Perceived Problems of Teachers in Constructing Sentences among Grade Four Pupils in Julian A. Pastor Memorial Elementary School

Abstract

INTRODUCTION

The ability of the pupils to comprehend and construct written English sentences, listen and understand English expressions, and participate in meaningful conversations is the primary focus of the Department of Education in attaining literacy and academic/skill enhancement. Some difficulties in performing these skills are witnessed in Grade Four pupils of Julian A. Pastor Memorial Elementary School (JAPMES). In this study, those difficulties are explored and analyzed to improve the pupils' learning experience.

METHODS

The researcher collected and summarized the data using Likert Scale integrated on a questionnaire distributed to the respondents who were members of the faculty of JAPMES who have had working experience with the children in terms of handling their communication classes over the years. The questionnaire focuses on different causes of difficulties such as Attention span, spatial and sequential ordering, memory retention, language barriers, high order cognitive and grapho-motor problems.

RESULTS

The respondents perceived substantial problems in constructing sentences among Grade Four pupils of JAPMES. The study shows that pupils are observed to have a short attention span, poor language translations, memory retention problems, difficulty in organizing ideas, word association difficulty and improper technique in pencil gripping which inhibits or stops their ability in constructing sentences efficiently. The following intervention techniques are marked as most effective: 1) copying exercises 2) pupil crafted stories out of pictures 3) peer to peer tutoring and mentoring 4) ensuring a comfortable and conducive classroom atmosphere, appropriate lighting, proper ventilation, comfortable school furniture.

DISCUSSIONS

The ability to construct sentences is one of the most difficult skills to master when one is learning a second language. Pupils however often disregard the rules to be mastered and encounter difficulties in constructing sentences. Based on the results, it is concluded that the Grade Four pupils of JAPMES demonstrate the need for proper intervention techniques and encouragement to improve their overall performance. Teachers need to take action by the set of rules and standards regarding writing activities.