Author

Mariel C. Pangulo*
Duya-as Upper Uma, Lubuagan, Kalinga, Philippines

Abstract

This study examined the challenges encountered in teaching communication skills among kindergarten to Grade 3 learners in the Uma Cluster Schools, Lubuagan, Kalinga. Employing a multi-method research design, the study combined quantitative and qualitative approaches to provide a comprehensive understanding of the issue. Twenty-one teachers were purposively selected as participants, and data were collected through structured questionnaires, semi-structured interviews, and focus group discussions. Quantitative analysis focused on teacher profiles and the extent of challenges related to learner factors, teacher factors, instructional materials, and home or socio-environmental influences. Qualitative analysis explored strategies teachers employ to address these challenges and proposed support mechanisms to enhance instruction. Findings revealed that learner-related challenges, such as difficulty following oral instructions and low confidence, and teacher-related factors, including limited training and classroom management difficulties, were significant. Challenges in instructional resources and home support further compounded difficulties in teaching communication skills. Qualitative results indicated that teachers employed instructional adaptation, confidence-building strategies, and creative use of available resources while highlighting the need for professional development, institutional support, and home-school partnerships. The study concluded that teaching communication skills requires a holistic approach that integrates adaptive teaching, learner engagement, and systemic support. Recommendations were provided for the Department of Education, school administrators, and teachers to enhance instructional effectiveness, as well as for future researchers to investigate interventions, home and community influences, and learners’ perspectives.

Keywords: Communication skills, early childhood education, teacher strategies, learner engagement, instructional challenges, Uma Cluster Schools, Kalinga.

*Corresponding author/ Email: marielpangulo.25@gmail.com
DOI: http://doi.org/10.69651/PIJHSS0502905

Recommended citation:
Pangulo, M. C. (2026). Challenges in teaching communication skills among kindergarten to Grade 3 learners at UMA Cluster Schools, Lubuagan, Kalinga. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 260-277. http://doi.org/10.69651/PIJHSS0502905

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