Reading and writing Learning Difficulties from the perspective of Fifth Grade Teachers in Basic Education: A Field Study in Selected Schools in Zliten City
DOI:
https://doi.org/10.65421/jshd.v2i3.345Keywords:
Academic learning difficulties, Reading Learning Difficulties, Writing Learning Difficulties, Fifth- Grade Teachers, Basic Education stageAbstract
The study aimed to identify the level of learning difficulties in reading and writing among fifth- grade primary school pupils from the teachers’ perspective the study was conducted on a random sample of 32 male and female teachers, using a 40_ item instrument consisting of two scales: 20 items measuring reading difficulties and 20 items measuring. writing difficulties. The researcher adopted the descriptive-analytical approach and the data were statistically analyzed using the SPSS program.
The results showed that fifth- grade pupils experienced writing difficulties at a level above the average, with a relative weight of 65% and an arithmetic mean of 3.27. ln contrast, reading difficulties with an arithmetic mean of 3.01 and a relative weight of 60%.
Regarding the variables, the findings indicated no statistically significant differences in the level of difficulties according to academic qualification.
However, no statistically significant differences were found according to the importance of this study lies in its contribution to identifying the nature of reading and writing difficulties among pupils, which may help teachers develop appropriate instructional strategies. Lt may an assist curriculum developer in designing content that better meets students, needs. ln addition, the study provides practical recommendations for reducing these difficulties and improving students’ academic achievement.
