From Data to Development: Crafting A Strategic Intervention Program for Early Grade Literacy and Numeracy

This study examined the literacy and numeracy performance of kindergarten learners in selected public elementary schools within the DepEd Cebu City Division. A descriptive–correlational research design was employed. The study was conducted in Don Vicente Rama Memorial Elementary School, Basak Community Elementary School, and Mangabon Elementary School. Using purposive sampling in the selection of kindergarten sections and total enumeration of learners within the selected sections, the study involved 236 kindergarten learners. Data were gathered using the Kindergarten Literacy Checklist and Kindergarten Numeracy Checklist, supported by the official Assessment Forms and Scoring Guide prescribed by the Department of Education. The collected data were analyzed using frequency count, simple percentage, mean, standard deviation, and Pearson Product–Moment Correlation Coefficient. The findings revealed varying levels of literacy and numeracy performance across the assessed domains. The results further indicated a significant relationship between learners’ literacy performance and numeracy performance. Based on the findings, a Strategic Intervention Program for Early Grade Literacy and Numeracy was developed. It was concluded that strengthening foundational literacy and numeracy competencies through assessment-informed interventions was essential in supporting learners’ academic readiness and future learning success. The study recommended the implementation and continuous evaluation of the proposed intervention program.