Enhancement of Language Literacy and Numeracy of Transitioning Grade 4 Learners: Basis for Sustainability Plan
DOI:
https://doi.org/10.65339/ijsis.V1.I1.39Keywords:
Assessment And Feedback, Cultural Awareness, Differentiated Instruction, Instructional Design, Language Literacy, Language Modelling, Numeracy, Scaffolding, Teachers’ Enhancement, Transitioning Grade 4 LearnersAbstract
This study described and examined teachers’ enhancement of language literacy and numeracy among transitioning Grade 4 learners in selected elementary schools in Congressional District IV of the Schools Division of Nueva Ecija during School Year 2025–2026. Anchored on Piaget’s Constructivism Theory, the study employed a descriptive-correlational research design involving 233 purposively selected Grade 4 teachers. Data were gathered through a researcher-made survey questionnaire covering teachers’ profiles and their enhancement of language literacy and numeracy in terms of language modelling, instructional design, scaffolding, cultural awareness, assessment and feedback, and differentiated instruction. The instrument underwent expert validation and pilot testing with 30 non-included Grade 4 teachers and obtained a Cronbach’s alpha of .896. Frequency, percentage, weighted mean, standard deviation, general weighted mean, and Spearman correlation were used for data analysis. Results showed that teachers strongly affirmed their enhancement across all dimensions, with scaffolding obtaining the highest mean (3.69), followed by assessment and feedback (3.63), differentiated instruction (3.57), instructional design and cultural awareness (3.51 each), and language modelling (3.48), with an overall mean of 3.51. The number of trainings attended had a significant positive relationship with differentiated instruction (r = 0.152, p = 0.020). Significant relationships were also found among the enhancement dimensions, particularly between language modelling and instructional design (0.842), scaffolding and cultural awareness (0.804), and cultural awareness and assessment and feedback (0.768). The study concluded that teachers demonstrated strong pedagogical enhancement and proposed Project LAP (Linguistic Adventures through Play) as a sustainability plan. The study directly supports SDG 4 – Quality Education by strengthening foundational language and numeracy learning and teacher instructional capacity. Its sustainability impact is primarily educational and institutional, supporting continuing professional development, collaborative instructional practices, parental and community engagement, assessment, and sustained school-based language and numeracy improvement.
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