Classroom Structure Strategies of Teachers and Language Communication Hitches of Students in Public Secondary Schools

Abstract

This study described the classroom structure strategies employed by teachers and the language communication challenges faced by public secondary school students in Kidapawan District, Division of Kidapawan City, Philippines. The study utilized a non-experimental quantitative research design with a correlational method. The respondents included 147 teachers and students from public secondary schools, selected using universal sampling. Data analysis involved mean, Pearson's r, and regression analysis. The findings revealed that teachers frequently implemented classroom structure strategies in areas such as setting expectations, accountability, simplicity, preparation, and building rapport. Additionally, the study found that public secondary school students often encountered language communication challenges related to dialects, speech, word choice, and grammar. A significant relationship was identified between teachers' classroom structure strategies and students' language communication difficulties. Furthermore, the study suggests that various domains of classroom structure strategies significantly influence students' language communication issues. Based on these findings, the study recommends that educators engage in targeted professional development programs to enhance their classroom management skills and instructional strategies. These programs should focus on improving language proficiency and communication among students.