Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
DIVISION I OF PANGASINAN
MAPANDAN NATIONAL HIGH SCHOOL
Mapandan, Pangasinan

Coping Mechanism of Teachers Towards

Diversified Learners

A Social Research Study Presented to the

Mapandan National High School
Senior High

In fulfilment of the requirements in the

Practical Research 1

SPENCER R. AUGUSTO
RAYA LALAS
ALTHEA AQUINO
JELINA S. BAUTISTA
JACKIE E. REVILLA
JUSTIN BIALA
MARY E. GLYDEL
MERCILYN R. DEVERA

JEWIL A. PARAGAS

Researchers

MARTIN O. SERAFICA
Practical Research 1, Adviser
CHAPTER I

INTRODUCTION
This chapter includes the Rationale and Background of the Study, Statement of the
Problem, Objectives of the Study, Significance of the Study, Scope and Delimitations of the
Study and the Definition of Terms used in the study.
Rationale and Background of the Study
Quality Education the Millennium Development Goals (MDG’s) and Sustainable
Development Goals (SDG’s) aimed to improve the attainment of administrations fulfilment of
having qualified education. Parents send their children off to school, fully trust the obligations to
teachers and officials of the institution of the school to guide and teach them subsequently. In
addition the Department of Education (DepEd) is likely to provide a society of a uniform
citizen. Students wear schools uniform, read same text books, have used the same learner’s
materials and typically taught students with the same approach. However, individuals have their
own preferred learning style; the students’ diversity in the classroom is inevitable. Students’
diverse learning progress happens in every classroom.
Slow learners are not classified as special education but they characterize as a student who
are educationally retarded. The way how students learn is never at the same rate. That’s why in
some cases they are called diversified learners Diverse learners can be classified from racial,
ethnical, cultural and linguistical diverse families, who are mostly from communities of low
socioeconomic status this must reasons of student’s classification. If educators act on the
knowledge research offers, it can rely that, slow learners need extra help and needs specialized
teaching to allow them to learn and develop. It would be very difficult for the teacher to give
lessons when students do not show any progress at the same level.

Subsequently, an important issue faced by educators and teachers is that how they provide
students with a positive and supportive learning environment; parents also play pivotal roles in a
slow learner’s life. Their support and motivation go a long way to help such children to
overcome their hurdles. This fittingly signifies that teachers and parents have their obligation
from school and society towards them. There are instances in which some students are weak to
develop their cognitive and retention skills. Moreover, we must find creative ways to cope with
this situation so that the entire class is not affected. Having a set of techniques are efficient in
teaching the slow learner specifically in addressing the learning needs of the slow learner and
developing lessons that incorporate students’ interests, needs and experiences.
A great reward for any teacher is to successfully facilitate a slow learner to excel beyond their
expectations. Most slow learners are usually left behind in the course of a semester if a teacher
sticks to an ivory tower. Slow learners denote those students who are able to learn necessary
academic skills but at rate and depth below average same-age peers. A good teacher is expected
to identify slow learners’ way before thinking about approaches to facilitate their learning. 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. One common characteristic among slow learners is that they often learn better by seeing
and hearing than by reading and learnerng. The foremost aspect of teaching a slow is that the
educator should be patient and consistent throughout the entire process.
Due to this information, the researchers taught of conducting a study to determine the
coping mechanism of teachers towards diversified learners. This study will determine the
strategies that the teachers use to provide information and help diversified learners that in need.
Statement of the Problem
General Problem
This study mainly focuses on the determination of the coping mechanism of teachers
towards diversified learners
Specific Problem
Specifically, it sought to answer the following question:
1. How do teachers balance diverse learners needs?
2. What is the effective way of teaching diversified students encountering learning
difficulties?
3. What different instructions does teachers implemented to reach the needs of these
learners.
4. What are the coping strategies that are being used by teachers in order for them to
facilitate diverse students in their class?
5. What personal approach does teachers provide to their students in order for them to
get attach and help them to learn?

Objectives of the Study

General Objective
To determine the coping mechanisms of teachers towards diversified learners.
Specific Objective
1. To provide an academically curriculum that includes attention to the development of higher-
level cognitive skills.
2. To give Instructions focuses on students' creation of meaning about content in an interactive
and collaborative learning environment.
3. To provide a "scaffolding" that links the academically challenging curriculum to the cultural
resources that students bring to school.
4. Teachers help students see learning tasks as meaningful.
5. To create a classroom that will maximize the success of all the students.
6. to support the development of personalized learning by identifying teaching and learning
strategies which actively engage and challenge learners, which develop their ability to focus on
their learning skills and their capability to take ownership of their own progress.
Scope and Limitation of the Study
This study was delimited only to Senior High School teachers who were in 3-5 years of teaching
field. The study will select 8 teachers from different departments includes the academic strand of
ABM, STEM,HUMSS to be the respondents in Mapandan National Senior-High School at the
Poblacion Mapandan Pangasinan. This study was conducted during the school year 2019-2020.
These findings from this study have the potential to enrich the teaching approaches in Senior
High School students’
Significance of the Study
The following entities will be benefited from the results of the study.
Administration, enable for them to analyze and propose another strategy to reach students
with high and low academic performance. And use these findings to develop programs and
strategies to increase parental involvement in schools.
Teachers, to understand student’s situation specially when their having a high or low
academic performance. Teachers will be challenge to teach in different way and come up with
the effective one.
Parents, be able to know what is right and wrong in having a parental guidance. This might
identify of enhance their limitation and control when it comes on the preachments about saltiness
of their child. This study serves to motivate parents and family to continue or become more
active in school activities
Students, it gives realization to all, children, must keep in touch with parents so that we
won’t be lead in a wrong way.
Community, it brings notion that every child’s performance reflects to parental
involvement and to their environment. The community itself helps to encourage and motivate
students for their better education and better future.

Definition of Terms
As words may mean differently in different context, the following definitions were given as
the word used were intended to be understood for the purpose of the study
Diversified students, it refers to the type of students that cannot catch up immediately to
teachers’ lesson.
Coping mechanism, it is a technique or strategy that people use in their daily life when facing
some difficulties.
Diversified, refers to a person or thing that is unique. Teacher It is a person whose job is to teach
student about certain topic.
CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter represents the related literature and studies which all have a direct bearing
this study. Some of the contents of this chapter two were gathered from books, journals and
Internet. All of these have significant relation and contribution to the study. Important points
were quoted to support the researchers’ ideas and to contribute to the study.

Teachers or learning facilitators are key to support person who is responsible for
supervising/facilitating the learning process and activities of the learner. In general terms, the
most common role of a teacher plays in the classroom is to teach knowledge to children. In order
to fulfill the growing expectations teachers face, they need to be equipped with relevant
knowledge, capabilities, dispositions, values and skills, such as knowledge and understanding of
diversity issues. Contextually, education is considered as due to the extreme dedication to
delivering the expectation or beyond to all cost. Diversity is not only viewed from the teacher’s
role of meeting the needs of the student and from a teacher’s viewpoint of just knowing and
understanding the student as a total person. More importantly, it is looking at the learner as a
unique individual who brings a flavor of differences in the classroom.

I. Foreign Study

Challenges Teachers Encounter In Identifying Learners with Learning Barriers

Fidele Muhirwa (2016), noted that the first responsibility the teacher has is to identify
these slow learners and later come up with strategic measures to help them. He added that
teachers, as the people who spend a lot of time with these students, have a bigger responsibility
than any other person. However, the first step is to identify them and assist them to successfully
achieve academic goals. He explained that through focusing on them when asking questions,
keeping in mind that their learning process is different, giving evaluation tests, homework, and
exercises, one will be able to determine how these students can go as far as obtaining good
results is concerned.
Theogene Ngendahimana (2016), believes that although teachers have a big role to play,
parents are also critical in ensuring these students’ academic success. He added that teachers
should always consider partnering a learner with stronger peers to give him a chance to re-learn
information, something that can help cement the acquired skills and knowledge. However,
parents play an important role among their children’s academic success.
 Research has found that implementation of differentiated instruction can help not only in
the students achievement but also in the teaching performance of the teachers including their
perception and attitudes. In a study conducted by Maeng and Bell (2015), it investigated the
implementation practices of secondary science teachers who differentiate instruction and all the
participants employed differentiated instruction (DI) in the delivery of their lessons. Based on the
results, participants implemented a variety of differentiation strategies in their classrooms with
varying proficiency. Evidence suggested all participants used instructional modifications that
required little advance preparation to accommodate differences in students' interests and learning
profile.
In a recent study of Valiandes (2015), it was found out that students made better progress
in classrooms where differentiated instruction methods were systematically employed, compared
to students in classrooms where differentiated instruction methods were not employed. Based on
the findings, the quality of differentiated teaching being given by the teacher has a great effect on
students’ achievement as well as the systematic employment of differentiated instruction
methods in mixed ability classrooms in promoting equity, optimization of quality and
effectiveness in teaching.
A study made by Lubrica, et al. (2012) cited Guild (2009), and suggested a practical
application in accommodating differences in the classroom which is related to awareness of
learning styles and cultural differences. Having deep awareness of diverse learning styles
requires a commitment to the belief that all students can be successful learners. Guild further
reported that learners whose styles are accommodated more frequently in school achieve more
immediate success, while students who struggle to adapt to an uncomfortable way of learning
often underachieve. This further implies that a limited acknowledgment of individual learning
differences encourages a continual search for the one best way for students to learn, teachers to
teach, and the curriculum to be studied.

Diversity and education

Thus, student achievement differs between groups of students: diversity matters. But should the
educational system take these differences into account. All students are offered the same
opportunities, and it is up to them to take advantage of these opportunities. However, a
meritocracy only functions as such when all students have the same capital. This is often ignored
in both the theoretical debate and the educational practice (Verhaeghe 2011, 4–22;
Nussbaum 2011). Students have different interests, learning needs and talents, due to their
specific backgrounds, experiences and social contexts. The starting positions of students differ,
with some students better adapted to the mainstream teaching practice in higher education than
others. A uniform meritocratic approach does not take these differences into account and as a
result these differences are often sustained or enlarged (Broek 2010). Not acknowledging
differences means that those students who do not belong to the ‘normal’ group will have to adapt
or face the consequences. Students’ talents that do not easily fit in the dominant discourse are not
recognized or rewarded. These students are therefore at risk of underperforming or dropping out.
Diversity is thus not a neutral term, used only to describe either observable or non-observable
differences between groups. It holds within its definition issues of power and social inequality
(Zepke and Leach 2017, page 655–668).
 II. Local Study

The future generation envisioned as nation builder and leaders. Education constantly the
foremost instrument by which people become empowered and the economic, social and personal
well-being of all the citizens in a pluralistic society escalates. Education has always been
strongly viewed as a pillar of national development and a primary avenue for social and
economic mobility (EFA and MDG, 2015). For instance, many characteristics can be used to
identify diversified learners such as emotional, psychological, physical and home related factors.
Guidelines and procedures for the management of diversified learners are normally implemented
in a school educational program aim to intervene and check the performance of each student with
learning difficulties toward continuous improvement and meet best practices (DepEd Order
No.18)

Lelie F (2013) also concludes that teachers strongly influence student achievement. . Student
achievement is also strongly influenced by factors outside the influence sphere of the school.
However, that outside influences ‘can be mediated by school-based interventions. The potential
influence of the school is therefore substantial, presumably especially so for those students who
lack a certain threshold of capabilities when starting in higher education.

Research shows that teaching practices reflect teachers’ attitudes, which in turn reflect teachers’
own experiences and backgrounds (Cabello and Burstein page 285–294). Teachers have a big
influence on student achievement. This implies that student achievement is influenced when
teachers do or do not take diversity into account in their teaching practice.

Acting on diversity
With attitudes of the first type, it is very unlikely teachers act upon the diversity in the student
population, as this attitude ignores questions of social inequality and power between students.
This in turn leads to a uniform approach to all students. However, teachers’ attitudes of the
second and third types do not automatically lead to teachers acting upon their recognition or
understanding of diversity (Meerman et al. 2015). When they do translate their attitude into their
teaching practice, however, we can classify those actions using the teacher-level factors
formulated by Marzano.

Instructional strategies
Using instructional strategies, a teacher enables students to gain knowledge and skills.
(Marzano 2003). Student diversity influences the effective use of instructional strategies of
teachers in a number of ways. One of the strategies, for instance, is the way that cooperative
learning is organised. Cooperation can be less effective in mixed groups, but working in mixed
groups can also enrich the learning experience, as students learn to identify and communicate
with ‘Others’. Diversity influences more categories of instructional strategies, such as non-
linguistic representation, setting objectives and providing feedback, or reinforcing effort and
providing recognition (Middelkoop and Meerman 2014).
Classroom management
Differences between students lead to students having different needs, which influences the
demands made on teachers’ effective classroom management. Taking diversity into account
therefore matters also when it comes to classroom management. Differences between students
create the need for different forms of interaction between teacher and student, as well as for the
ability to act upon differences in intrinsic and extrinsic motivation, use of language, forms of
interaction, learning styles, etc. (Middelkoop and Meerman 2014).

Classroom curriculum design

An increasingly diverse student population creates the need for critical reflection on the
curriculum. Different starting positions and learning styles can create the need for changes to the
structure in which content is presented to students. But a critical reflection on the curriculum can
also stem from changes in the profession for which students are being prepared. When dealing
with diversity is a key aspect of the future profession of the student, this impacts the curriculum,
for instance through the cases that are being used or through specific courses such as
intercultural communication. Societal changes can also be a catalyst for changes to the
curriculum. Through the curriculum, teachers can address issues like societal inequality or
discrimination (Middelkoop and Meerman 2014).

Belino (2015) has revealed in his study interactive instruction which relies heavily on discussion
and sharing among participants. He suggested that discussion and sharing provide learners with
opportunities to “react to the ideas, experience, insights, and knowledge of the teacher or of peer
learners and to generate alternative way of thinking and feeling”. Students can learn from peers
and teachers to develop social skills and abilities, to organize their thoughts, and to develop
rational arguments.

On the other hand, Martella's (2010) study on direct instruction could help remedy the finding
above where he postulated that indirect instruction must include programs in reading (corrective
reading, reading mastery, reading mastery plus, horizons, funnix, teach your child to read in 100
easy lessons, and journeys), mathematics (connecting math concepts, distar arithmetic, corrective
mathematics, as well as various videodisc and videotape programs), writing (basic writing skills,
expressive writing, reasoning and writing, and cursive writing), spelling (spelling through
morphographs, spelling mastery, and surefire way to better spelling), language (language for
learning, language for thinking, and language for writing), and content areas.