School Practices in the Implementation of the National Learning Camp and Learners&rsquo; Reading Level

Lutchie  Ducot,; Paraloman  Pahunang,

School Practices in the Implementation of the National Learning Camp and Learners’ Reading Level

Discipline: Education

Abstract:

This study was conducted to find the relationship between the school practices in implementing a learning camp and learners' reading level at Maramag 1 District, Division of Bukidnon, School Year 2024-2025. This study used a researcher-made survey questionnaire. The respondents were the public elementary school teachers in Maramag 1 District. This study utilized Purposive Sampling as a sampling procedure. The data were treated with descriptive statistics such as frequency count, percentage, mean, standard deviation, and Pearson r. The National Learning Camp in Maramag 1 District, Division of Bukidnon, School Year 2024-2025, was Very Highly Practiced in terms of Identifying Campers, Parents' Consent, Attendance, School Provisions Strategies, Monitoring and Evaluation, Collaborative Expertise, and Stakeholder Support. Before the NLC was conducted, most learners were at the Instructional level, indicating that most learners required some guidance or support to read effectively but were not fully independent. However, the learners' reading levels after the National Learning Camp (NLC) 2024 demonstrated a significant improvement in reading proficiency. Most learners progressed to the instructional reading level, meaning they could read with some guidance or support, indicating that the NLC positively impacted their reading abilities. The results show that the NLC positively and significantly impacted learners' reading levels. Therefore, the null hypothesis that there is no significant difference between the reading level of the NLC learners before and after the NLC 2024 was conducted is rejected. Educators may concentrate on efficient camper identification, obtaining parental Consent, overseeing attendance, executing school provision strategies, and conducting thorough monitoring and Evaluation. School heads could contemplate implementing focused literacy initiatives, such as the National Learning Camp (NLC), to improve children's reading skills. Students may acknowledge the significant advancement in reading skills following the NLC, reflecting the program's beneficial effects.

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