Perceived Effectiveness and Challenges in the Implementation of the Early Language Literacy and Numeracy (ELLN) and Its Effect on Academic Performance: Basis for a Proposed Training Program

This study determined the perceived effectiveness and challenges in the implementation of the Early Language, Literacy, and Numeracy (ELLN) Program and its effect on learners’ academic performance in Rizal District, Cagayan. Specifically, it examined the effectiveness of the program in terms of instructional planning and design, teaching strategies and methodologies, and monitoring and evaluation practices. It also identified the challenges encountered by teachers and determined the significant differences in the implementation of the program and learners’ academic performance among elementary schools. The study employed a descriptive-correlational research design. The respondents were Kindergarten to Grade 3 (K–3) teachers from different elementary schools in Rizal District. Data were gathered using a structured questionnaire and analyzed using mean, frequency count, percentage distribution, and Pearson Product-Moment Correlation. Findings revealed that the ELLN Program was perceived as very effective, particularly in lesson planning, use of varied teaching strategies, and assessment practices. Learners demonstrated high academic performance, especially in numeracy and word recognition skills. However, teachers moderately encountered challenges such as lack of parental support, large class sizes, insufficient instructional materials, and limited time for remediation. The study also found that the implementation of the ELLN Program has a significant relationship with learners’ academic performance, indicating its positive impact on literacy, numeracy, and overall academic achievement. It is recommended that continuous teacher training, strengthened parental involvement, and improved instructional support be provided to sustain and enhance the effective implementation of the ELLN Program.