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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
De Guzman, Marie Fe D.
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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The Experiences of Elementary Learners in the National Learning Camp (NLC) Program of DepEd, Division of Zambales, Philippines Fronda, Elbert D.; De Guzman, Marie Fe D.; Ravana, Leila L.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 2 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.07.02.21

Abstract

This study utilized a phenomenological research methodology to explore the lived experiences of elementary Grade 3 pupils in Zone 2, Division of Zambales, who participated in the National Learning Camp (NLC) program. Participants were selected via purposive sampling, ensuring they met specific criteria including: (1) was a bona fide grade 3 pupil participating in the NLC program; (2) had completed at least one full cycle of the NLC program; (3) whose parents/guardians had provided written informed consent for their participation in the study; and (4) was able to communicate their thoughts and experiences clearly and effectively. Qualitative data were gathered through in-depth semi-structured interviews and focus group discussions and subsequently analyzed using Bingham's five-phase thematic analysis. The findings show that the National Learning Camp successfully created a positive and engaging learning environment for pupils; and enriching experiences in reading and game-based activities. The participants described the challenges in terms of environmental, resources and pedagogical; and emotional struggles. Despite the identified challenges, pupils particularly valued the NLC's impact on basic literacy and their overall perception of learning, crediting to their supportive teachers for much of this success. To further enhance the program, pupils recommend strengthening foundational skills through engaging, hands-on activities, providing personalized attention, and optimizing program duration and resources.
Multi-Grade Teaching: Experiences of Elementary Teachers of Zone 2, DepEd Division of Zambales, Philippines Fronda, Wilbert B.; De Guzman, Marie Fe D.; Ravana, Leila L.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 2 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.07.02.19

Abstract

This study aimed to deeply understand the lived experiences of elementary teachers in multi-grade classrooms in Zone 2, Division of Zambales, Philippines. Employing a qualitative, phenomenological research design, the methodology involved in-depth interviews and observations with 15 purposively sampled multigrade teachers from Botolan and Palauig Districts. Data analysis was systematically conducted using Braun & Clarke's six-step thematic process. Key findings revealed that multigrade teaching is both highly demanding and deeply fulfilling. Teachers face significant challenges, including adapting to diverse learners and curricula, managing limited resources, and handling intensive planning and workload, often leading to emotional strain. Despite this, they derive sense of satisfaction from witnessing student growth, fostering strong learning communities, and experiencing personal and professional transformation. Teachers employ multifaceted coping strategies such as determination, proactive approaches, for instance differentiated instruction; and building supportive classroom communities. The study concludes that these educators exhibit remarkable resilience and ingenuity, and their effectiveness hinges on a robust, interconnected support system encompassing specialized professional development, adequate resources, and comprehensive collaborative and administrative backing.
Co-Authors Fronda, Elbert D. Fronda, Wilbert B. Ravana, Leila L.