Classroom Structure Schemes of Teachers and Language Communication Difficulties of Students in Public Secondary Schools

Abstract

This study investigated the relationship between teachers' classroom structure schemes and secondary students' language communication difficulties in Cluster 13, Division of Davao City. A correlational design was employed to analyze data from 147 public secondary school teachers using universal sampling. Results indicated a significant positive correlation between teachers' classroom structure schemes and students' language communication difficulties, with the latter being frequently manifested. The study further revealed that specific domains of classroom structure significantly influenced students' language communication challenges. To mitigate language communication difficulties, schools should prioritize enhancing classroom structure by establishing clear expectations, promoting accountability, and optimizing resource allocation. Teacher professional development should focus on simplifying instructional materials and incorporating students' native dialects to foster effective communication. These strategies can contribute to improved student outcomes and overall language proficiency.