ABSTRACT
This study, utilizing a mixed research design, aimed to find out the learners’ literacy and numerical skills and internal stakeholders’ involvement as basis for enhancement. Data of the study was gathered through a researcher- made interview questions and was integrated using thematic analysis. Based on the result of the study, the teachers were responding to slow learners’ needs and enhancing learners’ literacy and numeracy skills. Parents, on the other hand, were helping their children to read and compute, while learners enjoy learning how to read and write. Teachers faced challenges like lack of interest in reading and counting and poor reading and counting skills. Parents encountered problems on lack of students’ parental guidance and difficulty in reading and counting numbers. To cope with the challenges, teachers employed strategies such as giving more activities and sufficient learning materials. Moreover, parents encouraged their children to read and count and spend more time with their children. Learners sought help from teachers and parents to cope with the challenges. The study's findings provided the foundation for improvement.
Keywords: Internal Stakeholders Involvement, LRC-SKIP Program, Literacy and Numeracy Skills
INTRODUCTION
National and international assessments, such as the National Achievement Test (NAT) and the Program for International Student Assessment (PISA, 2022), have consistently revealed alarming trends in reading proficiency among Filipino learners. These assessments indicate that a significant portion of learners fall below proficiency levels, hindering their academic progress and prospects.
Effective reading numeracy intervention programs play a crucial role in addressing reading difficulties and improving overall literacy rates. Research has shown that early intervention is particularly effective in addressing reading challenges and preventing academic disparities (Ehri et al., 2001). Therefore, the implementation of evidence-based reading interventions is essential to bridge the gap between struggling readers and their proficient peers
Numeracy, along with literacy, is one of the most important aspects of schooling and life. From paying for groceries and receiving change, to counting, and gathering ingredients, numeracy governs a lot of processes and interactions. It is therefore important to make sure children get a good start on numeracy skills (Wannabees, 2024).
Reading and counting skills are fundamental skills that underpin all aspects of education and personal development. Literacy and numeracy skills are the foundations of lifelong learning and full participation in society. These skills empower students to make meaning, think critically, and creatively, and reach their full potential (Tambre, 2017).
Different modalities were used by the schools to facilitate continued learning among learners, but the efforts were not enough because many learners lost interest and motivation in their studies. Teachers reported that there were some instances where parents were the ones answering the learning modules of their children during the half-day classes due to extreme heat.
The Iwa-Macatol Elementary School came up with the PROJECT LRC-SKIP (Strengthening and Advocating Reading for All) that will help the recovery of our education, particularly by helping our struggling learners improve their literacy and numeracy skills. Moreover, the program aims to assist and support teachers in their passion, profession, and vocation in nurturing learners to become readers and numerates.
The DepEd agenda MATATAG is setting a new direction for the implementation of PROJECT LRC-SKIP that yielded promising results, with improvements in reading proficiency documented and counting skills in our school in the Schools District of Pototan II.
The researcher conducted this study to provide a comprehensive analysis of the implementation of the school program exploring the experiences and perspectives of teachers, parents, and learners within the school. By examining the program's successes, limitations, and areas for improvement, this research aimed to offer valuable insights that can inform the enhancement of the LRC-SKIP Program of Iwa-Macatol Elementary School this school year 2024-2025.
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