The Experiences of Elementary Learners in the National Learning Camp (NLC) Program of DepEd, Division of Zambales, Philippines
DOI:
https://doi.org/10.11594/Keywords:
National Learning Camp Program, Elementary Pupils, Challenges, Impact, Attitudes towards Learning, Academic Performance, Program EffectivenessAbstract
This study utilized a phenomenological research methodology to explore the lived experiences of elementary Grade 3 pupils in Zone 2, Division of Zambales, who participated in the National Learning Camp (NLC) program. Participants were selected via purposive sampling, ensuring they met specific criteria including: (1) was a bona fide grade 3 pupil participating in the NLC program; (2) had completed at least one full cycle of the NLC program; (3) whose parents/guardians had provided written informed consent for their participation in the study; and (4) was able to communicate their thoughts and experiences clearly and effectively. Qualitative data were gathered through in-depth semi-structured interviews and focus group discussions and subsequently analyzed using Bingham's five-phase thematic analysis. The findings show that the National Learning Camp successfully created a positive and engaging learning environment for pupils; and enriching experiences in reading and game-based activities. The participants described the challenges in terms of environmental, resources and pedagogical; and emotional struggles. Despite the identified challenges, pupils particularly valued the NLC's impact on basic literacy and their overall perception of learning, crediting to their supportive teachers for much of this success. To further enhance the program, pupils recommend strengthening foundational skills through engaging, hands-on activities, providing personalized attention, and optimizing program duration and resources.
Downloads
References
Angulo, J. C. L. (2023). The importance of In-struction-Giving to better students’ per-formance of class activities in English les-sons. Ciencia Latina Revista Científica Multidisciplinar, 7(3), 3449–3464. https://doi.org/10.37811/cl_rcm.v7i3.6419
Arnott, L., & Teichert, L. (2022). Family learn-ing and working in lockdown: Navigating crippling fear and euphoric joy to support children’s literacy. Journal of Early Child-hood Literacy, 23(1), 35–72. https://doi.org/10.1177/14687984221122850
Bottalico, P., Murgia, S., Mekus, T., & Flaherty, M. (2023). Classroom acoustics for en-hancing students’ understanding when a teacher suffers from a dysphonic voice. Language Speech and Hearing Services in Schools, 54(4), 1195–1207. https://doi.org/10.1044/2023_lshss-22-00158
Bresenio, F. (2025). Learners’ Perceptions of the Physical Classroom Environment and its Role in Promoting Positive Learning Behavior. International Journal of Open-Access, Interdisciplinary & New Educa-tional Discoveries of ETCOR Educational Research Center (iJ, 4(1), 74–85. https://doi.org/10.63498/nxz2st256
Buendia, N. a. B. (2025). The implementation of national learning camp (NLC) in ele-mentary schools of tabaco city. Interna-tional Journal of Science and Research Archive, 14(3), 1372–1376. https://doi.org/10.30574/ijsra.2025.14.3.0926
Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive sampling: complex or simple? Research case exam-ples. Journal of Research in Nursing, 25(8), 652–661. https://doi.org/10.1177/1744987120927206
David, N. G. R. M., Resuello, N. L. R., & Ancheta, N. M. G. (2024). Understanding the impact of national learning camps: Teacher vol-unteers experiences, teaching methods, challenges, and student learning out-comes. World Journal of Advanced Re-search and Reviews, 21(1), 2182–2195. https://doi.org/10.30574/wjarr.2024.21.1.0245
Dawadi, S. (2020). Thematic Analysis Ap-proach: A step-by-step guide for ELT re-search practitioners. Journal of NELTA, 25(1–2), 62–71. https://files.eric.ed.gov/fulltext/ED612353.pdf
Delmas, P. M., & Giles, R. L. (2022). Qualitative research approaches and their application in education. In Elsevier eBooks (pp. 24–32). https://doi.org/10.1016/b978-0-12-818630-5.11003-6
Department of Education. (2023). DEPED Or-der No.14 S.2023 : Policy Guidelines on the implementation of the National Learning Camp. In Department of Educa-tion. Retrieved January 27, 2025, from https://www.deped.gov.ph/wp-content/uploads/DO_s2023_014.pdf
Doil, M., & Pietzner, V. (2023). Structure of Sci-ence Teacher Education in PISA Leading Countries: A Systematic review. Educa-tion Sciences, 13(8), 826. https://doi.org/10.3390/educsci13080826
Escote, D., & Detera, V. (2025). Insights of teachers in the implementation of the na-tional learning camp. Pantao, Interna-tional Journal of the Humanities and So-cial Sciences. https://doi.org/10.69651/pijhss0402151
Espinosa, F. A., & Guevara, N. L. (2024). Per-ceived effect of the National Learning Camp (NLC) to Grade 7 and 8 learners. In-ternational Journal of Advanced Multi-disciplinary Studies, 4(5), 721–730. https://www.researchgate.net/publication/382463420_Perceived_Effect_of_the_National_Learning_Camp_NLC
Fitria, T. N. (2022). An Analysis of The Stu-dents’ Difficulty in Reading the TOEFL Prediction Test. Komposisi Jurnal Pen-didikan Bahasa Sastra Dan Seni, 23(2), 110. https://doi.org/10.24036/komposisi.v23i2.116291
Hasty, L. M., Quintero, M., Li, T., Song, S., & Wang, Z. (2023). The longitudinal associa-tions among student externalizing behav-iors, teacher-student relationships, and classroom engagement. Journal of School Psychology, 100, 101242. https://doi.org/10.1016/j.jsp.2023.101242
Ikävalko, M., Sointu, E., Lambert, M. C., & Vilja-ranta, J. (2022). Students’ self-efficacy in self-regulation together with behavioural and emotional strengths: investigating their self-perceptions. European Journal of Special Needs Education, 38(4), 558–572. https://doi.org/10.1080/08856257.2022.2127083
Insorio, J. E., & Manalo, D. C. (2024). Mathe-matics Teachers’ and Students’ Learning Evaluation for National Learning Camp: Basis for supplementary YouTube video lessons. Journal of Research in Science Mathematics and Technology Education, 67–94. https://doi.org/10.31756/jrsmte.814
Isozaki, T. (2022). A Historical Perspective of Science Education in Japan: Which Way is it Headed in the Future? Asia Pacific Jour-nal of Educators and Education, 37(2), 167–184. https://doi.org/10.21315/apjee2022.37.2.8
Kayes, D. C., & Kayes, A. B. (2021). Experiential learning and education in management. Oxford Research Encyclopedia of Busi-ness and Management. https://doi.org/10.1093/acrefore/9780190224851.013.294
Khanna, M., Jacob, I., & Chopra, A. (2021). Mar-keting of higher education institutes through the creation of positive learning experiences – analyzing the role of teach-ers’ caring behaviors. Journal of Market-ing for Higher Education, 34(1), 116–135. https://doi.org/10.1080/08841241.2021.1966158
Luana, M. C. E., & Siat, G. O. (2025). The Experi-ences of Learners on the Implementation of National Learning Camp (NLC) Impact-ing to their Reading Performance. Cogni-zance Journal of Multidisciplinary Stud-ies, 5(5), 936–951. https://doi.org/10.47760/cognizance.2025.v05i05.063
Mackenzie, N. (2025). The power of independ-ent reading. Qualitative Research Journal. https://doi.org/10.1108/qrj-09-2024-0200
Magdaraog, S. P., Villafuerte, M. R. F., Morales, M. R., Barlizo, F. G. B., Videña, H. C. P., Gar-cia, J. L. P., & Reyes, J. R. V. (2025). Factors affecting students’ willingness to partici-pate in the national Learning Camp. Unit-ed International Journal for Research & Technology, 6(5), 307–317. https://www.researchgate.net/publication/390404310_Factors_Affecting_Students'_Willingness_to_Participate_in_the_National_Learning_Camp
Maguate, G. S., Sotto, N. A. B., Moises, R. D., Ohoylan, J. G. D., & Alegre, A. B. (2024). Efficacy of National Learning Camp to lit-eracy and numeracy of Grade 7 learners. International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence, 1(1), 68–72. https://risejournals.org/index.php/imjrise/article/view/7/7
Manguilimotan, R. P., Zabala, J. T., Encog, C. A., Padillo, G. G., & Capuno, R. G. (2024). Fac-tors affecting the reading comprehension skills of Grade 3 learners. International Journal of Social Science Research and Review, 7(3), 96–108. https://doi.org/10.47814/ijssrr.v7i3.1930
Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A Step-by-Step process of the-matic analysis to develop a conceptual model in qualitative research. Interna-tional Journal of Qualitative Methods, 22. https://doi.org/10.1177/16094069231205789
Olafsen, A. H., & Deci, E. L. (2020). Self-Determination Theory and its relation to Organizations. Oxford Research Encyclo-pedia of Psychology. https://doi.org/10.1093/acrefore/9780190236557.013.112
Quezada, C. M. C. (2024). Teachers’ experiences in DepEd’s National Learning Camp: a phenomenological study. International Journal of Innovative Science and Re-search Technology (IJISRT), 1807–1814. https://doi.org/10.38124/ijisrt/ijisrt24jul1071
Ramirez, L., & Mendoza, R. (2025). Play-based Learning Implementation of Early Child-hood Educators in IPED School D: a case study. International Journal for Multidis-ciplinary Research, 7(3). https://doi.org/10.36948/ijfmr.2025.v07i03.46842
Soria, S. F. E. (2024). Reading Program in the National Learning Camp: Teachers’ As-sessment of its Implementation and Teaching Strategies. International Journal of Research and Scientific Innovation, XI(III), 418–435. https://doi.org/10.51244/ijrsi.2024.1103030
Stjerne, J. B., & Parker, R. (2023). Does play belong in the primary school classroom? Research Conference 2023: Becoming Lifelong Learners. Proceedings, 3–11. https://doi.org/10.37517/978-1-74286-715-1-3
Valido, J. P. R. (2025). Teaching Practices in Reading Skills of Primary Grade Learners and Class Reading Performance in Filipi-no: Foundation for an Enhanced Reading Instructional Program. International Journal of Education Humanities and So-cial Science, 08(02), 259–281. https://doi.org/10.54922/ijehss.2025.0919
Virtus, L. M., Villena, N. M., & Escobar, P. D. (2025). Unveiling the National Learning Camp: A Holistic Analysis of Student En-gagement, Educational Activities, and Challenges. International Journal of Inno-vative Science and Research Technology, 2992–3011. https://doi.org/10.38124/ijisrt/25jan1112
Downloads
Published
Issue
Section
Categories
License
Copyright (c) 2026 Elbert D. Fronda, Marie Fe D. De Guzman, Leila L. Ravana
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access).
