EFFECT OF THE NATIONAL LEARNING CAMP (NLC) ON

JUNIOR HIGH SCHOOL LEARNERS’ NUMERACY

AND LITERACY OUTCOMES

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 45
Issue 3
Pages: 407-416
Document ID: 2025PEMJ4363
DOI: 10.70838/pemj.450307
Manuscript Accepted: 07-10-2025
 Psych Educ, 2025, 45(3): 407-416, Document ID:2025PEMJ4363, doi:10.70838/pemj.450307, ISSN 2822-4353
Research Article

Effect of the National Learning Camp (NLC) on Junior High School Learners’
Numeracy and Literacy Outcomes
Lenyrose B. Asegurado,* Daisy L. Obiso
For affiliations and correspondence, see the last page.
Abstract
This study used both quantitative and qualitative methods to analyze the impact of the National Learning Camp (NLC)
on literacy and numeracy achievement of junior high students in Pinamungajan District 2, Cebu. The research
measured pre- and post-test results, which showed meaningful increases in both subjects, proving the NLC's
effectiveness as a specialized educational program. The study analyzed the profiles of teachers and learners, examining
age, gender, teaching duration, and training, to determine how these factors impact program effectiveness. The
students who started with minimal academic abilities experienced tangible progress in their academic results through
the structured assistance provided during the camp. The study gathered qualitative data from interviews with teachers
and classroom observations that showed their commitment to learning despite their administrative duties and resource
limitations. Teachers stressed the critical need to develop positive learning spaces while they expressed their
requirement for further professional learning opportunities. System-level enhancements would help the NLC achieve
its goal of improving student learning outcomes. The study suggested two important recommendations: first, minimize
the administrative work that teachers face, and second, develop flexible educational methods that address various
learner requirements. The research demonstrated how continuous assistance serves both students and the educators
who lead them.
Keywords: National Learning Camp, numeracy, literacy, secondary learners

Introduction
The educational system in the Philippines delivers quality basic education through an equitable approach, which provides culturally
appropriate instruction while establishing safe environments that motivate students to complete both primary and secondary education
with meaningful learning results. The Department of Education maintains its commitment to deliver cost-effective, quality technical
and vocational, and tertiary education opportunities, which ensure that all learners can access education (Reyes & Santos, 2023). The
educational system of the Philippines remains challenged by its students' inability to develop crucial skills despite ongoing reforms and
stated objectives. The 2022 Programme for International Student Assessment (PISA) results showed that fewer than 25% of Filipino
students achieved the basic proficiency level in math, reading, and science, which continues a pattern from previous years and
demonstrates ongoing secondary-level learning deficiencies (Acido & Caballes, 2024).
National Learning Camps (NLCs) serve as a crucial educational intervention to boost basic literacy and numeracy among secondary
students while enabling teachers to develop their teaching abilities through professional development and collaborative learning. There
is a lack of research measuring the actual effectiveness of NLCs in achieving better academic results for students, despite their extensive
implementation. The absence of proof about NLC effectiveness creates an essential knowledge gap since these interventions receive
substantial funding (Hafeez, 2022). NLC assessment needs to be done so that educational leaders and decision makers can understand
its value alongside possible modifications that would improve alignment with national educational standards.
This study aims to fill the research gap by evaluating how National Learning Camp participation affects junior high school students in
Pinamungajan District 2, Cebu. The research measures student performance through pre-intervention tests and post-intervention
assessments, and examines the learning camp experiences from both teachers and students.
The study investigates three questions regarding the effects of NLC participation on literacy and numeracy skills, as well as program
success factors. The research evaluates student academic progress alongside teacher readiness and involvement and determines ways
to improve program delivery.
The research examines these questions to expand Philippine educational knowledge about interventions and provides practical
recommendations for learning camp improvements. Gara-Ancheta et al. (2024) stated that learning camp design improvements must
be grounded in evidence-based research, and policy reform should be implemented for better program outcomes. The research
demonstrates how NLCs provide equal learning support for students and produces recommendations to enhance future programs for
better learner responsiveness and effectiveness.
The main goal of this study is to fully analyze how the National Learning Camp (NLC) influences the numeracy and literacy results of
secondary students residing in Pinamungajan District 2, Cebu, during the 2023–2024 academic term. The evaluation focuses on both
academic progress measurement and learning and teaching difficulties encountered during the camp. The study aims to generate
practical findings that will inform the development of targeted learning approaches and educational policies, ultimately enhancing
NLC's effectiveness and long-term sustainability as a vital educational intervention.

Asegurado & Obiso 407/416

 Psych Educ, 2025, 45(3): 407-416, Document ID:2025PEMJ4363, doi:10.70838/pemj.450307, ISSN 2822-4353
Research Article

Research Questions
This study answered the following questions.
1. What are the demographic profiles of the learners and teachers involved in the NLC in terms of:
1.1. age;
1.2. sex;
1.3. grade level (learners); and
1.4. years of teaching experience (teachers)?
2. What are the learners’ pre-test achievements in numeracy and literacy prior to participating in the National Learning Camp?
3. What are the learners’ post-test achievements in numeracy and literacy following their participation in the National Learning
Camp?
4. Is there a significant difference between learners’ pre-test and post-test performances in numeracy and literacy?
5. What challenges did teachers and learners encounter during the implementation of the National Learning Camp?
6. Based on the study’s findings, what learning plan can be developed to enhance the impact of the National Learning Camp on
learners’ numeracy and literacy skills?

Literature Review
Self-Concept and Academic Performance
Formal education continues to depend heavily on textbooks, but their unchanging format prevents them from meeting the changing
needs of students. Game-based learning, together with gamification, provides flexible methods that enhance student motivation and
participation levels. The educational application of game-like components, such as points and leaderboards, and badges, motivates
students to actively participate and continue their learning process while completing tasks (University of Waterloo Centre for Teaching
Excellence, 2023). Both game-based learning and gamification approaches support long-term motivation and deeper learning when
implemented effectively, even though game-based learning uses actual games for instruction.
Curriculum reform debates currently focus on developing teaching methods that promote critical thinking and creativity alongside
learner engagement, which are necessary for students to succeed in modern workplaces. Games serve as effective learning tools because
they enhance memory capabilities, attention control, and cognitive flexibility (Smith & Tan, 2022). Research now establishes that
interactive learning is combined with social interaction.
The Department of Education released an official statement in 2023 that mandates that all school divisions provide fair access to the
NLC. The program provides individualized help together with accommodations that establish a secure learning space for students with
diverse needs (Singh, 2024). The camp employs an integrative approach through sports, arts, leadership, and cultural enrichment to
build cognitive, emotional, and physical competencies, which prepare students to succeed academically and handle real-life situations
(Mindgroom Education Initiative, 2023).
The NLC follows worldwide educational patterns by focusing on the acquisition of 21st-century competencies, which include critical
thinking along with creativity, communication, collaboration, and digital literacy. The camp includes project-based learning,
technology integration, and innovation-focused activities to embed these principles in its design (Sithu, 2021). Research demonstrates
that building strong literacy and numeracy abilities at the start of education plays a major role in determining academic performance,
together with problem-solving skills throughout a student's academic journey (Lopez & Rivera, 2023).
The concept of literacy now encompasses various essential skills, including reading abilities, writing skills, information evaluation
capabilities, and the ability to communicate ideas effectively in different settings. Through literacy, learners develop the ability to excel
in academic settings and actively participate in society, according to Torres and Del Rosario (2022). The NLC serves as an important
educational resource that addresses Philippine literacy and numeracy problems by creating accessible learning pathways for every
student.
Methodology
Research Design
This research employed a mixed-methods approach with parallel data collection to investigate the effect of the National Learning Camp
(NLC) on junior high school student literacy and numeracy abilities in Pinamungajan District 2, Cebu. The selected research approach
enabled the simultaneous collection of numerical data alongside participant observations to provide a comprehensive assessment of
program effectiveness (Creswell & Plano Clark, 2018). The research combined standardized test results with teacher-student feedback
to assess both program effectiveness and its classroom impact (Fetters et al., 2013).
The study employed a quasi-experimental design for its quantitative research, which measured student competencies through pre- and
post-program assessments without randomizing participants into groups. Researchers used this method because it provides a workable
solution for authentic educational environments yet enables detection of distinct performance variations (Shadish, Cook, & Campbell,

Asegurado & Obiso 408/416

 Psych Educ, 2025, 45(3): 407-416, Document ID:2025PEMJ4363, doi:10.70838/pemj.450307, ISSN 2822-4353
Research Article

2002). The research evaluated the literacy and numeracy skills of 40 students by administering pre-tests and post-tests and analyzing
their score advancements.
The researcher collected qualitative data from students and teachers using surveys, which provided feedback about their learning
experiences. The qualitative data collection enabled researchers to discover what aspects of the program worked well alongside the
obstacles participants encountered and their perceptions of the learning setting. The qualitative data adds crucial context to numerical
data by revealing human experiences during the intervention (Merriam & Tisdell, 2016). The data serves to determine which students
experienced progress and which students encountered difficulties.
When researchers combine qualitative findings with quantitative data during analysis, they create a method to verify results and enhance
study outcomes (Johnson, Onwuegbuzie, & Turner, 2007). Test results provided evidence of learning, while personal insights revealed
explanations behind those results. The mixed research methodology produced a more reliable understanding of National Learning
Camp effectiveness, which demonstrated the value of combining methods for educational program evaluation (Creswell, 2014).
Respondents
The study gathered data through junior high school learners, together with classroom teachers, to assess the National Learning Camp
(NLC) performance in Pinamungajan District 2, Cebu. These respondents were selected to ensure a holistic understanding of the
program’s impact from both the learner and educator perspectives.
The quantitative component of the study analyzed 40 junior high school learners who represented Grades 7 to 10. These students were
selected using random sampling, which helped ensure objectivity and minimize selection bias.
The sample size of 40 learners was determined by considering the total student population participating in the NLC across the district,
and it included students from different grade levels and genders, along with various learning needs. The quantitative analysis used the
students' pre-test and post-test scores in literacy and numeracy to measure academic progress after the intervention.
The qualitative part of this study involved 9 teachers who handled classroom teaching during the NLC sessions. The selection process
for these teachers used purposive sampling because their direct exposure to the program delivery and student reactions to teaching
methods proved necessary. The identical 40 students who participated in the quantitative section became part of the qualitative data
collection because their individual experiences, along with learning outcomes and camp obstacles, needed deeper analysis.
Instrument
To understand the impact of the National Learning Camp (NLC) on students' reading and math skills, we employed a combination of
standard tests and context-specific tools. We gathered both numbers and stories to get a full picture.
Quantitative Instruments
Two standardized assessment tools were used to measure academic performance:
Philippine Informal Reading Inventory (Phil-IRI). The Phil-IRI, developed by the Department of Education (DepEd), is an informal
reading assessment tool consisting of graded reading passages and comprehension questions designed to identify students' independent,
instructional, and frustration reading levels. It was administered twice during the school year: as a pre-test before the NLC intervention
and as a post-test afterward. The instrument has been widely adopted and refined to ensure validity and reliability in measuring reading
skills across various grade levels (Phil-IRI Resource Learning Package, 2022–2023).
Enhanced Regional Unified Numeracy Test (E-RUNT). The E-RUNT is a regionally developed tool used to assess foundational
numeracy competencies among learners from Grades 1 to 11. It measures proficiency in the four fundamental operations—addition,
subtraction, multiplication, and division—as well as number sense and basic problem-solving. Like the Phil-IRI, the E-RUNT was
administered as both a pre-test and post-test to evaluate progress attributable to the NLC. This tool, standardized and validated by
DepEd Region VII (Regional Memorandum No. 827, s. 2022), is widely implemented in regional schools to track numeracy
development (DepEd Region VII, 2022).
Quantitative data were analyzed using SPSS version 17 (IBM Corp, 2008), applying descriptive statistics and inferential tests to identify
significant changes in learner outcomes.
Qualitative Instruments
Structured survey questionnaires were designed for both teachers and learners to gather qualitative data on their experiences with the
NLC. The questionnaires included open-ended questions to allow participants to express detailed insights regarding the program's
effectiveness and encountered challenges.
In addition, both teachers and learners were asked to rank challenges related to the NLC on a scale from 1 to 7, where 1 represented
the most significant challenge and seven the least significant. This ranking activity provided quantitative insight into perceived
difficulties from both perspectives.

Asegurado & Obiso 409/416

 Psych Educ, 2025, 45(3): 407-416, Document ID:2025PEMJ4363, doi:10.70838/pemj.450307, ISSN 2822-4353
Research Article

Procedure
The data collection process in this study followed a systematic and well-coordinated series of steps to ensure accuracy, ethical
compliance, and the reliability of the information gathered. The procedure was implemented during the School Year 2023–2024 in
Pinamungajan District 2, Cebu, and involved both learners and teachers who participated in the National Learning Camp (NLC).
Prior to data collection, the researcher prepared a formal request for approval to conduct the study. Letters of permission were submitted
to the Public Schools District Supervisor of Pinamungajan District 2 and the respective school principal. These communications
outlined the purpose of the study, the methods of data collection, and assurances of confidentiality and voluntary participation.
Once approval was granted, the researcher conducted a short orientation session with both learners and teachers. This session aimed to
explain the objectives of the study, the nature of the National Learning Camp, and the relevance of their participation. Participants were
assured that their responses would be treated with strict confidentiality and that they could withdraw at any point without consequence.
After the orientation, printed copies of the questionnaires were personally distributed to the respondents. These included both pre-test
and post-test instruments for literacy and numeracy assessments, as well as survey questionnaires designed to gather qualitative
feedback on the participants’ experiences. Instructions were clearly provided to avoid misunderstanding or confusion.
Once the respondents completed the questionnaires, the researcher collected the forms immediately to prevent loss or tampering and
to maintain the integrity of the data. This immediate retrieval also ensured that any clarifications could be addressed on the spot,
minimizing potential errors in response.
Data Analysis
To comprehensively understand the effect of the National Learning Camp, the study employed both quantitative statistical analysis and
qualitative thematic analysis.
Quantitative Analysis
Numerical data from the pre-test and post-test assessments in literacy and numeracy were analyzed using the Statistical Package for
the Social Sciences (SPSS) Version 17. The following statistical methods were used:
Weighted Mean: This was used to determine the average scores of learners before and after the intervention.
Paired t-test: This test was employed to determine whether the observed differences in learners’ pre-test and post-test scores were
statistically significant (Field, 2018).
These statistical treatments allowed for a data-driven assessment of the NLC’s effectiveness in improving student academic
performance.
Qualitative Analysis
For the qualitative phase, responses from open-ended survey questions were reviewed and analyzed thematically. Common themes,
recurring challenges, and perceptions of both learners and teachers were identified using an inductive coding process, in line with the
procedures outlined by Creswell and Creswell (2023). This analysis offered nuanced insights into the contextual and experiential
dimensions of the NLC.
Mixed-Methods Integration
Following the convergent parallel mixed-methods design, both quantitative and qualitative data sets were merged during the
interpretation phase. The numerical results provided evidence of measurable academic improvement, while the qualitative responses
explained how and why those improvements occurred—or, in some cases, were limited.
As Creswell and Creswell (2023) note, this integration enhances the validity, depth, and applicability of findings in mixed-methods
research by triangulating different types of data.
Ethical Considerations
The study was conducted with a strong emphasis on safeguarding the rights and well-being of all participants. From the outset, students,
along with their parents or guardians and teachers, were provided with complete and clear information regarding the study’s objectives,
procedures, potential benefits, and possible risks. This ensured informed decision-making prior to participation. Confidentiality of
personal information was strictly maintained, with all identifiable details anonymized or coded to protect individual identities. Access
to the data was restricted, and the information was used solely for the purposes outlined in the research. Participation in the study was
entirely voluntary, with individuals free to withdraw at any stage without fear of negative consequences. Efforts were made to minimize
any risks or discomfort, and all procedures were carried out with care to avoid physical, emotional, or social harm. Any concerns or
discomfort expressed by participants were addressed promptly to ensure safety and well-being. The research was approved by the
Department of Education and the local school authorities in Pinamungajan District 2, in full compliance with established ethical

Asegurado & Obiso 410/416

 Psych Educ, 2025, 45(3): 407-416, Document ID:2025PEMJ4363, doi:10.70838/pemj.450307, ISSN 2822-4353
Research Article

standards. In disseminating the findings, results were presented in aggregate form to protect individual identities. The study was
conducted with respect for local culture, traditions, and community values, ensuring fair, unbiased, and considerate treatment of all
participants.
Results and Discussion
The Profile of the Teachers
Table 1. Age and Gender of the Teachers
Indicator/s Male Female f %
For Teachers:
41 and above 1 1 11.11
36-40 year old 1 1 11.11
31-35 year old 2 2 4 44.44
26-30 year old 2 1 3 33.33
Total: 4 5 9 99.99

Table 1 shows the age and gender distribution of the teachers in the study. Most teachers are aged between 26 and 35 years, with
44.44% in the 31-35 age group and 33.33% in the 26-30 age group. There are fewer teachers in the older age ranges, with only one
teacher each in the 41 and above and 36-40 categories. Gender-wise, the distribution is balanced, with four male and five female
teachers.
Table 2. Number of Years in Teaching and Highest Educational Attainment of the Teachers
Indicators With Doctorate With Doctorate With Masters With Masters f %
Degree Degree Units Degree Degree Units
20 year and above 0 0 0 1 1 11.11
10 – 19 years 0 0 2 3 5 55.56
9 years and below 0 0 1 2 3 33.33
Total: 0 0 3 6 9 100

Table 2 shows the number of years in teaching and the highest educational attainment of the teachers. The data reveals that none of the
teachers hold a doctorate degree or doctorate units, but several have a master's degree or are pursuing a master's degree. Among the
teachers, 55.56% have 10-19 years of teaching experience, with 33.33% having 9 years or less, and 11.11% have 20 years or more.
Table 3. Relevant Trainings/Seminar Attended
Indicators 3 2 1 f %
5 days and above 4 0 0 4 44.44
3-4 days 3 0 0 3 33.33
1-2 days 2 0 0 2 22.22
None 0 0 0 0 0
Total: 9 0 0 9 99.99

Table 4 presents the number of days of relevant training or seminars attended by the teachers. The data shows that 44.44% of the
teachers attended training sessions lasting 5 days or more, while 33.33% attended seminars lasting 3-4 days, and 22.22% participated
in training for 1-2 days. None of the teachers reported attending any relevant training or seminars.
The Profile of the Learners
Table 4. The Age and Gender of the Learners
Indicator/s Male Female f %
Learners’ Age:
16 years Old 5 4 9 22.50
15 years Old 6 6 12 30
14 years Old 4 6 10 25
13 years Old 5 4 9 22.50
Total: 20 20 40 100

Table 4 presents the age and gender distribution of the learners participating in the National Learning Camp. The learners’ ages range
from 13 to 16 years old, with a relatively balanced representation between males and females, each group consisting of 20 learners.
The most significant number of learners falls within the 15-year-old age group, comprising 30% of the total learners, while other age
groups, such as 16 and 14 years old, represent 22.50% and 25%, respectively.
Table 5 shows the distribution of learners across different grade levels (Grade 7 to Grade 10) and the type of Learning Camp they
attended. The data reveals that the largest group of learners (45%) participated in the Intervention camp, followed by 32.50% in the
Consolidation camp and 22.50% in the Enhancement camp. The grade-level distribution is even, with each grade having 10 learners in
total, ensuring balanced participation across the four grade levels.
Asegurado & Obiso 411/416
 Psych Educ, 2025, 45(3): 407-416, Document ID:2025PEMJ4363, doi:10.70838/pemj.450307, ISSN 2822-4353
Research Article

Table 5. Grade Level of the Learners and Learning Camp

Indicators G7 G8 G9 G10 f %
Learning Camp
Enhancement 2 3 2 2 9 22.50
Consolidation 2 2 4 5 13 32.50
Intervention 6 5 4 3 18 45
Total: 10 10 10 10 40 100

Pre-Test Scores of Learners in Numeracy

Table 6 presents the pre-test scores in numeracy for learners across Grades 7 to 10. The highest proportion of students scored between
0-9 (40%), with the next largest group scoring between 10-19 (30%). Fewer students achieved higher scores, with only 20% scoring
between 36 and 40, and the rest distributed in lower score ranges.
Table 6. Pre-Test Scores in Numeracy
Indicators G7 G8 G9 G10 f %
Scores
36-40 1 2 2 3 8 20
30-35 4 5 3 4 16 40
20-29 3 2 4 3 12 30
10-19 2 1 1 0 4 10
0-9 0 0 0 0 0 0
Total: 10 10 10 10 40 100

Pre-Test Scores of Learners in Literacy

Table 7 presents the pre-test scores in literacy for students across Grades 7 to 10. A significant portion of students (57.5%) scored
between 0 and 3, indicating that the majority had limited literacy skills prior to the camp. The remaining students were more evenly
distributed between the 4-5 score range (23%) and the highest score range of 6-7 (17.5%).
Table 7. Pre-Test Scores in Literacy
Indicators G7 G8 G9 G10 f %
Scores
6-7 2 1 2 2 7 17.5
4-5 5 6 5 7 23 57.5
0-3 3 3 3 1 10 25
Total: 10 10 10 10 40 100

Post-Test Scores of Learners in Numeracy

Table 8 presents the post-test scores in numeracy for students across Grades 7 to 10. The data reveals a marked improvement in students'
performance, with 60% of students scoring in the 36-40 range, indicating a significant increase in numeracy skills after the National
Learning Camp. A small portion of students still scored in the lower ranges, with only 7.5% scoring between 0-9.
Table 8. Post-Test Scores in Numeracy
Indicators G7 G8 G9 G10 f %
Scores
36-40 6 5 6 7 24 60
30-35 4 5 3 1 13 32.50
20-29 0 0 1 2 3 7.5
10-19 0 0 0 0 0 0
0-9 0 0 0 0 0 0
Total: 10 10 10 10 40 100

Post test Scores of Learners in Literacy

Table 9 presents the post-test scores in literacy for students across Grades 7 to 10.
Table 9. Post Test Scores in Literacy
Indicators G7 G8 G9 G10 f %
Scores
6-7 8 9 10 10 37 92.50
4-5 2 1 0 0 3 7.50
0-3 0 0 0 0 0 0
Total: 10 10 10 10 40 100

Asegurado & Obiso 412/416

 Psych Educ, 2025, 45(3): 407-416, Document ID:2025PEMJ4363, doi:10.70838/pemj.450307, ISSN 2822-4353
Research Article

A remarkable 92.50% of the students scored between 6 and 7, showing a significant improvement in their literacy skills after attending
the National Learning Camp. Only a small percentage, 7.50%, scored between 4 and 5, and no students scored in the 0-3 range.
Test for the Significant Difference Between the Learners’ Pre-Test and Post-Test Performances in Numeracy
Table 10. Significant Difference Between the Learners’ Pre-Test and Post-Test Performances in Numeracy
Pre-Test Scores Post-Test Scores Critical t-value a
Perception of the Computed T-
N=40 N=40 0.05 Decision
Respondents value
X1 SD1 X2 SD2 two-tailed test
29.975 6.4787 36.075 3.0667 -5.375 ±2.00 Reject H0

As shown in Table 10, the significant difference between learners' pre-test and post-test performances in numeracy indicates that the
National Learning Camp (NLC) effectively enhanced students' mathematical skills. The pre-test scores averaged at 29.975 with a
standard deviation of 6.4787, while the post-test scores rose to 36.075 with a standard deviation of 3.0667, demonstrating a notable
improvement. The computed t-value of -5.375, which exceeds the critical t-value of ±2.00, leads to the rejection of the null hypothesis,
confirming that the NLC had a statistically significant positive impact on learners' numeracy.
Test for the Significant Difference Between the Learners’ Pre-Test and Post-Test Performances in Literacy
Table 11. Significant Difference Between the Learners’ Pre-Test and Post-Test Performances in Literacy
Pre-Test Scores Post-Test Scores Critical t-value a
Computed T-
Perception of the Respondents N=40 N=40 0.05 Decision
value
X1 SD1 X2 SD2 two-tailed test
4.175 1.5002 6.45 0.7143 -3.62 ±2.179 Reject H0

The data presented in Table 11 indicates a significant difference between learners' pre-test and post-test performances in literacy, with
pre-test scores averaging 4.175 and post-test scores rising to 6.45. The computed t-value of -3.62 exceeds the critical t-value of ±2.179,
leading to the decision to reject the null hypothesis (H0). This result suggests that the National Learning Camp had a positive and
statistically significant impact on the literacy skills of the learners involved.
The Challenges that Teachers Faced During National Learning Camp
Table 12. The Challenges that Teachers Faced During National Learning Camp
Challenges faced by the teachers in conducting NLC Rank
Many Reports to prepare and submit 1
Many requirements to claim service credits 2
Reading skills of learners 3
Lesson Plan 4
Module Preparation 5
Attendance of Learners 6
Inappropriate Materials 7
Provisions of snacks and lunch 0

The data reveals that the most significant challenge faced by teachers during the National Learning Camp (NLC) was the large volume
of reports they had to prepare and submit, ranked highest. This suggests that the administrative workload may have been overwhelming
for the educators, potentially detracting from their ability to focus on teaching. Other challenges, such as learner attendance,
inappropriate materials, and the need to fulfill service credit requirements, also posed notable difficulties but were ranked lower.
The Challenges that Learners Faced During National Learning Camp
Table 13. The Challenges that Learners Faced During National Learning Camp
Challenges faced by the teachers in conducting NLC Rank
Reading skills are below average level 1
Too many activities to comply Numeracy skills are below average level 2
Consistency of attendance 3
Not engaging NLC Materials 4
Too many activities to comply 5
Weather conditions 6
Distance from the school/transportation 7

The data reveals that the biggest challenge learners faced during the National Learning Camp (NLC) was struggling with below-average
reading skills, which ranked as the most significant obstacle. This suggests that many students had difficulty with basic literacy,
preventing them from fully engaging with the camp’s learning activities. Similarly, below-average numeracy skills were also a concern,
pointing to gaps in foundational academic skills that impacted their overall experience.
The study found that the National Learning Camp (NLC) had a significant impact on Grade 7 students in Pinamungajan District 2.

Asegurado & Obiso 413/416

 Psych Educ, 2025, 45(3): 407-416, Document ID:2025PEMJ4363, doi:10.70838/pemj.450307, ISSN 2822-4353
Research Article

When looking at the numbers, there were clear improvements in both math and reading skills after the camp, especially in numeracy,
where many students moved up to higher levels. This suggests that the NLC did a good job of filling in some of the basic gaps in
learning, especially for those who took part in the Intervention Camp. Most of the learners were around 15 years old, with about half
being boys and half girls. They had different academic needs, but the organized support from the camp helped them make noticeable
progress.
Table 14. Insights into the Implementation and Effectiveness of the National Learning Camp
Theme Description Emerging Patterns Illustrative Quotes / Insights
Teacher Teachers demonstrated strong Willingness to extend hours, “We stayed after class to tutor
Commitment dedication despite challenges multitask, and innovate students who were struggling.”
Administrative Excessive paperwork and reporting Frequent mention of overload, “The reports are so many that we
Burden requirements distracted from teaching ranked as top challenge had less time to focus on the actual
teaching.”
Learner Learners showed interest but had Engagement was high when “Students were eager but struggled
Engagement difficulties with basic skills activities were hands-on and even with simple instructions.”
contextualized
Low Foundational Students lacked basic literacy and Most evident among those in the “Many can’t read well, so it’s hard
Skills numeracy, which limited participation Intervention camp to move to higher-level tasks.”
Logistical Transportation, weather, and material More common in remote areas or “Rainy days really affect
Constraints shortages impacted attendance and during rainy days attendance — some walk several
delivery kilometers.”
Positive Impact of Teachers observed improvement in Stronger performance in post-tests “After the camp, their confidence
NLC student confidence and performance aligned with teacher perceptions grew, especially in math.”
Recommendations Suggestions to improve future NLC Align materials to student levels, “Simplify the modules, lessen
implementation reduce admin load, better admin work, and give incentives.”
resources

Based on interviews with teachers and on-the-ground observations, a few main themes really stood out, giving us some great insights
into how the National Learning Camp (NLC) is going and how effective it’s been. One biggie was how committed the teachers are.
Despite all the challenges they face, they show a lot of dedication to their students. Many are willing to put in extra hours, offer one-
on-one tutoring, and tweak their teaching approaches to help students succeed. That really made a difference in how well students did
throughout the camp. On the flip side, teachers also shared some frustrations. A major issue was the extensive admin work – the
paperwork and reporting tasks often took up so much time and energy that they had less time to actually prep and teach. This really
emphasizes the need to cut back on non-teaching chores so teachers can focus more on what they do best: teaching.
When it comes to engaging learners, most students seemed genuinely interested and eager to participate, especially when activities
were hands-on and related to real-life situations. That said, their involvement was often limited by their basic skills, particularly in
reading and math. This was especially clear for those in the Intervention Camp, emphasizing the need for more customized teaching
resources and targeted support. Teachers shared that many students struggled to follow even simple instructions due to their weak
reading abilities, making it harder for them to engage in learning fully. On top of that, logistical issues like poor transportation, bad
weather, and a lack of suitable learning materials created challenges, especially in more isolated areas. These challenges highlight the
importance of improving access and ensuring sufficient resources for future program planning. Even with all these obstacles, teachers
noticed some pretty encouraging results from the NLC. Students became more confident and performed better, especially in math. This
aligns with the post-test scores, which show real progress, proving that the NLC is a useful tool for helping students catch up and
improve their skills.
Finally, the teachers shared some ideas on how to make the program better. They suggested aligning the teaching materials more closely
with the learners' capabilities, reducing administrative tasks, providing better resources, and offering some good incentives. These
suggestions really show that the teachers understand what’s needed to improve the program and keep it going strong.
The National Learning Camp (NLC) achieved significant results in helping students improve their reading and math skills. The numbers
speak for themselves: post-test scores jumped from an average of about 30 to around 36 for math, and reading scores went from roughly
4.2 to 6.5—both major improvements. Teachers also noticed these changes firsthand, saying students seemed more confident and were
making solid progress. You could especially see this in the Intervention camp, where students with the most challenges really started
to catch up. All in all, the data lines up perfectly with what the teachers saw, showing that the camp’s focus on building those basic
skills really paid off.
The teachers' profiles showed that they were a pretty qualified and experienced bunch, mostly with 10 to 19 years of teaching under
their belts and either pursuing or holding master's degrees. Despite their dedication to the students, they faced significant challenges,
particularly with numerous administrative tasks that diverted time from teaching. On the students' side, issues such as weak foundational
skills, inconsistent attendance, and external factors like transportation and weather made it harder for them to stay engaged and
participate fully. These operational obstacles held back the program's overall effectiveness and emphasize needing some structural
changes. In addition, while teachers had access to relevant training, they emphasized needing more straightforward, context-specific

Asegurado & Obiso 414/416

 Psych Educ, 2025, 45(3): 407-416, Document ID:2025PEMJ4363, doi:10.70838/pemj.450307, ISSN 2822-4353
Research Article

professional development that really fits their classroom realities. Putting together both the numbers and the stories gives us a clearer
picture of how the NLC is making a difference—improving learner outcomes but also showing us where improvements are needed. To
maintain the good results and grow the program, we’ll need to reduce unnecessary admin work, ensure teaching materials meet learner
needs, and provide more targeted support to teachers.
Conclusions
The findings of the study indicated that the National Learning Camp (NLC) had a significant positive impact on the literacy and
numeracy skills of secondary students in Pinamungajan District 2, as reflected in improved test scores. The provision of targeted
academic support effectively contributed to addressing learning gaps. Teacher involvement was identified as a critical factor, with prior
training equipping them with the necessary confidence and instructional strategies to facilitate effective learning during the program.
Despite these positive outcomes, the study also highlighted areas requiring improvement. Teachers reported being burdened with
administrative tasks, which limited the time available for direct instruction. Additionally, some students continued to struggle with
foundational skills, suggesting the need for earlier intervention. To enhance the effectiveness of the NLC, recommendations include
streamlining administrative processes for teachers, adapting instructional materials to accommodate diverse learner needs, and
addressing logistical concerns such as transportation. Implementing these improvements may further strengthen the program’s capacity
to support student growth and expand access to quality education.
References
Avci Yucel, U., & Kocak Usluel, Y. (2016). Computers and education. August 9, 2024.
Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., & Lambert, S. (2020). Asian Journal of Distance Education.
August 5, 2024.
Cao Thi, H., Le, T. A., & Tran Ngoc, B. (2023). Factors affecting the numeracy skills of students from mountainous ethnic minority
regions in Vietnam: Learners. Cogent. August 2024.
Castillo-Cuesta, L. (2023). Using genially games for enhancing EFL reading and writing skills in online education. August 11, 2024.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE
Publications.
Creswell, J. W., & Plano Clark, V. L. (2021). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE
Publications.
David, G. R. M., Resuello, L. R., & Gara-Ancheta, M. (2024). Understanding the effect of national learning camps: Teacher volunteers'
experiences, teaching methods, challenges, and student learning outcomes. August 5, 2024.
Ewing. (2016). Australian Curriculum, Assessment and Reporting Authority, n.d., para. 3. August 21, 2024.
Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE Publications.
Frey, N., Fisher, D., & Everlove, S. (2009). Productive group work: How to engage students, build teamwork, and promote
understanding. October 3, 2024.
Gal, I., Grotlüschen, A., Tout, D., & Kaiser, G. (2020). Numeracy, adult education, and vulnerable adults: A critical view of a neglected
field. ZDM. August 5, 2024.
Green, C. S., & Bavelier, D. (2008). Exercising your brain: A review of human brain plasticity and training-induced learning.
Psychology and Aging. August 18, 2024.
Guhl, J. (2018). Why beliefs always matter, but rarely help us predict jihadist violence: The role of cognitive extremism as a precursor
for violent extremism. September 8, 2024.
Harry, B., & Ocasio-Stoutenburg, L. (2020). Meeting families where they are: Building equity through advocacy with diverse schools
and communities. August 14, 2024.
Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. August 15, 2024.
Layug, E. J. V., Espiritu, A. I., & Calotes-Castillo, L. V. (2021). The association of online search interest with polio cases and vaccine
coverage: An infodemiological and ecological study. August 25, 2024.
Lehrer, K., Lum, B. J., Slichta, B. A., & Smith, N. D. (2013). Knowledge, teaching and wisdom. Google Books. September 9, 2024.
Luo, Z. (2024). Factors contributing to teachers' acceptance intention to gamified EFL tools: A scale development study. Educational
Technology Research and Development. Springer. August 7, 2024.
Asegurado & Obiso 415/416
 Psych Educ, 2025, 45(3): 407-416, Document ID:2025PEMJ4363, doi:10.70838/pemj.450307, ISSN 2822-4353
Research Article

Madani, R. A. (2019). Analysis of educational quality, a goal of education for all policy. Higher Education Studies. August 7, 2024.
Maguate, G., & Ohoylan, J. G. D. (2024). Efficacy of National Learning Camp to literacy and numeracy of grade 7 learners. Available
at SSRN 4873094, 2023. August 2024.
Pitogo, N. C. (2023). Play-based learning: A strategy to increase the reading skills of grade 4 learners. August 1, 2024.
Santos, A. C., Willumsen, J., Meheus, F., & Ilbawi, A. (2023). The cost of inaction on physical inactivity to public health-care systems:
A population-attributable fraction analysis. August 11, 2024.
Schuster, S. (2018). The art of thinking in systems. August 10, 2024.
Sithu, M. S. (2021). The effect of technology-supported project-based learning for students with diverse abilities. August 20, 2024.
Smith, R., Useche Rosania, A., Boyd, A., Cuervo-Torello, F., Williams, D. R., & Acevedo-Garcia, D. (2023). Addressing health
inequities for children in immigrant families: Psychologists as leaders and links across systems. American Psychologist. September 5,
2024.
Tobin, K., & Tippin, D. (1994). The practice of constructivism in science education. September 10, 2024.
Verchot, J., Herath, V., Jordan, R., & Hammond, J. (2023). Genetic diversity among rose rosette virus isolates: A roadmap towards
studies of gene function and pathogenicity. Pathogens, MDPI. August 29, 2024.
Affiliations and Corresponding Information
Lenyrose B. Asegurado
Cebu Technological University
Barili Campus – Philippines
Daisy L. Obiso, PhD.
Cebu Technological University
Barili Campus – Philippines

Asegurado & Obiso 416/416