2025 IJRSE – Volume 14 Issue 8
Available Online: 2 May 2025
Author/s:
Batacan, Diwani M.
Ilocos Sur Polytechnic State College, Philippines (diwani.batacan@deped.gov.php)
Abstract:
This study focused on the performance of the grantees in the execution of the National Learning Camp (NLC) program at San Emilio District. The study employed the quantitative-descriptive research methodology involving the correlational approach, utilizing a questionnaire issued to 76 students and 8 teachers from five public schools. The data were analyzed using various statistical tools, including frequency counts, weighted means, and correlation coefficients, to assess the relationship between respondents’ profiles and resource adequacy and the profiles of the recipients and their level of performance in the National Learning Camp (NLC). The findings revealed that the overall adequacy of resources was rated as “Adequate.” The study also examined the correlation between demographic factors, such as age and parental education, and resource adequacy, revealing that these factors influence both resource availability and academic performance. The results emphasized the need of improving resource availability to improve educational outcomes and suggest that specific programs could further support the academic achievement of NLC participants. This research provides useful insights into the relationship between educational resources and student performance, highlighting the need for continuing assessment and improvement in educational programs. Therefore, it is recommended that the school focus on enhancing the quality and availability of language resources, such as books and instructional materials, to further improve student achievement.
Keywords: National Learning Camp, academic performance, educational resources, adequacy of resources
DOI: https://doi.org/10.5861/ijrse.2025.25075
Cite this article:
Batacan, D. M. (2025). Performance in the National Learning Camp (NLC) program in San Emilio District. International Journal of Research Studies in Education, 14(8), 115-132. https://doi.org/10.5861/ijrse.2025.25075