Reading Program in the National Learning Camp: Teachers’ Assessment of its Implementation and Teaching Strategies

Abstract

This study delves into the assessment of secondary teachers implementing the reading program within the National Learning Camp (NLC), designed to address pandemic-induced learning losses and enhance reading skills for Grades 7 and 8. The research addresses a significant knowledge gap by exploring the experiences and strategies of trained public school teachers in a highly urbanized city during the 2023-2024 academic year. The study aims to fulfill its objectives by investigating four key aspects. Firstly, it explores teachers’ perspectives on the NLC’s reading program. Secondly, it examines the strategies teachers employ during the camp’s reading program. Thirdly, the study investigates the challenges encountered by teachers in executing the reading program. Lastly, it seeks recommendations from teachers to enhance future NLC reading programs. Four purposively selected teachers from Leyte National High School participated in the research. Utilizing a case study design and thematic analysis, the researcher delves into various themes such as diverse learning camps, program objectives, teacher reactions, and training. Teachers employed a range of strategies, including games, collaboration, peer tutoring, back-to-basics approaches, lectures, and module utilization. Identified challenges encompass module preparation, inappropriate materials, attendance issues, and disparities in reading skills. Teacher recommendations emphasize the importance of preparation, support for struggling readers, addressing challenges, and adapting materials. This research contributes nuanced insights into the dynamics of implementing a reading program within the NLC context. The findings offer valuable considerations for program enhancement and teacher support, providing a foundation for further improvements in the National Learning Camp initiative.