1st RRL

Being slow learners causes parents a great deal of stress, to the point that they often vent their
resentment on their kids. Slow learners typically pick things up more slowly and have trouble
remembering what they have learned. Their attention span is more likely extremely short. Slow
learners require direct instruction. moreover learning does not occur naturally to them. They tend
to be self-conscious, daydream a lot, and enjoy spending time alone or with smaller kids. They
struggle to distinguish between items that vary in size, color, and shape. They struggle to
remember things that appear similar and find it difficult to make sense of them.

There are different factors affecting the academic performance of slow-paced learners.
According to ( Edward, 2020) there are different characteristics of slow learners such as they
often become distracted easily, struggle to remember what they have learned, and perform tasks
that slow down learning. They are often portrayed as antisocial characters. Slow-paced learners'
behavioral patterns are mostly immature and unstable. More often they also struggle with visual-
motor, auditory, and language issues that tend to impede their learning.

2nd RRl
Some teachers exhibit bias against their students, which has a negative impact on the learning
process and makes the student dislike the topic and the teacher. If a student happens to be a slow
learner, an appropriate evaluation should be conducted to determine the child's problem and
appropriate solutions should be put in place to overcome it. Not every student can benefit from
the standard method of instruction. The instructor must create confidence in the students by
using a thoughtful teaching technique. For students is less likely to be curious about things and to
actively participate in the entire learning process.

Korikana (2020) states that slow -paced students are not special children, rather they are not
comfortable with the strategies that the educational system provides. According to the article
there are factors that affect the students' learning such as poverty, poor habits, and self needs of
the students to the compatibility of the teaching. Furthermore, social hazards, teachers' partiality,
and poor parenting towards students also affects the students' learning process.
3rd RRL
The challenge may cause children and teenagers to feel stressed, anxious, or angry. When they
put in a lot of study time but still perform poorly on an exam, they could get upset and stressed;
when an assignment is hard for them to understand, they might get nervous before every new
school year. These psychological and emotional problems frequently worsen the problem and
could make it worse. For this reason, therapist can be helpful, A therapist can assist students in
realizing that, regardless the fact that learning difficulties are permanent, there are several
opportunities for support and assistance.

Health problems are also one of the main causes of slow learning processes. Poor health affects
the growth and development of students. According to Health Learners (2020) health barriers to
learning ( HBLs) affect the students ability to pay attention to class, motivation to learn, and their
academic performance in the classroom. These barriers affect the learners ability to focus in the
classroom that slows down their learning. Consequently, healthy children are most likely to have
better performance in the classroom. It is apparent that poor health may lead to poor
performance. As a result, the learners might have a hard time keeping up in the class and slowly
become slow learners.

4th RRL
Favoritism is a common in educational settings, wherein educators provide favor to a select
group of pupils even when they may not be producing their best work. This is often due to many
factors, such as personal preferences and dislikes. Pupils from
Students from lower socioeconomic origins get less attention than those from higher
socioeconomic backgrounds. economic and social origins. Teachers in these relationships do not
favor pupils from lower compared to people from higher socioeconomic backgrounds. To put it
in simplier words, Favoritism affect the education of the students, it does not only affect the
favoured students but also the rest of the students who are not favoured.

Essentially it is important to acknowledge that slow-paced learners can also make progress in
academics and their learning processes. However, Teachers' partiality had a significant effect on
slow-paced students, weakening their motivation to learn. Another significant element that was
found regarding on teachers favoritism is the basis of students' social status. (Hussain, Rafiq, &
Mali 2020).
5th RRL
Students that struggle to complete assignments on time are known as slow learners. within
their age bracket. These pupils struggle mightily to stay up to date with their classmate or age.
They can't complete the assignments assigned in the class in which they are enrolled, or even
the lowermost class. Educators must determine the primary cause of the student's poor
performance and to additionally research those areas precisely the areas she needs to improve
in order to lead the slow learner who succeeds. Being a teacher is a difficult job that calls for a
lot of imagination, and drive from the teachers in order to promote their pupils' overall growth.

Slow learners have their own psychology for learning . Instead, they have no limitations on their
ability to learn. Learning progresses from basic to advanced. If, for some reason Since the pupil
has not mastered the fundamentals, trying to teach him the advanced subjects. Remedial
education does not involve topic revision.

Muppudathi, G. (2014). Role of teachers on helping slow learners to bring out their hidden
skills. International journal of scientific research, 3(3), 98-99.

6th RRL
According to Gokhale (1995), the idea of collaborative learning, the grouping Matching matching pupils
in order to accomplish a particular academic objective has been significantly analyzed and supported in a
variety of professional publications. The phrase "cooperative" learning is a term used to describe a
teaching strategy where students at different performance levelscollaborate in small groups to achieve a
same objective. Because of this, when students in the same class help one another with assignments, it
is It is preferable to refer to this kind of student peer interaction as a peer-assisted learning technique.

Using the collaborative learning approach, students study in small groups in wherein they talk among
themselves and gain knowledge from one another's experiences. Johnson (2002) outlines the benefits of
group learning and believes that through cooperating Small group members can operate individually and
overcome challenges together. and responsibly, rely on team members' skills, have faith in other people,
speak up, and make choices.

[Link]
trategy_for_Improving_Learning_Achievement_of_Slow_Learners
7th RRL
Paul Albert (2018) claims that game-based learning makes digital or computer games an effective
teaching tool for slow learners. Also, it explains how game-based learning, which makes use of digital
games, is a good approach for slow learners, particularly those who are digital natives, among other
teaching strategies. the efficiency of digital games and their educational effects. It also looks at a few
computer games that have educational applications. Lastly, the study made the suggestion that slow
learners could benefit from using digital games as a teaching and learning tool.

The focus is on creating an interesting classroom environment and highlighting relevant elements of
students lives to encourage involvement in line with social obligations and locally understood
educational objectives. However, most players prefer quick and simple games. Therefore, designers face
and mainly handle an important educational problem that is shared by businesses and schools. This
enables them to teach people, particularly young people, to learn and master something that is lengthy
and difficult—and to enjoy it, too.

Students that participate in the online learning game learn more effectively. results compared to pupils
who are merely using the instructional components of the match. The "pro-learning-games" advocates
typically make reference to the emotional and motivational impacts (De Freitas 2006; Bryce & Rutter,
2006). delight in using, Playing the game and having fun should encourage learning of the embedded
material.

Seelhammer, C., & Niegemann, H. M. (2009). Playing games to learn–Does it actually work?. Proc.
ICCE2009, 675-681.

MAGKALAHI NING DUHA

[Link]
1360