This study conducted a comprehensive evaluation of Grade 3 to 6 pupils' proficiency in foundational skills of

Reading, Writing, and Arithmetic (3Rs) within the Lanao del Sur I Division, using a descriptive quantitative

research design. A rigorously validated 3Rs Diagnostic Assessment Tool was employed to identify learning gaps

that have widened due to the COVID-19 pandemic. The assessment, which highlighted significant deficiencies

particularly in reading comprehension, creative writing, and arithmetic word problem-solving, revealed a critical

need for targeted curriculum enhancements. Inferential statistical methods, including t-tests and ANOVA, were

used to analyze performance variances across grade levels and gender, uncovering both statistically significant

improvements and areas of stagnation. To address these gaps, the study proposes a follow-up intervention plan

focused on learner-centered, culturally responsive teaching practices, supported by teacher training in evidence-

The 3Rs—Reading, Writing, and Arithmetic—are the pillars of foundational education. In underserved regions

such as Lanao del Sur I, where educational disparities are amplified by socioeconomic barriers and limited

infrastructure, the mastery of these core skills is vital. This study investigates the specific learning gaps among

elementary pupils in these domains. Grounded in the understanding that these skills are interrelated, the study

uses diagnostic assessments to quantify students' proficiency and identify weak points that hinder academic

growth. The findings provide the empirical basis for a responsive and inclusive curriculum designed to close

these gaps and support learners’ success.

This assessment evaluates students' performance in reading, arithmetic, and writing, highlighting areas of skills

in reading (fluency, vocabulary, and comprehension), writing (structure, spelling, and creative writing), and

arithmetic (foundational number sense, basic operations, and word problem-solving) that exhibit the most

In the local context, the educational policies in Lanao del Sur focus on reducing educational disparities

exacerbated by socioeconomic challenges and structural barriers. The results of this assessment highlight critical

areas where local policies can intervene to support underserved communities. By providing equitable access to

educational resources and prioritizing teacher training in evidence-based instructional strategies, Lanao del Sur’s

educational framework can be strengthened to better align with the goals of Education 2030

This research employed a descriptive quantitative design to evaluate proficiency levels in foundational academic

skills—specifically Reading, Writing, and Arithmetic (3Rs)—among elementary pupils. The study was

conducted among 381 elementary school students from public schools in the Lanao del Sur I Division. This

diverse sample includes students from Grades 1 to 6, ensuring a broad representation of proficiency levels in

culturally responsive teaching practices. In this setting, the mix of urban and rural schools presents a spectrum of

learning environments, from those with adequate resources to under-resourced settings that face infrastructural

challenges. These environmental differences provide important contextual background for interpreting the

assessment results and for planning targeted interventions.

This study aimed to identify educational gaps that have widened due to disruptions from the COVID-19 pandemic

and to inform curriculum enhancement strategies. Participants were drawn from selected public schools in the

Lanao del Sur I Division, employing stratified random sampling to ensure balanced representation across different

grade levels and classroom sections. In total, 381 students participated in the assessments.

The study utilized a teacher-developed 3Rs Diagnostic Assessment Tool to measure student proficiency across

For validity and reliability, the assessment tool was extensively reviewed by a panel of educational professionals.

It was subsequently pilot-tested with a different cohort of students to ensure it met curriculum standards and

accurately measured intended competencies. The reliability of the assessment instrument was quantified using

Cronbach's alpha, which provided a coefficient of 0.85. This high value indicates strong internal consistency

across the test components, affirming the tool's suitability for accurately assessing the 3Rs skills among the target

The study employed a teacher-designed 3Rs Diagnostic Assessment Tool to assess foundational skills (Reading,

groups. This involved analyzing mean differences in reading comprehension, creative writing, and

interventions.

These statistical methods provided a detailed characterization of the student body's learning status, informing

targeted educational strategies designed to address identified learning gaps and improve curriculum efficacy. By

integrating both descriptive and inferential statistics, the analysis offers a comprehensive overview necessary for

Writing

Structure

3.426

1.036

Average

The table reveals key learning gaps in the foundational reading, writing, and arithmetic skills among students,

shedding light on areas requiring targeted interventions. Each skill area was evaluated based on specific sub-

learning gap in understanding and interpreting a text. This aligns with Pretorius and Currin (2019), who

emphasized that many learners, especially in under-resourced settings, can decode words but struggle to derive

meaning from texts. Poor comprehension skills can be attributed to limited exposure to varied reading materials

and insufficient practice with critical thinking tasks, such as making inferences and analyzing context.

The learning gap in reading comprehension has broader implications. This suggests that students struggle to

engage deeply with texts, limiting their ability to derive meaning, critically analyze, and synthesize information.

Without strong comprehension, students cannot fully engage with other subjects, limiting their ability to learn

from written instructions or analyze problems in arithmetic and writing. A study by Duke et al. (2018) found that

students who struggle with comprehension tend to have difficulties in higher-order thinking, including making

inferences and understanding complex texts. Educators should implement explicit comprehension strategies such

ability to think critically and innovatively. Research by Tan and Tan (2021) emphasized the importance of

fostering creativity in writing through student-centered activities, which significantly enhance engagement,

The table reveals significant insights into the differences between the specified groups. Each comparison provides

problem-solving skills as students advance from Grade 3 to Grade 4, supported by a t-value of 6.11 and a p-value

less than 0.01. This suggests that the educational interventions in place between these grades effectively bolster

difference of 0.70, p < 0.05), highlights potential gender-based disparities in problem-solving competency. This

may call for targeted support to uplift male students' performance.

Table 4: T-Test Results for Creative Writing Scores