents and
time allocated for the course have no room for the teachers to pay individual attention.
The reply of the slow learners on a question relating participation in class room activity
was negative. As class is the mixture of varying mental aptitudes. To compete and
participate in activities when there is quick responsive group in class room; is difficult.
Before the mind processing of slow learners quick responsive group responds and don’t
let slow learners participate equally in class room activities. So in this way lot of factors
adds for low participation of slow learners in classroom activities. Another question
relating participation in classroom was that; do you feel shy to participate in classroom
activities? The answer of the slow learners was as expected, that was; No. The reason
behind this answer was quite obvious that the students don’t had enough concepts for
participation. Poor concepts lead them to the poor confidence level. Which at the end
was too a burden to even wrong participation. So the participation of the slow learners
was very much poor. Completed surveys were calculated by response category
frequencies for each question on the questionnaire.
Question No. 1: Do you understand teachers’ speech in classroom?
Value Label Frequency Percentage
Strongly Agree 50 33.33%
Agree 20 13.33%
Neutral 30 20%
Strongly Disgree 30 20%
Disagree 20 13.33%
Total 150 100%
Table 4.1 Question No. 1 Student Questionnaire

Question No. 2: Do you sit on back benches which don’t allow you to listen
teachers’ speech in classroom?
Agree 20 13.33%
Neutral 30 20%
Disagree 50 33.33%
Total 150 100%
Question No. 3: Do you have any interaction with teachers?
Agree 30 20%
Neutral 20 20%
Strongly Disgree 50 33.33%
Disagree 30 20%
Total 150 100%

Question No. 4: Do you participate in classroom activities?
Agree 10 6.66%
Neutral 50 33.33%
Disagree 30 20%
Total 150 100%
Question No. 5: Do you feel shy to participate in classroom activities?
Strongly Agree 30 20%
Agree 25 16.66%
Neutral 60 40%
Disagree 15 10%
Total 150 100%

Question No. 6: Do you think you required more time to get the concept?
Agree 20 13.33%
Neutral 30 20%
Disagree 10 6.66%
Total 150 100%
Question No. 7: Do you think course is too tough to handle for you according to the time
period?
Agree 50 33.33%
Neutral 0 0%
Disagree 20 13.33%
Total 150 100%

Question No. 8: Do your parents take interest in your studies?
Agree 30 20%
Neutral 5 3.33%
Disagree 45 30%
Total 150 100%
Question No. 9: Are the teachers untrained who teaches you?
Agree 25 16.66%
Neutral 25 16.66%
Disagree 40 26.66%
Total 150 100%

Question No. 10: Is your class overcrowded?
Agree 10 6.66%
Neutral 0 0%
Disagree 50 33.33%
Total 150 100%
Question No. 11: Do you have any disorder like visual, mental, or hearing?
Agree 10 6.66%
Neutral 0 0%
Disagree 70 46.66%
Total 150 100%

Question No. 12: Do you give proper time to studies at home?
Agree 25 16.66%
Neutral 0 0%
Disagree 40 26.66%
Total 150 100%
Question No. 13: Do you have any family issues at home?
Agree 30 20%
Neutral 10 6.66%
Disagree 45 30%
Total 150 100%

Question No. 14: Do you remain absent from school?
Agree 30 20%
Neutral 10 6.66%
Disagree 45 30%
Total 150 100%
Question No. 15: Do you have poor facilities at school and home for seeking
education?
Agree 20 13.33%
Neutral 10 6.66%
Disagree 60 40%
Total 150 100%

EVALUATION OF RESEAONS OF SLOW LEARNERS

90
80
70
60
50
40
30
20
10
Strongly Agree Agree Neutral Strongly Disagree Disagree
Graph 4.1 EVALUATION OF RESEAONS OF SLOW LEARNERS
Table 4.1 shows the responses of first 15 questions from students. All the questions
asked by the students showed positive response. 117 out of 150 students responded that
they don’t understand even the speech of the teacher when he speaks in the classroom.
Underlying reasons were many discussed before. 90 out of 150 students said that we
prefer to sit on back benches in the classroom. So this habit makes them unable to listen
to the teacher. Due to enough distance and seating arrangement of the classroom they
do not get the sound of teacher as they should to obtain the knowledge delivered by the
teacher.
120 out of 150 students responded on a question regarding interaction with teachers
that they do not interact with teachers. The reason behind this was the harsh behavior
of the teachers with them. Due to bad image in the minds of teacher; they had lost the
soft corner of most of the teachers. As a result, they abstained by interacting with
teachers due to expected rudeness of teacher. Another reason of this miscommunication

was short time period of classroom. 70 out of 150 students responded that they do not
participate in classroom activities. The results in this regard were too highly significant.
There non-participation in the classroom due to the reason that there were too a group
of students in class which was very responsive. When teacher asked any question, they
were so abruptly answered that questions. Hence, there were no chance for the
understudy group to respond and participate in classroom activities. Almost all the
students responded positively when they were asked that if they feel shy In
participation. 130 students responded that they feel shy. The reason behind there
shyness was lack of confidence and lack of concepts. These factors kept them away
from participation. Fear of being wrong was always in the back of their mind.
As the slow learners require more time to get concepts. As the name indicates their
learning process is slow. Their mind takes extra time to process and understand things
than that of average group. 117 out of 150 students second that they require more time
to get concepts. 90 out of 150 students from slow learners’ group said that the time
period allocated for completion of prescribed course is short enough for them. Course
planned for a year suits average or above average learners. Slow learners requires extra
time. But, they have to manage it within prescribed period of time which is impossible
for them. Learning is a process in which not only teacher teaches but parents too takes
responsibility of their children. 75 out of 150 students said that their parents shows no
concern in their studies. The reason behind this is that the parents are uneducated.
Belonging from humble family backgrounds where it is more important for them to
obtain some money from their children via child labor. Hence, the studies of the slow
learners effects drastically.
About 50 percent students said that their teachers are not well trained while other half
said that this is not the case. It tells that they were confuse and they were not able to
evaluate the teacher’s efficiency. This could be due to the reason that they were not
keen observers. 50 out of 150 students also blamed their class is overcrowded. An ideal
class possess 35 students in it for optimal learning teaching process. However, in reality
it was near double in number when we talk about the number of ideal students in a
section. 30 out of 150 students responded that they have disorder like visual, mental, or
hearing. Visual defects may cause reading difficulties; emotional factors may cause
general academic failure. In such cases, interview with parents and the classroom
teacher or a simple medical examination may solve the problem. Remedial instruction
can be given by the regular teacher, full-time remedial teacher or visiting remedial
teacher. The remedial teacher is a specialist teacher who uses alternate learning
materials, methods, audio-visual aids and workbooks in tutoring situation. 80 out of
150 students responded that they do not give proper time to studies at home. This
creates a great flaw between the learning of the students. If they can give proper, time
to studies at home there will more better results than before. About 50 percent students
said that they remain absent from schools due to certain reasons which are main cause
of slow learning. Their parents do not pay attention on them and even do not know
about their absentees. When teachers asked about the reason, they make lame excuses.
4.3 PROBLEMS FACED BY SLOW LEARNERS IN DIFFERENT
SUBJECTS (N=150)
Problems faced by the students in different subjects has mentioned below. They have
faced different types of concepts in different subjects and they have not concrete
knowledge about that concept.

Sr. Problems % of Mean S.D

No. Problems
1 Addition 52.45 4.65 .497
2 Multiplications 47.54 4.62 .550
3 Concentrate during lecture 43.44 4.50 .846
4 Using concept in another 81.96 4.40 .555

setting
5 More instruction at a time 65.57 4.21 .763
6 Mathematics in real situations 29.51 4.13 .704
7 Daily life problems 27.04 4.02 .787
8 Organizing materials 31.96 3.61 1.071
Table 4.16 PROBLEMS FACED BY SLOW LEARNERS IN LEARNING (N=150)
Students have faced difficulty in learning concrete concepts (M= 4.40), because the
ability of picking up the concept of mathematics in slow learners was unhurried. Rarely
students are unable to apply mathematical concepts in daily life problems (M=4.02),
according to literature teachers involve students in different activities there for students
have not faced difficulty in applying mathematical concepts in daily life problems.
There are many other problems such as problems faced in the science concepts,
spelling, punctuation, meaning of the words, and organization of materials for better
understanding of the problem. (Table 4.16).
4.4 STRATEGIES TO DEAL WITH SLOW LEARNERS (N=15)
Different strategies have proposed to teachers, so that they can produce better results
for slow learners. For that purpose I have designed a few questions which were asked
from few teachers in order to observe either they follow these plans in the class or not
for making class to progress on the way of achievement specially to take slow learners
with the other normal students.

Sr. QUESTIONNARIES Total No. of No. of

No. Observations Positive Negative
Respon Response
se
1 Do you study the 15 5 10
performance of slow
learners to understand their
pattern of learning?
2 Did you conduct 15 3 12
conversations with slow
learners to understand their
perspective on their
performance?
3 Have you motivate them 15 5 10
constantly?
4 Have you support them in 15 7 8
overcoming their
difficulties in learning?
5 Have you devise a 15 5 10
customized plan for them?
6 Have you modify the pace 15 6 9
of teaching and
methodologies according
to the needs of slow
learners?
7 Have you collaborate with 15 8 7
other teachers to see what
best can be done?
8 Have you inform parents 15 4 11
regularly about their
progress and get them
involved in the endeavor?
9 Have you devise certain 15 10 5
strategies with parents so
that they can work out at
home?
10 Did separate 15 3 12
tasks/assignments can be
devised to help slow
learners?
11 Have you collaborate with 15 13 2
parents to understand them
more evidently?
12 Have you involve them in 15 4 11

evaluating their own work
and give a qualitative
judgement?
13 Have you involved 15 1 14

students in making future
decisions about their
learning?
14 Have you celebrated even 15 11 4
their smallest success?
15 Did you give feedback to 15 6 9
the slow learners on
regular basis?
Table 4.17 STRATEGIES TO DEAL WITH SLOW LEARNERS (N=15)
STRATEGIES TO DEAL WITH SLOW LEARNERS

16
14
12
10
8
6
4
2
0
Positive Response Negative Response
Graph 4.2 STRATEGIES TO DEAL WITH SLOW LEARNERS (N=15)
4.5 APPROACHES APPLIED ON SLOW LEARNERS

Sr. Applied Approaches % of Mean S.D
No. strategies
1 Short work session with achievable 36.9 4.91 .340
goal
2 Shorter tasks with clear rewards 59.0 4.67 .807

3 Visual clues to aid memory 41.0 4.62 .660
4 Awareness of Difficulty 59.8 4.52 .671

5 Encouraging students to achieve target 45.9 4.52 .730
6 Seating position in group work 45.9 4.38 .875
7 Drawing student’s attention what is 63.9 4.02 .787

happening
8 Visual presentation of material. 84.4 3.95 .443
9 Starting activities with clear 18.9 3.52 .874

instructions
10 Using pictorial cues 7.4 3 3.23 1.059

Table 4.18 APPLIED STRATEGIES TO DEAL WITH SLOW LEARNERS (N=15)
Short term memory difficulty is a major difficulty so teachers often use short work
sessions with achievable goals (M=4.91) and teachers always keep the shorter tasks
with clear rewards (M=4.67) therefore slow learners can’t pick up the concept rapidly
teachers use pictorial cues rarely (M=3.23) because in their point of view the
instructional problems are not existing. Students always learn with seating position in
group work (M=4.38) using by the teacher because students motivate by the name of
different ideal characters. Teachers also use some other strategies for teaching
Mathematics, Science and English effectively as, using number songs, rhymes, visuals,
patterns and group work starting from very simple to complex level concepts (Table
4.18).
CHAPTER 5
SUMMARY, FINDINGS, CONCLUSION AND
RECOMMENDATIONS
5.1 SUMMARY
As a nation, raising learner’s outcome has always been our focus so researchers are
always trying to find out possible factors that can influence student achievement (Law,
2001). Number of students has had always been a priority when one talk about the
literacy rate of a country. A country’s betterment depends upon number of literate
people particularly, youngsters. This study was focused on the same issue so that we
should know the reasons behind low literacy rate. Which can be used as raw information
for the betterment of literacy.
The research work was led for defining the possible reasons which effect the learning
process of slow learners. Our population was students of secondary level at government
high schools in district Rawalpindi. As there were many schools of government sector
in Tehsil Gujar Khan, District Rawalpindi. We focused only our school to gather data
due to limited time and resources.
For selection reasons of slow learners to be observed in this study, we had an extensive
literature survey and highlighted most commonly used and most effective causes in
school. This includes reasons like; parental attention, communication problem, medium
of instruction, psychological problems, transfer of teachers, seating of slow learners,

lack of participation, health problem, violence in school, family size, class size, illiterate
parents etc. we have used scores of three basic subjects taught at elementary level which
are Mathematics, English and Science.
Quantitative and descriptive research design is used. Questionnaire is used as a research
tool which is taken from previous research work of Mcgowen (McGowen, 2007).
Questions were asked in different sections. In first section it was evaluated that what
are the possible reasons before the learning process of slow learners. In later section via
questionnaire caused behind these reasons were explored.
Questionnaire were used to gather date and then evaluation was done via comparative
studies. The results obtained were quite obvious and convincing.
5.2 FINDINGS
Following are the findings of the study. Theses includes various factors which are the
reasons for slow learners. These are the factors which are hindrance in learning process
of understudy group.
 Emotional growth
Emotions are connected with the feelings, these feelings are not only in positive way
but also in a negative way. Also we cannot deny the fact that emotions are directly
related to the society or social development. Stronger relevance between social and
emotional development has been recognized. Love, trust and fear are the initial feelings
which are learnt by the learner at an immature stage. I.e. before adolescence. After
becoming mature other feelings friendship, ignorance, egocentrism, rage, guilt are fully
established in child’s long-term memory. The early life stage of the child is very much
crucial i.e. during early life years if the learner is not provided with proper attention.
He becomes isolated and loneliness becomes his habit for survival. A poor self-esteem
is generated in the child. He appears to be a social stigma for other learners of his peer
group ages. On the other hand, if he is given proper attention, he developed strong and
positive emotions like trust.
 Growth and opportunities of learning
Growth is the physical increment in the body size. During the years of growth i.e.
infancy stage and then in abrupt growth years i.e. adolescence. Parents should provide
their children a learning rich environment where they are easy to learn. An environment
which is rich with the resources required for necessary growth shows positive results
on learning process of the child.
 Absenteeism
Punctuality is one of greatest discipline which is followed by legends of history. When
this will not by focused by the students he would have to suffer by a great deal due to
various reasons. Absent students loses self-confidence when next day’s home work is
not get accomplished by them. Gradually they isolates themselves from the other
punctual students due to lower confidence level generated in them.
 Defective Vision
It is seen that if the student is not properly monitored he may suffer in learning process.
If a child due to his less confidence always choses to sit on the last benches of class but
he is not unable to see. How would not be able to see the words written on board so
how he would be able to understand.
 Resource Problem
Another factor observed for slow learners is resource problem. Most families of
underdeveloped countries suffer with this problem. Learners do not get necessary
gadgets of learning, which not only hinders their learning process, but also pile up loss
of confidence in them.
 Illiterate Parents
It is a great proverb that the education of male is the education of single man but the
education of female is the education of whole society. It is due to the reason the literate
parents have enough knowledge to raise their child in an effective manner. While, in
case of illiterate parents children suffers not only with lack of knowledge but also they
lack career counselling and no goals are set in their life to achieve.
 Untrained Teacher
Teacher training is mandatory thing after the selection of the teachers. Because training
not only tells that how would you deliver the knowledge you possess but also it tells
many things. Teacher is not the name of only one thing. We cannot say that if the person
has holds on his contents of the subject he should be the teacher. To become a teacher
you have the insight knowledge, psychology, ethics, delivery of contents and much
more other hidden skills which every one doesn’t possess in the world.
 Class Size
It has been reported that a class size of about 30 students is efficient. With every
exceeding number in prescribed class strength one have to suffer. And the suffering is
observed by both; the teacher and the student. One of the drawback of overcrowded
class is that slow learners emerges due to lack of teacher attention.
 Busy parent or no time for children
Parental attention is one of the foremost thing which child expect and deserve by his
parents. If the parents are job holders and they don’t have enough time to give to their
child for understanding them. Especially in growing ages if it happens it give rise to
slow learners.
 Health Problem
As we know that a sound body has sound mind. If child would not have sound health
he wouldn’t have sound brain as well.
 Poor Leadership
Management group in a school plays a vital role in efficiency of teachers which directly
influences students’ performance.
 Teaching Method
A good teacher is one who use a wide variety of teaching methodologies keeping in
view the diversity of students he has in his class. In this way every student will pick
concept according to his level. A good teacher goes on the level of lowest mental
aptitude bearing child so that he could easily pick the lesson. If the teaching method is
of authoritative type and all students are dealt with same approach result would be
drastically negative.
 Psychological Problems
In many literate families. Parental expectations for his child are so high. Learner or
child get the pressure of these higher expectations and become psychologically ill
which hinders his learning.

 Medium of Instruction
Child thinks in his mother language. Language barrier is one of the biggest barrier. If
the child is compelled to speak his mother language in home, national language in
society and international language is his mode of instruction. It meshes his concepts.
 Deprived cultured
Evidence show that deprived cultured background may also cause the problem.
Illness that cause slow learning
1. Alexia
2. Dyslexia
3. Strephosymbolia
4. Other Inherited parents
 Alexia
It is inability to get the written words. In this disease the part of the brain which is
responsible for the visual sensations got damaged. This damage may result due to
certain injury.
 Dyslexia
It is inefficiency in reading and spelling. Short term memory related to words is
drastically effected by this impairment. The results of this disease are very much
observable in both spoken and written language. This is inherited i.e. it runs in families
genetically generation after generation from parents to the offspring and kept on
flowing like linkage drag.

 Strephosymbolia
In this disease, the learner sees the letters or alphabets like a mirror image and he is
unable to read them properly.
5.3 STRATEGIES FOR “SLOW LEARNERS”
The study has brought to light several strategies of dealing with slow learners. Some of
the strategies identified by the researcher are as follows:
Study the performance of slow learners to understand their pattern of learning.
1) Conduct conversations with slow learners to understand their perspective on
their performance.
2) Motivate them constantly.
3) Support them in overcoming their difficulties in learning.
4) Devise a customized plan for them.
5) Modify the pace of teaching and methodologies according to the needs of slow
learners
6) Collaborate with other teachers to see what best can be done.
7) Inform parents regularly about their progress and get them involved in the
endeavor.
8) Devise certain strategies with parents so that they can work out at home.
9) Separate tasks/assignments can be devised to help slow learners.
10) Remedial instruction catering to their needs can be programmed for them.
11) Classroom atmosphere can be made more inclusive in nature.
12) Help slow learners to develop independent learning skills to boost their
confidence.
13) Involve them in evaluating their own work and give a qualitative judgement.
14) A constant introspection could develop a feeling of accountability.
15) Celebrate even their smallest success.
16) Encourage peer tutoring so that the slow learners can achieve better, share their
problems more openly and a spirit of sensitivity develops in the class.
17) Slow learners must be able to contribute to all the activities of the class.
18) Feedback to the slow learners must be detailed and regular.
5.4 CONCLUSION
Attitude of the teacher is thought to be one of the most influential factor regarding
learning of the learner. If the attitude of the teacher is positive it will effect positively
the learning process and vice versa. Individual attention of the teacher ameliorates the
performance of student. Even if the teacher calls any student by their name it proves
one of the confidence boosting catalyst for learner. Conducive class room environment
also plays a vital role in learning process positively. Appraisal in front of fellows boosts
the confidence of learner. There should be the climate of cooperation and equality in
the class. Teacher should also the humors in the classroom to make the classroom
environment pleasant. Inclusion of students with slow learner into regular classes is
generally an effective strategy and is also beneficial for the whole class. But slow
learner should receive special help to outside the classroom. Teacher should spent great
deal of time with slow learner. Teacher is the important factor or measure that affects
the students a lot in developing the confidence. The result shows that the teacher acts
as a guide and facilitator in the school when he encourages the class to ask questions.
He provides real world learning situation. Give motivation and reward the performance
of students. Challenges of being in a regular classroom promote academic growth of
the slow learner. Maximum class size should be lowered when including slow learners
because student’s achievement is usually measured by class tests. If the number of
students is less than in the classroom teachers will have more opportunities to give extra
help to the slow learner toward their achievement in the class test. The goals of
curriculum should match with the individual capacities of slow learner. In teachers’
view the regular school curriculum is appropriate for slow learners. Teachers mostly
have support from their Head/ Principal to try new ideas and implement creative
strategies. Teacher keeps a balance and a variety in all activities to meet the diverse
learning needs of slow learner. Slow learners require short and simple method of
instruction based on concrete experiences that facilitate smooth recall and strengthen
their retention.
The major problem of teaching in normal classroom is how to accommodate instruction
to address individual differences of the students. Verbal instruction should be limited
for the slow learner’s Traditional lecture method is not effective. Use of Audiovisual
aids or multimedia based on modular approach is one of the strategies for new
innovative techniques which can help slow learners in normal classroom. The analysis
of the data gathered in this research work led to some statistically significant findings.
Predictors of research showed results quantitatively in each aspect. The study may
further open paths to carry out more work on this topic. This study discovered paths in
both research questions. Following conclusions can be inferred from both of the
research questions of study.
5.5 RECOMMENDATIONS
Based on the findings of the study, it is highly recommended for the government
officials and education planners to consider the reasons which effects the learning
process of slow learners. Particularly they must consider the teachers which are well
trained. Number of teachers provided must be sufficient so that the class size remains
optimum to ameliorate learning process.
For Physical diagnosis of students, doctors must be given to secondary schools.
Awareness campaigns must be run on media for parents. Course contents must be
minimized which must be easily coped by slow learners. Moreover the finding of the
study states that the attitude of teachers do not have a correlation with the efforts taken
by them. The finding of the study shows that whether the teachers have a positive or a
negative attitude they do make efforts to work on the slow learners. This may happen
if teachers are imposed certain methods to deal with the slow learners by the school
authorities. Teachers know their children well as they deal with them on a day to day
basis. They must develop an attitude of sensitivity towards these children and work
closely to see that they excel. The strategies thus must be such that it is tailor made for
every student in order to see the positive changes in them.
The school must indulge in learner- centered practices like developing a learner profile,
providing counselling services within the school, having a teacher mentor for each
student, involving parents in decision making and student related problems. It is
advisable that the whole atmosphere in the school is more fun loving than study
oriented. Most children feel that they go to school to study but it must be impressed on
each child that school is a place where they can discover themselves, their talents and
their potential. Schools must thus aim to convey positive feelings of appreciation in
order to optimize learning.

REFERENCES
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secondary schools in Ekiti State, Nigeria. American-Eurasian Journal of Scientific
Research, 3(1), 7-14.
A.I.O.U. (1998). Secondary Education: Study Guide M.Ed Course Code 827.
Faculty of Education, Teacher Education Department, Allama Iqbal Open
University Islamabad, p2.
Cash, C. S. (1993). Building condition and student achievement and behavior.
Unpublished doctoral dissertation, Virginia Polytechnic Institute and State
University, Blacksburg, VA.
Chan, T. C. (1996). Environmental impact on student learning. . aldosta, GA:
Valdosta State College, School of Education. (ERIC Document Reproduction
Service No.ED 406 722).
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explores trends and challenges. Learning By Design, 11, 6-7.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed
methods approaches.
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buildings, student achievement, and student behavior. Paper presented at the
Annual Meeting of the Council of Educational Facility Planners. Tarpon Spring.
Earthman, G. I. (1996). Student achievement, behavior, and school building
condition. The Journal of School Business Management, 8(3), 26-27.
Farooq, M. S., & Aslam, S. Supporting Slow Learners’ in Learning Mathematics at
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Farrell, M.A., Walker, Bower, A. and Gahan, D. 2000. Researching early childhood
student teachers: Life histories and course experience. International Journal of
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Appendix A
PRE-TEST FOR STUDENTS

The questionnaire is for research purpose on
=============================================================
Please fill the following.

General Information:
Name of Student:______________________________________________
School Name:_________________________________________________
Class:__________________
Age: [a] 10------15 [b] 16-----20
Gender: (1) Male (2) Female
Date:__________________
====================================================
o Read the following statement and tick the right option.
1. The process by which plants make their food is called:

A. Transpiration
B. Photosynthesis
C. Transloc
2. The moon is ..........................

A. Satellite
B. Plant
C. Roundation
3. The solar cell receives energy from ....................

A. Sun
B. Plants
C. Electrons
4. __________is a substance that is burned to release its stored energy.

A. Natural resource B. Fuel
C. Fossil fuel D. Nonrenewable resource

5. A __________ is a machine that changes the mechanical energy of a turbine to

electrical energy.
A. Generator B. Turbine
C. Windmill D. Natural resource
6. Sum means to ___________

A. Subtract B. Divide
C. Add D. Multiply
7. What is the product of 5 and 4

A. 9 B. 1
C. 20 D. 10
8. In the equation 10 + x = 5, the variable is

A. 10 B. 5
C. X D. 10 and 5
9. .7 +4.3=
A. 5 B. 47
C. 8 D. 10
10. By solving equation 2a - 2 = 20, value of 'a' will be

A. 12 B.14
C.11 D.13
Appendix B

=============================================================

Name of Student:______________________________________________
School Name:_________________________________________________
Class:__________________
Age: [a] 10------15 [b] 16-----20
Gender: (1) Male (2) Female
Date:__________________
====================================================
EVALUATION OF RESEAONS OF SLOW LEARNERS
Read the following statement and tick the right letters depending on what you
feel about each statement.
1. Do you understand teachers’ speech in classroom?
a) Strongly agree b) Agree c) Neutral d) Disagree d) Strongly disagree
2. Do you sit on back benches which don’t allow you to listen teachers’ speech in
classroom?
3. Do you have any interaction with teachers?
4. Do you participate in classroom activities?
5. Do you feel shy to participate in classroom activities?
6. Do you think you required more time to get the concept?

7. Do you think course is too tough to handle for you according to the time
period?
8. Do your parents take interest in your studies?
9. Are the teachers untrained who teaches you?
10. Is your class overcrowded?
11. Do you have any disorder like visual, mental, or hearing?
12. Do you give proper time to studies at home?
13. Do you have any family issues at home?
14. Do you remain absents from school?
15. Do you have poor facilities at school and home for seeking education?

 Which subject is your most favorite and find easy to learn?
 In which subject do you feel more difficulty and Why?

Appendix C

=============================================================

School Name:_________________________________________________
Name of Teacher:______________________________________________
Age: [a] 20------25 [b] 26-----30 [c] 30-----above
Gender: [a] Male [b] Female
Academic Qualification: [a] Matriculation [b] Intermediate [c] B.A [d] Any other
Professional Qualification/ Training:[a] Special Education [b] B.Ed. [c] M.Ed. [d]
Any other.
====================================================
STRATEGIES TO DEAL WITH SLOW LEARNERS
Sr. QUESTIONNARIES RESULTS
No. (YES/NO)
1 Do you study the performance of slow learners to understand

their pattern of learning?
2 Did you conduct conversations with slow learners to understand
their perspective on their performance?
3 Have you motivate them constantly?
4 Have you support them in overcoming their difficulties in

learning?
5 Have you devise a customized plan for them?
6 Have you modify the pace of teaching and methodologies

according to the needs of slow learners?
7 Have you collaborate with other teachers to see what best can
be done?
8 Have you inform parents regularly about their progress and get
them involved in the endeavor?
9 Have you devise certain strategies with parents so that they can
work out at home?
10 Did separate tasks/assignments can be devised to help slow
learners?
11 Have you collaborate with parents to understand them more
evidently?
12 Have you involve them in evaluating their own work and give a
qualitative judgement?
13 Have you involved students in making future decisions about
their learning?
14 Have you celebrated even their smallest success?
15 Did you give feedback to the slow learners on regular basis?

Problems and Strategies for Slow Learners

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TO STUDY THE PROBLEMS AND

LEARNING STRATEGIES FOR SLOW

MIRZA FAIZAN ABID

ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD

MIRZA FAIZAN ABID

Submitted in partial fulfillment of requirements for

LEARNING STRATEGIES FOR SLOW LEARNERS IN A CLASS AT

SECONDARY LEVEL IN PUBLIC SCHOOLS proposed and submitted by

Supervisor: ____________________________ (Signature)

Evaluator: ____________________________ (Signature)

Registration No. 17-PRI-18686. A Student of B.ED (1.5/2.5 year) programme

Educational Technology and Evaluation at Allama Iqbal Open University do hereby

solemnly declare that the research project entitled

TO STUDY THE PROBLEMS AND LEARNING STRATEGIES FOR SLOW

LEARNERS IN A CLASS AT SECONDARY LEVEL IN PUBLIC SCHOOLS

submitted by me in partial fulfillment of B.ED (1.5/2.5 year) program, is my original

other university or institution.

I also understand that if evidence of plagiarism is found in my thesis/dissertation

MIRZA FAIZAN ABID

in my project. Without his help, I would not be able to do this project.

encourage in doing my work autonomously.

to best designed deal with slow learners.

CHAPTER PAGE NO.

CHAPTER 01: INTRODUCTION -------------------------------------------- 1

1.1 Background of the Study ------------------------------------------------------ 1

1.2 Statement of the Problem ----------------------------------------------------- 3

1.3 Research Objectives------------------------------------------------------------ 3

1.4 Research Question ------------------------------------------------------------- 4

1.5 Significance of the Study ----------------------------------------------------- 5

1.6 Scope of the Study ------------------------------------------------------------- 5

1.7 Limitation and Delimitation of the Study------------------------------------ 5

1.8 Research Methodology --------------------------------------------------------- 5

CHAPTER 02: REVIEW OF RELATED LITERATURE---------------- 7

2.1 Who are Slow Learners? -------------------------------------------------------- 7

2.2 Identification of Slow Learners------------------------------------------------- 8

2.3 Causes of slow learners ---------------------------------------------------------- 9

2.4 School Size and Student Achievement----------------------------------------- 10

2.5 School Facilities with student Behavior --------------------------------------- 11

2.6 Strategies to deal with slow learners ------------------------------------------- 12

2.6.1 Characteristics of slow learners ------------------------------------------ 12

2.6.2 Compensatory Teaching--------------------------------------------------- 13

2.6.3 Remedial Teaching--------------------------------------------------------- 13

2.6.4 Instructional Strategies for Slow Learners------------------------------- 14

2.6.6 Develop Your Own Worksheets and Exercises------------------------- 15

2.6.7 Encourage Oral Expression Instead of Written Reports---------------- 15

2.6.8 When Testing Provide Study Aids----------------------------------------- 15

2.6.9 Techniques That Work Involve--------------------------------------------- 15

2.6.10 Proven Ideas to Help Slow Learners------------------------------------- 16

CHAPTER 03: RESEARCH METHODOLOGY-------------------------------- 18

3.1 Research Design ---------------------------------------------------------------------- 18

3.2 Population ----------------------------------------------------------------------------- 19

3.3 Sampling ------------------------------------------------------------------------------- 19

3.4 Screening of Slow Learners --------------------------------------------------------- 19

3.4.1 Academic record --------------------------------------------------------------- 19

3.4.2 Instrumentation ----------------------------------------------------------------- 20

3.5 Validity of the Instrument ------------------------------------------------------------ 21

3.6 Data Collection Process --------------------------------------------------------------- 21

CHAPTER 04: DATA ANALYSIS AND INTERPRETATION----------------- 23

4.1 Descriptive Statistical Analysis ----------------------------------------------------- 23

4.2 Research Questions Asked From Students----------------------------------------- 24

4.3 Problems Faced by Slow Learners in Different Subjects ------------------------ 35

4.4 Strategies to Deal with Slow Learners --------------------------------------------- 36