Learning Difficulties of The Grade 1 Pupils Identified by Multi-Factored Assessment Tool (MFAT) and the Interventions Employed by the Teachers: Basis for Managing Intervention Model

This study aimed to determine the learning difficulties of the Grade I pupils identified by the Multi-Factored Assessment Tool (MFAT) and the interventions employed by the teachers as basis for managing intervention model. The respondents of this study are the Grade I teachers in the Division of Quezon who were chosen through purposive sampling. A questionnaire was used to gather the data needed. A descriptive study design was employed. Specifically, this study attempted to answer the following questions: 1.) What are the learning difficulties of the Grade I pupils identified by the Multi-Factored Assessment Tool (MFAT) in Cognitive Domain (Literacy and Numeracy), Communication Domain, and Social Domain? 2.) What interventions did the Grade I teachers employ to address the learning difficulties of the Grade I pupils in Cognitive Domain (Literacy and Numeracy), Communication Domain, and Social Domain? 3.) What are the effective interventions employed in addressing the learner’s difficulties in Cognitive Domain (Literacy and Numeracy), Communication Domain, and Social Domain? 4.) What intervention model could be proposed to address learner’s difficulties in Cognitive Domain (Literacy and Numeracy), Communication Domain, and Social Domain? Based on the findings of the study, it has been found out that the learning difficulties of the Grade I pupils identified by the Multi-Factored Assessment Tool (MFAT) were: “difficulty in recognizing and reading pre-primer sight words, primer sight words, and basic Filipino words”, “difficulty in identifying time by the hour”, “difficulty in telling stories to peer/class and teacher coherently with uninterrupted flow of sounds, words, syllables, and phrases”, and “difficulty in participating in group activities and role plays”, and that the interventions employed by the teachers in addressing the learning difficulties of the Grade I pupils were “Marungko Reading Intervention Strategy”, “It’s Hour Time”, “Who Am I?”, and “It’s Play Time Intervention Strategy” which were generally very effective. Furthermore, it has been found that all of the interventions employed by the Grade I teachers were very effective in addressing the learning difficulties of the Grade I pupils in cognitive domain (literacy and numeracy), communication domain, and social domain.