Learning gaps remain one of the most significant educational challenges following the COVID-19 pandemic, particularly in elementary education where foundational literacy and numeracy skills are developed. This study explored the lived experiences of Grade 4 teachers in handling the learning gaps of learners in a public elementary school in South Cotabato, Philippines. Guided by a qualitative descriptive phenomenological design, the study employed purposive sampling involving thirteen Grade 4 teachers, with six participating in in-depth interviews and seven in focus group discussions. Data were analyzed using Colaizzi's phenomenological method and thematic analysis to identify the essence of teachers' experiences. The findings generated three major domains: challenges, coping mechanisms, and lessons learned. Teachers identified four major challenges: teaching struggles, pandemic burden, learning difficulties, and strategy struggles, reflecting the complexities of addressing diverse learner needs amid post-pandemic educational recovery. To address these challenges, participants implemented flexible instructional strategies, differentiated instruction, remedial teaching, instructional support, learner encouragement, and continuous pedagogical adjustments. Their experiences further revealed that compassionate teaching, strategy refinement, and teaching patience emerged as essential professional values that strengthened instructional effectiveness and learner engagement. The study highlights the critical role of teacher adaptability, resilience, and reflective practice in narrowing learning gaps while promoting inclusive and equitable classroom environments. These findings contribute to qualitative scholarship on post-pandemic education by providing context-specific evidence that can inform teacher professional development, curriculum implementation, and educational policy. The study recommends strengthening institutional support, expanding structured remedial programs, enhancing teacher capacity in differentiated instruction, and fostering collaborative partnerships among schools, families, and communities to sustain equitable learning recovery and improve educational outcomes for learners experiencing persistent learning gaps.
Lovella Jean Bade, Francisco M. Espinosa· Psychology and Education: A...· 0 citations
The purpose of this study was to explore how innovative art programs promoted inclusion in schools, focusing on the Elementary School for the Arts in Apopong District, General Santos City. A qualitative research design using a multiple case approach was employed to examine the lived experiences of 6 purposively selected participants involved in program implementation. Five major challenges emerged: lack of resources and materials, limited stakeholder support, difficulty in adjusting to teaching methods, and time constraints. To address these challenges, participants adopted coping strategies such as seeking support from others, teacher engagement, technology utilization, and collaboration. Furthermore, key insights included self-focus, the importance of collaboration and support, perseverance, and positive thinking. The study offers practical contributions by providing evidence-based strategies to sustain art programs in resource-limited contexts and supports inclusive education, while also enriching existing literature with localized insights for future research on sustainable educational practices. The study implies that schools should strengthen support for inclusive art programs through adequate resources, collaboration, and creative learning strategies.
Guiaria A. Timbao, Francisco M. Espinosa· International Journal of Edu...· 0 citations
The implementation of the MATATAG Curriculum in the Philippines introduced a standardized 45-minute instructional period to enhance curriculum efficiency and improve learning outcomes. However, the implications of this policy remain insufficiently explored, particularly in Geographically Isolated and Disadvantaged Areas (GIDA), where contextual and resource-related challenges substantially influence instructional delivery. This study explored the lived experiences of teachers implementing the 45-minute instructional period in GIDA schools in Sarangani Province, Philippines. Employing a qualitative phenomenological research design anchored in the interpretivist paradigm, the study examined how teachers experienced, interpreted, and responded to the instructional demands associated with shortened class periods. Ten licensed professional teachers teaching in Grade 4 and Grade 7 under the MATATAG Curriculum were selected through purposive sampling. Data were collected through semi-structured face-to-face interviews and analyzed using Colaizzi's phenomenological method. The findings revealed that the 45-minute instructional period significantly influenced instructional pacing, classroom interaction, learner engagement, and teachers' ability to provide differentiated instruction. Participants identified challenges related to compressed instructional time, including reduced opportunities for experiential learning, collaborative activities, in-depth discussions, and individualized learner support. Despite these constraints, teachers demonstrated considerable pedagogical adaptability through strategic lesson planning, prioritization of essential learning competencies, technology integration, and the implementation of pre-class learning strategies. These adaptive practices enabled teachers to maintain instructional continuity and maximize available instructional time despite contextual limitations. The study further revealed that the 45-minute instructional period functioned simultaneously as a pedagogical constraint and a catalyst for instructional innovation. The findings underscore the importance of context-responsive, learner-centered, and flexible approaches to curriculum implementation in geographically disadvantaged settings. The study recommends strengthening teacher professional development, enhancing instructional flexibility, and improving access to digital and alternative learning resources to support effective curriculum implementation in GIDA schools. Future studies may investigate the long-term effects of shortened instructional periods on learner achievement, instructional quality, and teacher well-being across diverse educational contexts.
Lhynelle Fe Felix, Francisco M. Espinosa· Psychology and Education: A...· 0 citations
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.
Lovella Jean D. Bade, Francisco M. Espinosa· International Journal of Edu...· 0 citations
