TEACHING PRACTICES AND FOUNDATIONAL SKILL LEVELS OF GRADE 3 LEARNERS: BASES FOR AN ENHANCED INSTRUCTIONAL PROGRAM

Teaching practices play a crucial role in shaping the foundational skills of learners. This study focused on assessing the teaching practices of Grade 3 teachers and their correlation to the foundational skill levels of learners in language, reading, numeracy, and writing in Masinloc District, Schools Division of Zambales. This study determined the teaching practices and foundational skill levels of Grade 3 learners in 12 selected public elementary schools in Masinloc District, Schools Division of Zambales, during the School Year 2024-2025. The research employed a quantitative-descriptive design, involving 122 primary grade teachers and 288 Grade 3 learners through total population sampling, using a validated research instrument. The study revealed that most teachers were female, aged 20-39, holding Teacher III positions and Master’s degrees, with limited years of service. Teachers and learners both rated teaching practices and foundational skills as moderately demonstrated across all dimensions. No significant correlation was found between teaching practices and teacher demographics. However, a significant difference was observed between teachers’ and learners’ perceptions of teaching practices, with a weak, non-significant positive correlation between teaching practices and learners’ foundational skill levels. The findings highlight the need for enhanced teaching strategies to improve foundational skill levels. An enhanced instructional program was developed to address these gaps, focusing on improving teaching practices and foundational skills of Grade 3 learners. This study offers valuable insights into teaching practices and their impact on foundational skill development, providing a basis for targeted interventions to enhance instructional strategies in primary education.