Analysis on the Pilot Implementation of Integrated Learning Experiences (ILE) as an Intervention for Key Stage 1: The SDO Masbate City Experience

Abstract

This study evaluated the effectiveness of Integrated Learning Experiences (ILE) as an instructional intervention for Key Stage 1 learners in the Schools Division Office of Masbate City during School Year 2023–2024. Anchored in learner-centered and problem-centered curriculum designs and the Integrated, Webbed, and Threaded models of curriculum integration, the study employed a school-based action research approach using a two-group pretest–posttest design. Grade 1 to Grade 3 learners from Antonio Dela Rosa Sr. Elementary School participated in a 10-day intervention, while three teachers provided feedback through a structured questionnaire. Data were analyzed using percentages, means, mean differences, and statistical significance tests. Findings revealed statistically significant improvements in the ILE group's Grade 2 English and Filipino and Grade 3 Mathematics, English, Filipino, and Science competencies. However, Grades 1 and 2 Mathematics showed no statistically significant improvements. Several learning areas in the control group also demonstrated significant gains. Teachers perceived ILE as effective in enhancing learner engagement, interdisciplinary connections, and holistic learning. Implementation challenges included time constraints and learner resistance, which were addressed through differentiated activities, learner motivation, and time-management strategies. The study concluded that ILE demonstrated potential for improving selected foundational competencies but required adequate instructional resources, teacher preparation, and continuous evaluation. Recommendations emphasized comprehensive teacher training, instructional material development, collaborative practices, and gradual implementation expansion. The study supports Sustainable Development Goal 4 (Quality Education) and SDG 17 (Partnerships for the Goals) through contextualized instructional improvement and educational stakeholder collaboration. Its sustainability contribution lies in strengthening educational and institutional sustainability through evidence-based curriculum development, inclusive learning practices, and continuous instructional improvement.