Enhancing Enhancing Foundational Literacy, Numeracy and Values Formation Among Grade 4 Learners in a Rural Philippine Elementary School : The case of Mararigue Elementary School , San Manuel District
Enhancing Foundational Literacy, Numeracy and Values Formation Among Grade 4 Learners in a Rural Philippine Elementary School : The case of Mararigue Elementary School , San Manuel District
DOI:
https://doi.org/10.55687/aah.v3i2.600Abstract
he development of foundational literacy, numeracy, and values formation remains a critical concern in rural elementary schools in the Philippines, particularly in the context of post-pandemic learning recovery and the implementation of the MATATAG curriculum. Foundational learning encompasses literacy, numeracy, and socio-emotional competencies that serve as the basis for lifelong learning and academic success. This study examined the effectiveness of an integrated intervention program designed to enhance literacy, numeracy, and values formation among Grade 4 learners at Mararigue Elementary School in the San Manuel District. A mixed-methods action research design was employed involving 35 Grade 4 learners, 5 teachers, and 20 parents. Quantitative data were collected through pretest-posttest assessments in literacy and numeracy, while qualitative data were gathered through interviews, classroom observations, and reflective journals. Findings revealed significant improvements in reading comprehension, vocabulary development, mathematical problem-solving skills, and positive behavioral indicators. Three major themes emerged from the qualitative analysis: contextualized learning promotes engagement, collaborative stakeholder involvement strengthens learning outcomes, and values integration enhances learner discipline and responsibility. The study concludes that a holistic and contextualized approach to foundational learning significantly contributes to academic and character development among rural learners. The findings support the need for sustained literacy-numeracy interventions integrated with values education in rural elementary schools.
