Implementation of the National Learning Camp through the Different Learning Focus: Its Impact to Pupils’ Engagement and Learning Performance

The study attempted to determine the influence of the implementation of the National Learning Camp through different learning focuses on pupils’ engagement and learning performance. Descriptive-correlational research method was utilized and the Statistical tools used in the study were mean, standard deviation, frequency count, and percentages to analyze the extent of the implementation of learning camp in terms of enhancement, consolidation, and intervention; learning performance, and the significant relationship between the pupils’ learning engagement and performance and the learning focus. Pearson-Product Moment Correlation was utilized to ascertain the significant relationship between the level of pupils’ learning performance and the extent of learning focus as well as the pupils’ learning performance and learning engagement. Findings revealed that enhancement, consolidation, and intervention were always and most of time practiced, respectively. Pupils had the “satisfactory” learning performance and very highly engaged to the different learning focus. It was also found out that enhancement and consolidation were correlated to pupils’ learning performance while intervention was not correlated to pupils’ learning performance. Additionally, pupils’ learning engagement was not correlated with pupils’ learning performance. Subsequently, it was recommended to the Schools Division Superintendent, School Principal, and Teachers to continue to design an effective framework for teaching-learning initiative which are learner-centered to intensify learners’ engagement and improve learning performance.