IMPLEMENTATION OF THE NATIONAL LEARNING CAMP THROUGH THE

DIFFERENT LEARNING FOCUS: ITS IMPACT TO PUPILS’

ENGAGEMENT AND LEARNING PERFORMANCE

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 28
Issue 1
Pages: 1-8
Document ID: 2024PEMJ2637
DOI: 10.5281/zenodo.14183506
Manuscript Accepted: 10-14-2024
 Psych Educ, 2024, 28(1): 1-8, Document ID:2024PEMJ2637, doi:10.5281/zenodo.14183506, ISSN 2822-4353
Research Article

Implementation of the National Learning Camp through the Different Learning Focus: Its Impact to
Pupils’ Engagement and Learning Performance
Jorita S. Beloria, * Marilou M. Rodriguez
For affiliations and correspondence, see the last page.
Abstract
The study attempted to determine the influence of the implementation of the National Learning Camp through different
learning focuses on pupils’ engagement and learning performance. Descriptive-correlational research method was
utilized and the Statistical tools used in the study were mean, standard deviation, frequency count, and percentages to
analyze the extent of the implementation of learning camp in terms of enhancement, consolidation, and intervention;
learning performance, and the significant relationship between the pupils’ learning engagement and performance and
the learning focus. Pearson-Product Moment Correlation was utilized to ascertain the significant relationship between
the level of pupils’ learning performance and the extent of learning focus as well as the pupils’ learning performance
and learning engagement. Findings revealed that enhancement, consolidation, and intervention were always and most
of time practiced, respectively. Pupils had the “satisfactory” learning performance and very highly engaged to the
different learning focus. It was also found out that enhancement and consolidation were correlated to pupils’ learning
performance while intervention was not correlated to pupils’ learning performance. Additionally, pupils’ learning
engagement was not correlated with pupils’ learning performance. Subsequently, it was recommended to the Schools
Division Superintendent, School Principal, and Teachers to continue to design an effective framework for teaching-
learning initiative which are learner-centered to intensify learners’ engagement and improve learning performance.
Keywords: learning camp, enhancement, consolidation, intervention, learning engagement and performance

Introduction
Learning does not only take place in the traditional and regular classroom because pupils are more interested and engaged in learning
from different modalities, contexts, and settings within the distinct learning landscape such as the learning camp. The learning camp
provides an important setting for learning and developing social and emotional learning skills.
The study is anchored on DO 14, s. 2023 dated July 3, 2023 also known as the policy guidelines on the implementation of National
Learning Camp in line with the MATATAG: Bansang Makabata, Batang Makabansa agenda. This policy contributes to the
commitment of the Department of Education to the National Learning Recovery Program which aims to close learning gaps and assist
the K to 12 learners in all public elementary and secondary schools nationwide in attaining learning standards.
The implementation of the national learning camp program helps accelerate learning and quality education in the public schools as the
intervention, consolidation, and enhancement programs are provided through the distinct learning experiences which stimulates pupils’
learning and academic performance.
Manuel (2020) pointed out that pupils learn, develop, and grow meaningfully across contexts and settings can support lessons learned
elsewhere or may offer contradictions or challenges to previous lessons. Learning camp is an essential intervention for learners to
develop and enhance their cognitive skills through varied, learner-centered, and fun learning activities to improve learning outcomes.
The learning camp is based on the specific needs of the learners, they shall be enrolled any of the three (3) camps; namely, Enhancement
Camp, Consolidation Camp, and Intervention Camp. The Enhancement Camp enriches learning for advanced learners by providing
greater depth, breadth, and complexity of learning areas competencies while the Consolidation Camp provides further practice on and
application of previously taught competencies. Opportunities are provided to identify links connecting concepts and skills across grade-
level competencies.
Additionally, the Intervention Camp supports learners who are not yet grasp foundational Mathematics, Science, and/or foundational
English language skills. Recognizing the critical role of teachers in improving learning outcomes. The implementation of the national
learning camp of the Department of Education has two-fold purposes, namely; improving learners’ learning performance and
strengthening teachers’ teaching competence.
Henderson, et al (2020) posited that learning camp is a type of learning setting including extracurricular activities, organized sports,
arts and music, youth groups, and summer-based activities are more important contributors to the growth of social and emotional
learning, identify development, and the supports for positive development of every learner.
However, the implementation of national learning camp focuses only on the remediation of the different learning areas with particular
emphasis on Science, Technology, Engineering, and Mathematics-Reading (STEM-R). STEM disciplines and reading shall go hand in
hand as the former require the interpretation of the technical texts, content specific vocabulary, and critical thinking, and the ability to
clearly communicate these complex concepts to others verbally and in writing while allowing learners to gain skills in problem solving,

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Research Article

exploratory learning, and critical thinking.

Conversely, the National Learning Camp (NLC) in its implementation may encounter several issues such as parents’ cooperation of
the program and pupils’ participation since attendance is voluntary in nature.
It is based on this circumstance that the researcher is stimulated to conduct this study to ascertain the impact of the national learning
camp to pupil-participants in terms of intervention, consolidation, and enhancement programs.
Research Questions
The study aimed to ascertain the impact of the national learning camp through different learning focus to pupils’ engagement and
performance. Specifically, the study sought to answer the following questions:
1. What is the extent of implementation of the National Learning Camp in Baluarte Elementary School in terms of the following
learning focus;
1.1. enhancement;
1.2. consolidation; and,
1.3. intervention?
2. What is the level of pupils’ engagement of the different learning focus when they are categorized as;
2.1. extremely high engagement;
2.2. high engagement;
2.3. moderate engagement;
2.4. low engagement; and,
2.5. no engagement?
3. What is the level of pupils’ learning performance when they are categorized as;
3.1. outstanding;
3.2. very satisfactory;
3.3. satisfactory;
3.4. fairly satisfactory; and,
3.5. did not meet expectation?
4. Is there a significant relationship between the pupils’ engagement in different learning focus and the implementation of the
national learning camp .
5. Is there a significant relationship between pupils’ learning performance and the pupils’ engagement in different focus?
Methodology
Research Design
The study utilized descriptive-correlational research design. Descriptive research according to Calderon, et al (2019) is a fact-finding
inquiry or investigation. It is employed to develop a thorough knowledge of the primary causes of the given situations.
In addition, descriptive-correlational design as an inquiry used an in-depth analysis of the problem which data collection methods
include, but not limited to the survey questionnaire and the like.
Subsequently, descriptive-correlational research design is used to quantify the problem by way of generating numerical data or data
that can be transformed into usable statistics. This method measures variables through the use of quantifiable or finite data and the
analysis was based on generated information from statistical tools. This method is also used in an inquiry with larger population.
Successively, descriptive data gathering procedures comprise different types of gathering information such as, but not limited to, the
use of survey questionnaires, interview, and focused-group discussion (FGD).
Respondents
The respondents of the study are the pupils of Baluarte Elementary School in Sitio Baluarte, Lumbia, Cagayan de Oro City.
There were sixty-five (65) pupil-respondents of the study who answered the survey questionnaire on the implementation of the national
learning camp, respectively. The respondents were purposively chosen because of their number and for the convenient accessibility of
the researcher.
Instrument
This study adapted the research instrument of Manuel (2020) who asserted that pupils learn, develop, and grow meaningfully across
contexts and settings can support lessons learned elsewhere or may offer contradictions or challenges to previous lessons
The survey instrument is composed of three (3) major components. The first component is on the implementation of the national
learning camp based on different learning focus with ten (10) indicators. The second component is on pupils’ engagement and learning

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Research Article

performance with ten (10) indicators.

Further, the third component is on pupils’ learning performance which measure pupils’ academic performance for the given academic
year which are categorized as outstanding, very satisfactory, satisfactory, fairly satisfactory, and did not meet expectations.
Procedure
The researcher asked permission from the Schools Division Superintendent through the recommendation of the Dean of the Graduate
School and thesis adviser to conduct the study in the City Division of Cagayan de Oro.
The same permission shall be asked by the researcher to the teacher-respondents to participate in the study and to the parents of pupils-
respondents to allow the researcher utilize their child’s learning performance as the variable of this study. Moreover, the parents were
assured that the data gathered be treated to its highest confidentiality and used for research purposes only.
After the respondents provided the data, the researcher retrieved the said questionnaire, summarized, tabulated, and submitted for
analysis to the Statistician using appropriate statistical tools and techniques.
Data Analysis
The following statistical treatment are utilized to answer the different problems presented:
For Problem 1, mean and standard deviation were used to determine the extent of the implementation of national learning camp based
on the different learning focus.
For Problem 2, mean and standard deviation were used to determine the pupils’ engagement to different focus.
For Problem 3, frequency and percentages were used to present the pupils’ learning performance..
For Problem 4, Pearson r was utilized to ascertain significant relationship between the extent of the implementation of the national
learning camp and the level of pupils’ engagement to different focus.
For Problem 5, Pearson r was utilized to determine the significant relationship between the pupils’ learning performance and their
engagement to different focus.
Results and Discussion
This chapter comprises the presentation, analysis, and interpretation of the finding resulting from this study on the Implementation of
the National Learning Camp Through the Different Learning Focus its Impact to Pupils’ Engagement and Learning Performance. The
analysis and interpretation of data is carried out based on the problem presented.
Problem 1. What is the Extent of the Implementation of National Learning Camp in Baluarte Elementary School in terms of
the following learning focus; Enhancement; Consolidation; Intervention?
The implementation of the National Learning Camp of the Department of Education aims to create a camp-like learning atmosphere
where teachers integrate fun and more engaging activities that foster pupils’ learning interest, socio-emotional skills, personal growth,
and character development. The program was designed to close the learning gaps and assist the K to 12 learners in the public schools
nationwide in attaining learning standards.
Table 1.1 shows the mean distribution of National Learning Camp in terms of Enhancement.
Table 1.1. Mean Distribution of National Learning Camp in terms of Enhancement
Indicators Mean SD Description
1. Inspires learner to work independently 4.27 .484 Always
2. Enriches learning for advanced students 4.27 .484 Always
3. Provides complex yet interesting learning experiences 4.27 .515 Always
4. Provides extensive learning experiences 4.24 .500 Always
5. Provides activities that develop critical thinking skills 4.23 .523 Always
6. Develops higher order thinking skills of learners 4.23 .552 Always
7. Facilitates deep understanding of the real world context. 4.14 .555 Most of the Time
8. Enriches current knowledge, skills, and understanding of learning area competencies 4.07 .509 Most of the Time
9. Facilitates advanced learning in English, Science, and Mathematics 4.07 .509 Most of the Time
10. Cultivates positive learning environment 4.07 .509 Most of the Time
Overall Mean 4.19 .514 Most of the Time
Legend: 4.21-5.00 Always/3.41-4.20 Most of the Time/2.61-3.40 Sometimes/1.81-2.60 Seldom/1.00-1.80 Never

Table 1.1 displays the mean distribution of the implementation of the National Learning Camp program of the Department of Education
in terms of enhancement. Overall, the respondents rated the enhancement “Most of the Time” with a mean of 4.19 (SD=.514). This
result indicates that the national learning camp helps pupils develop deeper understanding of the relevance of learning, enrich current
knowledge, enriching knowledge in English, Science, and Mathematics as well as in cultivating positive learning environment.
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Research Article

As pointed out by Manuel (2020), learning outside the normal classroom provides opportunities to pupils to experience learning in a
meaningfully and more engaging venue outside the classroom where everyone learns across contexts and informal settings.
Additionally, it was emphasized that learning camp offers an interesting environment where learners gain support from each other in
an informal learning situation. Learning camp is an essential intervention for learners to develop and enhance their cognitive skills
through varied, learner-centered, and fun learning activities to improve learning outcomes.
The indicators “Inspires learners to work independently”, “enriches learning for advanced students”, and “provides complex yet
interesting learning experiences” obtained the highest mean value of 4.27 (SD=.484) which is verbally described as “always” which
indicate that the learning camp encourages learners to work in their academic tasks more interestingly and provide them the most
interesting learning experiences.
Manuel (2020) explains that the learning camp provides an enhancement training to learners where the activities are designed to provide
opportunities to learners which learning challenges to learn with fun in a less formal environment.
On the contrary, the lowest mean of 4.07 (SD=.509) which is verbally described as “Most of the Time” in the indicators “enriches
current knowledge, skills, and understanding of learning area competencies”, “facilitates advanced learning in English, Science, and
Mathematics”, and “cultivates positive learning environment”. The results indicate that the learning camp occasionally provide an
enriched learning environment for pupils to learn in different settings where they were given an opportunity to improve their least
mastered competencies.
Creswell and Plano (2021) averred that the learning camp create a camp-like atmosphere by integrating fun and engaging activities to
foster learner interests, socio-emotional skills, personal growth, and character development.
Table 1.2. Mean Distribution of National Learning Camp in terms of Consolidation
Indicators Mean SD Verbal Description
1. Learning is designed to provide further practice 4.36 .546 Always
2. Applies previously learned or taught competencies 4.36 .546 Always
3. Connects link between concepts and skills and competencies 4.33 .538 Always
4. Upholds the right of the learner to education 4.24 .559 Always
5. Provides opportunities to learn 4.18 .527 Most of the Time
6. Provides an inclusive learning environment 4.20 .617 Most of the Time
7. Learning environment develops respect for child’s social and cultural identity. 4.23 .580 Always
8. Recognizes the active role of learners 4.23 .580 Oftentimes
9. Motivates learners to work productively 4.23 .580 Always
10. Motivates learners to work independently 4.23 .580 Always
Overall Mean 4.26 .565 Always
Legend: 4.21-5.00 Always/3.41-4.20 Most of the Time/2.61-3.40 Sometimes/1.81-2.60 Seldom/1.00-1.80 Never

Table 1.2 presents the mean distribution of national learning camp in terms of consolidation. Overall, the camp in terms of consolidation
was rated as “Always” which means very highly practiced with the mean of 4.26 (SD= .565). which indicates that the learning focus
is given to provide further practice of previously taught competencies which were not mastered by the learners. The program provides
opportunities which allow learners to identify links connecting concepts and skill across grade-level competencies.
The indicators “Learning is designed to provide further practice” and “Applies previously learned or taught competencies” obtained
the highest mean value of 4.36 (SD = .546) which implies that learning activities during the national learning camp was planned to
provide practices and experiences that inspire learners to apply previous learning and competencies to new learning activities. It can
be deduced that learning camps are not only effective in helping learners make up for the gaps and losses brought about by the pandemic,
but they also help build a love of learning that can last a lifetime. According to Apurada (2023), the learning camp provides learners
with the opportunity to explore new learning environment and develop important skills that will serve well in the future.
On the contrary, the lowest mean of 4.18 (SD.527) is verbally described as “Most of the Time” in the indicator “Provides opportunities
to learn” indicates that the learning camp provides the excellent opportunities for learners to learn in a new environment and learning
atmosphere.
Apurada (2023) averred that in most occasions the school has shared the DepEd crusade in making learning more interesting, exciting,
and informative to recover the learning losses by conducting the learning camp which provide opportunities to learners to learn in a
new learning environment that more engaging learning experience that help pupils develop critical thinking, problem-solving abilities,
and love to learning which eventually enabled them to become grade ready which will be validated by the post-assessment results.
Table 1.3 presents the mean distribution of national learning camp in terms of intervention. Overall, the respondents rated the camp as
“Most of the Time” with the mean of 4.20 (SD=.546) which indicates that the type of camp designed to support most of the time to the
needs of learners who are yet to grasp foundational skills in the basic learning areas such as English, Mathematics, and Science.
Mendoza (2023) asserted that learning camp provides opportunities to both pupils and teachers to revisit the pedagogy of learning
assessment and evaluation which is predictive to the mastery of targeted competencies of each learning area or subject.
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Table 1.3. Mean Distribution of National Learning Camp in terms of Intervention

Indicators Mean SD Verbal
Description
1. Provides interesting lessons for pupils’ to master. 4.30 .465 Oftentimes
2. Facilitates mastery of basic academic skills such as reading, writing, speaking, 4.29 .458 Always
and listening
3 Stimulates learner to work independently 4.23 .424 Always
4. Facilitates development of critical and creative thinking skills 4.24 .434 Always
5. Provides engaging performance tasks 4.26 .442 Always
6. Utilizes strategies that inspire pupils to master the least mastered competencies 4.16 .417 Most of the Time
7. Supports pupils achieve foundational skills in English and Math. 4.12 .484 Most of the Time
8. Helps pupils sustain learning motivation and engagement 4.12 .484 Most of the Time
9. Supports pupils use application of grade-level competencies. 4.12 .484 Most of the Time
10. Develops pupils’ ability to fully grasp difficult concepts of the subject matter 4.12 .484 Most of the Time
Overall Mean 4.20 .456 Most of the Time
Legend: 4.21-5.00 Always/3.41-4.20 Most of the Time/2.61-3.40 Sometimes/1.81-2.60 Seldom/1.00-1.80 Never

The indicator “Provides interesting lessons for pupils to master” obtained the highest mean value of 4.30 (SD=.465) which imply that
teachers in the national learning camp provide interesting and engaging lessons which help pupils develop mastery of the competencies.
On the contrary, the lowest mean of 4.12 (SD=.484) is verbally described as “Most of the Time” in the indicators “Supports pupils
achieve foundational skills in English and Mathematics”, “helps pupils sustain learning motivation and engagement”; “Supports pupils
use application of grade-level competences”; and, “Develops pupils’ ability to fully grasp difficult concepts of the subject matter”.
These findings imply that teachers provide support for pupils to achieve the basic competencies in English and Math through sustained
motivation and learning engagements.
Anamong (2021) affirmed that learning camp help pupils develop their ability to fully grasp difficult concepts in each learning area
especially in improving mastery in English, Science, and Math.
Problem 2. What is the level of pupils’ engagement of the different learning focus?
Table 2. Mean Distribution of Pupils’ Engagement of the Different Learning Focus
Indicators Mean SD Verbal Description
1. Pupil comes to the learning camp early 4.38 .490 Very Highly Engaged
2. Pupil participates in individual and group learning activities 4.40 .493 Very Highly Engaged
3 Pupil personally involved in group tasks 4.38 .490 Very Highly Engaged
4. Pupil shows enthusiasm, eagerness, and personal motivation in learning new tasks 4.36 .546 Very Highly Engaged
5. Pupil manifests skills improvement in the most mastered learning competencies 4.36 .601 Very Highly Engaged
6. Pupil interestingly involved in English language skills development especially reading 4.21 .599 Very Highly Engaged
7. Pupil interestingly involved in Mathematics/numeracy skills development 4.15 .618 Highly Engaged
8. Pupil interestingly involved in Science and discovery learning skills. 4.12 .599 Highly Engaged
9. Pupils’ engagement and participation in the end-of-school year learning activities help 4.12 .599 Highly Engaged
enhance mastery of the least-mastered learning competencies in the learning areas.
10. Pupil sustained enthusiasm in the self-learning activities for the whole duration of the 4.12 .599 Highly Engaged
program.
Overall Mean 4.26 .563 Very Highly Engaged
Legend: 4.21-5.00 Very Highly Engaged/3.41-4.20 Highly Engaged/2.61-3.40 Moderately Engaged/1.81-2.60 Less Engaged/1.00-1.80 Not Engaged

Table 2 presents the mean distribution of pupils’ engagement of different learning focus in the implementation of the National Learning
Camp. Overall, the respondents rated the pupils as “Very Highly Engaged” with the mean of 4.26 (SD=.563) which indicates that the
pupils were very highly engaged in the different learning focus during the conduct of the National Learning Camp and that they were
actively participated in the different learning activities.
As Apurada (2023) had emphasized that the learning camp offered an enrichment, intervention, and remediation camp activities to
pupils and the activities are highly engaging to the learning camp participants as it tries to help pupils make up for the gaps and losses
of learning which was brought by the pandemic.
The indicator “Pupils participates in individual and group learning activities’ obtained the highest mean value of 4.40 (SD=.493) which
imply that pupils were very much engaged in the different activities in every learning focus and their collaboration to learning positively
contributed to their rich learning experiences during the camp. Mendoza (2023) averred that pupils’ engagement in the learning
experiences in the learning camp may give new learning perspectives and may help intensify their learning interest.
On the contrary, the lowest mean of 4.12 (SD=.599) is verbally described as “Highly Engaged” in the indicators “Pupils interestingly
involved in Science and discovery learning skills”; “Pupils’ engagement and participation in the end-of-school year learning activities
help enhance mastery of the least mastered learning competencies in the learning areas”; and, “Pupil sustained enthusiasm in the self-
learning activities for the whole duration of the program”. These findings imply that the learning camp participants were extremely

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engaged in the different learning activities in different learning focus which they find more stimulating, challenging, and informative.
Thus, it is imperative that the National Learning Camp is regularly be conducted in order to inspire learners’ engagement and
participation in the learning activities because learning is given in a new and interesting setting.
Mendoza (2023) avowed that learning camp inspires pupils’ participation and collaboration in different learning activities because
pupils find the new learning environment more stimulating, challenging, and informative.
Problem 3. What are the level of pupils’ learning performance when they are categorized as; Outstanding, Very Satisfactory,
Satisfactory, Fairly satisfactory, Did not meet expectation?
Table 3 presents the level of pupils’ learning performance when they are categorized as Outstanding, Very Satisfactory, Satisfactory,
Fairly Satisfactory, and Did not meet expectations.
Table 3. Frequency Distribution of Pupils’ Learning Performance
Performance Frequency Percentage
Outstanding 14 22%
Very Satisfactory 19 29%
Satisfactory 22 34%
Fairly Satisfactory 10 15%
Did not meet Expectation 0 0
Total 65 100%

It can be asserted that out of 65 respondents 22 (34%) were rated Satisfactory (80-85%) while only 10 or 15% were rated Fairly
Satisfactory. It can be asserted that more pupils manifest learning improvement in the learning camp where they were given a unique
learning experiences in a more engaging, stimulating, and challenging learning environment.
Subsequently, the learning camp as an educational environment outside the more formal and traditional classroom setting where pupils
engage in experiential learning activities is more exciting and motivating to pupils hence it encourages them to participate and
collaborate learning.
As Apurada (2023) pointed out that pupils are more interested and excited to work and engage in learning activities outside of the
traditional classroom because they will find the new learning environment more stimulating and challenging. Further, learning camp
provides a more interesting, exciting, and informative learning atmosphere which provides opportunities to learners to learn in a new
learning environment.
Problem 4. Is there a significant relationship between the level of pupils’ learning performance and the extent of implementation
of the National Learning Camp in terms of the following learning focus; Enhancement, Consolidation, and Intervention?
Table 4 indicates the interplay between the level of pupils’ learning performance and the extent of the implementation of the National
Learning Camp in terms of the following learning focus such as enhancement, consolidation, and intervention.
Table 4. Statistical Result of the Interplay Between the Pupils’ Learning
Performance and the Implementation of National Learning Camp
Learning Focus Pupils’ Learning Performance
(r) Sig Interpretation H01
Signifies Moderate Correlation
Enhancement .560 .000 Rejected
High
Consolidation .729 .000 Correlation Rejected
Intervention .029 .820 Denotes Negligible Correlation Accepted

Table 4 presents the statistical results of the interplay between pupils’ learning performance and the implementation of the national
learning camp in terms of enhancement signifies moderate correlation to pupils’ learning performance as evident by the computed r
value of .560 which is greater than the significant value of .000. Hence, the null hypothesis was rejected.
Likewise, the learning focus in terms of Consolidation described to have high correlation to pupils’ learning performance. The
computed value which is .729 has a greater value than the significant value of .000. Therefore, null hypothesis was rejected.
On the other hand, the learning focus in terms of Intervention denotes negligible correlation to pupils’ learning performance with a
computed value of .029 which is less than the significant value of .820. Thus, the null hypothesis was accepted.
To sum up, only the Enhancement and Consolidation affect closely to pupils’ learning performance. It can be argued logically, that the
pupils’ learning performance was directly influenced by the two learning focus which lead them to perform reasonably.
Generally, a fairly satisfactory learning performance is the result of the more interesting, challenging, and stimulating learning activities
provided or utilized by teachers. Thus, it is emphasized that appropriate learning activities in a more conducive, stimulating, and

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engaging learning environment greatly influenced learning (Mendoza, 2023).

Problem 5. Is there a significant relationship between the level of pupils’ learning performance and the extent of pupils’
engagement to the different learning focus?
Table 5. Statistical Result of the Interplay Between the Pupils’ Learning Engagement
and Pupils’ Learning Performance
Learning Pupils’ Learning Performance
(r) Sig Interpretation H01

Learning Engagement .086 .496 Denotes Negligible Correlation Accepted

Table 5 presents the interplay between the pupils’ learning performance and pupils’ engagement of the different learning focus in the
implementation of the national learning camp. The table depicts that pupils’ learning engagement to the different learning focus denotes
negligible correlation to pupils’ learning performance as evident by the computed r value of .086 which is lower than the significant
value of .496. Thus, the null hypothesis was accepted. It can be argued logically, that the pupils’ learning performance was not directly
influenced by their engagements to different learning focus.
This finding was supported by Apurada (2023) who emphasized that pupils’ learning performance is not only the significant factor that
influence pupils’ learning engagement to different learning focus because there are other attributes that best describe pupils’ learning
performance such as their mental and psychological readiness on academic tasks, personal motivation and their interest to learn, and
parental support.
Conclusions
Based on the findings of the study, the following conclusions are drawn:
The National Learning Camp predominantly demonstrated a positive influence on pupils’ learning outcomes, although divergent views
emerged regarding the extent of improvement especially in critical thinking skills. Further, the National Learning Camp adopts the
learning recovery program which aims to strengthen the learning recovery and continuity program, improve literacy and numeracy,
and accelerate the achievement of education targets. Improving literacy and numeracy skills is like opening a door to a world of
knowledge and imagination. It helps pupils learn new things, improve language skills, and be better at understanding the world around
them.
One of the best approaches of the Department of Education to address the challenges in education is to provide and promote the right
of all citizens to qualify basic education and to make such education accessible to all by providing all Filipino children a free and
compulsory education in elementary and secondary levels. However, the challenge in education is on the low performance of learners
in English, Science, and Mathematics. The conduct of the summer camp known as the National Learning Camp is to help improve
pupils’ learning performance through out-of-the classroom learning which aims to strengthen the learning recovery and continuity
learning modality to improve performance through the unstructured learning plan.
The implementation of the national learning camp can have positive effects on pupils’ learning performance or learning outcomes by
helping them acquire important skills through extensive learning engagement outside the classroom and creating positive social and
psychosocial conditions for academic learning.
Based on the findings and conclusions presented, the following recommendations are suggested:
Department of Education (DepEd) Officials will provide learning strategies and encourage teachers through the learning area
supervisors to craft the needed development framework to intensify pupils’ learning performance through out-of-classroom learning
activities.
School Principals/School Heads will be able to provide technical assistance to teachers in carrying out the learning camp especially in
the administration and management of learning tasks.
Teachers as Instructional Leaders are recommended to develop their strategic intervention materials responsive to the development of
least mastered learning competencies in English, Science, and Mathematics in a creative and more innovative learning to address the
learning challenges in the teaching and learning process.
Parents will be able to provide support in the learning activities designed by teachers to improve their child’s academic and learning
performance. Parental support is indispensable in the academic success of their children, thus, the need to always encourage them to
participate and collaborate with teachers in providing necessary learning support.
Community Officials/Other stakeholders will be able to intensify their support to school and learners especially in intensifying literacy
and numeracy skills through the needed scaffolding framework or programs in order to develop resiliency among learners in addressing
all the challenges in school and in learning.

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Future Researchers will be encouraged to conduct a similar study on the influence of creative learning delivery through learning camps
and the like to pupils’ learning and academic performance so that they may be able generate a doable framework responsive to address
the challenges in learning.
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Affiliations and Corresponding Information
Jorita S. Beloria
Department of Education
Cagayan de Oro City – Philippines
Dr. Marilou M. Rodriguez
St. Peter’s College – Philippines
Beloria & Rodriguez 8/8