stdClass Object
(
    [id] => 16433
    [paper_index] => 202506-01-022194
    [title] => LANGUAGE LEARNING DIFFICULTIES OF JUNIOR HIGH SCHOOL STUDENTS IN THE PUBLIC SCHOOLS: BASIS FOR INTERVENTION BLUEPRINT IN ENHANCING LANGUAGE PROFICIENCY
    [description] => 
    [author] => Marisol S. Awatin, Melinda F. Marquez PhD
    [googlescholar] => 
    [doi] => https://doi.org/10.36713/epra22194
    [year] => 2025
    [month] => June
    [volume] => 11
    [issue] => 6
    [file] => fm/jpanel/upload/2025/June/202506-01-022194.pdf
    [abstract] => The purpose of this study was to identify the language learning difficulties among junior high school students in the public schools in Padre Garcia District in the Division of Batangas during the School Year 2024-2025. The respondents were the English teachers in junior high schools and Grade 7 to Grade 10 students. The researcher used descriptive quantitative research design utilizing a researcher-developed questionnaire that served as the research instrument of the study in the collection of the necessary data through survey method. The teachers are mostly female teachers who are in their 30’s to 40’s and continue their professional development by taking master’s degree having 11-15 years teaching experience and handling Grade 7 to Grade 10. On the language learning difficulties of junior high school students in the public schools based on teachers’ perspective, all indicators are interpreted as “Often” in terms of listening, reading comprehension, writing, vocabulary, and verbal communication. On the challenges faced by the teachers in addressing language learning difficulties among junior high school students in the public schools with respect to the language teaching principles component in the language learning process embedded in the k to 12 basic education English curriculum, all indicators are interpreted as “Agree” in terms of spiral progression, interaction, integration, learner-centeredness, contextualization, and construction based on the assessment of the teachers. There are significant differences in the language learning difficulties of junior high school students in public schools based on teachers’ perspective in terms of listening, reading comprehension, writing, vocabulary, and verbal communication when grouped according to grade level. There are significant differences in the challenges faced by the teachers in addressing language learning difficulties among junior high school students in public schools when grouped according to the teachers’ profile in terms of age, sex, teaching position, number of years in the service, highest educational attainment, and grade level taught.
    [keywords] => Language Learning Difficulties, K to 12 Basic Education. English Curriculum, Challenges in Addressing Language Learning Difficulties, Junior High School Students, Language Learning Principles
    [doj] => 2025-06-07
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 28
    [journal_id] => 1
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Multidisciplinary Research (IJMR)
    [short_code] => IJMR
    [eissn] =>  2455-3662 (Online)
    [pissn] => - --
    [home_page_wrapper] => images/products_image/11.IJMR.png
)
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