Empowered Learning, Evolving Pedagogies: A Qualitative Exploration of Student and Teacher Experiences in the National Learning Camp

Dencio C. Delmonte
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Dencio C. Delmonte: Graduate School, Leyte Normal University Bonga National High School, Samar Division, Deped

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 6, 985-1040

Abstract: This study explores the multifaceted experiences of students and teachers involved in the implementation of the National Learning Camp, a remedial and enrichment program initiated by the Philippine Department of Education to address learning gaps in literacy, numeracy, and science. Anchored on a qualitative multiple case study design, the research examined eight teachers and eight students from public secondary schools using in-depth interviews and thematic analysis to capture rich, context-specific narratives. The study aimed to investigate the participants’ perceptions regarding NLC objectives, implementation, instructional strategies, student engagement, and program effectiveness. Results revealed that students generally understood the goals of the NLC and appreciated its supportive, relaxed, and focused learning environment. They reported increased academic confidence, improved foundational skills, and more meaningful engagement through interactive, multisensory instruction and strong teacher support. Teachers, on the other hand, highlighted both the pedagogical and professional development benefits of the program, emphasizing enhanced instructional strategies, collaboration, and alignment with DepEd policies. However, they also identified significant challenges such as decreasing student attendance, limited resources, and the need for updated training and differentiated instruction. Emerging themes showed that even though the NLC created a well-organized and valuable learning space, its success depends on having enough support, regular student attendance, and teaching methods that adapt to students’ needs. The findings underscore the importance of continuous teacher capacity building, contextualized instruction, and holistic student support to maximize the program’s impact. Ultimately, this study contributes insights into improving future iterations of the NLC and informing policy directions for national learning recovery efforts.

Date: 2025
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