Abstract

This study examines the academic performance of multi-grade learners in reading and numeracy within the Salcedo District, with a focus on the factors influencing their achievement. Recent assessments highlight concerning trends: 73.7% of Grade 5 learners and 69.2% of Grade 6 learners read below the frustration level, while 78.2% of Grade 5 learners and 65.3% of Grade 6 learners exhibit low numeracy proficiency. A significant proportion of these learners belong to multi-grade classes. The research aims to identify and analyze the contributing factors to these outcomes, offering insights to guide program development, refine instructional strategies, and improve resource allocation. Employing a descriptive-correlational research design, the study sampled 171 multi-grade learners from Grades 5 and 6, selected randomly from a population of 300. Data collection involved a standardized questionnaire capturing demographic profiles, literacy and numeracy performance, and perceived influencing factors. Statistical analysis utilized descriptive tools (frequency counts, mean scores, percentages, and Likert scale analysis) and correlation techniques (Chi-Square test and Pearson’s r) to examine relationships among the variables. The results revealed a significant positive correlation between literacy and numeracy performance and both pupil-related and teacher-related factors (pvalue = .000), underscoring their vital roles in shaping educational outcomes. Conversely, environmental factors showed negligible correlations with performance outcomes (p-values of .233 for literacy and .645 for numeracy), indicating minimal influence within the study's context. This study underscores the urgent need for targeted interventions to address socio-economic barriers and improve instructional quality in multi-grade settings. By tackling these critical factors, stakeholders can design more effective programs to enhance the academic performance of multi-grade learners, fostering equitable and meaningful educational opportunities.