ACADEMIC CHALLENGES ENCOUNTERED BY ELEMENTARY

PUPILS IN A PHILLIPINE SCHOOL DISTRICT

A Bachelor’s Thesis Proposal

Presented to

The Committee of Oral Examiners

JOSEFINA .H CERILLES STATE COLLEGE

DUMINGAG CAMPUS SOMINOT EXTENSION CLASS

SOMINOT ZAMBOANGA DEL SUR

In Partial Fulfillment

Of the Requirements for the Degree

Bachelor in Elementary Education

Major in General Education

by

Juna H. Magsayo

Melody V. Canete

Eljane R. Balarote

Mesheil Ann G. Narbasa

 March 2023

APPROVAL SHEET

This thesis entitled “Academic Challenges Encountered

by Elementary Pupils in a Philippine School District”

prepared Juna H. Magsayo, Melody V. Canete, Eljane R.

Balarote, Mesheil Ann G. Narbasa, in partial fulfillments of

the requirements for the degree of Bachelor of Elementary

Education Major in General Education, is hereby recommended

for approval.

JUNGLE G. CALAYCAY, MAEd

Adviser

08/15/2023
Date

This thesis is approved in partial fulfillment of the

requirements for the degree of Bachelor in Elementary

Education Major in General Education.

Approved by the Oral Examination Committee

on_____________

with a rating of _____________

JOVELYN S. ESTAÑERO, EdD. JESSA JANE ECHAVEZ, MSStat

Content Specialist Method Specialist
 BENJAMIN B. MANGILA, MAEd
Chairperson

ACKNOWLEDGEMENT

We, the researchers would like to extend our sincerest

gratitude to all the people who contributed in many
different ways to complete this study. First and foremost,
to the most enthusiastic supervisor of Sominot Elementary
School, Dr. Evangeline C. Lamayo for her kind heart as she
allowed us to gather factual data from the grade 4 pupils in
the selected clusters (Central Elementary School, Rizal
Elementary School, Barubuhan Elementary School, and Libertad
Elementary School).

To the school principal of each cluster, who gave us a

chance to grabbed necessary information/data which
definitely a big help to accomplish this study. We would
like to acknowledge you all for your outmost support,
patience, understanding and trust. Of course, to the
brilliant panelist lead by Mr. Bejamin B. Mangila, the
Chairperson, Dr. Jovelyn S. Estañero, the content
specialist, Mrs. Jessa Jane L. Echavez, the method
specialist, and to Mr. Junjie G. Calaycay, our adviser, we
would like to extend our sincere gratitude for all your
support, encouragement as well as for all your professional
suggestions and comments, which greatly improved the quality
of this research endeavor.

To the advisers and participants of the aforementioned

clusters, a great thanks for letting us borrow their golden
time and for sharing their enthusiasms, sympathy and
cooperations. Above all, to our superior and magnificent
Heavenly Father, for giving us knowledge, strengths,
guidance, and protection to utter this study.
 Juna
Melody
Eljane
Mesheil

DEDICATION

This study is a fruit of our countless and arduous

sacrifices. Through the effort, this work is heartily and
proudly dedicated to our beloved parents, who have been the
source of inspiration, and gave us strength when we thought
of giving up, the persons who continually provide moral,
spiritual, emotional, and financial supports.

To our dear brothers, sisters, relatives, teachers,

friends, and classmates who shared their words of advice and
encouragement to accomplish this study.

Finally, we dedicated this study to the most powerful of

all, our Almighty Father who gave us strengths, knowledge,
guidance, protection, and peace of mind. All praises and
glory belongs to you.

Juna
 Melody

Eljane

Mesheil

ABSTRACT

MAGSAYO, J.H., CANETE, M.V., BALAROTE, E.R., NARBASA M.G.,

(2023) Bachelor in Elementary Education, Josefina H.

Cerilles State College- Dumingag Campus, Sominot Extension

Class, Poblacion, Sominot Zamboanga Del Sur, August 2023.

ACADEMIC CHALLENGES ENCOUNTERED BY ELEMENTARY PUPILS IN A

PHILLIPINE SCHOOL DISTRICT. An unpublished Bachelor's

Thesis.

Adviser: JUNGIE G. CALAYCAY, MAED

This study aimed to determine the academic challenges

encountered by the elementary pupils in Sominot District

School. This research adopted quantitative method and used

descriptive survey design in gathering the necessary data

and information regarding the academic challenges

encountered by Grade IV pupils in Sominot District. The

 instrument used in gathering the data was the questionnaire-

checklist to determine by the academic challenges

encountered by Grade IV pupils. This research has two

variables, the independent and dependent variables which are

the academic challenges and coping strategies. Based on the

findings of the study, the respondents are encountered

academic challenges and employed of some strategies to

overcome their difficulties in reading, writing, speaking,

and listening.

TABLE OF CONTENTS

Pages

TITTLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

DEDICATION iv

ABSTRACT v

TABLE OF CONTENTS vi

CHAPTER

1. INTRODUCTION
 Background of the Study 1

Theoretical Framework 5

Conceptual Framework 7

Schematic Diagram 8

Statement of the Problem 9

Significance of the Study 9

Scope and Delimitation of the Study 11

Definition of Terms 11

2. REVIEW OF RELATED LITERTURE AND STUDIES

Related Literature 14

Related Studies 21

3. RESEARCH METHODOLOGY

Research Design 30

Research Setting 31

Respondents of the Study 32

Research Instrument 32

Data Gathering Procedure 33

Data Analysis 34

Ethical Consideration 34

4. PRESENTATION, ANALYSIS,
AND INTERPRETATION OF DATA 36
5. SUMMARY OF FINDINGS, CONCLUSION
AND RECOMMENDATION

Findings 49

Conclusion 50

Recommendation 52

LITERATURE CITED 55

Chapter 1

INTRODUCTION

This chapter presents the background of the study,

theoretical framework, conceptual framework, statement of

the problem, significance of the study, scope and

delimitation, and definition of terms.

Background of the Study

Academic performance of students is a key feature in

education (Rono, 2013). It is the center around which the

whole education system revolves. Narad and Abdullah (2016)

opined that the academic performance of students determines

the success or failure of any academic institution. Malik

and Signh (2016) also argued that academic performance of

students has a direct impact on the socio-economic

development of a country. Similarly, Farooq and Behanu

(2011), asserted that students’ academic performance serve

as a bedrock for knowledge acquisition and the development

of skills.

Academic performance is among the several components

of academic success. Student success is a crucial component

of higher education institutions because it is considered as

an essential criterion for assessing the quality of

educational institutions (National Commission for Academic

Accreditation,(2015). Additionally, Farooq et al., (2011)

emphasized that the topmost priority of all educators is

academic performance of students. According to Narad and

Abdullah (2016) academic performance is the knowledge gained

which is assessed by marks by a teacher and/or educational

goals set by students and teachers to be achieved over a

specific period of time. They added that these goals are

measured by using continuous assessment or examinations

results.
 Academic challenges is one of the problems that may

interfere with the learning progress of the pupils. It will

find out that the academic challenges in learning maybe due

to many factors within in the child himself, and it is the

extent to which expectations and assessments challenge

students to learn (AUSSE, 2011). Academic challenges are the

problems related to learning and studying. In other words,

students face academic challenges when they find more than

one learning barrier during education. Also, it gives red

signals when they find themselves struggling to learn the

course content. Academic challenges are often related to

reading skills, listening skills, speaking, and writing

skills in English language.

The four macro skills namely: reading, writing,

listening, and speaking are needed by learners of language

to effectively communicate. These skills are essential to

make possible various communication activities like the

conduct of one’s daily tasks, the learning and gaining of

information, the presenting, or holding of successful

discussion or conversing with different individuals.

Reading is one of the most important skills that

students can acquire during language learning. It helps

students understand the world by enabling them to learn

about the past and plan out the future. It is of vital

importance to academic success and so well-integrated that

either educational or academic success are considered

synonymous to reading success (Hedge, 2000).

Writing is another important macro-skill that is used

to preserve human thoughts, ideas and speech sounds, a way

of getting things done (Hyland 2004). Certain grammatical

rules are used to organize facts in writing and involve a

thinking process. Writing in a foreign language requires the

ability to use the structures, the lexical items and their

conventional representations in the correct context and

form.

Listening is a macro-skill involved in getting

something or catching what a speaker says (Bozorgian, 2012).

It involves hearing the sounds, recognizing words,

understanding variety of accents, understanding intonation,

coping with noise both from external influence and

indistinct pronunciation, recognizing sentences, predicting

the meaning, and understanding or comprehending what English

native speakers say (Lev-Ari, 2015).

 Speaking is a macro-skill that concerns with the

ability to effectively communicate orally, applying the two

major elements of accuracy and fluency, where accuracy

refers to the correct use of vocabulary, grammar and

pronunciation, and fluency pertains to the ability to keep

going when speaking spontaneously (Harmer, 2001).

Knowledge in four macro-skills are needed by learners

for effective communication. The consistent search for

improvement on these macro-skills helps promote self-

development, effective communication and success in many

different environments and context. Learners are motivated

by opportunities that may come during learning of macro-

skills which in turn allow the skills to subconsciously grow

and develop naturally within the learner.

The researchers conduct this study to help those

pupils who are struggling academic challenges in their

academic performance. The aim of this study is to minimize

the academic challenges that they are encountered in their

academic performance. Academic challenges is one of the

problems that will be encountered by the elementary pupils

that’s why the researchers conduct this study to find a

strategy on how to overcome this problem.

Theoretical Framework

This research was anchored on the theory of Multiple

intelligences the concept of multiple intelligences is a

theory proposed by Harvard psychologist Howard Gardner. It

was examined in (2018). When you hear the word intelligence,

the concept of IQ testing may immediately come to mind.

Intelligence is often defined as our intellectual potential

something we are born with, something that can be measured,

and a capacity that is difficult to change.

Multiple intelligences refers to a theory describing

the different ways students learn and acquire information.

These multiple intelligences range from the use of words,

numbers, pictures, and music to the importance of social

interactions, introspection, physical movement and being in

tune with nature. Every individual learns in different ways.

Some individuals learn best by doing; others prefer to learn

by listening or reading, some individuals work best in group

situations, while others learn best when alone. Different

children learn differently, which is why teachers need

classroom activities for multiple intelligences. Students

who learn traditionally may be left behind by regular

classwork. By engaging students in activities that match

each of the different types of intelligences, teachers will

be able to help all students succeed. Teachers can learn

which type of intelligence a child has by testing, and then

design classroom activities for multiple intelligences that

play to each child's strength.

The researchers use this theory because it is

appropriate to this study, every students will have

different intelligences in their own ways, there are some

students who are good in speaking but not good in written

activities, there are also students who are good in written

works but not good in talking or oral recitation and many

more, that’s why multiple intelligences suits in this study

because there are lot of ways that the ability of the

students will describe in this theory.

Conceptual Framework

This concept will guide the academic challenges

encountered by elementary pupils. Academic challenges is one

of the problems that may interfere with the learning

progress of the pupils. It will find out that the academic

challenges in learning maybe due to many factors within in

the child himself, and it is the extent to which

expectations and assessments challenge students to learn

(AUSSE, 2011). According to Lazarus and Folkman Coping

strategies are the behaviors, thoughts, and emotions that

you use to adjust to the changes that occur in your life,

there are many coping styles that people use, and some may

prove more effective than others, depending on the nature of

the stressful situation and the person who is employing

them.

This research has two variables, the independent and

dependent variables which are the academic challenges and

coping strategies. Academic challenges can be considered as

the barriers of pupils in terms of scholastic needs in which

pupils are compulsorily approached to pass the said

challenges for them to grow and become a better citizen. In

addition, in order to overcome such challenges, coping

strategies are highly needed to give them some techniques in

conquering their educational lives.

Academic
 Coping Strategies

Figure 1. Schematic Diagram of the Study

Statement of the Problem

 The main purpose of this study was to determine the

academic challenges encountered by the elementary pupils in

Sominot District School.

Specifically, this study sought answers to the following

questions:

1. What are the common academic challenges encountered by the

pupil-participants?

2. What are the strategies employed by the pupil-participants

in coping with the challenges encountered?

Significance of the Study

This Study helps to those pupils who are encountered

the academic challenges of elementary pupils in Sominot

District.

The findings of the study would be a good help to the

following individuals:

Pupils. This will be an important aid for them to recognize

the academic challenges that they encountered to make ways

on how to help and improve their academic performance in

school.
Teachers. This study would help them understand better the

different academic challenges encountered by the pupils, in

which teachers will make some adjustment in dealing with

their pupils and to include possible ways and means on how

to help the child and mostly to apply teaching method and

strategies suitable to their pupils.

Parents. This will give an idea to the parents on how to

help and support their children in their academic challenges

that they encountered in school, and it will motivate their

child always to go to school every day and has a motivation

to do their schoolwork well.

School Administration. It offers them an idea in planning

programs and Activities that will motivate to the pupils,

nutrition care, and proving some instructional materials

enhancing the academic challenges that they encountered to

make them better.

Future Researcher. This will serve as their guide in

conducting similar study and it will also produce insights

on how to deal with the data being collected by the

researchers in the assured problems.

Scope and Delimitation of the Study

This study was conducted to determine the academic

challenges encountered by elementary pupils in Sominot

District School, Sominot Zamboanga Del Sur for the school

year 2022-2023.

It will delimit on the pupil’s academic challenges. It

will be the grade 4 pupils in four cluster which is the

Rizal Elementary School, Barubuhan Elementary School,

Libertad Elementary School, and Sominot Central Elementary

School with a total participant of 80 pupils.

Definition of Terms

To give clear meaning to the terms to be use in this

study, the following words were defined to enhance the

understanding of the readers of the study.

Academic. It is used to describe things that relate to

the work done in schools, colleges, and universities,

especially work which involves studying and reasoning rather

than practical or technical skills.

Challenges. These are the problems related to learning

and studying. In other words, pupils face academic

challenges when they find more than one learning barrier

during education.

Coping strategies. Refers to the behaviors, thoughts,

and emotions that you use to adjust to the changes that

occur in your life.

Elementary. Elementary refers to the introductory,

simple, easy facts or parts of a subject that must

necessarily be learned first in order to understand

succeeding ones.

Listening. It is the ability to accurately receive and

interpret messages in the communication process. Listening

is key to all effective communication. Without the ability

to listen effectively, messages are easily misunderstood.

Performance. It is the matter of what the pupils can

achieve and how they achieve it. This also refers to the

effectiveness use of the needed skills, knowledge, and

competencies.

Pupils. A child or young person in school or in the

charge of a tutor or instructor.

Reading. Reading is the ability to recognize the

symbols in text, pronounce the sounds, speak the words that

contain the symbols then read demonstrating an understanding

of the text.

Speaking. Is the delivery of language through the

mouth. To speak, we create sounds using many parts of our

body, including the lungs, vocal tract, vocal chords,

tongue, and teeth.

Writing. Expresses who we are, even after our

lifetime. It makes our knowledge, our personal aspirations,

and our work for the future visible to others and it means

to explain our ideas to ourselves and to others while

preserving our personal experiences and our memories.

 Chapter 2

RIVIEW OF RELATED LITERATURE AND STUDIES

This chapter will present the review of related

literature and studies. And it is focuses on the academic

challenges encountered by elementary pupils.

Related Literature

According to De Bruin-Parecki et al. (2015) states that

reading enables students to become independent in
comprehending complex text structures while improving their
proficiency in academic and professional skills. Successful
readers tend to have a higher extent of comprehension as
they can create connection between different ideas,
understand complex notions and reflect on the information
simultaneously while reading. Hence, educators are required
to implement educational strategies that promote critical
thinking and pre-reading to develop comprehension skills in
students (Javeed et al. 2015). Similarly, reading should be
considered as a strategy by the educators and authors so
that it can intrigue the readers attain related information
from texts, improve their academic vocabulary while engaging
in critical reflection to promote comprehension (DeBruin-
Parecki et al., 2015).
 However, based on the preliminary observation in VIII E

Class of SMP Raden Fatah, Cimanggu, Cilacap, the students

found out reading is the most difficult skills to master.

They could not understand the content of the English texts

well. For example, after reading a text, they did not manage

to tell what the text all about. Furthermore, they could not

answer the questions related to the text correctly. The

condition influences other students’ English skill. This

difficulty was caused by some problems.

Developing writing skills is always challenging, however,

it is always an interesting task. Especially when it comes
to writing, some students zone out. Students feel lack of
interest in writing because they need to know many aspects
to produce a good piece of work. The students need to know
punctuation's, grammar, vocabulary, spelling, and sentence
structure to write a good piece of writing (Anyiendah
(2017).

Cotter (2007) argues that as students learn to use

English in the classroom setting, they should also be

involved in learning about how language works. They should

be asked to reflect on various aspects of language, to

develop a common language for talking about language, and to

use this knowledge to evaluate texts critically in terms of

effectiveness, meaning and accuracy.

 According to Tang et al. (2020) examined the efficacy

of different online teaching modes among engineering

students. Using a questionnaire, the results revealed that

students were dissatisfied with online learning in general,

particularly in the aspect of communication and question-

and-answer modes. Nonetheless, the combined model of online

teaching with flipped classrooms improved students’

attention, academic performance, and course evaluation. A

parallel study will undertake by Hew et al. (2020), who

transformed conventional flipped classrooms into fully

online flipped classes through a cloud-based video

conferencing app.

According to Murcian (2018) learning speaking involves

many factors which is purposed to interact and communicate

because many people agree that speaking is the central skill

of English language. However, learning speaking is a process

for students in learning English language. It is not only to

know the target language form, but also to know the meaning

and function of speaking skill. Mastering speaking makes

students not only focus on correcting what they have said in

a correct grammatical form, but also in learning how to

deliver their ideas in spoken form. Thus, the students are

able to understand how to use their language and deliver the

knowledge of their language as well as in their daily

speaking activity.

Bashir, et.al. (2011) says that speaking is productive

skill in the oral mode that is purposed to communicate and

share idea or opinion. It means that the students could be

shared their idea or opinion orally. Besides, Luoma (2004)

says that speaking as an interactive process of constructing

meaning that involves producing, receiving, and processing

information. It means that speaking is an interactive

process to share information and ideas for everyone in

learning speaking skill. Based on those definitions,

speaking is one of English skills that purposed to interact,

communicate, and share information.

Listening
comprehension has
been defined by
various researchers,
in which Gary Buck
gave a
definition in very
clear words. According
to Gary Buck (2001,
p.31), “listening
comprehension is an
active process of
constructing meaning
and this is done by
applying knowledge to
the incoming
sound” in which
“number of different
types of knowledge
are involved: both
linguistic and non –
linguistic knowledge”.
He supposed that
“comprehension is
affected by a wide
range of variables,
and that potentially
any characteristic
of the speaker, the
situation or the
listener can affect
the
comprehension of the
message”. (Gary Buck,
2001, p.31).
There do exist
controversies on the
nature of listening
compre
Levitt (2017) identifies active listening as a

therapeutic micro-skill involving listening attentively and

responding empathically so a client feels heard. With slight

variations across scholars, most treatments of active

listening include at least three elements. The first element

involves expressing interest in the speaker's message by

displaying nonverbal involvement in the form of back

channeling (McNaughton et al., 2017). The second element

includes refraining from judgment and paraphrasing the

speaker's message “what I'm hearing you say is” For example,

if the speaker expresses frustration, the active listener

might respond, “I can understand how that situation could

cause frustration.” Third, active listening may also include

asking questions to encourage the speaker to elaborate on

his or her beliefs or feelings (Stagner, & Hope, 2014). 

Speaking is one of productive skills which is used by

many people to process for building and sharing information

each other. Speaking skill is different from other skills in

English language because it is one of the abilities to carry

out conversation. Thus, speaking is the major skill for

communication. Bashir, et.al. (2011) says that speaking is

productive skill in the oral mode that is purposed to

communicate and share idea or opinion. It means that the

students could be shared their idea or opinion orally.

Besides, Luoma (2014) says that speaking as an interactive

process of constructing meaning that involves producing,

receiving, and processing information. It means that

speaking is an interactive process to share information and

ideas for everyone in learning speaking skill. Based on

those definitions, speaking is one of English skills that

purposed to interact, communicate, and share information.

2.2 Learning Speaking Learning speaking is considered as the

most important skill for students because it is used to

communicate in a large society.

According to Murcian (2016), learning speaking involves

many factors which is purposed to interact and communicate

because many people agree that speaking is the central skill

of English language. However, learning speaking is a process

for students in learning English language. It is not only to

know the target language form, but also to know the meaning

and function of speaking skill. Mastering speaking makes

students not only focus on correcting what they have said in

a correct grammatical form, but also in learning how to

deliver their ideas in spoken form. Thus, the students are

able to understand how to use their language and deliver the

knowledge of their language as well as in their daily

speaking activity. 2.3 Some Available Strategies in Learning

Speaking Finding the appropriate strategies in learning

speaking skill of English is the most effective way for

students in improving their speaking ability because this

strategy makes many students not need to know how to speak

English grammatically, but they speak up bravely in a public

place. In order to get the required meaning when the

learners are engaged in communication, they use a

communication strategy to anticipate their difficulties in

expressing their ideas (Little wood. According to Little

wood there are communication strategies in learning

speaking, they are as follows: First, avoid communication

When learners are aware of gaps or weakness while they are

engaging in speaking, they may avoid discussing topics for

which they know that the lack of the necessary vocabulary.

This kind of strategies will be more frequented with the

learners who dislike risk or uncertainly. Second, adjust the

message When learners faced problems while tried to

exchange, chance, and use avoidance to make some sentences,

they usually alter the meaning to be understood by the

listeners to communicate each other. They may omit some

items of information, make the ideas simpler or less precise

or say something different. Third, use paraphrase Learners

sometimes use paraphrase including circumlocution or

description, to express the meaning of their ideas that they

want to communicate.

The aforesaid literature tackled about the

performances of the learners involving reading, writing,

speaking, and listening. It also recognized some strategies

to develop learner’s skills and to better improve their

knowledge and abilities. Furthermore, this literature gave

more relevance to learner’s educational background and

provoke significant learnings.

RELATED STUDIES

In a study of Kapasia et al. (2020, investigated how

lockdown impacts students’ learning performance. Their

findings revealed that the lockdown made significant

disruptions in students’ learning experience. The students

also reported some challenges that they faced during their

online classes. These include anxiety, depression, poor

Internet service, and unfavorable home learning environment,

which were aggravated when students are marginalized and

from remote areas. Contrary to Kapasia et al.’s (2020)

findings, Gonzales et al.(2020) found that confinement of

students during the pandemic had significant positive

effects on their performance. They attributed these results

to students’ continuous use of learning strategies which, in

turn, improved their learning efficiency.

The study of Liberian junior and senior high school

students in connection with their academic performance. This

study was intended to explore the motivational beliefs and

learning strategy use by Liberian junior and senior high

school students in connection with their academic

performance. It also solicited students’ self-reports about

presumed factors hindering their learning. Utilizing a

cross-sectional quantitative research design, 323

participants took part in the study from 2 counties.

Motivated Strategies for Learning Questionnaire (MSLQ) was

adapted, and 12 potential learning hindrances were

identified and used as instruments. Data analyses were

conducted using SPSS 17.0. The results showed the

motivational belief component of extrinsic goal orientation

as the most preferred belief and test anxiety was the least

possessed belief. Rehearsal strategies were found to be the

most frequently used, while help seeking was reported to be

the least strategy considered. The result also showed

significant relationships between the two constructs. In

addition, the study found some learning hindrances.

According to the study of Gonzales et al. (2020) found

that confinement of students during the pandemic had

significant positive effects on their performance. They

attributed these results to students’ continuous use of

learning strategies which, in turn, improved their learning

efficiency. Finally, there are those that focused on

students’ overall online learning experience during the

COVID-19 pandemic. One such study was that of Singh et al.

(2020), who examined students’ experience during the COVID-

19 pandemic using a quantitative descriptive approach. Their

findings indicated that students appreciated the use of

online learning during the pandemic. However, half of them

believed that the traditional classroom setting was more

effective than the online learning platform.

The study of Jaafar (2018), explored views of teachers

about relationship between social behavior and academic

performance. The objectives of the study were to examine the

effects of social behavior on academic performance; compare

academic results of students with social behavior;

investigate the importance of social behavior on academic

performance; and suggest what necessary steps should be

taken to improve the academic performance and social

behavior. The study was conducted in 15 schools which were

randomly selected. In the study design, the students of 9th

grade have been categorized as high achievers, average and

below average from both streams i.e., science and arts. A

questionnaire consisting of 25 items, was developed as

research instrument of the study. The data were collected,

tabulated, interpreted, and statistically analyzed.

Conclusions were drawn on the basis of data analysis. The

study recommended that the social behavior and academic

performance were equally valued.

The study of Bocar (2016) conducted a study to

investigate the most difficult item student-researchers of

Political Science 8 in La Salle University encountered when

they conducted their research study during the first

semester of the school year 2018-2019. The descriptive

survey method was utilized in this study. The researcher –

made instruments consisted of open - ended questions

administered to the 14 students officially enrolled in

subject, Political Science 8. The study showed that the

cooperation of respondents outside the academic institution

is very crucial problem for student researchers. To some

extent, students felt that personal problems like time and

stress management disturbed their concentration. 66% of the

respondents found it difficult to finish their research.

The study of Tomas, M.et, al, (2021). The Perceived

Challenges in Reading of Learners, basis for School Reading

Programs. The results showed that majority of the learners

were at the frustration level. Also, the perceived causes,

origins and attendant variables of the students’ reading

level were non-mastery of the elements of reading, presence

of learners-at-risk, and no culture of reading. (Tomas, M.

et, al.) In a study done by Ziegler and Goswani (2015) they

stated that phonological awareness across all languages is

needed for the development of reading. However, languages

differ and vary in the consistency with which phonology is

represented in orthography. Moreover, Paris (2015) revealed

that many studies on assessment and instruction indicated

that there are significant predictors of later reading

achievement such as phonemic awareness, oral reading fluency

and alphabet knowledge. Unfortunately, there has been less

emphasis on vocabulary and comprehension to date perhaps

because of the difficulty in assessing and teaching these

skills to children who are beginning to read. But Liow and

Lau (2016) observed that phonemic knowledge may not be used

for reading and spelling by bilingual English-speaking

children elsewhere, although it is used for reading and

spelling by kindergarten (preschools) in North America. This

suggests that the influence of a student’s home language on

English literacy development is not unitary, and cross

linguistic transfer could have negative as well as positive

consequence.

Studies found that online students dislike group work

much more than face-to-face students (Favor & Kulp, 2015;

Kemp & Grieve, 2014; Lowes, 2014). One study concluded that

in adult learners, the attitude towards online group work

influenced by prior negative experiences is unlikely to

change regardless of how effective the current instructor or

group is (Favor & Harvey, 2016). Roberts and McInnerney

(2017) and Ekblaw (2016) summarized seven major challenges

that impacted group work in both face-to-face and online

environments. The reading skills of the students having

difficulty in reading through an enrichment reading program.

The current study was conducted by means of onesubject

research technique and between-subjects multiple-baseline

levels model belonging to this technique. The study was

carried out with three participants from fifth grade. In

order to collect data for the study, word recognition test,

reading texts, Ekwall and Shanker reading inventory and

reading comprehension test were employed.

As the world evolves, new problems arise, and this

leads to a bigger barrier for students especially with

education. This paper uncovers the struggles of students

with regards to the new learning modality as a result of the

pandemic; COVID-19. It presents and discuss findings and

methods in which the researcher’s examined information

acquired from personal interviews – phenomenological study

through “thematic analysis” (Sutton & Austin, 2015).

Specifically, STEM Students from Samar National School were

asked various questions about their experiences with

education in the midst of the pandemic. 5 informants were

purposively selected through selection criteria and data was

collected through a semi-structured interview. As a result,

the responses demonstrate how STEM students deal with the

pandemic and the challenges it brings. Furthermore, most of

the informants have comparable replies to the many issues

they have experienced. In sum, the results uncovered the

different challenges and struggles that these students faced

with the new learning modality and how these affected their

performance. This study is also about conveying a message to

all students that in this fight, they are not alone.

Online learning remains one of the most powerful

enablers and accelerators for realising higher education

studies by enhancing teaching by means of innovative

technologies and pedagogies. However, the success rate of

students studying through Open and Distance Learning (ODL)

remains very low. Therefore, institutions of higher learning

in Namibia should continuously establish and assess the

challenges affecting the students who opt to study via

distance mode to devise strategies required to address such

challenges. The objective of this study was to understand

the challenges experienced by students studying through ODL

at Higher Education Institution (HEI) in Namibia and

establish the challenges they face. A qualitative,

phenomenological, explorative, descriptive, and contextual

research strategy was employed in this study to explore and

describe challenges experienced by students’ studying

through ODL at HEI’ satellite campus in Namibia. A purposive

sampling was utilized in the selection of participants. Data

were collected from participants using semi-structured

interviews with nine participants. Three themes were

identified, namely, the reasons why students chose to study

through ODL programmed, challenges experienced by students

studying through ODL and mechanisms for improvement. The

findings of this study call for well-articulated plans and

actions to address the challenges faced by students studying

in the distance e-learning mode. The study recommended that

both Lecturers and ODL programmed Administrators should

undergo refresher training on distance education annually to

ensure that they are aware and can address the challenges

faced by their students.

The study of Hvalshagen, et al. (2021), have

identified the challenges to synchronous videoconferencing

and asynchronous modular learning. Disclosed that

synchronous learning at home eroded support for their

student role while also creating conflicts between the

student role and other competing roles, such as child,

sibling, or supplemental wage earner resulting to the of

lacked motivation to complete schoolwork. Students with a

poor conducive learning environment affect their

concentration on the synchronous meeting (Pinar, 2021).

Another study reported on the lack of engagement resulted

from course management systems that lack the functionality

to support student activities and reports from instructors.

It is challenging to keep pace with current online

technology and content (Revere et al., 2011). Engagement and

participation of the students in an online learning

environment is limit by the disturbance which leads to

boredom and isolation (Martin et al., 2018).

The present study is guided with the relevance or such

some information which is very helpful in the formulation of

ideas while conducting the research.

Chapter 3
 RESEARCH METHODOLOGY

This chapter presents the research design, respondents

of the study, research setting, sampling design, research

instruments, validation of instrument, data gathering

procedure and statistical tools.

Research Design

The researcher employed the quantitative method and used

descriptive survey design in gathering the necessary data

and information regarding the academic challenges

encountered by Grade IV pupils in Sominot District. This

method was chosen for this kind of analysis because of its

appropriateness in finding the academic challenges in

elementary pupils.

Descriptive Survey is a quantitative method that focuses

on describing the characteristics of a phenomenon rather

than asking why it occurs. Doing so helps us better

understand its nature and gives a good foundation for

further research. Descriptive research is scientific

research that describes about event, phenomena or fact

systematically dealing with certain area or population tried

to get deep data and information about the object by giving

detail data and information. techniques based on particular

criteria. (Ary,2010:421).

Research Participants

The total number of participants were 80 pupils coming

from the cluster of grade IV pupils in Sominot Elementary

School, where 35 male and 45 female was a given

questionnaire, checklist to answer the questions.

Sominot Central Elementary School

Male Female Total

14 17 31

Rizal Elementary School

Male Female Total

10 14 24

Barubuhan Elementary School

Male Female Total

6 7 13

Libertad Elementary School

Male Female Total

5 7 12
Research Setting

This research was conducted in a four cluster of

Sominot Elementary School, Sominot Zamboanga Del Sur for the

school year 2022-2023. It is found land locked in the

Zamboanga Del Sur province. It is composed of eighteen

barangays occupying a total land area of all 11, 152

hectares. The town was formerly known as Don Mariano Marcos,

and it was renamed on September 12, 1988.

Research Instrument

The instrument used in gathering the data was the

questionnaire-checklist to determine by the academic

challenges encountered by Grade IV pupils in Sominot

District. The questionnaire-checklist was distributed to the

class which was answered by the participants.

In determining the response of the pupils based on

their choice in the checklist-questionnaire about the

academic challenges encountered by grade VI pupils, the

following scales were used:

Scale Adjectival Equivalent

5 (4.21-5.00) Always (A)

4 (3.41-4.20) Often (O)

3 (2.61-3.40) Sometimes (S)

2 (1.81-2.60) Rarely (R)

1 (1.00-1.80) Never(N)
Data-Gathering Procedures

Prior to the distribution of the questionnaire-

checklist, the researchers sought the permission of the

Public School District Supervisor before the school

Principal, through channel them to the supervising teacher.

After the permit granted and secured, the researchers asked

the assistance of the teachers regarding the facilitation of

the administration of the questionnaire-checklist. The

researchers make sure that all the pupil has duly filled up

the questionnaire-checklist leaving no blank in the

instrument.

The researchers provided the questionnaires to pupils

who were enrolled in Grade four. The handling of

questionnaire will be done personally by the researchers and

facilitated by the retrieval of responses. The researchers

collected the answered questionnaires.

Ethical Consideration

In this study, the researchers observed the proper

protocol in conducting the study by asking permission from

the public school district supervisor (PSDS) for the conduct

of the study in selected elementary school in the district

of Sominot, Zamboanga del sur. Same permission was secured

from respective elementary school heads attaching the

approved permission from the public school district

supervisor. The researchers assured of the confidentially of

their identity as well as the data that will be gathered in

this study. Furthermore, the participants safety is

prioritized and assured that no harm will be inflected to

them as they participate in the study and that they can

freely withdraw their letter or approval to participate

anytime they prefer to do so.

Data Analysis

The researchers will use Weighted Mean in determining

the data in this study. The weighted mean with four points

scale was used in order to get the degree of responses in

the formula that follows:

X = TWP

Where:

X= weighted mean
 TWP= Total Weighted Mean

N=Number of respondents

Chapter 4

PRESENTATION, ANALYSIS, AND RECOMMENDATION

This chapter presents the result discussion of data on

Academic Challenges Encountered by the Elementary Pupils in

Sominot District School.

 I. Common Academic Challenges Encountered by the Pupil-

Participants

Table 1. Common Academic Challenges Encountered by the

Pupil-Participants in Reading

Reading Weighted Adjectival Interpretation

Mean Equivalent

1.I’m bother with 3.56 Often Often Encountered

the grammatical
structure of
sentences while
reading in English.

2.I will encounter 3.45 Often Often Encountered

learning difficulties
in reading.

3.I skim reading texts, 4.21 Always Always Encountered

then read again and try
to read carefully.

4.I can use a variety 3.43 Often Often Encountered

of sentence structure.

5. I can identify problems 3.73 Often Often Encountered

in my reading and see what
should be improved.

Overall 3.68 Often Often Encountered

 Table 1 presents the common Academic Challenges

Encountered by the Pupil-Participants in Reading. It shows

the weighted mean of pupils-participants encountered common

academic challenges in reading was rated based on the

pupil’s response on the questionnaire-checklist, the

statement “I skim reading texts, then read again and try to

read carefully” shows the highest average weighted mean of

4.21. The statement “I can use a variety of sentence

structure” got the lowest rating with an average weighted

mean of 3.43. The overall result of the selected statement

for reading is 3.68. Thus, most of the respondents answered

“often” as their adjectival equivalent.

Table 2. Common Academic Challenges Encountered by the

Pupil-Participants in Writing

Writing Weighted Adjectival Interpretation

Mean Equivalent

1.I checked my writing 4.53 Always Always Encountered

to make it sure everything

is spelled correctly.

2.I have an idea on what 3.76 Often Often Encountered

I am going to write.

3.I keep my essay 3.86 Often Often Encountere

writing clear and

readable.

4.I started each 3.74 Often Often Encountered

sentence with a

capital letter.

5.I double check my 3.86 Often Often Encountered

writing if the punctuation

I used are correct.

Overall 3.95 Often Often Encountered

Table 2 presents the Common Academic Challenges

Encountered by the Pupil-Participants in Writing. It shows

that, majority of their responses are “Always”. “I checked

the writing to make it sure everything is spelled

correctly”, with an average weighted mean of 4.53. The

statement “I started each sentence with a capital letter”

got the lowest rating with an average of 3.74. The overall

average weighted mean in writing is 3.95. Its interpretation

plays both always and often encountered.

Table 3. Common Academic Challenges Encountered by the

Pupil-Participants in Speaking

Speaking Weighted Adjectival Interpretation

Mean Equivalent

1.I can participate 3.98 Often Often

Encountered

in a conversation.

2.I can initiate, 3.66 Often Often

Encountered

maintain, and finish

a conversation naturally.

3.I raise my hand and 3.90 Often Often

Encountered

share during learning

by talking to my teacher

and classmates.

4.I ask questions 4.13 Often Often

Encountered

when I need to.

5. I practice using 3.41 Often Often

Encountered
new words/ expressions

while speaking.

Overall 3.82 Often Often

Encountered

Table 3 shows the Common Academic Challenges

Encountered by the Pupil-Participants in Speaking. As shown

in the data above, majority of the pupils-participants

answered the question “I ask questions when I need to” with

the average weighted mean of 4.13. Out of the five questions

the “practice using new words/ expression while speaking”

got the lowest rate with an average weighted mean of 3.41.

The overall computed weighted mean is 3.82, in which the

pupils-participants mostly choose that result to the

interpretation of often encountered.

Table 4. Common Academic Challenges Encountered by the

Pupil-Participants in Listening

Listening Weighted Adjectival Interpretation

Mean Equivalent
1.I can usually 4.38 Always Always Encountered

understand lectures

and presentations if

they are clearly delivered.

2.I can understand 3.89 Often Often
Encountered

informal conversations

about familiar topics.

3.I can usually 3.66 Often Often

Encountered

understand spoken

language without

asking for repetition.

4.I can guess unknown 3.16 Sometimes ometimes

Encountered

words from the context

in which my friends are spoken.

5. I can listen and share 4.01 Often Often

Encountered

with others about learning.

Overall 3.82 Often Often Encountered

Table 4 presents the Common Academic Challenges

Encountered by the Pupil-Participants in Listening. In the

table above, it stated that majority of the pupils-

participants answered often. “They can usually understand

lectures and presentations if they are clearly delivered”

with an average weighted mean of 4.38 got the highest rank.

The statement “I can guess unknown words from the context in

which my friends are spoken” got the lowest average weighted

mean of 3.16. The overall weighted mean of listening is

3.82.

II. Strategies Employed by the Pupil-Participants in Coping

with the Challenges Encountered

Table 5. Strategies Employed by the Pupil-Participants in

Coping with the Challenges Encountered in Reading

Reading Weighted Adjectival Interpretation

Mean Equivalent

1.I used simple 3.36 Sometimes Sometimes

Employed

words to replace

difficult ones

in reading a sentence.

2.I turn to 3.59 Often Often Employed

dictionaries when coming

across new words in the

English reading.
3.I do not pay 3.30 Sometimes Sometimes
Employed

attention to the

implied meaning of

the reading material.

4.I guess the meaning 3.24 Sometimes Sometimes

Employed

of new words in context

when reading in English.

5. I tried to understand 3.34 Sometimes Sometimes

Employed

complicated sentences by

analyzing their structure.

Overall 3.37 Sometimes Sometimes Employed

Table 5 presents the Strategies Employed by the Pupil-

Participants in Coping with the Challenges Encountered in

Reading. It shows in the data above that majority of the

respondents answered sometimes as their adjectival

equivalent. The highest average weighted mean in the

statement “I turn to dictionaries when coming across new

words in the English reading” weighted mean of 3.59. The

overall result of this data is 3.37. Mostly the respondents

answered sometimes as their responses in adjectival

equivalent in this data.

Table 6. Strategies Employed by the Pupil-Participants in

Coping with the Challenges Encountered in Writing

Writing Weighted Adjectival Interpretation

Mean Equivalent
1.I compare my paper 3.15 Sometimes Sometimes
Employed

with the essays written

by my friends on the same topic.

2.I ask somebody to help 3.65 Often Often Employed

out when I have problems

while writing.

3.I give myself a reward 3.11 Sometimes Sometimes

Employed

for completing the

activities.

4.If I don’t know a 3.44 Sometimes Sometimes

Employed

word in English, I stop

writing and look up the word

in the dictionary.
 5. I check If my essays

match to the questions. 3.76 Often Often

Employed

Overall 3.42 Sometimes Sometimes Employed

Table 6 presents the Strategies Employed by the Pupil-

Participants in Coping with the Challenges Encountered in

Writing. It shows that majority of the pupils-participants

check their essays that match to the questions with an

average weighted mean of 3.76. The interpretation of this

data sometimes employed and often employed. The overall

computed average weighted mean is 3.42.

Table 7. Strategies Employed by the Pupil-Participants in

Coping with the Challenges Encountered in Speaking

Speaking Weighted Adjectival Interpretation

Mean Equivalent
1. I ask someone to 3.89 Often Often Employed

help me improve my

speaking.

2. I practice asking 3.81 Often Often Employed

speakers to clarify what

 they said.

3. I practice how to 3.76 Often Often Employed

tell what I have not

understood.

4. I ask speaker to 3.61 Often Often Employed

slow down or repeat.

5. I want to learn from 4.05 Often Often Employed

my speaking mistakes.

Overall 3.83 Often Often Employed

Table 7 presents Strategies Employed by the Pupil-

Participants in Coping with the Challenges Encountered in

Speaking. Based on the table above, all of the

interpretation were often employed. Most of the pupils-

participants want to learn from their speaking mistakes with

an average weighted mean of 4.05. The statement “I ask

speaker to slow down or repeat” got the lowest average

weighted mean of 3.61. The overall computed weighted mean of

Strategies Employed by the Pupil-Participants in Coping with

the Challenges Encountered in Speaking is 3.83.

Table 8. Strategies Employed by the Pupil-Participants in

Coping with the Challenges Encountered in Listening

Listening Weighted Adjectival Interpretation

Mean Equivalent

1.Before I start to 4.01 Often Often Employed

listen, I have a plan

in my head for how I am
going to listen.

2.I stop listening when 3.35 Sometimes Sometimes Employed

I have problems in
understanding a text.

3.I am slow to recall 3.33 Sometimes Sometimes Employed

the meaning of words that
sound familiar.

4.I find it difficult 3.38 Sometimes Sometimes Employed

to fully understand the
words when a speakers
speak to fast.

5.I can easily remember 3.48 Often Often Employed

words or phrases that

I have just heard.

Overall 3.51 Often Often Employed

 Table 8 presents Strategies Employed by the Pupil-

Participants in Coping with the Challenges Encountered in

Listening. It shows that most of the pupils-participants

answered “often” stated that, “before I start to listen, I

have a plan in my head for how I am going to listen” with an

average weighted mean of 4.01. The interpretation displayed

above plays both sometimes and often employed. The overall

computed weighted mean with the average weighted mean of

3.51.

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

 This chapter presents the summary of findings of

this study, the conclusion reached by the researchers based

on the findings and recommendations forwarded to enhance

areas of the study that needs enhancement.

Summary of Findings

The following are the summary of findings and the

significant result assessed in the investigation.

1. Majority of the respondents often encountered challenge

in reading. Always encountered was skimming while

reading text, then read again and trying to read again

carefully.

2. Among the selected statement from the common academic

challenges in writing, “I checked my writing to make it

sure is everything spelled correctly” were always

encountered by the pupils-participants.

3. Majority of the respondents asked questions when they

need to. Challenges in speaking shows that the overall

results are often encountered.

4. Majority of the pupil-participants answered always,

they can usually understand lectures and presentations

if they are clearly delivered. The overall results

 shows that most of the challenge in listening are often

encountered by the listeners.

5. Strategies to challenges encountered in reading was

sometimes employed. Most of the respondent employed

strategies like turning to dictionaries when coming

across new words in English.

6. Strategies to challenges encountered in writing was

sometimes employed. Majority of the pupil-participants

checked their essays if it matches to the questions as

their strategy.

7. Strategies to challenges encountered in speaking was

often employed. Most of the pupil-participants want to

learn from their speaking mistakes.

8. Strategies to challenges encountered in listening was

often employed. Most of the pupil-participants have

plan in their mind before they start to listen.

Conclusion

Based on the findings from the study, the Academic

Challenges Encountered by the Elementary Pupils in Sominot

District School specifically in reading, writing, speaking,

and listening are therefore concluded that:

1. A significant number of respondents frequently faced

challenges while reading, including the need to skim

through text multiple times, indicating a struggle with

comprehension.

2. The statement about checking for correct spelling

consistently emerged as a common challenge among the

pupil-participants, highlighting difficulties in

ensuring accuracy in their writing.

3. The majority of respondents demonstrated a willingness

to ask questions when in doubt, suggesting that

challenges in speaking were commonly experienced. This

emphasizes the importance of clarification and

communication.

4. While most pupil-participants reported understanding

lectures and presentations when delivered clearly, the

overall results still revealed prevalent challenges in

listening. This suggests potential issues with complex

auditory information.

5. Strategies to tackle reading challenges were

occasionally employed. Many respondents resorted to

using dictionaries to address unfamiliar English words,

indicating an active approach to enhancing their

vocabulary.
 6. Pupils often employed a strategy of checking their

essays against the given questions, indicating an

attempt to align their writing with the intended task.

7. The adoption of strategies to address speaking

challenges was common, with many participants

expressing a desire to learn from their speaking

mistakes, showcasing a proactive attitude towards

improvement.

8. Respondents often employed a preparatory approach,

planning ahead before listening, which may suggest an

effort to enhance focus and comprehension during

auditory tasks.

Recommendation

Based on the findings of the study, the following

recommendations are offered:

1. To pupils, since skimming and re-reading are common

challenges, try employing active reading techniques like

highlighting key points, taking notes, and summarizing

sections to improve comprehension. Embrace opportunities to

speak in front of others to build confidence and practice

speaking fluently. While listening to lectures or

presentations, practice active listening by taking notes and

organizing key points. This can help enhance your

understanding and retention. Continue using effective

strategies such as using dictionaries to understand new

words, checking your essays against questions, and learning

from speaking mistakes.

2. Teachers should provide much time to cater learner’s

difficulties. They should introduce strategies like pre-

reading discussions and post-reading summaries to help

students engage with the material more deeply. Incorporate

regular spelling and grammar exercises into lessons. Create

a supportive classroom environment where students feel

comfortable asking questions and practicing speaking without

fear of judgment.

3. Parents should set study time in their respective homes

to reinforce pupils learning particularly in reading,

writing, speaking, and listening. They should encourage

their pupils to study harder to support the crucial factors

in their studies.

4. School administrators are encouraged to strengthen the

teachers teaching approaches to improve the pupil-

participants and provide professional development

opportunities for teachers to enhance their instructional

strategies, particularly those related to reading, writing,

speaking, and listening skills.

5. Future researchers should conduct offshoot or similar

studies in other environment with the purpose of

establishing other interferences and give more relevance in

reading, writing, speaking, and listening to uplift

themselves in scholastic needs.

 Literature Cited

Peter Gray Ph. D (2021) Academic Problems and Skills

https://www.psychologytoday.com/us/basics/academic-problems-and-skills?

amp.Tomas, MSL (2021) The Perceived Challenges in Reading

ofLearners https://www.scirp.org/journal/paperinformation.aspx?paperid=109033.

Paul, M.W. Hackett ( Published January 2012) Academic Challenges

https://www.researchgate.net/publication/259575809_Academic_Challenge_its_Meaning

_for_College_Students_and_Faculty..

Mulwa, Ednah C. (Published 2015) Difficulties Encountered by

Students in learning and usage of Mathematical terminology

https://www.google.com/url?sa=t&source=web&rct=j&url=https://scholar.najah.edu/s

Tomas, ET AI ( Published February 2021) Related Literature about

theChallenges of Students in Learning English

https://www.studocu.com/ph/document/ifugao-state-university/bachelor-in-secondary-

education/related-literature-about-the-challenges-of-students-in-learning-english/

23446304

Yaseen,Alaa(PublishedSeptember2013)

https://scholar.najah.edu/sites/default/files/Alaa%20Yasin_0.pdf
Wolfgang Lenhard ( Published January 2013 ) Learning Difficulties

https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.researchgate.net

/pub

cation/

260695699_Learning_Difficulties&ved=2ahUKEwj0xcn0w_H6AhXcgFY

BHdsvBN8QFnoECAEQAQ&usg=AOvVaw2m2entYRY8fA746bhKyJNJ.

Paul, M.W. Hackett ( Published January 2012) Academic Challenges

https://www.researchgate.net/publication/259575809_Academic_Challenge_its_Meaning

_for_College_Students_and_Faculty..

Mulwa, Ednah C. (Published 2015) Difficulties Encountered by

Students in learning and usage of Mathematical terminology

https://www.google.com/url?sa=t&source=web&rct=j&url=https://scholar.najah.edu/s

Jacobs, ET all (2012) Students Difficulties in Writing English

https://www.google.com/url?sa=t&source=web&rct=j&url=https://ejournal.iainbengkulu.

ac.id/index.php/linguists/article/viewFile/

106/101&ved=2ahUKEwjxwKm1ooH7AhVY9jgGHU8HAJUQFnoECCoQAQ&usg=A

OvVaw0puWbfCyT4Iz0kuDin5iS

APPENDIX A-1

Republic of the Philippines

 JOSEFINA H. CERILLES STATE COLLEGE
SOMINOT EXTENSION CLASS
Sominot, Zamboanga del Sur
SCHOOL OF TEACHER EDUCATION

April 24, 2023

EVANGELINE C. LAMAYO, Ed.D.
Public Schools District Supervisor
Sominot District
Sominot, Zamboanga del Sur

Madam:
Good day!
We, the BEEd III students of the Josefina H. Cerilles State
College Sominot Extension Class, are presently conducting
our research titled “ACADEMIC CHALLENGES ENCOUNTERED BY THE
ELEMENTARY PUPILS IN A PHILIPPINE SCHOOL DISTRICT” which is
partial fulfillment of the requirements for the degree,
Bachelor of Elementary Education major in General Education.
In connection to this, we humbly ask permission from your
good office that we will be allowed to gather information
needed in the study. We will be distributing some
questionnaire-checklists to the elementary school pupils in
the four identified schools to furnish the necessary data of
this investigation. Attached herewith is the questionnaire-
checklist that should be used in the study.

Respectfully yours,
JUNA H. MAGSAYO
ELJANE R. BALAROTE
MESHIEL G. ANN NARBASA
MELODY V. CANETE
Researchers

Noted:
JUNGIE G. CALAYCAY, MAEd
Thesis Adviser
Approved:

EVANGELINE C. LAMAYO, Ed.D.

Public Schools District Supervisor

Att.: questionnaire-checklist

APPENDIX A-2
 Republic of the Philippines
JOSEFINA H. CERILLES STATE COLLEGE
SOMINOT EXTENSION CLASS
Sominot, Zamboanga del Sur
SCHOOL OF TEACHER EDUCATION
April 25, 2023
PACITA DAMAS, MAEd
School Principal
Sominot Central Elementary School-SPEd
Sominot, Zamboanga del Sur

Madam:
Good day!
We, the BEEd III students of the Josefina H. Cerilles State
College Sominot Extension Class, are presently conducting a
research titled “ACADEMIC CHALLENGES ENCOUNTERED BY THE
ELEMENTARY PUPILS IN A PHILIPPINE SCHOOL DISTRICT” a
requirement leading to the degree, Bachelor of Elementary
Education major in General Education.

In this regard, we are seeking your consent to allow us to

conduct a survey among the grade 4 pupils in your school.
Rest assured that all information derived herein will be
treated with utmost confidentiality. Attached are copies of
the approved letter from the district supervisor and the
questionnaire-checklist for your reference. Thank you, and
God bless.

Respectfully yours,
JUNA H. MAGSAYO
ELJANE R. BALAROTE
MESHIEL ANN G. NARBASA
MELODY V. CANETE
Researchers

Noted:

JUNGIE G. CALAYCAY, MAEd

Thesis Adviser

PACITA DAMAS, MAEd

School Principal

Att.: questionnaire-checklist
APPENDIX A-3
 Republic of the Philippines
JOSEFINA H. CERILLES STATE COLLEGE
SOMINOT EXTENSION CLASS
Sominot, Zamboanga del Sur
SCHOOL OF TEACHER EDUCATION

April 24, 2023

EVANGELINE C. LAMAYO, Ed.D.
Public Schools District Supervisor
Sominot District
Sominot, Zamboanga del Sur

Madam:
Good day!
We, the BEEd III students of the Josefina H. Cerilles State
College Sominot Extension Class, are presently conducting
our research titled “ACADEMIC CHALLENGES ENCOUNTERED BY THE
ELEMENTARY PUPILS IN A PHILIPPINE SCHOOL DISTRICT” which is
partial fulfillment of the requirements for the degree,
Bachelor of Elementary Education major in General Education.
In connection to this, we humbly ask permission from your
good office that we will be allowed to gather information
needed in the study. We will be distributing some
questionnaire-checklists to the elementary school pupils in
the four identified schools to furnish the necessary data of
this investigation. Attached herewith is the questionnaire-
checklist that should be used in the study.
Thank you very much for the utmost consideration.

Respectfully yours,
JUNA H. MAGSAYO
ELJANE R. BALAROTE
MESHIEL G. ANN NARBASA
MELODY V. CANETE
Researchers

Noted:

JUNGIE G. CALAYCAY, MAEd

Thesis Adviser
Approved:
EVANGELINE C. LAMAYO, Ed.D.
Public Schools District Supervisor
Att.: questionnaire-checklist
 APPENDIX A-4

Republic of the Philippines

Josefina H. Cerilles State College
SOMINOT EXTENSION CLASS
Sominot Zamboanga del Sur
SCHOOL OF TEACHER EDUCATION

April 25, 2023

JENIPHER C. JALASAN, MAEd
Elementary School Head Teacher 1
Sominot, Zamboanga del Sur

Madam:
Good day!
We, the BEEd III students of the Josefina H. Cerilles State
College Sominot Extension Class, are presently conducting a
research titled “ACADEMIC CHALLENGES ENCOUNTERED BY THE
ELEMENTARY PUPILS IN A PHILIPPINE SCHOOL DISTRICT” a
requirement leading to the degree, Bachelor of Elementary
Education major in General Education.

In this regard, we are seeking your consent to allow us to

conduct a survey among the grade 4 pupils in your school.
Rest assured that all information derived herein will be
treated with utmost confidentiality.

Attached are copies of the approved letter from the district

supervisor and the questionnaire-checklist for your
reference. Thank you, and God bless.
Respectfully yours,
JUNA H. MAGSAYO
ELJANE R. BALAROTE
MESHIEL ANN G. NARBASA
MELODY V. CANETE
Researchers

Noted:

JUNGIE G. CALAYCAY, MAEd

Thesis Adviser

JENIPHER C. JALASAN, MAEd

Elementary School Head Teacher
Att.: questionnaire-checklist

APPENDIX A-5
Republic of the Philippines
Josefina H. Cerilles State College
SOMINOT EXTENSION CLASS
Sominot Zamboanga del Sur
SCHOOL OF TEACHER EDUCATION

April 24, 2023

JESSICA M. GACO, EdD
Elementary School Head Teacher IV
Barubuhan Elementary School
Sominot, Zamboanga del Sur

Madam:
Good day!
We, the BEEd III students of the Josefina H. Cerilles State
College Sominot Extension Class, are presently conducting a
research titled “ACADEMIC CHALLENGES ENCOUNTERED BY THE
ELEMENTARY PUPILS IN A PHILIPPINE SCHOOL DISTRICT” a
requirement leading to the degree, Bachelor of Elementary
Education major in General Education.

In this regard, we are seeking your consent to allow us to

conduct a survey among the grade 4 pupils in your school.
Rest assured that all information derived herein will be
treated with utmost confidentiality.

Attached are copies of the approved letter from the district

supervisor and the questionnaire-checklist for your
reference. Thank you, and God bless.
Respectfully yours,

JUNA H. MAGSAYO
ELJANE R. BALAROTE
MESHIEL ANN G. NARBASA
MELODY V. CANETE
Researchers

Noted:

JUNGIE G. CALAYCAY, MAEd

Thesis Adviser
JESSICA M. GACO, EdD
Elementary School Head Teacher IV
Att.: questionnaire-checklist

APPENDIX A-6
Republic of the Philippines
Josefina H. Cerilles State College
SOMINOT EXTENSION CLASS
Sominot Zamboanga del Sur
SCHOOL OF TEACHER EDUCATION

April 25, 2023

CARIZA JOY P. CORDOVA, MAEd

School Head
Rizal Elementary School
Sominot, Zamboanga del Sur

Madam:
Good day!
We, the BEEd III students of the Josefina H. Cerilles State
College Sominot Extension Class, are presently conducting a
research titled “ACADEMIC CHALLENGES ENCOUNTERED BY THE
ELEMENTARY PUPILS IN A PHILIPPINE SCHOOL DISTRICT” a
requirement leading to the degree, Bachelor of Elementary
Education major in General Education.

In this regard, we are seeking your consent to allow us to

conduct a survey among the grade 4 pupils in your school.
Rest assured that all information derived herein will be
treated with utmost confidentiality.

Attached are copies of the approved letter from the district

supervisor and the questionnaire-checklist for your
reference. Thank you, and God bless.
Respectfully yours,
JUNA H. MAGSAYO
ELJANE R. BALAROTE
MESHIEL ANN G. NARBASA
MELODY V. CANETE
Researchers

Noted:
JUNGIE G. CALAYCAY, MAEd
Thesis Adviser

CARIZA JOY P. CORDOVA, MAEd

School Head
Att.: questionnaire-checklist

APPENDIX B-1
Republic of the Philippines
JOSEFINA H. CERILLES STATE COLLEGE
SOMINOT EXTENSION CLASS
Sominot, Zamboanga del Sur
SCHOOL OF TEACHER EDUCATION

QUESTIONNAIRE-CHECKLIST
April 25, 2023
Dear Participant,

Good day!

We are presently preparing our undergraduate thesis

titled, “ACADEMIC CHALLENGES ENCOUNTERED BY THE ELEMENTARY
PUPILS IN A PHILIPPINE SCHOOL DISTRICT,” which is a partial
fulfillment of the requirements for the degree, Bachelor of
Elementary Education major in General Education.

In line with the above purpose, we would like to ask

you to answer this questionnaire- checklist for us to gather
necessary data for our study. Rest assured that your
responses will be solely for research purposes only.
Checking the box below implies that you agreed to
participate and to answer the attach questionnaire-
checklist.

Thank you, and God bless!

Respectfully yours,

JUNA H. MAGSAYO

MESHEIL ANN G. NARBASA

 ELJANE R. BALAROTE

MELODY V. CANETE
Researchers

I voluntarily agree to participate and answer the

questionnaire-checklist.

Name: Grade Level: School:

Directions: Please answer the questionnaire honestly by

ticking check (/) the appropriate box. You may only choose
one answer each number.

5- Always 4-Often 3-Sometimes 2-Rarely 1-Poor

A. READING
Questions 5 4 3 2 1
1.I’m bother with the grammatical
structure of sentences while reading in
English.
2. I will encounter learning
difficulties in reading.
3. I skim reading texts, then read
again and try to read carefully.
4. I can use a variety of sentence
structure.
5. I can identify problems in my
reading and see what should be
improved.
6. I used simple words to replace
difficult ones in reading a sentence.
7. I turn to dictionaries when coming
across new words in the English
reading.
8. I do not pay attention to the
implied meaning of the reading
material.
9. I guess the meaning of new words in
context when reading in English.
 10. I tried to understand complicated
sentences by analyzing their structure.

B. WRITING
Questions 5 4 3 2 1
1.I checked my writing to make it sure
everything is spelled correctly.
2. I have an idea on what I am going
to write.
3. I keep my essay writing clear and
readable.
4.I started each sentence with a
capital letter.
5.I double check my writing if the
punctuation I used are correct.
6. I compare my paper with the essays
written by my friends on the same
topic.
7. I ask somebody to help out when I
have problems while writing.
8. I give myself a reward for
completing the activities.
9. If I don’t know a word in English,
I stop writing and look up the word in
the dictionary.
10. I check If my essays matches to
the questions.

C. SPEAKING
1.I can participate in a conversation.
2.I can initiate, maintain, and finish
a conversation naturally.
3. I raise my hand and share during
learning by talking to my teacher and
classmates.
4. I ask questions when I need to.
5. I practice using new words/
expressions while speaking.
6. I ask someone to help me improve my
speaking.
7. I practice asking speakers to
clarify what they said.
8. I practice how to tell what I have
not understood.
9. I ask speaker to slow down or
repeat.
10. I want to learn from my speaking
mistakes.

D. LISTENING
1.I can usually understand lectures
and presentations if they are clearly
delivered.
2. I can understand informal
conversations about familiar topics.
3. I can usually understand spoken
language without asking for
repetition.
4. I can guess unknown words from the
context in which my friends are
spoken.
5. I can listen and share with others
about learning.
6. Before I start to listen, I have a
plan in my head for how I am going to
listen.
7. I stop listening when I have
problems in understanding a text.
8. I am slow to recall the meaning of
words that sound familiar.
9. I find it difficult to fully
understand the words when a speakers
speak to fast.
10. I can easily remember words or
phrases that I have just heard.
 CURRICULUM VITAE
Personal Background

Name : Juna H. Magsayo

Date of Birth : September 26, 2001
Place of Birth : Bayog Zambo. Del Sur
Civil Status : Single
Religion : Church of Crist
Fathers Name : Cerillo S. Magsayo
Mothers Name : Cenona C. Magsayo

EDUCATONAL BACKGROUND

Tertiary : J.H Cerilles State College

Dumingag Campus
Sominot Extension Class
Bachelor of Elementary Education
General Education
2020-2023
Secondary

Senior High : Holy Trinity High School

Midsalip Zamboanga Del Sur
2018-2019
 Junior High : Midsalip National High school
Midsalip Zamboanga Del Sur
2017-2018
Elemtary : Bayog Elementary School
Bayog Zamboanga Del Sur
2013-2014

CURRICULUM VITAE
Personal Background
Name : Canete, Melody
Date of Birth : November 04, 1998
Place of Birth : Bacahan Midsalip ZDS
Civil :Single
Religion : Roman Catholic
Fathers Name : Proceso S. Canete
Mothers Name : Nenita E. Villaplaza

EDUCATONAL BACKGROUND
Tertiary : J.H Cerilles State College
Dumingag Campus
Sominot Extension Class
Bachelor of Elementary Education
General Education
2020-2023
Secondary
Senior High : :Midsalip National High School
Midsalip Zamboanga Del Sur
2017-2018
 Junior High : Midsalip National High school
Midsalip Zamboanga Del Sur
2015-2016
Elementary : Bacahan Elementary School
Bacahan Midsalip Zamboanga del Sur
2011-2012
CURRICULUM VITAE
Personal Background
Name : Balarote, Eljane R.
Date of Birth : January 02, 2001
Place of Birth : Pob. B Midsalip ZDS
Civil Status : Single
Religion : MASD
Fathers Name : Blas M. Balarote
Mothers Name : Juanita N. Rosaga
EDUCATONAL BACKGROUND
Tertiary : J.H Cerilles State College
Dumingag Campus
Sominot Extension Class
Bachelor of Elementary Education
General Education
2020-2023
Secondary
Senior High : Midsalip National High School
Midsalip Zamboanga Del Sur
2018-2019
Junior High : Midsalip National High school
 Midsalip Zamboanga Del Sur
20117-2019
Elementary : New Katipunan Elementary School
Midsalip Zamboanga del Sur
2013-2014

CURRICULUM VITAE

Personal Background

Name : Narbasa,Mesheil Ann G.

Date of Birth : June 24 2000

Place of Birth : Sigapod Midsaip ZDS

Civil Status : Single

Religion : Jehovah's Witnessess

Fathers Name : Michael T. Narbasa

Mothers Name : Juanita G. Narbasa

EDUCATONAL BACKGROUND
Tertiary : J.H Cerilles State College
Dumingag Campus
Sominot Extension Class
Bachelor of Elementary Education
General Education
2020-2023
Secondary
Senior High : Midsalip National High School
Midsalip Zamboanga Del Sur
 2018-2019
Junior High : Midsalip National High school
Midsalip Zamboanga Del Sur
20117-2019
Elementary : Sigapod Elementary School
Midsalip Zamboanga del Sur
2013-2014