Advanced International Journal for Research

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Optimizing Literacy And Numeracy Skills Through Multilevel Support Systems And Context-Based Pedagogical Interventions

Author(s) Regina Grace D. Omega, Glaiza H. Oliveros, Gladys D. Lagera, Junalyn E. Jalipot, Clark D. Seriño, Ma. Vianca L. Saludes
Country Philippines
Abstract This study assessed the implementation of multilevel support systems and context-based pedagogical interventions to address foundational literacy and numeracy gaps across five public elementary and secondary schools in the Third Congressional District, Division of Leyte, during School Year 2026–2027. Data were collected from sixty-five (N=65) purposively selected respondents—comprising five school heads, thirty language teachers, and thirty mathematics teachers across San Isidro National High School, Calubian National High School, Felix Caneja Lafuente National High School, Gibacungan Elementary School, and Pining Paglingap Elementary School—and analyzed using frequency counts, percentage distributions, weighted means, and standard deviations. Findings revealed that while respondents possessed solid instructional experience and graduate credits, they lacked intensive clinical diagnostic training. Learners demonstrated an overall "Moderately Mastered" proficiency in foundational literacy (x ̅=2.21) and foundational numeracy (x ̅=2.20), showing pronounced deficits in inferential comprehension, reading fluency, and contextual word problem-solving. Multilevel support systems were "Moderately Implemented" overall (x ̅=2.40); universal screening (Tier 1) was routinely executed, but targeted group clinics (Tier 2) and intensive individualized remediation (Tier 3) were constrained by schedule conflicts and limited material support. Similarly, context-based pedagogical interventions were "Moderately Utilized" (x ̅=2.42), relying mostly on accessible concrete manipulatives rather than systemic integration of local agricultural, coastal, and cultural narratives. Implementation hurdles were perceived as "Serious" (x ̅=3.20), driven by heavy teacher workloads, instructional time poverty, seasonal learner absenteeism, and shortages of vetted localized materials. To bridge these gaps, the study designed the LEYTE-PULSE Framework (Pedagogical Upliftment through Localized Systems and Tiered Empowerment), an actionable 10-point roadmap that institutionalizes protected remedial corridors, quality-assures localized curriculum repositories, enhances clinical diagnostic coaching, and establishes school-barangay study pods to secure sustainable learning recovery.
Keywords Administration and Supervision, Foundational Literacy, Foundational Numeracy, Multilevel Support Systems, Context-Based Pedagogy, Tiered Remediation, Localized Learning Materials, LEYTE-PULSE Framework. Descriptive-Evaluative, Leyte Philippines
Field Sociology > Education
Published In Volume 7, Issue 5, September-October 2026
Published On 2026-10-31
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