ABSTRACT
This study determined the level of implementation of the Eight-Week Curriculum Program in selected public elementary schools in one municipality of Albay during the School Year 2025–2026. Specifically, it examined the level of implementation of the Eight-Week Curriculum Program in terms of objectives, activities and instructional materials, teachers and school head engagement, and assessment. It also determined whether a significant difference existed in the level of implementation of the program, identified the challenges encountered by teachers and school heads, and determined the strategies implemented to address the identified challenges. A descriptive research design using survey techniques was employed in the study. The statistical tools used were frequency count, percentage, weighted mean, and Kruskal–Wallis H test. The respondents consisted of thirty-three (33) school heads and one hundred twenty (120) elementary teachers handling Grades 1 to 3 classes in selected public elementary schools.
Findings revealed that two of the four variables demonstrated full implementation. Assessment obtained the highest weighted mean of 3.84 interpreted as Fully Implemented (FI), and Activities and Instructional Materials obtained the lowest with weighted mean of 3.49 Moderately Implemented (MF). Results further showed a significance difference exist among the four variables on the level of implementation of Eight-Week Curriculum. Moreover, the insufficient resources such as learning materials and equipment exhibited as the major the challenges in its implementation. To address challenges, teachers most commonly implemented strategy was developing additional learning materials to be utilized in learning centers.
In view of the findings and conclusions drawn, various recommendations were deduced. Continuous implementation of the Eight-Week Curriculum Program to improve reading and numeracy skills of early grade learners. Teachers and school head should strengthen instructional planning to effectively implement intervention programs. Educational leaders and policy makers should strengthen resource distribution and management to address disparities access to instructional materials. Prepared Action Plan may adopt to address various challenges in the implementation of intervention curriculum program. Future researchers may conduct a similar study to support the results of this research.
INTRODUCTION
The COVID-19 pandemic caused many young learners to fall behind, especially in reading and numeracy. To help them catch up with the essential learning competencies they missed during the pandemic, the Department of Education Region V introduced the Eight-Week Learning Recovery Curriculum, a short but focused program that identifies students’ learning gaps and provides activities to strengthen their skills. Even with this program, some learners still struggle, so it’s important to look at how it is being implemented, what challenges teachers and students face, and which strategies work best. The findings can make the program more effective and ensure students get the support they need to reach grade-level skills.
The implementation of the Eight-Week Learning Recovery Curriculum was anchored on DepEd Order No. 34, series of 2022, which directed regional offices to implement contextualized learning interventions under the Basic Education Learning Continuity Plan (BE-LCP) mandated by Republic Act No. 11494. In line with this mandate, Regional Memorandum No. 104, series of 2022, formally introduced the Eight-Week Learning Recovery Curriculum for Grades 1 to 3 as a three-year program. The intervention curriculum utilized assessment tools such as the Comprehensive Rapid Literacy Assessment (CRLA) and the Albay Numeracy Assessment Tool (ALNAT) to determine learners’ academic levels. Further support for the program’s continued implementation was reinforced through Regional Memorandum No. 393, series of 2023, which provided full backing to teachers and the school community.
This study aimed to assess the level of implementation of the Eight-Week Learning Recovery Curriculum, identify the challenges encountered during its implementation, and examine the strategies employed to address these challenges. The results of the study served as a basis for the development of an action plan intended to further strengthen the program and enhance its effectiveness in improving learners’ literacy and numeracy skills.
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