ABSTRACT
This research study aimed to determine teachers’ experiences, challenges and readiness in the implementation of National Learning Camp (NLC) as bases for policy recommendation program using the phenomenological approach under qualitative method. The participants of the study were twenty (20) volunteer teachers to undertake in the study. Semi-structured interviews were selected to carry out the study. The study adopted a purposive sampling strategy and sought voluntary participation. The aim was to come up with a policy recommendation to enhance the implementation of National Learning Camp (NLC) in the secondary schools in the District of Nueva Valencia North, Guimaras. The data were gathered using a researcher-made questionnaire through in-depth interviews. The results revealed that the implementation of National Learning Camp helps the students to develop academically and encourage academic advancement and mastery of core subjects. The camp also serves as an avenue for the teachers to gain experiences from each other by sharing their best practices.
Keywords: National Learning Camp, Teachers’ Challenges & Experiences, Policy Recommendation
INTRODUCTION
Proficiency in English, a key driver of the Philippines' economy, stands in contrast to the challenges many learners face in mathematics. Teachers play a crucial role in fostering a positive attitude towards mathematics, while learners' perception of difficulty is influenced by their comprehension skills (Subia et al., 2018). A study in Africa suggests a strong correlation between English proficiency and success in mathematics (Howie, 2013).
Understanding content across academic courses requires reading comprehension and numeracy skills (Langoban, 2020). To thrive in a globally networked society, students need to learn how to use ICTs to find, understand, and respond to text (Educational Testing Service [ETS], 2003; International Reading Association [IRA], 2009; National Council of Teachers of English [NCTE], 2007). Literacy, encompassing access, management, understanding, and creation of information, and numeracy, involving number knowledge and problem-solving, are foundational to English and mathematics skills.
Applying these skills to real-life situations demonstrates comprehension, and proficiency in literacy and numeracy is crucial for navigating today's culture and making informed decisions. The Department of Education's (DepEd) MATATAG: Bansang Makabata, Batang Makabansa agenda, through DepEd Order No. 014, s. 2023, emphasizes learning recovery through the National Learning Camp (NLC), a voluntary program focusing on all subject areas, including Fundamental Mathematics and Fundamental English.
The NLC aims to address learning losses caused by the pandemic, offering enhancement, consolidation, and intervention programs for learners from Kindergarten to Grade 12. The researcher, a public school teacher, observes a need for enhancement in the NLC implementation. School heads should ensure readiness, teacher preparation, and stakeholder awareness through thorough information dissemination. This study's findings may serve as a basis for policy recommendations, highlighting the importance of regular assessment of program readiness and addressing challenges to ensure effective implementation (DO No. 14, s. 2023).
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