Effect of Share-in Approach and Class Attendance of ALS Learners

Abstract

The purpose of this phenomenological research study was to describe how teachers overcome their academic stress and on the attendance of ALS learners for the school year 2022-2023. At this stage in the research, teachers are experiencing challenges in facilitating the curriculum delivery and management and how they strategize to overcome their difficulty and insights to mitigate such for better learning process among learners. Method used was phenomenological research where assumptions were considered given Fifty (60) participants of ALS Learners whose responses and identity were treated with utmost confidentiality. Findings revealed that late submission and unanswered modules were the difficulties encountered, however, home visitation, and collaboration among parents found to be the efficient way of overcoming challenges. Future directions for teachers who facilitates the teaching and learning processes and where parents need support from teachers, interpretation can provide opportunities to resist the urge to treat adaptability as only a technical teaching practice; to experience adaptability as a dynamic, complicated, and reciprocal relationship between teacher and student, rather than something that only the teacher invokes; and to explore some of the complex ways such as the effect of share-in approach program.