Learning Gaps and Losses among Elementary Pupils in Lanao Del Sur I: Basis for a Proposed Curriculum Development Plan

Learning Gaps and Losses among Elementary Pupils in Lanao Del Sur I: Basis for a Proposed Curriculum Development Plan

Asliah C. Mamalampac¹, Minerva-Saminah M. Naga², Wardah D. Guimba³, Lotis B. Daguisonan⁴

¹MSU-Integrated Laboratory School, ^2,3,4College of Education, Mindanao State University, Marawi City, Lanao Del Sur, Philippines

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.905000159

Received: 25 February 2025; Revised: 27 April 2025; Accepted: 30 April 2025; Published: 04 June 2025

ABSTRACT

This study examines the learning gaps and losses in foundational Reading, Writing, and Arithmetic (3Rs) among elementary pupils in Lanao del Sur I, serving as the basis for a proposed curricular development plan. The COVID-19 pandemic exacerbated pre-existing educational challenges, leading to a significant decline in literacy and numeracy skills. Using a mixed-methods research design, data were gathered from 381 pupils and 287 teachers across 54 schools through standardized assessments, surveys, and interviews. The findings reveal that reading comprehension exhibited the most significant learning gap, followed by deficiencies in writing mechanics and arithmetic problem-solving. Contributing factors include socioeconomic disparities, lack of teaching resources, limited access to technology, and insufficient teacher training.

The study concludes that without targeted interventions, these gaps will continue to hinder students’ academic progress and overall development. To address these challenges, the proposed curriculum emphasizes intensive teacher training in differentiated instruction and remedial interventions, the integration of culturally relevant materials to enhance student engagement, and the implementation of peer-assisted learning and community-based support systems. Additionally, the study features the need for technology-enhanced instruction to supplement traditional learning approaches and sustainable intervention programs, such as remedial reading and math support, to effectively bridge learning gaps. These evidence-based recommendations aim to improve academic outcomes, promote equity in education, and support the holistic development of learners in the Bangsamoro region. The findings provide valuable insights for educators, policymakers, and community leaders in shaping post-pandemic educational recovery strategies.

Keywords: Learning gaps, Learning losses, 3Rs (Reading, Writing, and Arithmetic), Curriculum Development, Assessment, Pedagogical Approaches, Post-Pandemic Recovery

INTRODUCTION

Nelson Mandela’s powerful words, “Education is the most powerful weapon you can use to change the world,” resonate profoundly in the aftermath of the COVID-19 pandemic, especially in regions like Lanao del Sur. Education is a fundamental tool for transformation, empowerment, and social progress. However, the pandemic exacerbated existing educational disparities, particularly in foundational literacy and numeracy skills, commonly known as the 3Rs: reading, writing, and arithmetic. In Lanao del Sur, addressing these learning gaps is not just an academic necessity but a crucial step toward equipping students with the skills to thrive in an evolving world. The ability to read, write, and perform arithmetic serves as the bedrock of a progressive society, enabling individuals to unlock their full potential and contribute meaningfully to their communities (Kooper, 2023). Elementary education, in particular, plays a pivotal role in shaping students’ academic success by equipping them with these fundamental skills (Main, 2024).

The COVID-19 pandemic has significantly impacted the global education landscape, leading to disruptions in traditional learning and widening educational inequalities. According to a World Bank (2021) study, the abrupt transition to remote learning resulted in substantial setbacks in students’ academic progress, particularly in reading, writing, and arithmetic. Research by Gordon et al. (2021) found that students who shifted to online learning experienced delays in literacy development, with early-grade students falling behind their expected proficiency levels by nearly 30%. Similarly, Miller and Nussbaum (2022) reported that the lack of structured feedback and teacher interaction negatively affected students’ writing skills. In the domain of arithmetic, Nguyen et al. (2022) found that students in lower primary levels suffered from a decrease in math proficiency equivalent to two to three months of lost learning due to limited instructional time and resources.

The situation is particularly concerning in the Philippines, where the education system has long faced challenges in terms of quality and accessibility. The country consistently ranks among the lowest in international educational assessments, such as the Programme for International Student Assessment (PISA), Southeast Asia Primary Learning Metrics (SEA-PLM), and Trends in International Mathematics and Science Study (TIMSS). Recognizing these setbacks, the Department of Education (DepEd) launched the National Learning Recovery Program (NLRP) through DepEd Order No. 13, s. 2023, to mitigate learning loss and improve educational outcomes nationwide (Llego, 2024).

In the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM), which includes Lanao del Sur, the challenges of educational access and quality are even more pronounced. The Ministry of Basic, Higher, and Technical Education (MBHTE) reported significant learning losses, inadequate access to technology, and insufficient teacher training as major obstacles to student success (Ebrahim, 2020). The Bangsamoro Development Agency (BDA, 2021) further revealed that BARMM has the lowest functional literacy rate in the Philippines, at 83.2%, highlighting the urgency of targeted interventions to address these educational disparities.

While global and national studies have documented learning losses caused by the pandemic, there is a noticeable gap in literature focusing on elementary pupils in Lanao del Sur. Learning loss refers to the decline in knowledge and skills due to interruptions in schooling (Tashtoush et al., 2023). Traditionally linked to summer breaks, the pandemic has intensified interest in measuring and addressing these losses (Kuhfeld, 2021; Hevia et al., 2021). The unique socio-economic landscape, cultural context, and ongoing conflicts in Lanao del Sur further compound the educational challenges faced by students. Many schools in the region struggle with limited infrastructure, a lack of qualified teachers, and insufficient learning resources, exacerbating the disparities in educational achievement.

Given these circumstances, this study aims to examine the learning gaps and losses in reading, writing, and arithmetic among elementary pupils in Lanao del Sur. By identifying the extent of these gaps and understanding their underlying causes, this research will provide valuable insights for developing a targeted curriculum intervention. The study will also explore the role of teachers, parents, and community stakeholders in shaping an effective and culturally relevant educational framework.

Objectives of the Study

1. To assess the extent of learning gaps and losses in reading, writing, and arithmetic among elementary pupils in Lanao del Sur.
2. To identify the key factors contributing to these learning gaps, including socio-economic, technological, and instructional barriers.
3. To evaluate existing educational interventions and policies addressing learning loss in BARMM.
4. To propose a curriculum development plan that addresses the identified learning gaps and enhances foundational skills in reading, writing, and arithmetic.

METHODOLOGY

This study utilized a mixed-methods research design, combining quantitative surveys and assessments with qualitative interviews to examine learning gaps in the 3Rs (Reading, Writing, Arithmetic) among Grade 3-6 pupils in Lanao del Sur I. Quantitative methods included structured surveys and assessments to measure proficiency levels, while qualitative methods involved interviews to explore contextual factors influencing learning. This approach ensured a comprehensive understanding of educational challenges (Dawadi et al., 2021).

The research was conducted in Lanao del Sur I, a province in BARMM, Philippines, focusing on public elementary schools under the DepEd. These schools, with approximately 30 students per section and two sections per level, provided a relevant setting to assess post-pandemic learning gaps.

The study involved 381 pupils and 287 teachers, determined using the Raosoft Sample Size Calculator with a 95% confidence level and a 5% margin of error. Stratified random sampling ensured representation across districts, while purposive sampling included teachers and administrators for curriculum-related insights.

A structured questionnaire assessed learning gaps in the 3Rs and evaluated teaching strategies and resource availability. The instrument underwent expert validation by three education specialists and was pilot tested. Reliability was confirmed through Cronbach’s Alpha, yielding 0.75 for teachers and 0.76 for students, indicating strong internal consistency.

Quantitative data were gathered through teacher-made assessments and structured surveys, while qualitative data were collected via semi-structured interviews with teachers and students. Pilot testing refined the instruments for clarity and reliability. The study ensured ethical considerations, obtaining informed consent from participants.

Quantitative data were analysed using descriptive and inferential statistics, while qualitative responses underwent thematic analysis to identify key themes. Triangulation of findings ensured validity and reliability, contributing to evidence-based insights for addressing learning gaps and improving educational practices in the new normal.

RESULTS

I. The demographic profile of teachers and students in Lanao del Sur I, including their age, gender, teaching experience, grade level, and technology access.

Table 4.1. Teachers’ Profile and Students Profile

The data reveals that the majority of teachers are aged 37-42 (26.83%), highlighting a mix of experienced educators and younger teachers eager for professional growth. The profession is overwhelmingly female (97.56%), reflecting global trends, though efforts to promote gender balance could enhance student role models. Most teachers instruct upper elementary grades (Grades 3-6), crucial for foundational learning, with 68.99% handling all subjects, though limited specialization in STEM subjects may impact instruction quality. Additionally, 36.93% of teachers have 1-5 years of experience, emphasizing the need for mentorship and professional development to enhance instructional effectiveness and classroom management.

The data reveals that the student population in Lanao del Sur I is predominantly aged 10–11 (38.58%), a critical stage for developing logical thinking and problem-solving skills, while older students (12+) face challenges like delayed entry or grade repetition. Gender distribution is nearly equal, highlighting the need for gender-sensitive teaching strategies. Most students are in Grade 3 (43.04%), emphasizing the importance of early-grade proficiency to prevent future learning gaps. The majority (98.95%) are Maranao, necessitating culturally responsive teaching methods. Limited internet access (only 15.75% have home internet) hinders digital learning, with most students relying on mobile data (77.46%), underscoring the need for offline educational resources. These demographic insights highlight the need for inclusive curriculum development, targeted interventions, and improved digital infrastructure to enhance educational access and quality.

II. Assessment of the Learning Gaps on the 3Rs Skills

Table 4.3 Skills in 3Rs that exhibit the learning gaps among students

Ranges:

0.00-1.0 =Very Poor, 1.1-2.0= Poor, 2.1-3.0= Below Average, 3.1-4.0= Average, 4.1-5.0= Excellent

The assessment of foundational reading, writing, and arithmetic skills highlights significant learning gaps among students, with reading comprehension (2.847, “below average”) being the weakest area, followed by challenges in solving word problems in arithmetic (2.897) and creative writing (2.650). While students demonstrate average proficiency in vocabulary, fluency, spelling, and basic arithmetic operations, their struggles with understanding texts, applying math concepts to real-life scenarios, and expressing ideas creatively indicate deeper issues related to critical thinking and problem-solving. These gaps are interconnected, as weak reading comprehension affects mathematical problem-solving, while poor creative writing skills hinder students’ ability to articulate and explain solutions. Addressing these challenges requires targeted interventions such as explicit comprehension strategies, contextualized math applications, and creative writing exercises. Additionally, culturally responsive teaching, technology integration, and professional development for teachers are essential to bridging these gaps and ensuring holistic student learning and success.

III. Mechanisms and strategies for addressing learning gaps and losses as suggested by teachers and students in terms of infrastructure availability, teacher support, and pedagogical approaches

Teachers as Respondents

Table 4.4 Ratings of Teachers on Mechanisms and Strategies for Addressing Learning Gaps and Losses in Infrastructure Availability

Note.  SD=Strongly Disagree, D=Disagree, N=Neutral, A=Agree, SA=Strongly Agree

Table 4.5 Ratings of Teachers on Mechanisms and Strategies for Addressing Learning Gaps and Losses on Pedagogical Approaches

Table 4.6 Ratings of Teachers on Mechanisms and Strategies for Addressing Learning Gaps and Losses in Teacher Competencies

The study highlights that while most teachers feel supported with teaching materials, gaps in resource distribution persist. Limited access to technology hinders instruction, and support services show inconsistencies. A conducive learning environment is widely recognized, though inclusivity needs improvement. Administrative support is generally adequate, but concerns remain. Teachers demonstrate adaptability, yet resource consistency is lacking. While learning resources are accessible, some face barriers. These findings align with global research on infrastructure’s role in learning outcomes and the benefits of digital tools in education.

Teachers frequently align their strategies with the curriculum and use diverse methods to accommodate learning styles. Interactive activities are widely applied, but technology integration remains inconsistent. Differentiated instruction, formative assessments, and varied assessments are commonly used, though not universally. Timely feedback is emphasized, but broader implementation of active learning and technology use needs improvement. Research supports these strategies, highlighting formative assessments, feedback, and digital tools as key to enhancing learning outcomes.

Teachers consistently apply competencies to address learning gaps in the 3Rs, demonstrating strong foundational knowledge, curriculum alignment, instructional application, and classroom management. However, collaboration and professional development opportunities need strengthening. While teachers actively assess student progress, enhancing peer support and innovative strategies could further improve outcomes. Research underscores the importance of Pedagogical Content Knowledge (PCK) and technology integration in teaching. Continuous professional development in collaboration and instructional innovation is recommended to enhance teaching effectiveness.

Students as Respondents

Table 4.7 Ratings of Students on Mechanisms and Strategies for Addressing Learning Gaps and Losses in Technology Access

Note.  SD= Strongly Disagree, D=Disagree, N=Neutral, A=Agree, SA=Strongly Agree

Table 4.8 Ratings of Students on Mechanisms and Strategies for Addressing Learning Gaps and Losses in Pedagogical Approaches

Note.  N=Never, R=Rarely, S=Sometimes, O=Often, A=Always

Table 4.9 Ratings of Students on Mechanisms and Strategies for Addressing Learning Gaps and Losses in Teacher Support

Note.  SD=Disagree, D=Disagree, N=Neutral, A=Agree, SA=Strongly Agree

The study identifies key challenges in students’ access to technology for learning, particularly in the 3Rs. While over half have access to devices, unreliable internet, limited digital resource integration, and inadequate training hinder effective use. Strengthening infrastructure, teacher training, and support systems is essential, as research emphasizes equitable access and guidance for maximizing technology’s impact.

Students generally view their teachers’ pedagogical approaches positively, especially in engagement, structured lessons, and real-life applications. However, inconsistencies in differentiated instruction and feedback highlight areas for growth. Improving these aspects through targeted teacher training can enhance learning outcomes.

Teacher support is perceived positively in approachability, communication, and encouragement, but individualized support and progress monitoring need improvement. Research underscores the role of strong teacher support in student success, reinforcing the need for consistent feedback and tailored strategies.

IV. Key components in developing a curriculum plan to address learning gaps and improve outcomes in the 3Rs

The data revealed that addressing learning gaps in reading, writing, and arithmetic (3Rs) requires targeted strategies based on insights from teachers and students in Lanao del Sur I. Despite challenges such as overlapping school events, key themes emerged to guide curriculum improvement. Foundational Skills are essential, as teachers emphasized the importance of diagnostic assessments, regular reviews, and early interventions to reinforce basic literacy and numeracy. Individualized Learning through personalized instruction, flexible curricula, and engaging methods like games and hands-on activities helps cater to diverse student needs and improves academic performance. Engagement through Creative Methods, such as gamification, peer-assisted learning, and project-based activities, makes learning interactive, increasing student motivation and retention. Ensuring Real-Life Relevance by connecting lessons to everyday scenarios, such as budgeting and community-based projects, enhances student engagement and understanding, as research shows culturally relevant teaching leads to better academic outcomes. However, Resource Limitations, including limited access to technology and books, pose challenges, necessitating alternative solutions like offline learning strategies, mini-libraries, and community-driven initiatives. Lastly, fostering Supportive Learning Environments by encouraging student confidence, parental involvement, and peer collaboration helps bridge achievement gaps. Overall, the study underscores the need for a student-centered, resource-sensitive, and context-based curriculum to enhance learning outcomes in the 3Rs.

The data revealed that students highlighted several key themes essential for improving learning outcomes in reading, writing, and arithmetic (3Rs). Focus on Practice and Repetition emerged as a crucial strategy, with students emphasizing the need for more reading practice, including group reading, to enhance fluency, comprehension, and confidence. Engaging and Fun Activities were also preferred, as students expressed a desire for interactive learning methods such as games and outdoor activities to increase engagement and understanding. Cultural Relevance was another important factor, with students advocating for lessons that integrate local culture, traditions, and stories to make learning more meaningful and relatable. However, Addressing Resource Limitations remains a challenge, as students pointed out the lack of computers, internet access, and books, underscoring the need for improved learning resources. Additionally, students emphasized the importance of Real-World Applications, particularly in subjects like math, to enhance relevance and comprehension by connecting lessons to practical, everyday situations. Lastly, students strongly supported Collaborative Learning, believing that group activities, peer discussions, and teamwork significantly improve understanding and overall learning experiences. These findings reinforce the need for a more dynamic, student-centered, and contextually relevant approach to curriculum development.

DISCUSSION

This study confirms existing research on learning gaps in foundational skills (Reading, Writing, and Arithmetic), with findings from Lanao del Sur I aligning with World Bank data indicating a 5.5-year learning gap among Filipino children. The COVID-19 pandemic exacerbated these deficiencies, particularly in numeracy, as documented by Aguhayon et al. (2023) and Di Pietro et al. (2023). The study also highlights the need for psychosocial support, flexible learning strategies, and culturally relevant curricula.

While modular learning increased accessibility, it lacked interactivity, leading to student disengagement. Effective policies like Republic Act 9155 aimed at decentralizing education faced challenges in implementation, particularly in resource allocation and teacher training. The study emphasizes the importance of equipping educators with necessary skills and materials.

Findings reinforce the interdependence of literacy and numeracy, supporting holistic skill-building in curriculum development. Parental involvement also plays a crucial role, as limited support contributes to learning gaps. Strengthening parent-teacher partnerships through workshops and community reading programs is recommended.

Assessment practices should balance formative and summative evaluations to ensure targeted interventions and equitable education. Innovative curriculum approaches, such as the World Bank’s RAPID framework, scaffolding, gamified learning, and culturally relevant teaching, are suggested to enhance student engagement and bridge learning gaps.

Overall, the study integrates global and local insights to propose a curriculum model that addresses educational deficiencies in Lanao del Sur and similar regions.

CONCLUSION

This study led to the development of a proposed curriculum development plan aimed at addressing the learning gaps in the 3Rs (Reading, Writing, and Arithmetic) among elementary students in Lanao del Sur I. The proposed plan emphasizes interactive and culturally responsive pedagogical approaches, the integration of technology, and targeted teacher training to improve instructional effectiveness. Given the infrastructural and resource limitations identified, the study also highlights the need for equitable resource distribution and community-driven initiatives to support learning interventions.

Furthermore, the study advocates for a localized curriculum framework that aligns with the socio-cultural context of Lanao del Sur. This includes bilingual instructional materials, differentiated learning strategies, and strengthened teacher-parent-community partnerships to foster a collaborative approach to addressing literacy and numeracy gaps. At the policy level, data-driven interventions and continuous assessment mechanisms are essential to ensure the sustainability of educational improvements. Ultimately, this study provides a strategic foundation for bridging learning disparities in the 3Rs, empowering students with essential skills, and contributing to the long-term socio-economic development of the region.

RECOMMENDATIONS

To address learning gaps in the 3Rs (Reading, Writing, and Arithmetic), several key recommendations are prioritized. Schools should implement low-cost, offline digital tools such as pre-loaded tablets and printed modules while establishing community-based learning hubs with internet access. Additionally, teacher training should emphasize alternative teaching strategies to overcome technological limitations.

Skill development should focus on enhancing reading through structured phonics programs and vocabulary-building activities, improving arithmetic through contextualized math exercises, and strengthening writing through guided exercises and creative workshops. Remedial and enrichment programs must be provided to support struggling learners.

Several strategies can further bridge learning gaps. Investing in infrastructure through offline digital content, printed materials, and community libraries is essential, along with partnerships with local governments and private sectors for technology grants and digital infrastructure. Pedagogically, training teachers in differentiated instruction, adaptive learning, and personalized feedback will better support diverse learning needs. Continuous teacher training and resource provision will enhance instructional effectiveness. Additionally, curriculum enhancements should incorporate collaborative learning, peer tutoring, self-paced goal setting, project-based learning, and real-life applications. Using interactive and culturally relevant digital content can further improve student engagement and learning outcomes.

ACKNOWLEDGEMENT

With profound gratitude, the researchers extend their sincerest appreciation to those who have guided and supported them throughout this academic journey. Special thanks to the statistician and editor of the study who gave their best in helping the researchers finish this study very well.

Heartfelt gratitude is extended to the researchers’ families—their mothers, siblings, children, and grandchild—for their love and understanding, his unwavering support. Appreciation is also given to the research participants, and all who contributed to this study. Above all, praise is given to Allah (SWT) for His divine guidance, which has been an anchor throughout this endeavor.

FUNDING SOURCE

This study is self-funded.

AUTHORS CONTRIBUTIONS

The authors indicate equal contributions to each section. All of the authors reviewed and approved the final work.

CONFLICT OF INTEREST

The authors declare no conflict of interest.

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