Instructional Practices Among Grade IV Teachers in Bridging Language Learning Gaps

AUTHOR(S)

SOLEA M. SOLIS

ABSTRACT

— Ninety-four (94) Grade IV teachers (GIV-T) who were randomly selected from DepEd School District of Urdaneta City, were involved in this study, as respondents, The study determined the extent of instructional practices (IP) of the respondents in bridging the language learning gaps (LLG) of pupils in the areas of reading writing, listening, and speaking. The findings include the following: The Respondent (GIV-T) are in their prime productive year, very qualified in terms of highest educational attainment, position, experienced and well- trained in instructional practices (IP) in bridging language learning gaps (LLG). The extents of IP of the respondent-GIV-T in bridging the LLG of pupils are not correlated with the profile variables. The respondent-GIV-T are at their prime productive years, occupying Teacher III position, with a master’s degree, adequately experienced in teaching, and more than adequate number of relevant trainings attended. The extents of IP of the respondent-GIV-T in bridging the LLG of the pupils are not differentiated by grouping them according to the variable categories of the profile variables used, that these are not associated in any way with the profile variables. It was recommended to address the instructional challenges faced by Grade IV teachers in bridging language learning gaps (LLG) among pupils. First, teachers are encouraged to engage in advanced studies and participate in literacy-focused seminars and training to improve their instructional competence. Second, the implementation of a proposed action plan is recommended to strengthen instructional strategies specifically designed to address language learning gaps. Lastly, the study advocates for further research on instructional practices (IP) of teachers, incorporating additional variables not explored in the present study. Such future investigations should be conducted under the guidance of expert professors from accredited graduate institutions to ensure academic rigor. These recommendations aim to elevate the quality of literacy education and support teachers in effectively responding to the diverse language needs of their students. Keywords — Instructional Practice (IP), language learning gaps (LLG), Grade IV Teachers (GIV-T)