eprintid: 988
rev_number: 13
eprint_status: archive
userid: 6
dir: disk0/00/00/09/88
datestamp: 2024-03-19 00:54:32
lastmod: 2024-03-19 00:54:32
status_changed: 2024-03-19 00:54:32
type: article
metadata_visibility: show
creators_name: Santillan, Jesus Parena
title: Exploring challenges and factors in students' literacy: basis for intervention program development
ispublished: pub
subjects: BV1460
subjects: L1
subjects: LA
subjects: LB1501
subjects: LB1603
subjects: LB2300
subjects: LC5201
divisions: j7
full_text_status: public
keywords: Literacy challenges, Participatory Rapid Rural Appraisal (PRRA),  Students' literacy, Intervention strategies
abstract: This study employed a descriptive-exploratory research design using the Participatory Rapid Rural Appraisal (PRRA) approach, a participatory research method designed to elicit insights from the local community. PRRA facilitated the identification of literacy challenges within selected schools, fostering a collaborative effort with representatives from various sectors in Barangay Tabugon, Sta. Elena Camarines Norte, Philippines. By engaging these stakeholders, the study aimed to comprehensively address critical issues, including limited resources, overcrowded classrooms, and insufficient parental involvement, all of which significantly impact effective learning. The findings suggest evidence-based intervention strategies to improve literacy outcomes and contribute to the community's holistic development. The study recommends the implementation of a literacy enhancement and assistance program for the community.
date: 2023-06-25
publication: Journal of Educational and Management Studies
volume: 13
number: 2
publisher: Scienceline Publication, Ltd
pagerange: 14-22
id_number: doi:10.54203/jems.2023.2
refereed: TRUE
issn: 23224770
official_url: https://doi.org/10.54203/jems.2023.2
citation:    (2023)     Exploring challenges and factors in students' literacy: basis for intervention program development.   Journal of Educational and Management Studies.  pp. 14-22.  ISSN 23224770   
document_url: http://eprints.science-line.com/id/eprint/988/1/JEMS%2013%282%29%2014-22%2C%202023.pdf