Early Language Literacy and Numeracy …sherj.smccnasipit.edu.ph/articles/education1/Ayade.pdftheir learning environment (Facilitators of Learning Process, 2008), because learning

SMCC Teacher Education Journal

16

Early Language Literacy and Numeracy Implementation

MARY SYQUIA M. AYADEhttp://orcid.org/0000-0001-6265-8586

[email protected] Michael College of Caraga

Nasipit, Agusan del Norte, Philippines

RAVEN P. DELA CALZADAhttp://orcid.org/0000-0002-8165-9485



JERALYN P. SABANALhttp://orcid.org/0000-0002-6536-9576



MAVILLE M. SABALLAhttp://orcid.org/0000-0002-4242-4018



Gunning Fog Index: 13.35 • Originality 99% • Grammar Check: 99%Flesch Reading Ease: 44.10 • Plagiarism: 1%

ABSTRACT

Literacy and Numeracy Skills are the cornerstones for learning which will contribute to lifelong learning. The study seeks to determine the level of implementation

SMCC Teacher Education JournalISSN Print: 2008- 0598 • ISSN Online: 2008-0601

Volume 1 • June 2019DOI:

Peer Reviewed Journal

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of Early Language Literacy and Numeracy Implementation of Kindergarten to Grade III teachers. The researchers used a descriptive method design. The respondents were the 43 teachers teaching Kindergarten to Grade 3 in the public elementary schools of East Nasipit District. Based on the findings, the level of implementation is implemented. It was supported by Eddy (2010) that the potential development of the mind is something to be achieved with the aid of the teachers’ knowledge. Teacher is the most important variable in the learner’s educational environment. Therefore, the school administrators should always monitor, and evaluate if these guidelines components covered were utilized in the classroom and the teacher should always seek self-improvement to be an effective and efficient implementer of Early Language Literacy and Numeracy in the teaching-learning process. Moreover, school administrators and teachers should help each other in implementing effectively and consider themselves as a team.

KEYWORDS

Early language literacy, numeracy implementation, descriptive research, Philippines

INTRODUCTION

Literacy and Numeracy are the cornerstones for learning (Keengwe, 2013). The Basic Education Agenda as one of the ten points of the president articulated that child must be a reader by Grade one, and the Department of Education (DepEd) is strengthening its reading program across the implementation of the early language literacy and numeracy. The program will be refined in Filipino children literacy and numeracy skills and attitudes which will contribute to lifelong learning. Especially, its design focuses on enhancing literacy and numeracy skills of Kindergarten to Grade III pupils, following K to 12 Basic Education Curriculum and to substantiate and cost-effective professional development system for teachers. Children begin to communication at birth using sounds and gesture (D.O No. 33,s, 2016).

Oral language expands their communication where children start to express their feelings and make connections with others (Arcilla, Soriano, & Bayeta, 2017). It increases young children abilities to regulate their emotions and behaviour and get along with others. Literacy and numeracy are part of communication and critical to successful learning in the early grades and beyond. Numeracy is the language of numbers and the ability to use mathematics in daily life. Early childhood programs build on the language, literacy, and numeracy experience children bring from home, communities, and prior participation in early childhood programs. Language representation and thought are interdependent (Literacy and Numeracy, 2002).

Ting (2009) emphasizes the adult’s task in providing children with experiences which will ameliorate their understanding of the purpose of literacy and numeracy in the world around them. It also outlines what we need to grasp with regards to the


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development of literacy and numeracy in early childhood and what experiences should be done. It aims to empower early childhood educators to adorn their pedagogical practice to develop children’s dispositions, knowledge, and skills in these areas.

The study is beneficial to the School Administrators, under the educational district mentioned for it will endeavour more teaching techniques of early language literacy and numeracy that will improve the performance and shape the needs of the students and schools, to the Teachers. The effort measures and evaluates how effective and efficient they are in teaching early language literacy and numeracy to the Kindergarten to Grade III pupils upon using the strategies, methods and approaches learned in the ELLN program. The Pupils are benefited give and gives them assistance that they might learn through the effective strategies used by the teacher, aware of their literacy and numeracy status and develop these skills. The future researchers, to give them more ideas, information, knowledge and direction to accomplish their related research about this study.

Learning to read, write, and count is critical to a child’s success in school and later in life. One of the best predictors of school success is the level of a child’s progress in these foundational skills. Although reading, writing, and numeracy abilities increase as children grow, the early childhood years, from birth to age eight, comprise the most important period for language, literacy, and numeracy development. The ability to read, write, and count does not develop naturally, or without careful planning and instruction (D.O no. 12, s.2015).

In this regard, the researchers conducted this study to assess the level of implementation of the Early Language Literacy and Numeracy of Nasipit East District, help present and future teachers to ameliorate more careful planning and instruction especially in their specializations and in handling their pupils, and that teachers may know effective strategies in how their pupils acquired these basic skills, the early language literacy and numeracy, and for the researchers that they may benefit the effective strategies and preparations to be applied in the classroom setting.

FRAMEWORK

The present study anchored Sociocultural Theory of Lev Vygotsky which believed that an individual’s cognitive aspect would develop as they interact with others (Eggen & Kauchak, 2010). In social relationships, a child moves towards more individual learning. Vygotsky’s principles of cognitive development are More Knowledgeable Other (MKO) and Zone of Proximal Development (ZPD).

He believed that learning of individuals happens through a social relationship with the person who has a higher ability level or superior in a particular task, process or concept (McLeod, 2007). In total cases, the MKO is a parent or teacher but can also be a child’s peer. His second principle is the Zone Proximal Development, pertains to the difference between what a child can attain by being independent and what a child


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can accomplish with help and encouragement from another person. Vygotsky believed that language evolves from social interactions, for communication purposes. He looked language as man’s greatest tool, a means for communicating with the outside world (McLeod, 2007).

Reciprocal teaching and staging area unit is being used to modern and instructional applications of Vygotsky’s theories (Ashman, A., & Conway, R. 2002). It employed to boost students’ comprehension skills by collaboration between the teacher and therefore, the students with the teacher’s role being step by step reduced over time. In accomplishment, four ways of a reciprocal teaching area unit were applied, and these are questioning, clarifying, summarizing, and predicting. (Meyer, 2014) stated concerning about numeracy, the same four strategies used in problem-solving in mathematics, but the access strategies of visualizing, connecting, and calculating necessitated.

The importance of this theory to this study is that it influences learning cannot be underestimated. It is hard to separate the learning outcomes of an individual from their learning environment (Facilitators of Learning Process, 2008), because learning does not develop naturally, especially in the skills of literacy and numeracy, a support from parents and teachers is essential in this early age in order to hone children in these mentioned skills and learning develops more from social interactions. Children cannot learn to write, speak, read, and count without the influences that come from the people around them or the environment that is conducive to learning.

The sociocultural theory has profound implications for teaching, education, and schooling. The influence of this theory in education has resulted in broadening the understanding of how and what children learn. A key feature of this developing view of human development is that higher-order functions develop out of “social interactions” (Schunk, 2012). Supporting this theory, Piaget’s theory, the “cognitive development theory”, stated that cognitive development is affected by “social transmission,” which describes learning from people around (They Differ, 2014-2017) Cognitive development theory and sociocultural theory both emphasizing children’s learning development affected through social relationships. Today, the teaching and learning of literacy and numeracy in the classrooms have been influenced by the theories of Lev Vygotsky and Jean Piaget. By integrating the progressive methods of reciprocal teaching, scaffolding and discovery learning that are based on the findings of Vygotsky and supported by Piaget, teachers will be able to enrich student achievement (DeVries, 2000). The student will always ask how they could achieve something but much time they would need a help. The potential development of the mind is something to be achieved with the aid of the teachers’ knowledge (Eddy, 2010).

OBJECTIVE OF THE STUDY

This study aims to determine the effect of the Early Language Literacy and Numeracy Implementation among teachers of Nasipit East District.

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METHODOLOGY

Research DesignThe researchers used the descriptive method design in conducting the study to

determine the Early Language Literacy, and Numeracy Implementation of Nasipit East District wherein a survey questionnaire was personally administered to the teachers teaching Kindergarten to Grade 3 in the public elementary schools of Nasipit East District. This study is quantitative and qualitative.

Research Locale The study, “Early Language Literacy and Numeracy Implementation of Nasipit

East District” was conducted in all schools of Nasipit East District, namely: Ata-Atahon, Cubi-Cubi, Culit, Jaguimitan, Mangumihay, Mateo B. Abao Central, Punta, Tagbabacon and Triangulo Elementary School and located in the east part of the Municipality of Nasipit Agusan del Norte.

Research RespondentsThe study used universal sampling since there were few numbers of respondents

in each Elementary School of Nasipit East District. The respondents are the teachers teaching Kindergarten to Grade 3 in the public elementary schools of East Nasipit District. It has a total of forty-three (43) teachers where four (4) are from Ata-Atahon, five (5) from Cubi-Cubi, seven (7) from Culit, four (4) from Jaguimitan, two (2) from Mangumihay, seven (7) from Mateo B. Abao Central, seven (7) from Punta, three (3) from Tagbabacon and four (4) from Triangulo Elementary School.

Table 1. Population of the teachers teaching Kindergarten to Grade 3 in the public elementary schools of Nasipit East District N = 44

NAME OF SCHOOLSPopulation of Teachers Percentage

RANKf %

Ata-Atahon Elementary School 4 9.09 6

Cubi-Cubi Elementary School 5 11.36 4

Culit Elementary School 7 15.91 2.5Jaguimitan Elementary School 4 9.09 6Mangumihay Elementary School 2 4.55 9

Mateo B. Abao Central Elementary School 7 15.91 2.5

Punta Elementary School 8 18.18 1

Tagbabacon Elementary School 3 6.82 8

Triangulo Elementary School 4 9.09 6

TOTAL N=44 100


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Research InstrumentThe study “Early Language Literacy and Numeracy Implementation of Nasipit

East District” created and utilized a set of questionnaires derived from DepEd ORDER No. 12, s. 2015 and DepEd ORDER No. 33, s. 2016 and it was validated by the researchers. It is a paper and pen approach in which the respondents rated how well the implementation is.

The survey questionnaire has two parts. The part I of the questionnaire covers the socio-demographic profile of the respondents; such as age, gender, educational attainment, and years of experience and days of training/seminars attended. Part II covers the respondent’s questions about their preferred response in a rating scale from 1-4, where one as “Not Implemented” and four as “Fully Implemented.”

Ethical StandardsThe researchers’ major ethical consideration was to ensure the respondents’

anonymity throughout the analysis process. The letter of approval was already sent to the Principals to survey to the implementing teachers of Early Language Literacy and Numeracy (ELLN) of East Nasipit District, Nasipit, Agusan del Norte. The questionnaire was administered personally by the researchers, so that the confidentiality of the information provided by the study were maintained.

The study followed an ethical standard by giving the respondents a survey questionnaire with attached informed consent formulated by the researchers. The researchers assigned a number to the questionnaire answered by the respondents. Only the researchers have the key to indicate which number belongs to the participants to protect their identity. All the data gathered from the respondents were held with the utmost confidentiality.

Data Gathering ProcedureThe researchers personally asked permission to the Principals of the schools under

Nasipit East District of Nasipit, Agusan del Norte with a letter containing the purpose of their study. When the permission granted, the researchers applied the statistical treatment, analysis and interpretation.

Letter of Approval. The researchers secured permission from the School Head/Principal. The researchers asked for her/his permission to get the total number of teachers teaching Early Language Literacy and Numeracy (ELLN), School Year 2017-2018 to get the needed data for this study.

Orientation. The researchers conducted an orientation to their respondents, for the purpose of letting their respondents know about their study and the ethical agreement.

Distribution of Informed Consent Form. After the orientation, the researchers distributed the informed consent form to the respondents that would serve as an agreement that the respondents have understood and exercise their right to agree and


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disagree to answer the questionnaire.Distribution of the questionnaire. The researchers personally distributed the

survey sheet to the respondents. They have given enough time in applying the necessary information needed for the study.

Retrieval of the Questionnaire and Consent Form. After the allotted given time, the answered questionnaire was retrieved personally by the researchers and it has been prepared for the collection of data.

Gathering of Data. The data were collected, checked, tallied, presented, analyzed, and interpreted with the application of the following statistical tool.

Statistical TreatmentIn treating the data statistically, these are the following statistical tools:1. Frequency and Percentage Computation, weighted mean, spearman Rho, and

chi-sqaure.

RESULTS AND DISCUSSION

Table 2. Establishment of baseline Data N=44Areas of Evaluation Weighted Mean Verbal Description

1. The Teacher gathered pupils’ profile 3.62 Fully Implemented

2. The Teacher has data on the learners’ language used 3.49 Implemented

3. The Teacher has reading and numeracy program for her learners 3.4 Implemented

Average Weighted Mean 3.50 Fully Implemented

Table 2 displays the perception of the respondents towards Establishment of Baseline Data. It further shows that “The Teacher gathered pupils’ profile, “it has the highest weighted mean of 3.62 with a verbal description of Fully Implemented, “The Teacher has data on the learners’ language used” has a weighted mean of 3.49 with a verbal description of Implemented, and “The Teacher has reading and numeracy program for her learners” with the lowest weighted mean of 3.4 with a verbal description of Implemented. Therefore, Establishment of Baseline Data implemented by the Department of Education in Nasipit East District has an average weighted mean of 3.50 with a verbal description of Fully Implemented, which means that the course of ELLN implementation is carried out without fail in all cases.

This case is in line to the Department of Education Order No. 34, s. 10, Establishment of Baseline Data on Project ReACH is one of the critical components of Project ReACH (Reaching All Children) is monitoring and evaluation. Differences in race, ethnic, and religious groups, languages, economic status, and family background


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are some of the factors that need various approaches in teaching. This reality is a great challenge to all teachers. Hence, there’s a need to be informed and address this adversity. According to Prensky (2003), excellent teachers find it very motivating to have enough information to make the best decisions for the students in their charge. Data from summative yearly assessments inform teachers about areas of need for improved instructional practice, but teachers must also consider formative assessments and their value in driving instruction. Collection of data should begin with a baseline to indicate what the student is able to do without the intervention. Baseline data might be collected through classroom-based assessments (e.g., quizzes, tests, rubrics, checklists, portfolios) and observations regarding student learning (Ralabate, 2003).

Table 3. Materials development N=44Areas of Evaluation Weighted Mean Verbal Description

1. The Teacher develops appropriate instructional materials for literacy and numeracy

3.41 Implemented

2. Proper utilization or adaptation of existing instructional materials 3.32 Implemented

3. Regional songs, rhymes, poems, riddles and traditional literature (stories, fables, legends, etc.) were used in language and literacy classes

3.15 Implemented

4. Utilize correct materials in teaching each topic targeting different learning styles and in creating an integrated lesson

3.37 Implemented

5. Use effective instructional materials for language literacy and numeracy instruction

3.25 Implemented

Average Weighted Mean 3.3 Implemented

Table 3 shows the perception of the respondents of Nasipit East District towards Materials Development. It further shows that “The Teacher develops appropriate instructional materials for literacy and numeracy,” it has the highest weighted mean of 3.41 with a verbal description of Implemented, the “Utilize correct materials in teaching each topic targeting different learning styles and in creating an integrated lesson,” a weighted mean of 3.37 with a verbal description of Implemented, the “Proper utilization or adaptation of existing instructional materials,” a weighted mean of 3.32 with a verbal description of Implemented, “Use effective instructional materials for language literacy and numeracy instruction,” has a weighted mean of 3.25 with a verbal description of Implemented, the “Regional songs, rhymes, poems, riddles and traditional literature (stories, fables, legends, etc.) were used in language and literacy classes,” it has the lowest weighted mean of 3.15 with a verbal description of Implemented. Therefore, Materials


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Development implemented by the Department of Education in Nasipit East District has an average weighted mean of 3.3 with a verbal description of Implemented, which means that the course of ELLN implementation is carried out in the majority cases but not in all cases.

To have more materials development, the literature of Bilbao, Salandanan, Llagas & Corpuz (2015) stated that ‘Brain-Based Strategies’ (2) Using Projects to increase meaning and motivation and class will work together, (3) the Simulations and Role plays as meaning makers, (4) Classroom strategies using ‘visual processing’ where it stated that “A picture is worth ten thousand words,” visual are powerful aids in retention as well as understanding, (5) the ‘songs, jingles, and raps’, where content can be more easily trained when they give it to tune or make it into rhyme through personalized composing songs, jingles, and raps, and (10) the ‘Hands-on activities’ where concrete experience is one of the best ways to make long-lasting neural connections. As Aristotle stated that “What we have to learn to do, we learn by doing”.

Table 4. Development of classroom-based formative assessment protocol for literacy and numeracy skills N=44

Areas of Evaluation Weighted Mean Verbal Description

1. Administration of Phil-IRI as a classroom-based assessment tool for reading

2.55 Implemented

2. Conducted Phil-IRI twice a year, from the beginning of the school year and towards the end of the school year

2.57 Implemented

3. Use other classroom-based assessment protocols that can be used effectively in the schools

3.17 Implemented

4. Ascertain the proper assessment for different kinds of learners and topics 3.16 Implemented

5. Use Phil-IRI as an assessment tool for reading intervention 2.46 Partially Implemented

Average Weighted Mean 2.78 Implemented

Table 4 shows the perception of the respondents of Nasipit East District towards Development of Classroom-Based Formative Assessment Protocol for literacy and numeracy skills. It further shows that the “Use other classroom-based assessment protocols that can be used effectively in the schools” has the highest weighted mean of 3.17 with a verbal description of Implemented is the “Ascertain the proper assessment for different kinds of learners and topics” has the weighted mean of 3.16 with a verbal description of Implemented the “Conducted Phil-IRI twice a year, from the beginning of the school year and towards the end of the school year”, has the weighted mean of


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2.57 with a verbal description of Implemented, the “Administration of Phil-IRI as a classroom-based assessment tool for reading” has the weighted mean of 2.55 with a verbal description of Implemented. The “Use Phil-IRI as an assessment tool for reading intervention” and it has the lowest weighted mean of 2.46 with a verbal description of Partially Implemented. Therefore, the Development of Classroom-Based Formative Assessment Protocol for literacy and numeracy skills implemented by the Department of Education in Nasipit East District has an average weighted mean of 2.78 with a verbal description of Implemented, which means that the course of ELLN implementation is carried out in the majority cases but not in all cases.

In connection to this, Salandanan & Corpuz (2003) said that if assessment or evaluation is built into the teaching-learning process, students’ allergy to tests may be cured because it becomes very common and natural to them. Students are made to understand that the purpose of the assessment is to check on learning. Assessment Related Principles No. (1) Assessment of learning is an integral part of the teaching-learning process, (5) to contribute to the building of the culture of success in the school; it is pedagogically sound that in our assessment techniques we give some positive feedback along with not so good ones. Teachers evaluate teaching and learning for an ‘over-all purpose of improving instruction’. The Outcome-Based Education or goal-oriented teaching and learning models emphasis on assessment of learning for this is the ultimate and most reliable proof that teaching indeed took place.

Philippine Informal Reading Inventory is known as Phil-IRI anchored on the flagship program of the Department “Every Child a Reader Program,” its goal is to enable every Filipino child to communicate proficiently both in English and Filipino through potent reading instruction. This assessment is conducted twice a year for all pupils in the public elementary school system, the first (pre-test) during the beginning of the school year and the second (post-test) until the end of the school year and focusing on evaluating pupils’ reading ability. It provides educators, policymakers and teachers information on the pupils’ reading proficiency and shall serve as a basis for appropriate interventions (DepEd Memorandum No.266, s. 2010).

Table 5. Professional development of teachers N=44Areas of Evaluation Weighted Mean Verbal Description

1. The school implemented trainings/seminars regarding Early Language Literacy and Numeracy and aware of the appropriate practices that should be exercised to target optimal learning and development

3.73 Fully Implemented

2. Training strategies or training designs to improve teaching processes and pedagogies in early language literacy and numeracy

3.55 Fully Implemented

3. Enhanced pedagogical knowledge, skills, and attitudes on in early language literacy and numeracy 3.34 Implemented


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4. Improved ability to assess learners’ literacy and numeracy skills 3.45 Implemented

5. Sustained commitment in mentoring/sharing of teaching experiences to improve instruction and outcomes

3.46 Implemented

Average Weighted Mean 3.51 Fully Implemented

Table 5 shows the perception of the respondents of Nasipit East District towards Professional Development of teachers. It further shows that “The school implemented trainings/seminars regarding Early Language Literacy and Numeracy and aware of the appropriate practices that should be exercised to target optimal learning and development”, it has the highest weighted mean of 3.73, with a verbal description of Fully Implemented the “Training strategies or training designs to improve teaching processes and pedagogies in early language literacy and numeracy”, it has the weighted mean of 3.55 with a verbal description of Fully Implemented the “Sustained commitment in mentoring/sharing of teaching experiences to improve instruction and outcomes”, it has the weighted mean of 3.46 with a verbal description of Implemented the “Improved ability to assess learners’ literacy and numeracy skills” has the weighted mean of 3.45 with a verbal description of Implemented, and the last in ranking is the “Enhanced pedagogical knowledge, skills, and attitudes on in early language literacy and numeracy” where it has the lowest weighted mean of 3.34 with a verbal description of Implemented. Therefore, the Professional Development of teachers implemented by the Department of Education in Nasipit East District has an average weighted mean of 3.51 with a verbal description of Fully Implemented, which means that the course of ELLN implementation is carried out without fail in all cases.

This is in line to the literature that put emphasis about professional development that “A teacher affects eternity; he can never tell where his influence stops”- Henry Books Adams. Teacher must have the eagerness to go through a long period of readiness and a continuing professional development, strive for excellence, a dedication to the public interest, and commitment to moral and ethical values (Bilbao, Corpuz, Llagas, & Salandanan, 2006).

Table 6. Significant relationship on the teacher’s profile to the level of implementation

Variables r Computed t-value

Tabular value Decision Conclusion

Teachers Pro-file and Level of Implemen-

tation

-0.079 -3.43 2.021Accept the

null hypothesis (Ho1)

There is no significant re-lationship on the teacher’s

profile to the level of implementation


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Table 6 shows the significant relationship on the teacher’s profile to the level of implementation in Nasipit East District Schools. Results show that the teacher’s profile and the level of implementation of Early Language Literacy and Numeracy, the correlation coefficient (r) is -0.079, the computed t-value is -3.43 and the tabular value is 2.021. Since the computed t-value is less than the tabular value, therefore, the null hypothesis is accepted.

In support to the result, it was mentioned during the Focus Group Discussion (FGD), in Highest Educational Attainment, majority of the nine schools answered that it matters because some of the knowledge and skills gained during college are not yet enough to be an effective and efficient teacher, in contrast to this, regardless of educational attainment of the teacher nor knowledge only, it is through dedication, willingness, creativity, resourcefulness, and love of your work that matters and to implement the Early Language Literacy and Numeracy, trainings are provided by the DepEd to improve classroom management, and teaching strategy. In gathering pupils’ profile, all of them gathered to assessed pupils’ learning background, for information, to track their school and home progress, to be aware of their strengths and weaknesses and what kind of activities in each group during discussion. In materials/resources in ELLN, majority of them have developed and effectively applied in their classroom, though it is time-consuming, each subject has time limits, but there’s a need of learning strategy that is meaningful and fun when engaged to different materials and more interaction gain. In pedagogical knowledge, skills, and attitudes in teaching ELLN are enhanced because teachers are taught to be more equipped in teaching, “the more knowledge you get, and the more learning pupils gain”, where it leads to professional development, they were taught on how to handle the various skills, and attitudes of the pupils, their capacities were discovered, and gives more clear and perspective ideas on how to capture pupils’ interest.

In PHIL-IRI, most of them have implemented it, to measure pupils’ learning ability, and it is mandated by the DepEd. Other classroom-based assessment protocols are effectively applied to have an effective learning.

Table 7. Significant difference among the nine schools on the level of implementation of Early Language Literacy and Numeracy

VariablesDegrees

ofFreedom

TabularValue p-value Decision Conclusion

Nasipit East District Schools

9 16.919 37.77

Reject the null

hypothesis (Ho1) Ho2

There is a significant difference among the nine

schools on the level of implementation of Early Language Literacy and

Numeracy


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Table 7 manifest the significant difference among the nine schools on the level of implementation of Early Language Literacy and Numeracy in Nasipit East District Schools. It further manifest that the Degrees of Freedom is 9, the Tabular value is 16.919, and p-value of 37.77. Since the Tabular value is less than the p-value, therefore, null hypothesis is rejected which means that there is a significant difference among the nine schools on the level of implementation.

CONCLUSIONS

The Early Language Literacy and Numeracy Implementation (ELLN) of Nasipit East District is Implemented based on the overall weighted mean.

The findings was congruent to Vygotsky’s Socio-cultural theory which believed that individual’s cognitive aspect would develop as they interact with others and move towards more individual learning, one of the components of this theory is the MKO or More Knowledgeable Others which believes that learning of individuals happens through a social relationship with the person who has a higher ability level or superior in particular task, process or concept, and teachers considered as MKO (McLeod, 2007). Since it was found out that the level of implementation is implemented, therefore, Nasipit East District Kindergarten to Grade III teachers have engaged themselves to this program for their professional growth and they effectively applied what they learned to their pupils. It was supported by Eddy (2010) that the potential development of the mind is something to be achieved with the aid of the teachers’ knowledge. Teacher is the most important variable in the learner’s educational environment for teacher motivates, guides, and directs the learner’s quest of knowledge (Zulueta, 2006).

RECOMMENDATIONS

Based on the findings of the study, the researchers recommended the following:The researchers found out that the level of Early Language Literacy and Numeracy

Implementation of Nasipit East District is implemented. Guidelines were provided by DepEd to ensure the teaching-learning process to be effective, and these are: (1) establishment of baseline data (e.g., teacher and pupils’ profile, existing and functional reading and numeracy program, lingo used by learners, and assist mechanisms at the ground level); (2) materials development; (3) development of classroom-based (formative) assessment protocol for literacy and numeracy skills; (4) professional development of teachers. To make the program fully implemented and in delivering quality education, teacher should continually seek self-improvement. According to Slavich & Zimbardo (2012) teachers are the main factors in the delivering quality education and the most basic resources under our supervision. Ensuring their competence through the organizing management of the education and training that they receive will help in making the effective facilitators of quality education. School Administrators ensures school function


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smoothly, and involved in nearly all aspects of their school’s operation. Therefore, school administrators and teachers should help each other in implementing the Early Language Literacy and Numeracy effectively and consider themselves as a team.

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Early Language Literacy and Numeracy …sherj.smccnasipit.edu.ph/articles/education1/Ayade.pdftheir learning environment (Facilitators of Learning Process, 2008), because learning