Empowering Struggling Learners Through Project SERVES (Supportive and Engaging Resources Validated to Empower Struggling Students): A Developer-Centered Analysis of Implementation Challenges
DOI:
https://doi.org/10.5281/zenodo.20325895Keywords:
Project SERVES, instructional design, reflective practice, differentiationAbstract
This phenomenological study aimed at examining the challenges faced among senior high school teachers in developing instructional materials for the Project SERVES (Supportive and Engaging Resources Validated to Empower Struggling Students) during School Year 2024-2025. The purpose of the study was to examine the perceptions of the respondents on the challenges they encountered in the development phase of learning modules/activity sheets. The study utilized a semi-structured interview protocol to explore the challenges the participants encountered in the implementation of the Project SERVES. The sample of six (6) participants was selected based on their experience relative to the project. Using thematic analysis, patterns relevant to the research questions were coded, categorized and identified themes. The results from the data analysis among teacher-participants focused on six themes: Cognitive and Emotional Demands of Instructional Design, Reflective Practice and Professional Growth, Learner-Centered Design for Diverse Contexts, Competency-Based Instruction and Differentiation, and Professional Learning, Motivation, and Time Management. Teachers navigate complex challenges in creating inclusive, learner-centered materials aligned with diverse student needs and curriculum competencies, all while facing practical constraints such as inadequate training, limited resources, and competing responsibilities.
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