Learning Poverty Through the Lens of Grade Four Teachers in the Division of Northern Samar: Inputs for a Learning Recovery Plan

Abstract

This study was conducted to assess the understanding of the grade four teachers in the Division of Northern Samar regarding learning poverty. It examined the grade four pupils’ reading proficiency levels, grade four teachers’ perceptions of learning poverty, its perceived level, contributing factors, current interventions used to solve this issue, and challenges encountered by the grade four teachers regarding this problem.The mixed-method embedded design guided by the Input-Process-Output model type of research was utilized with the grade four teachers in both central and non-central school in every district in the Division of Northern Samar as the respondents. Quantitative data were collected through surveys, while qualitative data insights were drawn from open-ended responses. Findings revealed that the grade four pupils were instructional readers and the grade for teachers were aware of learning poverty which they considered to be at a high level. Teacher-related and pupil-related factors were seen as major contributors, with visual aids identified as the frequently used intervention to solve learning poverty. Challenges such as instructional gaps, behavioral and emotional issues, classroom management, and assessment difficulties were moderately serious. A learning recovery plan was developed in response to these findings.