The implementation of national learning camp (NLC) in elementary schools of tabaco city

Buendia, Annabel Bonayon (2025) The implementation of national learning camp (NLC) in elementary schools of tabaco city. International Journal of Science and Research Archive, 14 (3). pp. 1372-1376. ISSN 2582-8185

This quantitative study examined the implementation of the National Learning Camp (NLC) in Elementary Schools of Tabaco City for SY 2023 – 2024. Specifically, it sought to answer the following questions: • What is the status of implementation of National Learning Camp in elementary schools of Tabaco City Division along: (a) teacher volunteer; (b) teaching methodologies; (c) stakeholders’ engagement; and (d) learning resources? • Is there a significant difference on the status of implementation of National Learning Camp in elementary schools between numeracy and literacy along the areas? • What are the effects of the implementation of the National Learning Camp to the performance of the pupils along: (a) literacy; (b) numeracy? • What are the problems encountered on the implementation of National Learning Camp (NLC)? • What intervention plan may be proposed to address the problems? The study utilized quantitative research methodology to determine the experiences of key stage 1 teachers in the elementary schools of Tabaco City Division. Data collected were gathered using a survey questionnaire. The process included three main steps: distribution of survey questionnaires, gathering data, analysis and interpretation of data. The study involved 210 key stage 1 teachers from the 39 public elementary schools and 1 integrated school of Tabaco City Division. Findings: The findings of the study are: • The overall implementation of National Learning Camp has obtained weighted means of 4.67 and 4.66 in numeracy and literacy respectively with descriptive rating of Extremely Implemented. Variables identified namely Teacher Volunteer, Teaching Methodologies, Stakeholders’ Engagement, and Learning Resources have gained the weighted means of 4.69, 4.76 4.58, and 4.64 respectively in numeracy and 4.68, 4.73, 4.58, and 4.64 respectively in literacy and all having an Extremely Implemented descriptive rating. • The F-computed values for all variables are lower than the tabular F-value of 5.32, indicating that these factors do not have a significant effect on the implementation of the National Learning Camp (NLC). • The NLC implementation to numeracy and literacy development among learners show significant impact. It was found out the NLC implementation has a Very High effect to Numeracy and Literacy skills development of learners garnering relatively close respective weighted means of 4.61 and 4.62. • The respondents have confirmed the pre-identified problems along respective variables. Frequency count both in numeracy and literacy shows the following results: on Teacher Volunteer, problems perceived are lack of training and seminars related to the implementation of National Learning Camp (NLC) program (94), lack of collaborative expertise (29), and inadequate trained volunteer teachers to handle groupings (65); along Teaching Methodologies –absence of ICT integration (60), limited fun-based activities for learners (56), and lack of effective teaching practices to enhance the overall learning environment (48); with respect to Stakeholders’ Engagement results was absence of parents’ support towards learners’ participation in NLC (102), lack of parents’ attendance in the orientation of National Learning Camp orientation (90) and lack of other stakeholders’ support in the school’s implementation of National Learning Camp (83); and lastly with regards to Learning Resources survey resulted to insufficient funding support for the resources and materials (96), inadequate teaching materials for teachers (72), and lack of learning materials for students (62). • A comprehensive intervention plan has been proposed to address the challenges encountered along NLC implementation. This proposed plan aims to enhance the efficiency and effectiveness of the program, ensuring its optimal execution in future implementations. The result of this study will provide valuable insights to effectively implement the program, identify strengths and areas for improvement, and guide future educational strategies and policies. Additionally, the study highlights challenges faced by teachers, offering recommendations for better support and professional development programs. Furthermore, the study assists school administrators in understanding the resources required for successful implementation and ensures that pupils and teachers have the necessary tools for success. Finally, the study encourages greater community engagement, informing stakeholders about the status of the National Learning Camp (NLC) and fostering collaboration to improve educational outcomes. Conclusion: From the findings stated above, the following conclusions were drawn. • The National Learning Camp was highly implemented in the thirty-nine (39) public elementary schools and one (1) integrated school of Tabaco City Division. Key variables such as Teacher Volunteer, Teaching Methodologies, Stakeholders' Engagement, and Learning Resources all received Extremely Implemented ratings, further demonstrating the effectiveness and thoroughness of the program's implementation. • There is no significant difference on the status of implementation National Learning Camp of the elementary school of Tabaco City Division between numeracy and literacy along the areas. Hence, numeracy and literacy were implemented complementary to each other considering teacher volunteer competence, learning resources and stakeholders’ engagement. • The implementation of the National Learning Camp (NLC) has had a significant and positive impact on the literacy and numeracy development among learner participants. With The findings indicated a Very High effect on enhancing these essential skills among the participants. • The common problem encountered in each identified key areas namely Teaching Methodologies, Stakeholders' Engagement, and Learning Resources relative to numeracy and literacy are: (a) lack of training and seminars related to the implementation of NLC program; (b) absence of ICT integration; (c) absence of parents’ support towards learners’ participation in NLC; and insufficient funding support for the resources and materials respectively. • A comprehensive intervention plan has been proposed to address the challenges encountered along NLC implementation. This proposed plan aims to enhance the efficiency and effectiveness of the program, ensuring its optimal execution in future implementations. Recommendations: Based on the findings and conclusions, the following recommendations are proposed to effectively implement and sustain the National Learning Camp (NLC): • Based on the successful implementation of the National Learning Camp in the 40 public elementary schools of Tabaco City Division it is recommended to sustain and strengthen teachers’ training, expand stakeholders’ engagement, optimize learning resources and replicate best practices. • With the equal importance paid on numeracy and literacy development of learners through the National Learning Camp implementation, intensification of these skill may be fostered through continuous integration in instruction towards critical numeracy and literacy. • To further build the significant positive impact of the NLC on literacy and numeracy development among learners’ program expansions, enhancement of targeted interventions and strategic monitoring and evaluation is recommended. • To address the identified along identified key areas timely and relevant targeted training be provided among teachers; devise programs to promote parental involvement that raises awareness and encourages greater parental support for their children’s participation to NLC; and establish partnership and linkages to advocate for increase funding ensuring the availability of adequate resources and materials relative to NLC implementation. • The proposed intervention plan to enhance inclusive education be evaluated, approved and recommended. Areas for Further Study: The following areas are recommended for further research: • School Head’s Capacity to Support Teachers in Education Program Implementation • Parental Capacity and Its Influence on Learner Performance • Effectiveness of Teachers’ Professional Development on Teacher Performance