2025 IJRSE – Volume 14 Issue 8
Available Online: 2 May 2025
Author/s:
Sabado, Johnny
Ilocos Sur Polytechnic State College, Philippines (johnny.sabado@deped.gov.ph)
Abstract:
This study aimed to investigate the effectiveness of teacher’s training on the aca-demic performance of pupils in language literacy and numeracy in public elementary schools of Santiago District, Ilocos Sur. This study adopted descriptive-correlational research design. The study covered 11 public elementary schools in Santiago District, Ilocos Sur consisting of 13 teachers and 258 pupils from Grade III. It utilized a total enumeration sampling technique. Data were obtained by a validated survey questionnaire provided to teachers, alongside a review of pupils’ academic records, comprising written works, performance tasks, and quarterly examinations. Statistical treatments such as frequency counts, means, correlation coefficients and analysis of variance were applied to examine the data. Findings demonstrate that while the level of teachers’ training in language literacy and numeracy is assessed as very highly effective, pupils’ success levels are classed as “towards mastery,” indicating room for development. Significant correlations were observed between the profiles of teachers and the effectiveness of their training, as well as between learners’ profiles—particularly parents’ educational attainment and income—and pupils’ performance. The study concludes that targeted professional development and individualized interventions are essential for improving student results in language and numeracy. Recommendations include continuous professional development programs and remedial measures to support difficult learners, ultimately establishing a more effective educational environment.
Keywords: teachers’ training, pupils’ performance, language literacy and numeracy
DOI: https://doi.org/10.5861/ijrse.2025.25076
Cite this article:
Sabado, J. (2025). Teachers’ training in the early language literacy and numeracy and pupils’ achievement. International Journal of Research Studies in Education, 14(8), 99-114. https://doi.org/10.5861/ijrse.2025.25076