The Lived Experiences of Teachers in Handling the Learning Gaps of Grade 4 Learners

Abstract

This study explored the experiences of Grade 4 teachers in addressing the learning gaps of learners and examined how they navigated the challenges associated with supporting diverse academic needs. Employing a qualitative phenomenological research design, the study investigated teachers’ lived experiences and the meanings they attributed to their instructional practices. Thirteen Grade 4 teachers were purposively selected as participants, with six participating in in-depth individual interviews and seven in a focus group discussion. Data were analyzed through thematic analysis. The findings generated three clustered themes: challenges, coping mechanisms, and lessons learned. Teachers’ experiences revealed challenges related to teaching struggles, the lingering effects of the pandemic, learners’ academic difficulties, and limitations in instructional strategies. To address these learning gaps, teachers employed flexible instructional approaches, provided instructional support, implemented remedial interventions, adjusted teaching practices to learner needs, and fostered learner motivation and engagement. The experiences further highlighted the importance of compassionate teaching, continuous refinement of instructional strategies, and patience in supporting learners with varying levels of academic readiness. This study contributes to the growing body of research on learning recovery by providing insights into teachers lived experiences and adaptive practices in addressing learning gaps. The findings underscore the need for sustained professional support, evidence-based intervention programs, and inclusive teaching approaches to strengthen learning recovery efforts and improve educational outcomes among elementary learners.