Analysis of School Readiness for Implementing the Deep Learning Approach in Grade V Elementary School Instruction

Abstract

Implementing a deep learning approach at the primary school level requires comprehensive school readiness encompassing institutional, teacher, student, and facility related aspects. This study aims to analyze school readiness for implementing the deep learning approach in Grade 5 instruction and identify obstacles and strategies supporting its implementation. A qualitative descriptive approach was employed, with data collected through semi structured interviews, observations, and document analysis involving the principal, Grade 5 teachers, and students. Data validity was verified through source and technique triangulation, while analysis involved data reduction, data presentation, and conclusion drawing. The results indicate that the school is at an initial stage of readiness. Institutionally, the principal demonstrates openness and support for instructional innovation. Teachers are motivated to develop active learning practices; however, their understanding and technical skills in designing deep learning experiences require strengthening through training and mentoring. Students show interest in discussions, exploration, projects, and hands on activities, although varying abilities require adaptive instructional strategies. Limited access to internet, digital devices, and instructional media remains a challenge. Therefore, implementation should proceed gradually by enhancing teacher competence, strengthening institutional support, adapting learning methods to student needs, and developing priority facilities and infrastructure.