BEHAVIORAL PROBLEMS OF MULTIGRADE LEARNERS WITH READING DIFFICULTIES: A PHENOMENOLOGICAL STUDY

Authors

Jenelyn F. Sayre, Jocelyn C. Udal

Abstract

This phenomenological study explored the behavioral problems of multigrade learners with reading difficulties and the associated management experiences of their teachers in the Division of Ozamiz City for the School Year 2025-2026. It was conducted across three public elementary schools—Guimad ES, Mintalar ES, and Dalapang ES wherein the study involved 11 multigrade teacher participants. Through thematic analysis of interview data, the findings revealed a cascading cycle where academic reading struggles trigger profound emotional distress (shame, fear, frustration) in learners, which manifests as distinct behavioral problems including withdrawal, avoidance, outbursts, and strategic absenteeism. Teachers reported significant challenges in managing these behaviors, primarily due to the difficulty of balancing attention, severe time constraints, overwhelming workloads, resource limitations, and the resulting emotional strain. In response, teachers employ a multifaceted suite of coping mechanisms, including instructional adaptations, individualized support, collaborative peer-assisted learning, positive motivational techniques, structured classroom management, and attempts at home-school collaboration. The study concludes that addressing these intertwined academic-behavioral issues requires moving beyond individual teacher effort to implement systemic support.

Keywords

behavioral problems, coping mechanisms, multigrade learners, phenomenological study, reading difficulties, teacher challenges