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Title: :  ADDRESSING THE LITERACY AND NUMERACY PARADOX: INITIATIVES, CHALLENGES AND FUTURE DIRECTIONS
PaperId: :  26302
Published in:   International Journal Of Advance Research And Innovative Ideas In Education
Publisher:   IJARIIE
e-ISSN:   2395-4396
Volume/Issue:    Volume 11 Issue 2 2025
DUI:    16.0415/IJARIIE-26302
Licence: :   IJARIIE is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Author NameAuthor Institute
Via Jade B. CadeteNorth Eastern Mindanao State University
Jane C. Oropa, Ed.D.North Eastern Mindanao State University

Abstract

Literacy and Numeracy Initiatives
Literacy, Numeracy, Program Implementation, Learning Recovery, Educational Equity
This study investigates the implementation, effectiveness, and challenges of literacy and numeracy initiatives in the Veruela District, Agusan del Sur, within the context of the Philippine Department of Education’s National Learning Recovery Program (DepEd Order No. 013, s. 2023). With the goal of addressing learning loss and strengthening foundational skills, the research employed a quantitative design , gathering quantitative data through structured questionnaires administered to 181 teachers and administrators and 69 elementary learners from 28 public schools. Findings revealed that the literacy and numeracy programs are largely implemented across key domains, including availability of materials, teacher preparedness, learner participation, and administrative support. However, results also highlight persistent issues in resource accessibility, inconsistencies in training opportunities, and perceptual gaps between stakeholders. Correlational analysis showed that while most demographic variables among educators had no significant impact on implementation, learners’ sex and age were significantly related to their engagement and perception of teacher effectiveness. Furthermore, differences in perception were found between educators and learners regarding access to learning materials and preparedness of teaching staff. These discrepancies suggest the need for strengthened communication, targeted professional development, and more equitable distribution of instructional resources. The study underscores the importance of evidence-based, inclusive strategies that recognize demographic diversity and support stakeholder collaboration. Recommendations include enhancing teacher capacity, promoting gender-sensitive and age-appropriate instruction, and fostering stronger school-community partnerships. Ultimately, the research contributes valuable insights to the ongoing discourse on literacy and numeracy development, offering a data-informed foundation for more responsive and equitable educational interventions in the Veruela District and similar rural contexts.

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IJARIIE Via Jade B. Cadete, and Jane C. Oropa, Ed.D.. "ADDRESSING THE LITERACY AND NUMERACY PARADOX: INITIATIVES, CHALLENGES AND FUTURE DIRECTIONS" International Journal Of Advance Research And Innovative Ideas In Education Volume 11 Issue 2 2025 Page 2613-2622
MLA Via Jade B. Cadete, and Jane C. Oropa, Ed.D.. "ADDRESSING THE LITERACY AND NUMERACY PARADOX: INITIATIVES, CHALLENGES AND FUTURE DIRECTIONS." International Journal Of Advance Research And Innovative Ideas In Education 11.2(2025) : 2613-2622.
APA Via Jade B. Cadete, & Jane C. Oropa, Ed.D.. (2025). ADDRESSING THE LITERACY AND NUMERACY PARADOX: INITIATIVES, CHALLENGES AND FUTURE DIRECTIONS. International Journal Of Advance Research And Innovative Ideas In Education, 11(2), 2613-2622.
Chicago Via Jade B. Cadete, and Jane C. Oropa, Ed.D.. "ADDRESSING THE LITERACY AND NUMERACY PARADOX: INITIATIVES, CHALLENGES AND FUTURE DIRECTIONS." International Journal Of Advance Research And Innovative Ideas In Education 11, no. 2 (2025) : 2613-2622.
Oxford Via Jade B. Cadete, and Jane C. Oropa, Ed.D.. 'ADDRESSING THE LITERACY AND NUMERACY PARADOX: INITIATIVES, CHALLENGES AND FUTURE DIRECTIONS', International Journal Of Advance Research And Innovative Ideas In Education, vol. 11, no. 2, 2025, p. 2613-2622. Available from IJARIIE, https://ijariie.com/AdminUploadPdf/ADDRESSING_THE_LITERACY_AND_NUMERACY_PARADOX__INITIATIVES__CHALLENGES_AND_FUTURE_DIRECTIONS_ijariie26302.pdf (Accessed : ).
Harvard Via Jade B. Cadete, and Jane C. Oropa, Ed.D.. (2025) 'ADDRESSING THE LITERACY AND NUMERACY PARADOX: INITIATIVES, CHALLENGES AND FUTURE DIRECTIONS', International Journal Of Advance Research And Innovative Ideas In Education, 11(2), pp. 2613-2622IJARIIE [Online]. Available at: https://ijariie.com/AdminUploadPdf/ADDRESSING_THE_LITERACY_AND_NUMERACY_PARADOX__INITIATIVES__CHALLENGES_AND_FUTURE_DIRECTIONS_ijariie26302.pdf (Accessed : )
IEEE Via Jade B. Cadete, and Jane C. Oropa, Ed.D., "ADDRESSING THE LITERACY AND NUMERACY PARADOX: INITIATIVES, CHALLENGES AND FUTURE DIRECTIONS," International Journal Of Advance Research And Innovative Ideas In Education, vol. 11, no. 2, pp. 2613-2622, Mar-App 2025. [Online]. Available: https://ijariie.com/AdminUploadPdf/ADDRESSING_THE_LITERACY_AND_NUMERACY_PARADOX__INITIATIVES__CHALLENGES_AND_FUTURE_DIRECTIONS_ijariie26302.pdf [Accessed : ].
Turabian Via Jade B. Cadete, and Jane C. Oropa, Ed.D.. "ADDRESSING THE LITERACY AND NUMERACY PARADOX: INITIATIVES, CHALLENGES AND FUTURE DIRECTIONS." International Journal Of Advance Research And Innovative Ideas In Education [Online]. volume 11 number 2 ().
Vancouver Via Jade B. Cadete, and Jane C. Oropa, Ed.D.. ADDRESSING THE LITERACY AND NUMERACY PARADOX: INITIATIVES, CHALLENGES AND FUTURE DIRECTIONS. International Journal Of Advance Research And Innovative Ideas In Education [Internet]. 2025 [Cited : ]; 11(2) : 2613-2622. Available from: https://ijariie.com/AdminUploadPdf/ADDRESSING_THE_LITERACY_AND_NUMERACY_PARADOX__INITIATIVES__CHALLENGES_AND_FUTURE_DIRECTIONS_ijariie26302.pdf
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