An Assessment on 3Rs (Reading, Writing, Arithmetic) Skills among Elementary Pupils in Lanao del Sur I

Abstract

This study conducted a comprehensive evaluation of Grade 3 to 6 pupils' proficiency in foundational skills of Reading, Writing, and Arithmetic (3Rs) within the Lanao del Sur I Division, using a descriptive quantitative research design. A rigorously validated 3Rs Diagnostic Assessment Tool was employed to identify learning gaps that have widened due to the COVID-19 pandemic. The assessment, which highlighted significant deficiencies particularly in reading comprehension, creative writing, and arithmetic word problem-solving, revealed a critical need for targeted curriculum enhancements. Inferential statistical methods, including t-tests and ANOVA, were used to analyze performance variances across grade levels and gender, uncovering both statistically significant improvements and areas of stagnation. To address these gaps, the study proposes a follow-up intervention plan focused on learner-centered, culturally responsive teaching practices, supported by teacher training in evidence-based strategies. This nuanced approach aims to align local educational efforts with UNESCO's Education 2030 framework, enhancing equitable access to quality education and fostering robust academic performance across the student body.