Implementation of Differentiated Learning to Improve Student Motivation and Learning Outcomes in Elementary Schools

Abstract

This study aimed to identify the characteristics and factors underlying reading comprehension difficulties among second-grade elementary school students. A descriptive qualitative design was used in an elementary school. Participants included second-grade students and their classroom teachers, who were selected purposively. Data were collected through classroom observations, structured questionnaires, semi-structured interviews, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The results showed that most students experienced moderate reading comprehension difficulties despite demonstrating satisfactory reading fluency. Their main challenges included limited vocabulary mastery, difficulty identifying main ideas, understanding textual information, and organizing information to construct meaning. Further classroom observations indicated that reading instruction was still largely oriented toward decoding rather than focusing on comprehension. The study concluded that reading comprehension difficulties were influenced by linguistic and cognitive factors beyond basic decoding skills. These findings imply the need for vocabulary enrichment, explicit comprehension instruction, and active learning strategies to strengthen elementary school students' reading comprehension and support their ongoing literacy development.