ANALYZING DIAGNOSTIC TECHNIQUES FOR LEARNING DIFFICULTIES IN FOURTH-GRADE ELEMENTARY SCHOOL STUDENTS

Abstract

This study is prompted by the critical need for early detection of learning challenges in elementary education to guide targeted pedagogical interventions. The objective of this study is to examine the diagnostic techniques for learning difficulties among fourth-grade elementary school students. A qualitative approach with a case study design was employed for this research. The study's participants comprised school principals, classroom teachers, and subject teachers selected through purposive sampling. Data were collected using in-depth interviews, participant observation, and document analysis. The data were analyzed interactively through data reduction, data display, and drawing conclusions. Results revealed that diagnosis relies on initial identification via classroom observations and teacher notes, followed by formative and summative assessments and student interviews, all underpinned by strong teacher-principal collaboration. This study concludes that developing comprehensive diagnostic instruments and providing continuous teacher training are essential to enhancing diagnostic practices for learning difficulties.