Abstract
This study aims to assess the effectiveness of the Early Language Literacy and Numeracy (ELLN) program for Key Stage 1 learners at the Elementary Central School in San Pascual, Masbate. It seeks to evaluate how the implementation of the ELLN program impacts students' development in language literacy and numeracy, specifically focusing on the learners' performance and progress. A balanced distribution of age groups was observed, with learners aged 6–7 years and 10–11 years each representing 35.71% of the total respondents, while those aged 8–9 years comprised 28.57%. Male learners made up the majority (51.43%), followed closely by females (45.71%), with a small portion (2.86%) preferring not to disclose their gender. In terms of attendance, 57.14% of learners exhibited excellent attendance, followed by 25.71% with good attendance, 11.43% with fair attendance, and 5.72% with poor attendance. Learners demonstrated moderate proficiency, with a grand mean of 3.17, showing confidence in understanding main ideas and answering questions but requiring improvement in higher-order skills like making inferences and summarizing. The program showed strong effectiveness, with a grand mean of 3.45. Learners excelled in applying new words in conversations and understanding word relationships but could benefit from deeper comprehension strategies. A grand mean of 3.63 highlighted the program’s success in developing fluent reading and clear, organized writing skills. Learners exhibited strong confidence in reading expression, grammatical accuracy, and applying writing skills. Learners showed moderate proficiency, with a grand mean of 3.08. They excelled in solving basic problems but faced challenges with multi-step problems and applying math skills to real-life situations. With a grand mean of 3.33, learners demonstrated strong foundational knowledge, including arithmetic, number patterns, and geometric shapes, but could benefit from reinforcement in measurement and fractions. A grand mean of 3.69 reflected high effectiveness, with learners showing confidence in applying mathematical skills to tasks such as time-telling, money management, and decision-making.
