Author

Nisania M. Jallorina*
Northeastern College, Santiago City, Isabela, Philippines

Abstract

Literacy and numeracy are fundamental skills that enable learners to succeed across all areas of the K–12 curriculum. Despite the implementation of national initiatives such as the Early Language, Literacy and Numeracy (ELLN) Program and the MATATAG Agenda, little attention has been given to the challenges experienced by Grade 4 teachers who address learning gaps that persist beyond the primary grades. This study assessed the challenges encountered by Grade 4 teachers in literacy and numeracy instruction in Palanan, Isabela, as the basis for developing an intervention plan. Using a descriptive-survey design, data were gathered from 40 Grade 4 teachers through total enumeration. Frequency, percentage, weighted mean, and ranking were used to analyze the data. The findings revealed that numeracy-related challenges were the most serious, followed by school-related, learner-related, instructional, and literacy-related challenges. The proposed interventions were perceived to be very effective, particularly those focusing on instructional resources, teacher training, ICT facilities, and numeracy manipulatives. The study recommends strengthening teacher professional development, learner support, and school resources to improve literacy and numeracy instruction.

Keywords: Literacy instruction, numeracy instruction, Grade 4 teachers, instructional challenges, intervention plan.

*Corresponding author

DOI: https://doi.org/10.5281/zenodo.21342760

Recommended citation:
Jallorina, N. (2026). Challenges in literacy and numeracy instruction among Grade 4 teachers in Palanan, Isabela: Implications for a contextualized intervention plan. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 1111-1118. https://doi.org/10.5281/zenodo.21342760

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