Authors : Jay A. Villasor

Volume/Issue : Volume 10 - 2025, Issue 5 - May

Google Scholar : https://tinyurl.com/2h3ek7v7

DOI : https://doi.org/10.38124/ijisrt/25may2346

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study explores the experiences, challenges, and insights of teachers in applying skill-building activities amidst increasing academic demands in elementary education. A qualitative research design was employed using semi-structured interviews and focus group discussions with elementary teachers. Data were collected from five individual interviews and a focus group comprising five participants. Thematic analysis was utilized to identify patterns and themes related to teachers’ experiences, coping strategies, and insights. Findings revealed that skill-building activities positively impacted learner engagement and confidence, with students exhibiting improved critical thinking and adaptability. However, challenges included insufficient materials, time limitations, and resistance from stakeholders. Teachers employed strategies such as resource improvisation, collaboration with colleagues, and differentiated instruction to address these challenges. Insights highlighted the importance of aligning activities with real-world applications, fostering collaboration, and providing continuous support to learners. The study emphasized the transformative potential of skill-building activities in enhancing learner capacity to meet academic demands. Teachers' experiences indicate the need for institutional support, stakeholder engagement, and professional development to optimize the implementation of such activities.

Keywords : Skill-Building, Elementary Education, Academic Demands, Critical Thinking, Learner Engagement, Teacher Strategies.

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