Exploring Strategic Communicative Barriers and Adaptive Strategies of Senior High School Physics Teachers

This study examines the strategic communicative barriers experienced by Senior High School Physics teachers in delivering General Physics instruction and explores the adaptive strategies they employ to enhance student understanding. Conducted in the Schools Divisions of Batac City, Laoag City, and Ilocos Norte, the research involved 34 Physics teachers teaching General Physics I and II during the 2024–2025 academic year. Using a descriptive research design, data were collected through semi-structured interviews aimed at uncovering specific communication challenges and pedagogical adaptations related to the teaching of complex Physics concepts.

Findings reveal three major strategic communicative barriers: communicating complex concepts, engaging diverse learners, and facilitating student expression. Teachers face difficulties in simplifying abstract, symbolic, and mathematical Physics content, addressing student misconceptions, and supporting the application of formulas. Diverse learner profiles, including varied prior knowledge, motivation, and anxiety toward Physics, further complicate effective communication. Additionally, language-related barriers such as students’ fear of using English and limited communication confidence hinder active participation and expression in the classroom.

In response to these barriers, teachers employ various adaptive strategies to improve comprehension and engagement. Real-life contextualization through analogies and relatable examples helps make abstract concepts more tangible. Inquiry and dialogic teaching methods, including guided questioning and problem-based prompts, foster critical thinking and active participation. Technology and visual integration using digital tools, simulations, and visual aids support diverse learning styles and clarify difficult topics. Collaborative and adaptive communication strategies, such as peer learning and real-time feedback, promote inclusive and responsive instruction. Finally, translanguaging practices—including code-switching and the use of vernacular languages—enhance clarity and accessibility, especially for linguistically diverse students.

The study is anchored in Dell Hymes’ Communicative Competence Theory, emphasizing strategic competence as crucial for overcoming communication breakdowns in teaching. The findings underscore the importance of strategic communicative competence in Physics education, highlighting how communication barriers shape teachers’ adaptive behaviors. The results suggest that effective Physics instruction requires not only mastery of subject matter but also dynamic management of communication strategies to meet diverse learner needs.

This research contributes valuable insights into the multifaceted communicative challenges faced by Physics teachers and the pedagogical adaptations that support student learning. It recommends targeted professional development programs to enhance teachers’ strategic communicative competence, promote differentiated and culturally responsive instruction, and encourage the use of translanguaging and technology integration. By addressing these communicative barriers and supporting adaptive teaching strategies, educators can improve Physics instruction and foster deeper understanding among students. Future research may investigate the long-term effects of enhanced communicative competence and adaptive strategies on student achievement across diverse educational settings.