Effectiveness of the Implementation of the 8-Week Learning Recovery Program

AUTHOR(S)

ANALOU B. INFORNON ROSA M. DIMEN MARIA MARVE FEROLINO RYIAN L. ARANETA RICHARD Y. MANGUBAT JOVENIER B. PAGHUNASAN LIEZL G. TUPAZ ONYX A. ALBURO NYZEL Y. ALBURO NELGRACE M. YLANAN RENATO L. RUBIO

ABSTRACT

—— This study aimed to determine the effectiveness of the 8-Week Learning Recovery Program. The geographical area of the research is all elementary school in Pio V. Corpus District. This study will only limit to teachers teaching from Grades 1 to 3. The data utilized was the mixed methods of research since this study attempted to identify the effectiveness of the implementation of 8-Week Learning Recovery Program in Pio V. Corpus District, Pio V. Corpus, Masbate. This study employed quantitative method, specifically descriptive method of research, in interpreting the data gathered using the scale indicated in the survey questionnaires distributed that revealed the assessment level of the respondents along: level of effectiveness of the implementation of 8- Week Learning Recovery Program as perceived by the teachers teaching in the primary grades in Pio V. Corpus District, Pio V. Corpus, Masbate. The respondents were composed of 55 teachers teaching in the primary grades since their pupils are the targeted beneficiaries of the intervention program. These respondents were selected to gather the data needed to answer the research questions. Learning to read, write and count is critical to a child’s success in school and later in life. One of the best predictors of school success is the level of a child’s progress in these foundational skills. Although reading, writing, and numeracy abilities increase as children grow, the early childhood years, from birth to age eight, comprise the most important period for language, literacy, and numeracy development. Keywords — Learner’s Numeracy, literacy development, Learner’s Achievement and Performance, of the 8-Week Learning Recovery Program