Learning Gaps and Losses among Elementary Pupils in Lanao Del Sur I: Basis for a Proposed Curriculum Development Plan

This study examines the learning gaps and losses in foundational Reading, Writing, and Arithmetic (3Rs) among elementary pupils in Lanao del Sur I, serving as the basis for a proposed curricular development plan. The COVID-19 pandemic exacerbated pre-existing educational challenges, leading to a significant decline in literacy and numeracy skills. Using a mixed-methods research design, data were gathered from 381 pupils and 287 teachers across 54 schools through standardized assessments, surveys, and interviews. The findings reveal that reading comprehension exhibited the most significant learning gap, followed by deficiencies in writing mechanics and arithmetic problem-solving. Contributing factors include socioeconomic disparities, lack of teaching resources, limited access to technology, and insufficient teacher training. The study concludes that without targeted interventions, these gaps will continue to hinder students’ academic progress and overall development. To address these challenges, the proposed curriculum emphasizes intensive teacher training in differentiated instruction and remedial interventions, the integration of culturally relevant materials to enhance student engagement, and the implementation of peer-assisted learning and community-based support systems. Additionally, the study features the need for technology-enhanced instruction to supplement traditional learning approaches and sustainable intervention programs, such as remedial reading and math support, to effectively bridge learning gaps. These evidence-based recommendations aim to improve academic outcomes, promote equity in education, and support the holistic development of learners in the Bangsamoro region. The findings provide valuable insights for educators, policymakers, and community leaders in shaping post-pandemic educational recovery strategies.