An assessment of the DEPED National Learning Campas correlated to student academic performance: Basis for proposed action plan

This study assessed the implementation of the Department of Education's National Learning Camp (NLC) program and its impact on student academic performance at Las Piñas East National High School, Las Piñas National High School Almanza, and Equitable Village National High School during the 2023–2024 school year. Employing a quantitative, descriptive-correlational research approach, the study gathered feedback from 30 teachers and 100 students across three selected schools in Las Piñas limited through a purposive sampling and proportional stratified sampling technique. The evaluation focused on five dimensions: implementation objectives, content, resources and strategies, student engagement, and a standardized pre- and posttest evaluation to measure academic performance in English. Statistical analyses, including descriptive statistics, ANOVA with post hoc Tukey's HSD, paired samples t-test with Cohen's d, Wilcoxon signed-rank test, and Pearson correlation, were conducted to assess implementation, performance changes, and relational trends. Findings revealed that, with regard to NLC implementation, both groups perceived teacher and student participation as being to a "high extent" across all dimensions. Teaching strategies received the highest rating (M = 3.42) while teaching resources received the lowest (M = 3.05). Additionally, results showed that students experienced a statistically significant improvement in English performance. The percentage of students scoring below 75% dropped from 94%, while those achieving "Good" to "Excellent" ratings surged from 2% to 46%. The overall average score increased significantly from a pretest mean of 50.62 to a posttest mean of 75.32 (p < 0.05). Overall, the rating for implementation challenges was at a "low extent"; however, student engagement was identified as the most challenging aspect for teachers. The correlation analysis between implementation quality and encountered challenges revealed significant negative relationships, particularly regarding the strategies employed and the training received by teachers, leading to a centered midpoint. Based on these findings, the study developed an action plan aimed at improving instructional materials, reinforcing educator professional development activities, and refining strategies to increase student participation to enhance the overall effectiveness of the NLC program.