Challenges in Learning and Promoting Academic Achievement through Effective Teaching Strategies: A Phenomenological Study of Elementary Teachers’ Experiences

Document Type : Original Article

Authors

1 Department of Educational and Psychological Services, Ard.C, Islamic Azad University, Ardabil, Iran

2 Department of Educational Studies and Curriculum Planning, Ard.C, Islamic Azad University, Ardabil, Iran

3 Associate Professor, Department of Psychology, University of Payame Noor, Tehran, Iran.

Abstract

Background and Objectives: This study was conducted to identify effective teaching strategies in overcoming learning challenges for the academic progress of elementary school students.

Methods: This study was conducted with a qualitative phenomenological (interpretive) approach and semi-structured interviews were used to collect data. Participants included 17 exemplary and successful teachers with at least five years of teaching experience who were selected through purposive sampling. Data were analyzed through coding. To ensure content validity, interview questions were reviewed and approved by several heads of educational groups and professors of education at Farhangian University. Also, to increase the validity of the findings, the initial coding results were shared with some of the participants and experts in the field of teacher education. In order to ensure reliability, the coded data were reviewed and compared several times by the researcher and an independent coder, and the analyses were also reviewed by other researchers. The agreement coefficient between coders was 0.76 based on Cohen's agreement coefficient.

Findings: The findings of the study reveal that a total of 167 initial codes (basic concepts), 17 organizing themes, and five overarching themes were extracted. Based on these results, teachers’ use of effective instructional strategies—including thinking-skills strategies, technology-based instructional practices, direct instruction methods, and activity-based learning approaches—can play a significant role in reducing learning challenges and enhancing the academic achievement of elementary school students.

Conclusion: The research results indicate that elementary school teachers, with a correct understanding of the challenges and problems of learning in the elementary school, should turn to effective teaching strategies in order to reduce these challenges and improve the academic achievement of students.

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