The Implementation of Elln Program in SDO Quirino: An Evaluation

Abstract

INTRODUCTION

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. Thus, Early Language, Literacy, and Numeracy (ELLN) Program under the Department of Education Order No. 12, s. 2015 was implemented which aims to improve reading and numeracy skills of Kinder to Grade 3 pupils, following K to 12 Basic Education Curriculum. It also aims to establish a sustainable and cost-effective professional development system for teachers. This study was conducted to describe the implementation of ELLN Program in SDO Quirino as a basis for provision of evidence-based results for a better, sound policy formulation and decision-making, as long as better implementation.

METHODS

The Sequential Mixed Methods Designs by Creswell & Plano Clark, 2007 was the research design used, specifically the Explanatory Design where quantitative data and results were analyzed followed by qualitative data and results to get a thorough interpretation of results.

RESULTS

The reading performance of the grade 1 to 3 pupils was at Instructional Level, thus the implementation of ELLN was perceived as "Implemented.” The grade 3 pupils have the lowest reading performance in English while the grade 1 has the highest reading performance in Mother Tongue. Performance of the kindergarten to grade 3 on numeracy is described as Very Satisfactory. However, the performance of the grade 2 and grade 3 shows the lowest which is described as Satisfactory. There is a significant relationship between the level of implementation of ELLN and the Performance of the respondents in Reading specifically on Materials and Learning Environment and on Numeracy/ Mathematics along materials, learning environment, and assessment. The identified issues and concerns were: insufficient TGs, LMs and CGs, difficulties on localizing lessons and preparation of adequate and appropriate materials, limited funds, resources and time, limited space of their classrooms, limited time for the conduct of SLACS, not validated assessment tools, limited skills on ICT and some teachers teaching in Mother Tongue are not fluent of the language.

DISCUSSIONS

Findings reveal that there is a need to improve the implementation of the ELLN Program focusing on the provision of developmentally appropriate assessment tools, reading and numeracy materials and making learning environment print-rich with proper utilization of classroom management.