Abstract
This study explored the implementation of the National Learning Camp (NLC) Program and its effectiveness in enhancing students’ literacy and numeracy skills in selected public elementary schools in the Division of Bohol. Anchored on DepEd Order No. 14, s. 2023, the research focused on the preparations, initiatives, and challenges encountered by school principals and teachers during the NLC's implementation. It also examined the perceived impact of the program on student learning and identified recommendations to strengthen the initiative. Using a descriptive qualitative design, the study gathered data through semi-structured interviews and focus group discussions with 9 school principals and 27 teachers from nine participating schools. The findings revealed that the NLC contributed significantly to bridging learning gaps and improving student engagement, comprehension, and academic performance. Preparatory measures such as strategic planning, stakeholder orientations, and resource allocation were essential in ensuring smooth program delivery. Teachers highlighted the effectiveness of differentiated instruction and activity-based learning, while school leaders emphasized collaborative leadership and external partnerships. However, challenges such as limited instructional materials, high teacher workloads, inconsistent student attendance, and budget constraints were also identified. Despite these, schools implemented adaptive strategies, community engagement efforts, and internal innovations to sustain program outcomes. The study concluded that while the NLC is an effective remedial intervention, its success depends on improved planning, continuous teacher training, resource support, and strengthened monitoring mechanisms. The findings offer valuable insights for the Department of Education, school administrators, and future researchers in shaping and sustaining evidence-based interventions aimed at improving foundational student skills and reducing learning disparities in Philippine public education.
