Resource Challenged and Adoptive Strategies of Elementary Schools

Authors

  • MARIBETH BINUNAG APAYAO STATE COLLEGE Author

DOI:

https://doi.org/10.64358/hz0yn235

Keywords:

adaptive instructional strategies, resourced challenged schools, low-tech teaching, multigrade instruction, instructional effectiveness, susainability

Abstract

 This study investigated the adaptive instructional strategies employed by public elementary school teachers in resource-challenged settings with limited electricity and no internet access in the Lower Calanasan District during the School Year 2025–2026. It examined the availability of energy resources, identified instructional and learner-related challenges, described adaptive strategies, assessed their effectiveness and sustainability, and determined the relationship between energy availability and strategy use using a descriptive-correlational design.

Findings revealed that most schools experience unstable or no electricity and lack internet access, relying mainly on solar energy. Teachers consistently faced instructional disruptions and learner-related challenges. Despite these constraints, adaptive strategies such as the use of low-tech resources, differentiated instruction, and learner engagement activities were always practiced.

These strategies were perceived as very effective in enhancing student engagement, participation, and learning outcomes. Teachers also expressed confidence in the sustainability of these practices, although challenges such as workload, limited resources, and professional isolation persisted. No significant relationship was found between energy availability and the type of strategies employed .

The study concludes that adaptive instructional strategies are essential and effective in sustaining instruction in resource-constrained environments.

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Published

2026-06-05

Issue

Vol. 2 No. 2 (2026): International Journal of Education, Literacies and Curriculum Studies

Section

Articles