Reading, Writing, and Arithmetic Performance of
Basic Education Learners
IVY PEARL P. TANGLAO
MEM-Section 1
Research Seminar 1
Chapter 1
The problem and Its Setting
Introduction
Education is a basic mechanism in making the individual become a productive citizen. As
children begin their journey in learning, they are introduced to different skills that are essential to
mould their innate talents and develop their cognitive ability at an early age. The education during
childhood is the foundation of all skills that is needed by the learner and in order to cater all of
their needs, the educators introduced basic skills that are known as “Three R’s”; Reading, ‘Riting,
and ‘Rithmetic. These three basic skills were considered as core fundamentals of education.
Teachers instil to the mind of all learners the importance of these skills. Most educators believed
that if the child didn’t master the three R’s, their knowledge will be insufficient to be able to pass
the next level of the curriculum. Reading, writing and arithmetic are the three basic skills that play
a vital role for the academic achievement of each learner that is why it is considered inseparable.
Reading is important tool of school children to acquire knowledge and skills. Through
reading the child’s word recognition, comprehension and fluency will be develop and may result
in gaining more knowledge. The more books or text that the learners can read, the more vocabulary
words can be added to their knowledge. If a child lags in reading, it affects his/ her academic
success. About 70-80 percent of learning disabilities are associated with reading related problems
or because of difficulties in learning to read (Snow et al, 2008). Last 2018, the Philippines joined
in Programme for International Student Assessment (PISA) and among 79 participating countries
and economies, the Philippines scored the lowest in reading comprehension that had an average of
reading score of 340, more than 200 points below China (555) and more than 100 points less than
the OECD average (487) (San Juan, 2019).
Writing skill, though placed last in the hierarchical order of language skills, is not the least,
but the most complex and sometimes difficult to teach. Learning to write is a complex procedure
as it involves thinking process. It is a skill that also involves words recognition and using this
word to create a text. This skill is essential for all learners because it is a one way to express their
thoughts. Linse (2005) stated writing is productive skills because the focus is on producing
information. However when they are writing, they clearly have more time to think about what they
want to say than they are speaking. This is why their sentences need to be correct. It is supported
by Oshima and Hogue (1997). Writing is a progressive activity. This means that when the students
first write something down, they have already been thinking about what they are going to say and
how they are going to say it. Practicing writing will increase this skill in a long run, it can make
the learner an efficient and literate writer. Though writing is considered as last and complex to
develop, still it can cause adverse impact on academic achievement in school and subsequently on
business and industry (Saltzman, 1981). Writing problems rarely occur in isolation, and
improvements in writing go hand in hand with the development of other non-writing-specific
skills. Thus a problem with the development in one of these areas is likely to interfere with a child’s
progress as a writer (Marlowe, 1986).
Acquiring arithmetic skill plays a big role in developing human thoughts, bringing
strategic, systematic reasoning processes used in problem analysis and solving. It involves
numerals and solving mathematical equation and problems. The main purpose of arithmetic in
childs education is enable them to solve daily life problems. Hence, it can be said as a tool to train
learners to be able to solve problems, and to build thinking process that lead to further ability to
solve non-mathematical problems. Today, the mere focus of education is paying much attention to
early difficulties in arithmetic and identification of arithmetic difficulties, in learning and appling
mathematics skills and concepts (Bryant, 2005; Chard et. al, 2005; 2006; Miller et. al, 2007).
Bryant et al (2008) show that high quality core instruction in kindergarten to second grade is
critical to prevent mathematic difficulties. Poor achievement is attributed to lack of attention, to
early instruction and missed opportunities to build on young children’s early understanding of
mathematics (Chard et al., 2008). In Philippines, some learner’s shows low academic performance
in mathematics and it has proven when the Philippines joined in Programme for International
Student Assessment (PISA) and among 79 participating countries and economies, the Philippines
placed the second-lowest in mathematics (353), along with Panama more than 100 points less than
the OECD average (489) (San Juan, 2019).
Learners are all unique. They have their own pace in learning. They learn in different
modalities that they prefer. Each learner has their own learning style. Their academic performance
varies from one another. Some shows academic achievement while others are not. They can master
basic skills, such as reading, writing and arithmetic and others can’t. Moilanen, Shaw and
Maxweel, 2010 says that low educational achievement is associated with continued low
achievement, school dropout and delinquency. Learning fundamental skills for all the learners is
significant in their educational achievement. Providing a quality instruction for all learners in order
to improve their academic performance is essential. When errors and accuracy and clarity occur
consistently in instruction, a substantial proportion of students in the classroom are likely to exhibit
low achievement. Attending a school, in which low achievement is pervasive and chronic, clearly
places a child at risk.
To support the importance of reading, writing and arithmetic, the Department of Education
initiated a program in year 2002, the ECARP (Every Child a Reader Program), a national program
that addresses the thrust of Department of Education to make every Filipino child a reader at
his/her own level. It is designed to equip elementary pupils with strategic reading and writing skills
to make them independent young readers and writers. This program is strengthen through the
implementation of The Department of Education (DepEd) enclosed guidelines on the utilization
of the 2017 Every Child a Reader Program (ECARP). These guidelines shall cover the expansion
of the professional development component of the program described in DepEd Order No. 12, s.
2015. The Program aims to develop in Filipino children the literacy and numeracy skills, and
attitudes, which will contribute to lifelong learning. With this, it is the goal of the Department to
improve the literacy and numeracy skills of learners from Kindergarten to Grade 3 following the
K to 12 Basic Education Curriculum by establishing a sustainable and cost-effective professional
development system for teachers. In line with the K to 12 Program and the goal of making every
child should be a reader, the Department of Education (DepEd) is strengthening its reading
program through the implementation of the Early Language, Literacy, and Numeracy Program.
Hence it is relevant to find out the performance of basic education learner in reading,
writing, and arithmetic. The findings can be taken as the indicator of the effectiveness of the
programmes being undertaken to improve the quantity and quality aspects of basic education.
Further the study will turn useful to teachers to identify areas of difficulty in 3R’s and to give
proper instruction and adopt strategies to overcome them in early stages of education itself.
This study focus to the profile of basic education learners such as their age, gender,
socioeconomic status, number of sibling, parent educational background and hobby and their
performance in reading, writing, and arithmetic
The researcher conducted this study to know the significant relationship of learners profile
in their academic performance. This study sought interest in programs initiated by Department of
Education to improve the performance in reading, writing and arithmetic of basic education
learner.
Theoretical framework
This study is anchored on Constructivism Learning Theory
Constructivism’s central idea is that human learning is constructed, that learners build new
knowledge upon the foundation of previous learning. Two important notions around simple idea
of constructed knowledge, first is that learners construct new understandings using what they
already know. Learners come to learning situation with knowledge gained from previous
experience, and that prior knowledge influences what new or modified knowledge they will
construct from new learning experiences. Second notion is that learning is active rather than
passive. Learners confront their understanding in light of what they encounter in the new learning
situations.
This study has a relation to this theory because in order to make the learners learn to read,
write, and do the arithmetic, first they should have a prior knowledge about these three skills. They
should be familiarize with different sounds, words and basic operation. The learner’s prior
knowledge about these three skills would be a great help for them to improve their academic
achievement and construct their own learning in school for later years.
Conceptual Framework
The suspected relationships of variables under the study was presented by the research
paradigm below.
Independent Variable
Dependent Variable
Profile
Age
Gender
Socioeconomic
status
Number of siblings
Performance in
Reading
Writing
Arithmetic
Parent’s Educational
Background
Program to improve
performance in
Reading
Writing
Arithmetic
Hobby
Fig. 1.1 Research Paradigm
This study focuses on the learner’s profile in terms of age, gender, socioeconomic status,
number of sibling, parent’s educational background, and hobby and learner’s performance in
reading, writing, and arithmetic. This study sheds lights about the significant relationship of
learners profile in their academic performance and the programs initiated by Department of
Education to improve the performance in reading, writing and arithmetic of basic education
learner.
Statement of the Problem
This study aims to determine the reading, writing, and arithmetic performance of basic
education learners.
Specifically, the study sought to answer the following questions:
1. What are profile of the basic education learners relative to:
a. Age
b. Gender
c. Socioeconomic status
d. Number of sibling
e. Parents educational background
f. Hobby
2. What are the performance of basic education learners relative to:
a. Reading
b. Writing
c. Arithmetic?
3. Is there any relationship between the learners’ profile and their academic performance in
reading, writing, and arithmetic?
4. What are the programs of Department of Education to improve the performance in reading,
writing and arithmetic of basic education learner?
Scope and Limitation of the Study
This study focuses on the profile of the basic education learners in terms of age, gender,
socioeconomic status, number of sibling, parent’s educational background, and hobby, their
performance in terms of reading, writing, and arithmetic and its relationship. Also the programs of
Department of Education to improve the performance in reading, writing and arithmetic of basic
education learner. It will be conducted in Alfonso Valerio Elementary School. The respondents
are the five (5) Grade 1 learners, five (5) Grade 2 learners, and five (5) Grade 3 learners of Alfonso
Valerio Elementary School. This study will be conducted from June until August, 2020. The
researcher will use the questionnaire and interview schedule to gather data from the respondents.
Significance of the Study
This study significantly contributes to the following:
Department of Education. It will serve as reference in materialization of the Department of
Education program. They will be gaining insights on how to modify the present curriculum in
order to cater all the needs of the learners and improved their performance in school.
School Administration. This study will help the school administration to know the effect of
learner’s profile in their academic performance and to create programs/activities that can improve
the performance of basic education learner.
Teachers. This study will help the teachers to identify the problems that encountered by the
learners and in order to modify his/her teaching methodologies in order to improve the
performance of basic education learner.
Learners. This study will help them to know their academic performance and the things that they
need to do in order to improve their performance in school.
Parents. This study will help the parents to know the performance of their child in school and
learn the helps that their child needs.
Future Researchers. The data of this study will help them to know the significant relationship
between the profile of basic education learners to their performance in reading, writing, and
arithmetic. This will serve as their guide for further studies having related to these three
fundamental skills.
Definition of terms
For further understanding and clarity, the researcher defined operationally the following
terms:
Academic performance. This refers to the performance of basic education learner in reading,
writing, and arithmetic.
Arithmetic. This is one of the skills that is needed by the learner. It involves numbers and
numerical operations.
Basic fundamental skills. Skills attained by learner that includes reading, writing, and arithmetic.
Basic Education learner. A learner that is belong in primary grade, specifically in grade1, grade
2, and grade 3.
Department of Education. A government agencies that implement different programs to improve
the Philippine education.
Learner. A child that goes in school to attain the skills in reading, writing, and arithmetic.
Reading. The skills that is needed to achieved by basic education learner. It involves words
recognition.
Writing. Skills that is needed by the basic education learner. It involves using words in able to
write a simple sentences or paragraphs.
Chapter II
Review of Related Literature
This chapter presents the review of related literature and studies conducted which were
found related in the present study.
Reading
Reading is an integral part of every educational process as all the subjects taught at all
levels of the educational system involves reading (Cimmiyotti, 2013) and a cognitive activity in
which the reader takes part in a conversation with the author through text. Reading is a very crucial
milestone in the academic journey of an elementary school child (Sainsbury & Schagen, 2004).
When pupils at the basic level of education are proficient in reading, it makes learning an enjoyable
activity, which fosters the drive to acquire more knowledge, and leads to the production of a
holistically developed human resource (Cullinan, 2000). Therefore, to be competent in subjects
such as math, English, and science, an elementary school child must display proficiency in reading
(Cimmiyotti, 2013). These concerns arise as a result of the relationship between reading
competence and academic success of the learner. (Cullinan, 2000).
Access to knowledge in the various disciplines is made possible through comprehension,
communication and mastery of the several study skills, habits and attitudes that one can develop
the enthusiasm that is necessary in the continual persistence of learning (Shippen, Houchins,
Crites, Derzis & Patterson, 2010). Therefore, one that is unable to comprehend and communicate
well in any forms is deprived of a wonderful learning experience in the life as a person
(Cimmiyotti, 2013.)
An individual may learn something when interactions of several cognitive, psychomotor
and affective variables enable one to perform certain task different from the usual performance. In
this regard, comprehension and understanding becomes important tool in getting to learn
(Cromley, 2009). The relationship between reading proficiency and academic overall performance
of the learners showed a significant positive correlation. (Kingsley, Nuworza, Kofi, Cole, &
Adentwi, 2018).) When students engage in continuous reading, it does not only improve their
vocabulary but also their comprehension of concepts (Duru & Koklu, 2011), which are significant
for understanding and performance in school. The positive spill over of reading proficiency cannot
be overestimated. Students who are proficient in reading do not only get to perform very well on
English tests but on general tests, which cut across all fields in academia.
The literature is supported with several evidences indicating that children who are
proficient in reading excel their counterparts on all academic performance indicators (Cullinan,
2000). There are several studies that shows relationship of reading proficiency and other subject
area. In science, Cromley (2009) found that there was a very high correlation between reading
comprehension and science proficiency. There are several components to reading which can
impact mathematical performance as well. A study conducted by Grimm (2008) examined the
relationship between early reading skills and growth in math skills. His study examined third grade
students and found that students who had a higher level of reading comprehension tended to learn
problem solving and data interpretation skills faster than those with weaker reading
comprehension. Interestingly, student computational skills were unaffected by early reading
comprehension, which indicates that reading comprehension is linked to a more conceptual
understanding of math (Grimm, 2008). Vilenius-Tuohimaa, Aunola, and Nurmi (2008) and
Cimmiyotti (2013) found the above evident when they examined the relationship between reading
proficiency and comprehension and performance on tests of mathematical ability. Their results
revealed that students who had very good reading abilities were able to comprehend the texts and
were more likely to perform better on the mathematics test compared with those who could not
read effectively. A study with a focus on reading comprehension explicitly related to math was
conducted in Turkey by Duru and Koklu (2011). The authors looked at middle school students’
ability to read a mathematical text and convert it into an algebraic equation and vice-versa. The
data from the study indicated that students had low reading comprehension which prevented them
from comprehending the mathematical texts and algebraic equations representing those texts. The
authors believed that there were several factors involved, such as students’ inability to organize
prior knowledge and their lack of knowledge about the meaning of symbols, signs, and words used
in mathematics (Duru & Koklu, 2011). The study indicates that vocabulary is an important
component of reading which supports comprehension. Even though reading was not significantly
related to computational skills, it was significantly related to the understanding and comprehension
of mathematical tests (Grimm, 2008). It has been proven that reading proficiency has a strong
positive correlation with mathematics and science abilities (Ercikan et al., 2015).
The ability to read is fundamental to children’s learning, including their development of
broader literacy skills. Reading is a complex process that involves both learning to decode texts
and learning to make meaning from texts. To become an effective reader, the learners should have
the following skills.
Phonemic Awareness
Phonemic awareness refers to the specific ability to focus on and manipulate individual
sounds (phonemes) in spoken words. Acquiring phonemic awareness is important because it is the
foundation for spelling and word recognition. It is one of the best predictors of how well children
will learn to read during the first two years of school instruction.
Some of the difficulties listed in literature on less successful readers are the following. (1)
Confusion with before/after, right/left, and so on, (2) Difficulty in learning the alphabet. (3)
Difficulty with word retrieval or naming problems. (4) Difficulty in identifying or generating
rhyming words. (5) Difficulty with hearing and manipulating sounds in words. (6) Difficulty in
distinguishing different sounds in words. (7) Difficulty in learning the sounds of letters. (8)
Difficulty in associating individual words with their correct meaning. (9) Difficulty with time
keeping and concept of time. (10) Confusion with word combinations (Verhoeven & Van Leeuwe.
2008).
Word identification skill
Word identification means that the reader can pronounce a word and doesn’t matter
whether he/she know the meaning of it. This skills is necessary to become a skilled reader though
it is not sufficient factor for reading comprehension. For a skilled reader, the identification of
printed word begins with a visual process that operates on the visual forms, letters that make up a
word.
According to Steve Schmidt word recognition is “the ability of a reader to recognize written
words properly and virtually effortlessly”. It is sometimes referred to as isolated word recognition
because it involves a reader’s ability to recognize words individually from a list that is, without
needed similar words for contextual help. With little effort word recognition is the main component
of fluent reading and it can be improved by practicing with flash cards, lists, and word grids. Word
recognition is important because it help individuals to read fluently and be able recognize words
easily. For example, a teacher may use flash cards when executing his/her lesson in order for the
students to recognize a variety of words and by using this method, wherever those students see
those words they will effortlessly become familiar with them. Word recognition is also imperative
because in order for a child to develop his/her vocabulary the child must be able to recognize words
thus enabling them to use words confidently.
Reading comprehension
Skilled readers can be compared with less skilled readers on their comprehension (meaning
of words, basic meaning of text, making inferences from text) and on the accuracy and speed of
their identification of strings of letters as words. Without comprehension, reading is a frustrating,
pointless exercise in word calling. Its major goal is to help the learners develop the knowledge,
skills, and experiences they must have if they are to become competent and enthusiastic readers.
Reading comprehension difficulties do significantly affect spoken language skills causing
difficulties in literacy with associated spoken language deficits (Myers, et al., 2008).
Poor reading comprehension skills lead to poor academic performance. When kids don’t
understand what they read, it affects their ability to succeed in school. All subjects including math
and science require reading comprehension. We can say that the learner has poor reading
comprehension when (1) the learner cannot answer question about what they just read. (2) Do not
understand the logical sequence of the story. (3) Unable to tell the story after reading it. (4) Cannot
connect individual sentences or paragraphs of text together to make sense of what they have read
(5) Does not know the meaning of individual words. And lastly (6) loses interest in reading or give
up quickly.
The teacher can help the learner to develop their reading comprehension using the TEACH
Method that stands for think, explain, ask, clues, and hand write. First think about the topic of
reading assignment and have the learners tell their idea about the text. Second, let the learner
explain or share their idea or related experiences about the story for them to be more engaged in
reading because they already know something about it. Third, ask them to explain what they think
the reading will be about. Fourth, clues about reading helps the learner to focus on when they read,
and what is important to remember. And lastly, handwrite or draw everything they think is
important as they read. By organizing the reading materials into an outline, picture story, mind
map and any other graphic organizer it can help the learner to understands and remember all the
things that they have read (Linda Silbert, 2014).
Writing
Writing is a process through which people communicate thoughts and ideas. It is a highly
complex, cognitive, self-directed activity, driven by the goals writers set for what they want to do
and say and the audience(s) for whom they are writing. To meet these goals, writers must skilfully
and flexibly coordinate their writing process from conception to the completion of a text. Writing
is a fundamental part of engaging in professional, social, community, and civic activities. Writing
is a valuable tool for communication, learning, and self-expression, people who do not have
adequate writing skills may be at a disadvantage and may face restricted opportunities for
education and employment.
Recognizing the vital role in language learning each skill plays, Massi (2001) considered
writing as a mechanism for ideas generation and a coalition of the linguistic system by utilizing it
for interactive communication. Warschauer (2012), on the other hand, stressed that teaching
writing is needed for ESL learners to ensure academic and occupational successes, enable
academic language proficiency, and master multifarious learning areas. Learning to write in its
many facets, however, remains a concern or a waterloo to the Filipino learners Araya (2016).
Empirical based-literature can readily explain these claims though. For example, Sayuti (2013),
posited that ESL learners usually have a negative attitude towards writing and even considers such
as an appalling activity. According to Armendariz (2009), are apprehensive when exposed to
western models of writing. Understandably, these concerns may be explained by anchoring them
to factors identified by as writing block or mental block that beginning writers normally experience
and the complexity of writing as an activity. Writing demands complex cognitive processes that
require planning, organizing, generating, evaluating, and revising both the text and its objectives.
Given the above contestations, enhancing learners‟ writing skills is undoubtedly
challenging. As such, teacher’s decisions about scaffolding this language skill will definitely play
an important role towards the pupil’s writing success. Learners should develop an early foundation
in writing in order to communicate their ideas effectively and efficiently. The learners who develop
strong writing skills at an early age acquire a valuable tool for learning, communication, and selfexpression. Such skills can be developed through effective writing instruction practices that
provide adequate time for students to write. Instructional practices in kindergarten and 1st grade,
when students are just beginning to learn letters and to write, can and will differ from practices in
later grades.
Writing, like reading, is defined from a developmental standpoint, which begins with the
acquisition of foundational skills and then leads to the application of more sophisticated
techniques. For younger learners, for example, “writing” activities could include interpretive
drawing, invented spelling, or interactive writing. Although these activities are not often
considered traditional writing experiences, they accomplish the same goals: helping students
communicate thoughts and ideas to others, encouraging them to engage with the text to deepen
their understanding of the content, and drawing connections to prior learning experiences.
Writing strategies and knowledge play an important role in elementary students’ growth as
writers. When students receive instruction designed to enhance their strategic prowess as writers
(i.e., strategy instruction, adding self-regulation to strategy instruction, creativity/imagery
instruction), they become better overall writers. Likewise, when students are taught specific
knowledge about how to write (i.e., test structure instruction), the overall quality of their writing
improves (Graham, 2006).
Spelling
Spelling, the art of correctly assembling words from their letters, is one of the essential
components of successful writing. Being confident at spelling leads to confidence in all aspects of
literacy. The ability to recognise the links between word of the same origin and understanding
word relationships has been proven to aid comprehension skills. Research has found that spelling,
reading, writing and comprehension skills are all closely linked. A research study conducted by
Ehri (2005) for the Scientific Study of Reading found that spelling instruction improves reading
ability, as it builds a learner’s knowledge of the alphabetic system as it is used in reading.
Teaching young spellers the strategies, rules and concepts to grow their spelling and
vocabulary knowledge benefits them in all aspects of their learning, as well as in their everyday
life. Learners who feel confident with letters and word patterns are able to read and comprehend
more complex texts. They also have the necessary language tools to better convey their own ideas
through both written and verbal communication. The relationship between written words and
sounds can seem arbitrary and difficult for many learners. But building a strong foundational
knowledge of the links between forms, letters, sounds and meaning is essential for students to
become confident communicators.
Arithmetic
Acquiring arithmetic skill plays a big role in developing human thoughts, bringing
strategic, systematic reasoning processes used in problem analysis and solving. It involves
numerals and solving mathematical equation and problems. The main purpose of arithmetic in
child’s education is enable them to solve daily life problems. Hence, it can be said as a tool to train
learners to be able to solve problems, and to build thinking process that lead to further ability to
solve non-mathematical problems. Today, the mere focus of education is paying much attention to
early difficulties in arithmetic and identification of arithmetic difficulties, in learning and applying
mathematics skills and concepts Chard et. al (2005). Bryant et al (2008) show that high quality
core instruction in kindergarten to second grade is critical to prevent mathematic difficulties. Poor
achievement is attributed to lack of attention, to early instruction and missed opportunities to build
on young children’s early understanding of mathematics (Chard et al., 2008).
Bryant et.al (2008) identified specific behaviours associated with math calculation and
problem solving demonstrated across the grades. Students with calculation difficulties may
demonstrate problems with some or most of the following skills:
*Identifying the meaning of signs (+, -, x, ÷)
*Remembering answer to basic arithmetic problems (8+9=? 7x7 =?)
*Using effective counting strategies to calculate answer to arithmetic problem
*Understanding the commutative property (5+3=8 and 3+5=8)
*Solving multi digit calculation that require regrouping
*Misaligning numbers
*Ignoring decimal points
*Word problems-solving difficulties may be observed in any of the following skills:
-Reading the problem
-Understanding the meaning of the sentence
-Understanding what the problem is asking
-Identifying extraneous information that is not required for solving the problem.
-Developing and implementing a plan for solving the program and solving multiple
steps in advanced word problems.
The following are mathematical skills in which difficulty is seen in primary school and
well above it, by educational research. (1) Counting: Five to seven year old dyscalculia children
show less understanding of basic counting principles than their peers. (2) Counting strategies for
addition: Dyscalculia children tend to keep using inefficient strategies for calculating addition facts
much longer than their peers. (3) Memorizing arithmetic facts: Children have great difficulty in
memorizing simple addition, subtraction, multiplication, division facts (5+4= 9) and this difficulty
persist up to at least the age of thirteen. These symptoms may be caused by two or more
fundamental difficulties although more research is needed in these areas to be sure of causes: a)
lack of number sense: Dyscalculia children may have fundamental difficulties in understanding
quantity and b) less automatic processing of written numbers. In most of us reading the symbol
“7” immediately causes our sense of quantity to be accessed. In dyscalculia children this access
appears to be slower and more effortful. Thus dyscalculia children may have difficulty in thinking
written or spoken numbers to the idea of quantity. Though these features are described as related
to dyscalculia, the same apply true to those whose have difficulty in mathematics in in spite of
receiving normal instruction in it.
Programs of Department of Education to improve the performance
in 3R’s
The Department of Education is implementing various intervention programs to provide
support to Filipino learner failing behind in reading, writing, and arithmetic
Every Child a Reader Program (ECARP)
To support the program of the government, the Department of Education initiated different
program to enhance the academic performance of basic education learner in reading, writing, and
arithmetic. In year 2002, ECARP (Every Child a Reader Program) was formulated, a national
program that addresses the thrust of Department of Education to make every Filipino child a reader
at his/her own level. It is designed to equip elementary pupils with strategic reading and writing
skills to make them independent young readers and writers. One of the main thrusts of the 2002
Basic Education Curriculum (BEC) is to ensure that every child is a successful reader at the end
of Grade III. Concomitant to this thrust, the Department of Education, shall enforce the policy
“Every Child A Reader” beginning School Year 2002-2003. It is expected that no pupil will be
promoted to the next higher grade unless he/she manifests mastery of the basic literacy skills in a
particular grade level. All possible means of assistance and encouragement shall be extended to
enable the child to read. In this connection, all schools are enjoined to develop a School-Based
Reading Program that includes the conduct of an inventory of the children’s reading ability, a
diagnosis of those who need further reading instruction and appropriate measures to improve
reading comprehension. This program is strengthen through the implementation of The
Department of Education (DepEd) enclosed guidelines on the utilization of the 2017 Every Child
a Reader Program (ECARP) The Program aims to develop in Filipino children the literacy and
numeracy skills, and attitudes, which will contribute to lifelong learning. With this, it is the goal
of the Department to improve the literacy and numeracy skills of learners from Kindergarten to
Grade 3 following the K to 12 Basic Education Curriculum by establishing a sustainable and costeffective professional development system for teachers. In line with the K to 12 Program and the
goal of making every child should be a reader, the Department of Education (DepEd) is
strengthening its reading program through the implementation of the Early Language, Literacy,
and Numeracy Program.
Philippine Informal Reading Inventory (PHIL-IRI)
The Department of Education strengthening this program through DEPED ORDER 14 S.
2018 – Policy Guidelines on the Administration of the Revised Philippine Informal Reading
Inventory (PHIL-IRI). Thus, the DepEd through the Bureau of Learning Delivery-Teaching and
Learning Division (BLD-TLD) shall continue to administer the Revised Philippine Informal
Reading Inventory (Phil-IRI) assessment to learners in public elementary schools nationwide. The
Phil-IRI used as a classroom-based assessment tool aims to measure and describe the learners’
reading performance in both English and Filipino languages in oral reading, silent reading and
listening comprehension. These three types of assessment aim to determine the learner’s
independent, instructional and frustration levels. The Phil-IRI data shall also serve as one of the
bases in planning, designing/redesigning the reading instruction of the teachers and the school’s
reading programs or activities to improve the overall school’s reading performance.
Bawat Bata Bumabasa (3Bs Iniatiative)
In support of the implementation of the K to 12 Basic Eduaction Program, the Department
of Education is continuously fulfilling its mandate to produce productive and responsible citizens
equipped with essential competencies and skills for life-long learning. To make every reader a
proficient reader, schools across the country are tasked to help learners develop their reading skills.
The “Bawat Bata Bumabasa” initiative will require reading coordinators who will be in
charge of the reading centre/clinic to be established in every school. All language teachers (Mother
Tongue, Filipino, and English) and all other teachers who are willing to be tapped for their school
initiative in reading literacy programs will serve as the reading teachers who will conduct intensive
reading instruction and interventions to struggling readers and non-readers. Different programs,
projects, and activities shall be put in place for this purpose ( Readathon and DEAR (Drop
Everything and Read) activities in schools, communities, and DepEd offices which can be done
by setting aside a 10 minute time period every day to read any chosen reading materials).
To determine the effectiveness of this program, analysis, interpretation, and evaluation of overall
results of the post-test of Phil-IRI, EGRA, and the national assessment for learners learning shall
be done which shall serve as inputs on planning for its next strategic directions for coming years.
As a whole, the program shall gear towards achieving improved learners’ reading
proficiency where learners can read and comprehend independently at their grade level which will
ultimately result to increased learning outcomes.
National Reading Month
The Department of Education (DepEd) has declared the month of November as the
National Reading Month. All the schools had been instructed to conduct various reading activities
to rekindle the interest of all learners in reading. This activity institutionalized to support the
national “Every Child a Reader” program. The suggested activities in this program is the “Reada-Thon”, which aims to discover outstanding readers in class; the DEAR program, which engages
students in 15 to 20 minutes of reading daily; and the shared reading or readers’ mentoring
program, where older students are encouraged to assists younger reader with reading difficulties.
The schools also urged to hold vocabulary and “A Paragraph a Day” sessions, where students learn
a new word a day and read aloud one or two paragraphs every day to enhance their speaking skills.
The program likewise aims to bring back the interest of all learners in reading instead of
them spending too much time on the internet and inclination to online activities. (DepEd
Memorandum No. 158, S. 2019)
Journalism Program
Implementation of the Journalism program as an integral part of communication declared
as the policy of state to uphold and protect the freedom of press even in campus level. This program
aims to improve the journalistic skills of all learners and promoting responsible and free
journalism. One effective way for enhancing journalistic competence of students is the purposeful
development of these writing skills in the curriculum, specifically in the English and Filipino
subjects where writing is taught as a basic skills.
Metrobank-MTAP-DEPED-Math Challenge
The Metrobank-MTAP-DEPED-Math Challenge is an annual Mathematics competition for
elementary and junior high school learners in both public and private schools nationwide. The
main goal of this activity is to improve the quality of mathematics education in the Philippines. It
aims to awaken the greater interest in Mathematics among learners, encourage learners to strive
for excellence, discover mathematical talents among learners and develop the values of hard work,
perseverance, honesty, teamwork and sportsmanship.
The coverage of the competition should be aligned in DepEd K to 12 Curriculum per grade
level to ensure the validity and appropriateness of the exam in the learning capability of each
learner.
SYNTHESIS OF THE REVIEWED LITERATURE AND STUDIES
The academic performance of basic education learner merely depends on their achievement
in basic skills such as reading, writing and arithmetic. Thus, three basic skills would not be
neglected in teaching instruction. The teachers should give an emphasis in developing these
fundamental skills because it would serve as there foundation in learning. Early childhood
development is very crucial, once the development of learners got delayed it will affect his/her
future performance. That is the reason why the teachers should be mindful in the performance of
each learner, once a problem occur in child’s development especially in basic skills, immediate
attention should be addressed.
This study is related to other conducted studies because it deals with the importance of
learning the fundamental skills; reading, writing, and arithmetic in academic performance of the
basic education learners.
Which is true, because in every lesson, reading is always involved. Even in taking test,
learners need to have a better comprehension in order to answer all the questions correctly. In
solving mathematical equation, analysing and understanding the problem also requires reading.
Once the learner is a proficient reader it can boost the confidence their and can actively participate
in class discussion.
Writing seems like very simple and easy to learn but it is not because learning to write
requires organizing ideas and thoughts to effectively convey the message. It is a valuable tool for
communication, learning, and self-expression, people who do not have adequate writing skills may
be at a disadvantage and may face restricted opportunities for education and employment. To be
an effective writer, the learner should know the correct spelling of the word, its meaning, and show
know the importance of word combination in order to present the idea comprehensively and
coherently.
Learning arithmetic is important as well. It deals with solving mathematical problem and
equations. In everyday lives, we can integrate our knowledge in arithmetic. Simple mathematical
equations can makes our life easier. Like for example, in buying foods. We need to know the basic
formula to compute the price that we need to pay. Simple but it matter. Same goes in education of
learners in basic education. They need to master first the mathematical signs like addition,
subtraction, multiplication, and division because this fundamental operations is needed is solving
more complex equations.
Upon reading different articles, studies, and literature about reading, writing, and
arithmetic, it feeds my mind that this basic skills are all essential in honing the higher order
thinking skills of all learner. That all the information that we know today, it all happened because
of the essential that we learn when we are young. Thus, the Department of Education gives full
support in enhancing these three fundamental skills among Filipino learners. By implementing
different programs and activities it can help the learner to have a good foundation in learning.
Though it’s a little bit sad, that despite of the efforts of the Department of Education, still
the performance of the Filipino learner is very low. The increasing number of non-readers even in
high school is very alarming because it only show that there’s something wrong in our curriculum
and immediate action to it is needed.
Chapter 111
METHODOLOGY
This chapter will present the research methodology which include method of research,
population, description of the respondents, research instrument, and data-gathering procedure. And
statistical treatment. In the population it will include sample size and sample technique.
Method of Research
The researcher used the descriptive correlation research to find specific answers to the
questions posed for investigation. Quaranta (2017) cited that this method is primarily interested in
describing relationship among variables, without seeking to establish a causal connection.
Furthermore, their National Achievement Test result were collected and linked them to the level
of their performance in reading, writing and arithmetic which became the basis for designing an
action plan that would help to improve the academic achievement of the learners.
Respondents of the Study
A total of 30 basic education learner from Grade 1 to Grade 3, participated as respondents
of the study. The respondents had to answer the two parts of the questionnaire, part 1 seek to know
the learners profile and the part 2 is the standardized test. Data on academic performance were
collected from the School Permanent Records of the learners.
Table 5
Population and Sample Size of the Respondents
Grade and Section
Total
Sample Size
Grade 1- Emerald
10
10
Grade 2- Topaz
10
10
Grade 3- Garnet
10
10
The table 5 shows the total population of the basic education learners from Grade 1 to
Grade 3 of Alfonso Valerio Elementary School for the School Year 2020-2021. There were 5
female and 5 male in each grade level with the total of 30 learners in all. The researcher collected
the data from the school record section regarding their academic performance.
Research Instrument
Questionnaire was used to gather data in the profile of the basic education learner and their
academic performance in reading, writing, and arithmetic. Questionnaire used intended for 30
basic education learner was the 2013 National Achievement Test for grade 1 to grade 3. Since
NAT is a standardized test, no more reliability test was conducted.
Data Gathering Procedure
The researcher prepared the necessary letters addressed to the concerned school head of
Alfonso Valerio Elementary School. The researcher requested permission in writing to access the
schools for the purpose of the study through school head.
In the administration of grade 1, grade 2, and grade 3 learner, the researcher ask permission
with the school head and personally visited the school. The classroom teacher assisted the
researcher to get the number of participants in the sampled classes. Before administering the
questionnaire, the researcher met the respondents and explained to them the purpose of the study
and their importance in the study. The researcher administered the questionnaire to the
respondents. The participants took 1 hour to answer questionnaire after which the researcher
collected and thanked them for participating in the study.
The analysed data was summarized using descriptive statistics such as frequencies and
percentages and presented using tables. In making the results known to a variety of readers, simple
descriptive statistics such as percentages is much better compared to a more complex statistics
should be used to make it easily understand (Gray, 1996).
Statistical Treatment of Data
This study used the descriptive-correlational design since it aims was to identify the
significant relationship of the profile of basic education learner and their academic achievement in
reading, writing, and arithmetic
To collect the data, the profile of basic education learner and the standardized test were
answered by the respondents. The data on the learner’s academic performance in English, Filipino,
and Mathematics were taken from the learner’s permanent record in grade 1, grade2, and grade 3.
Multiple Regression Analysis was used to determine the relationship between the learners
profile in their academic performance in reading, writing, and arithmetic.
To determine the degree of relationship, the following scale of interpretation was used:
Below 0.20- Very low relationship
0.20-0.39- Low relationship
0.40-0.59- Moderate relationship
0.60-0.79- High relationship
0.80- 0.99- Very high relationship
References:
DepEd Order and Memorandum
DO 45, S. 2002-Reading literacy program in the Elementary Schools
DO 18, S. 2017- Guidelines on the utilization of the 2017 every child a reader program funds for
the early language, literacy, and numeracy program: professional development component.
DO 14, S. 2018- Policy guidelines on the administration of the revised Philippine informal reading
inventory
DO 173, S. 2019- Hamon: Bawat bata bumabasa (3Bs Initiative)
DO 245, S. 2019- 2019 National reading month
DO 10, S. 2000- Implementation of the journalism program as an integral part of communication
arts (English and Filipino) effective SY 2000-2001
DM 191, S. 2018- Metrobank-MTAP-DepEd Mathematics challenge
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