The Literacy and Numeracy Roadmap (LNR) is a vital initiative targeted at improving learners' core reading and numeracy skills, which are essential for academic success and future prospects. This initiative becomes more urgent in light of the Philippines' performance in the 2022 Programme for International Student Assessment (PISA): the country ranked 77th out of 81 in Mathematics, Reading, and Science, ranking among the world's lowest-performing countries, according to the Financial Executives Institute of the Philippines (2024). With more than three-quarters of Filipino students scoring below the basic competency level, implementing the LNR is a strategic necessity for improving teaching practices, optimizing resource utilization, and elevating learner outcomes. In the Philippines, the LNR is consistent with broader educational reforms aimed at providing students with the necessary skills for lifelong learning and meaningful involvement in society (Flamiano, 2024).

The Department of Education (2023) plans to revive its Reading, Science and Technology, and Math programs as part of the MATATAG: Bansang Makabata, Batang Makabansa agenda. Thus, the LNR is an educational effort aimed at improving students' core reading and math skills. These basic qualities are critical for academic progress and long-term success in a dynamically changing global economy. The LNR is critical for various reasons, emphasizing its importance in the educational landscape (Abella et al., 2024). Literacy and numeracy are core abilities required for academic success in all areas. Mastering these skills allows pupils to effectively engage with more complicated content and problem-solving problems (Waiswa et al., 2024). Strong literacy and numeracy skills promote critical thinking and problem-solving abilities. These abilities are not just necessary for academic performance, but also for navigating real-life circumstances and making sound judgments (Iyer, 2019). Literacy and numeracy are essential for workforce preparedness in today's knowledge-based economy. Students who thrive in these areas are better prepared for higher education and job prospects, which helps to boost economic growth and competitiveness (Hoque et al., 2023).

The LNR sought to close achievement gaps by giving all students, regardless of background, the opportunity to learn necessary skills. This promotes educational equity and ensures that all students have the opportunity to excel (Hernandez, 2022). Literacy and numeracy are associated with better life outcomes, such as higher earnings, improved health, and more civic engagement. By increasing these abilities, the LNR helps individuals and communities improve their overall well-being and quality of life (Green & Riddell, 2015). By emphasizing reading and numeracy, the LNR helps to build informed, capable, and involved citizens. This provides long-term societal advantages, including increased social cohesiveness and lower inequality (Arciosa et al., 2022).

Teachers play a pivotal role in the implementation of LNR, and their experiences provide valuable insights into the practical realities of educational reform. This study focused on the multifaceted experiences and challenges faced by teachers in the implementation of the LNR. It sought to understand how factors such as inadequate training, increased workload, resource constraints, and diverse student needs affect teachers' ability to effectively deliver literacy and numeracy education. The DepEd Order No. 024, s. 2018 focuses on the ELLN Program on improving the literacy and numeracy skills of learners from Kindergarten to Grade 3, following the K to 12 Basic Education Curriculum. The program aimed to develop in Filipino children the literacy and numeracy skills, as well as attitudes, that will contribute to lifelong learning. The guidelines cover the expansion of the professional development component of the program, as described in DepEd Order No. 12, 2015. The training program covers topics, such as the nature of K to Grade 3 learners, early literacy and numeracy domains and strands, early literacy and numeracy teaching, and classroom-based assessment of early literacy and numeracy skills. Furthermore, this study explored the impact of the LNR on learner outcomes in literacy and numeracy, as perceived by teachers. By identifying correlations between teacher experiences and learner performance, the study aimed to uncover critical factors that influence educational effectiveness. The influence of the LNR on teaching practices is another key area of investigation. This includes examining changes in instructional strategies and assessment methods and understanding the perceived benefits and drawbacks from the teachers' perspectives.

As a school head, the researcher cared deeply about students' success, especially in the basic skills of literacy and numeracy, because these are crucial for their overall learning and future opportunities. Over time, the researcher has observed some real challenges in the school that prompted the decision to undertake this research. For example, many students were still struggling despite efforts to improve, and their test scores in reading, writing, and Math remained low. The researcher also noticed that some students have difficulty applying what they learned in class to real-life situations, indicating that current approaches might not be enough. Additionally, some teaching strategies do not seem engaging enough for students who needed extra support, which led to some learners falling behind. These issues highlighted the need for better, more targeted solutions to help students develop strong literacy and numeracy skills. The researcher is passionate about exploring ways to improve how the LNR is implemented because every child deserves the chance to succeed. Ultimately, this study was also an opportunity for the researcher to grow as a leader and to discover new strategies that can genuinely make a difference, not just in their own school, but in the wider community as well. The researcher's own experiences working with students who struggled with these skills reinforced how important it was to find effective and practical teaching methods that can truly support those who needed it most. Finally, the study aimed to develop actionable recommendations to improve the implementation process of the LNR, focusing on enhancing teacher training, support, resource allocation, and collaborative practices. This study aimed to investigate the experiences and challenges of teachers in the implementation of LNR. Specifically, it sought to determine the significant experiences and challenges of the teachers in the implementation of LNR and its impacts on learners' literacy and numeracy outcomes, as perceived by teachers and parents; and determine the best practices of teachers in the implementation of LNR.

This study utilized qualitative research anchored in phenomenological inquiry, exploring the personal stories of parents and educators about their involve-ment with collaboration in schools. The selection of this approach was appropriate for understanding the sense created by identified teachers, school heads, and parents regarding the literacy and numeracy roadmap, as well as interpreting their experiences and challenges, and its impact and practices of teachers in the implementation.

This study employed two distinct sets of researcher-made interview guides, designed for in-depth interviews and a Focus Group Discussion (FGD) guide, all anchored in the School Division Office of Capiz Literacy and Numeracy Roadmap. These guides were essential for gathering the necessary information from the participants. The in-depth interview guide was utilized during interviews with parents, while the FGD guide was used for discussions with teachers. The research instruments were designed based on the research objectives, drawing from existing literature on literacy and numeracy. The questions addressed topics such as experiences, challenges, impacts, and practices related to the implementation of LNR. Validation of the research instruments was conducted by a panel of experts.

The study involved nine teachers, six school heads, and six parents selected based on relevant experience. The primary data collection techniques included Focus Group Discussion (FGD) with teachers to draw out shared classroom experiences, In-Depth Interviews (IDIs) with school heads to obtain administrative and instructional insights, and semi-structured interviews with parents to validate learner outcomes from a home-based perspective. These methods enabled triangulation, increasing the trustworthiness of the data by capturing multiple viewpoints on the same phenomenon. Sessions were recorded, transcribed, and analyzed using thematic analysis with the help of NVivo software and manual coding to identify recurring patterns and themes. Strategies such as member checking, peer debriefing, and audit trails were used to ensure credibility. Ethical standards, including informed consent and confidentiality, were strictly followed. The methodology enabled a rich, authentic understanding of LNR implementation, informing the study's conclusions and recommendations for improving foundational education.

This study employed clearly defined inclusion and exclusion criteria to guide participant selection. Teachers and school heads were included if they had served at the identified schools for a minimum of three years and had prior experience in engaging with parents. On the other hand, parents were selected based on having children enrolled in the participating schools within the District of Pilar, regardless of their professional background or involvement in education. These criteria ensured that participants had sufficient familiarity with the school context and the implementation of LNR.

The interpretation and reporting were done by the researcher in the context of the research objectives and theoretical framework. The implications of the findings were discussed for literacy and numeracy education, teacher professional development, and policy, then the recommendations for improving the implementation of the LNR based on the findings. The researcher ensured confidentiality and anonymity of participants during data analysis and obtained appropriate permissions for the use of audio recordings and transcripts. The researcher also adhered to ethical guidelines and protocols for data storage, sharing, and reporting. To facilitate this process, multiple thematic maps were constructed to visually demonstrate patterns among different themes. The data and themes were reviewed again for any information that may have been overlooked, while further defining the themes to fully understand the ‘essence' of each theme following Braun and Clarke, (2006).

Significant Experiences of Teachers in the Implementation of LNR 

Based on the thematic analysis of the responses gathered through FGD and in-depth interviews, the result revealed that the implementation of LNR provided teachers with a wide spectrum of experiences, both rewarding and challenging. The major themes that emerged were inadequate training and capacity building, increased workload and burnout risk, resource constraints and financial burden, parental disengagement and socioeconomic barriers, emotional labor and student needs, role segregation and instructional silos, positive student growth and motivation, emotional rewards and teacher fulfillment, team collaboration and peer support, and policy gaps and inconsistent implementation.

The implementation of the Literacy and Numeracy Roadmap (LNR) brought about a wide range of significant experiences among teachers across various grade levels and school contexts. As the primary implementers of the program, teachers served as the frontline drivers of literacy and numeracy development under the roadmap, adapting pedagogical strategies, managing learners' academic gaps, and responding to structural and emotional demands within their classrooms. Their lived experiences during the rollout of the LNR provided essential insights into how the program functioned in real school settings, revealing both its strengths and areas for improvement.

Teachers navigated the challenges of adapting to a relatively new program without always receiving adequate preparation or continuous training. Many experienced increased workloads, as they were tasked not only with their regular teaching responsibilities but also with planning and conducting remediation activities aligned with the LNR. In schools where training was exclusive or limited, teachers struggled to interpret the framework consistently, often relying on self-directed learning or collaboration with peers to fill instructional gaps. This highlighted systemic weakness in capacity building, which affected how uniformly the LNR was implemented. Additionally, teachers often had to work under resource constraints, which meant producing their own materials or spending personal funds to sustain learning activities. In many cases, such limitations were compounded by a lack of parental support at home, as economic hardship and low literacy among caregivers hindered reinforcement of lessons beyond school hours. Moreover, the diverse academic and emotional needs of students required teachers to go beyond traditional instruction, frequently stepping into roles as counselors, motivators, and advocates to encourage engagement and build confidence, especially among non-readers or learners with low numeracy skills. Despite these challenges, many teachers also reported rewarding experiences. They witnessed student growth in foundational skills, increased learner engagement, and gradual improvement in academic confidence. In schools with strong administrative support, designated Literacy and Numeracy Roadmap (LNR) coordinators, and a structured remediation program, implementation was notably smoother and more sustainable. Teachers in such contexts emphasized that teamwork, consistent leadership, and a clear performance tracking system contributed to better student outcomes and reduced emotional burden on individual instructors. The varied experiences of teachers revealed that the success of LNR implementation depended largely on the institutional support structure, equitable training opportunities, collaborative culture, and available resources. These findings underscored the need for a more systematized and inclusive approach to capacity building, policy support, and implementation monitoring to ensure that the goals of the LNR could be realized in all public schools regardless of size, location, or socio-economic conditions.

The findings imply that the implementation of LNR significantly impacted teachers' professional experiences, highlighting the need for comprehensive support systems. Addressing challenges such as inadequate training, resource limitations, increased workload, and policy gaps is crucial to enhance teacher effectiveness and well-being. Conversely, positive outcomes like improved student motivation, emotional fulfillment, and collaborative practices suggest that with proper systemic support, the LNR can foster meaningful growth in both teachers and students. Ultimately, a holistic approach that strengthens capacity, resources, and policy coherence is essential to optimize the success of literacy and numeracy initiatives. Overall, the findings imply that the successful implementation of LNR requires a holistic approach, bolstering training, providing adequate resources, fostering collaboration, engaging parents, and addressing systemic policy gaps, to ensure that teachers are supported and empowered in their crucial role of enhancing literacy and numeracy skills among students. The findings supported Darling-Hammond et al. (2017), who argued that professional development must be continuous, collaborative, and embedded in teachers' day-to-day work to be effective.

Challenges Encountered by Teachers in the Implementation of LNR

Based on the analysis, the results identified 10 major themes that served as significant obstacles to the implementation of LNR. The major themes that emerged were inadequate training and capacity building, increased workload and burnout risk, resource constraints and financial burden, parental disengagement and socio-economic barriers, emotional labor and learner needs, role segregation and instructional silos, policy gaps and inconsistent implementation, lack of institutional support, time constraints, and technology and assessment limitations.

Furthermore, resource constraints emerged as a pressing concern. Many educators had to finance the production of learning materials from their own pockets, particularly in underfunded schools where institutional support was minimal. The lack of clear policies and monitoring systems from the administration also led to inconsistent implementation across schools and grade levels, often leaving teachers to interpret and adapt the program on their own. In addition to structural and operational issues, teachers grappled with emotional labor. They were not only tasked with instruction but also with fostering a supportive environment for struggling learners, many of whom displayed signs of low confidence, absenteeism, and socio-emotional distress. These challenges were further intensified by minimal parental involvement and the misconception that reading and numeracy remediation was the sole responsibility of language teachers, leading to instructional silos and limited interdisciplinary support.

Despite the potential of LNR to bridge learning gaps, these challenges highlighted the urgent need for systemic reforms that consider the realities of implementation at the classroom level. By understanding the barriers teachers face, education stakeholders can better design policies and programs that are not only aspirational in their goals but also grounded in the everyday capacities and needs of educators. The LNR sought to address foundational learning gaps among Filipino learners. However, its implementation surfaced a range of challenges that teachers had to navigate, often without sufficient systemic support (Banu et al., 2025). 

The study's results revealed a complex web of instructional, institutional, emotional, and logistical challenges that shaped the LNR implementation experience. Teachers consistently highlighted the lack of adequate and inclusive training, which left many of them underprepared for facilitating targeted interventions. This was compounded by the increased workload stemming from the dual responsibility of teaching the regular curriculum while managing remediation sessions. Without additional staffing, time, or compensation, teachers were often left to navigate these demands at the expense of their own health and instructional quality. These accounts resonated with the findings of Darling-Hammond et al. (2017), who emphasized that effective reforms depend on and collaborative professional development efforts that reach all teachers, not just a select few. 

Impacts of LNR on Learners' Literacy and Numeracy Outcomes as Perceived by Teachers and Parents

The implementation of the Literacy and Numeracy Roadmap (LNR) brought about significant changes in the academic performance and learning behavior of elementary learners, as perceived by both teachers and parents. These stakeholders observed noticeable improvements in learners' foundational skills in reading, writing, and numeracy. The result revealed six major themes which were the significant impact of the implementation of LNR on the learners' outcomes in literacy and numeracy. These were enhanced confidence and motivation, effective remediation outcomes, increased parent awareness and pride, development of independent learning, and data-driven and evident gains.

Teachers reported that the use of structured diagnostics, targeted remediation, and learner-centered strategies helped address early learning gaps and fostered measurable academic gains. Likewise, parents expressed satisfaction with the visible progress in their children's reading fluency, number recognition, and problem-solving abilities. Beyond academic proficiency, the LNR was also seen to enhance learners' confidence, motivation, and independence-traits that contributed to a more engaged and proactive approach to learning. These perceived impacts underscored the program's effectiveness not only in raising literacy and numeracy levels but also in shaping well-rounded learners equipped for long-term educational success. The positive responses from both school personnel and parents affirmed the relevance of the LNR as a strategic intervention in improving basic education outcomes, particularly in early grade levels where foundational learning is most critical.

The result implies that the strategic implementation of LNR, particularly through early diagnostic tools and contextualized remedial instruction, has led to measurable improvements in foundational academic skills among early grade learners. These gains, as evident in reading fluency, phonemic awareness, number recognition, and basic arithmetic, highlighted the effectiveness of data-informed and culturally relevant teaching practices. The testimonies of school heads and parents affirmed that learners are not only performing better in formal assessments but are also demonstrating increased confidence and initiative in their daily academic tasks. This showed that when foundational learning is addressed early and systematically, it creates a strong base for lifelong learning. However, sustaining these improvements requires institutionalizing regular diagnostics, enhancing teacher capacity, promoting localized instructional materials, and strengthening home-school partnerships to reinforce learning beyond the classroom.

Moreover, the visible transformation of learners' foundational skills, as observed by both teachers and parents, indicated that the roadmap is achieving its intended outcomes, particularly in addressing learning loss due to prolonged school closures and limited early-grade instruction during the pandemic. However, for the gains achieved through LNR to be sustained, several critical implications had to be addressed. First, there is a need for the institutionalization of diagnostics, wherein schools are encouraged to adopt a standardized schedule for administering tools such as PHIL-IRI, CRLA, and E-RUNT. This ensured that learners' needs are continually monitored and that interventions remain timely and responsive. Second, the strengthening of contextualization emerged as a priority. Teachers are encouraged to consistently use culturally relevant and localized materials such as Capiznon texts and real-life Mathematical scenarios, which are proven to enhance learner comprehension and engagement. Third, capacity building among teachers is vital. Educators are required to regular training not only in the administration of early assessments but also in the interpretation of diagnostic results and the translation of those findings into targeted instructional strategies. Additionally, the implementation of early intervention frameworks was considered essential. Foundational literacy and numeracy skills needed to be addressed proactively at the Kindergarten and early primary levels, rather than relying solely on remediation after learning lags had already occurred. Finally, home-school linkages played a significant role in reinforcing learning beyond the classroom. Parents are encouraged and empowered to support foundational skill development through guided reading materials, simple numeracy games, and structured learning tasks at home. 

Dangle and Sumaoang, (2020) also emphasized the importance of such data loops in their study, arguing that data visibility at the school level fosters accountability and empowers both teachers and administrators to act proactively rather than reactively. 

Teachers' Practices in the Implementation of LNR

The effective implementation of the Literacy and Numeracy Roadmap (LNR) was largely shaped by the daily practices of teachers, whose instructional strategies aligned with the roadmap's goal of closing foundational learning gaps. Based on the results, ten major thematic areas emerged that illustrated how teachers operationalized the LNR in the classroom. These practices, which were grounded in both diagnostic data and contextual understanding, collectively contributed to the program's success.

Based on the analysis of the Focus Group Discussion (FGD) and in-depth interviews, the major themes that emerged were diagnostic-based planning, structured remediation, differentiated instruction, contextualized and active learning, regular progress monitoring, parent engagement and communication, learner motivation and recognition, use of peer support systems, digital and low-tech innovations, and adaptive teaching mindset. 

Diagnostic-based planning served as a cornerstone in the implementation of LNR, enabling teachers to design instruction based on actual learner needs rather than assumptions. Teachers systematically conducted a series of early literacy and numeracy assessments, including the Philippine Informal Reading Inventory (PHIL-IRI), the Classroom Reading Level Assessment (CRLA), and the Early Reading and Numeracy Test (E-RUNT) to determine the baseline competencies of learners across grade levels. These assessments were typically administered at the beginning of each school year and at periodic intervals, allowing teachers to monitor developmental progress over time. The importance of diagnostics extended beyond classroom-level planning. School leaders used aggregated assessment data to design school-wide interventions, allocate resources, and formulate catch-up programs for at-risk learners. The assessments also provided a reference for engaging with parents, as diagnostic results were often discussed during parent-teacher conferences to co-create learning plans at home. Given its impact, diagnostic-based planning may be institutionalized within school systems. Teachers may be continuously trained in administering, interpreting, and using diagnostic tools to make instructional decisions. Additionally, school heads may ensure that diagnostic schedules are consistently followed and that results inform school-level programs and policies. Embedding diagnostic assessment as a routine practice fosters equity by ensuring that every learner receives instruction tailored to their actual level of development.

The result implies that diagnostic-based planning was a foundational element in the successful implementation of the Literacy and Numeracy Roadmap (LNR), enabling teachers to tailor instruction to the actual developmental levels of learners. By systematically administering tools such as PHIL-IRI, CRLA, and E-RUNT, educators were able to identify learning gaps early, reorganize instructional strategies, and deliver targeted interventions. This data-informed approach not only improved classroom instruction but also guided school-wide planning and parent engagement. This also showed that institutionalizing diagnostic routines, training teachers in data interpretation, and embedding assessment results into instructional and policy decisions are essential for promoting equity, responsiveness, and sustained academic growth across diverse learner populations.

Moreover, teachers scheduled dedicated pull-out sessions during class hours and organized after-class remediation programs to provide these learners with intensive academic support. These sessions were conducted regularly, either daily or several times per week, depending on the severity of the learner's difficulties. Instruction during these periods was personalized and highly focused, often delivered in a one-on-one or small-group format to maximize teacher attention and promote active engagement. In schools implementing the LNR, these structured sessions also had broader institutional implications. They influenced scheduling, teacher load, and school priorities, as administrators allocated dedicated periods for remediation and encouraged collaboration among teachers to share strategies and instructional materials. Moreover, as observed in the data, some schools began to integrate remediation into the school improvement plan (SIP), recognizing it as an essential component of equitable instruction. The positive results of structured remediation emphasized its value as an institutionalized practice rather than an optional or ad hoc strategy. For long-term sustainability, schools must allocate specific time blocks within the daily schedule for remediation across all grade levels. In addition, teachers should receive professional development on remedial teaching techniques, including differentiated instruction, formative assessment, and behavior management for struggling learners. Ensuring that structured remediation remains a core function of literacy and numeracy programs can help close achievement gaps and support inclusive, learner-centered education.

The value of structured remediation in the Philippine basic education context has been emphasized by Bautista and Bernardo, (2018) who noted that remediation is often the only intervention accessible to learners in under-resourced schools. When implemented systematically and with teacher commitment, such interventions significantly improve reading fluency, number sense, and learner confidence. 

Additionally, differentiated instruction played a vital role in the effective implementation of the LNR, particularly in addressing the diverse learning needs of pupils in multigrade, multiability, and resource-limited classrooms. Teachers recognized that learners entered the classroom with varying levels of prior knowledge, reading fluency, number sense, and comprehension skills. In response, they adapted their teaching methods by modifying lesson content, activity structures, learning materials, and instructional pacing to suit individual or group needs.

Instruction was customized along several dimensions. For instance, more advanced learners were given enrichment tasks such as comprehension exercises or problem-solving scenarios, while beginning readers received phonics-based drills, guided reading sessions, and visual supports. Teachers also varied the complexity of questions, grouping strategies, and time allocations. As observed in one Focus Group Discussion, some learners were given extended time for tasks or were partnered with peer tutors to assist in understanding lesson content. Teachers also created leveled worksheets and reading passages to match learner proficiency levels, ensuring all students could participate meaningfully. Differentiation was also visible in how remediation sessions were designed. Teachers segmented groups based on diagnostic data, with each group receiving instruction tailored to their specific deficits. For example, one group may have focused on basic phonemic awareness, while another worked on paragraph reading and comprehension. Classroom arrangements were often adjusted to accommodate flexible groupings, with small learning corners or reading nooks set up to provide a more supportive learning environment. Despite the additional effort it required, many teachers reported that differentiation helped them manage mixed ability classrooms more effectively. It also fostered a sense of inclusivity and belonging among learners who would otherwise have felt marginalized by uniform, whole-class teaching methods.

The success of differentiated instruction within the Literacy and Numeracy Roadmap (LNR) framework underscored its necessity in modern classrooms, especially in under-resourced or high-need contexts. It showed that teacher training should focus not only on literacy and numeracy content but also on pedagogical strategies for differentiation, such as flexible grouping, tiered activities, and formative assessment practices. Institutionalizing differentiated instruction can ensure that equity in education is not merely aspirational but operational, giving every learner the opportunity to thrive according to their unique learning path. The result implies that differentiated instruction within the LNR has been instrumental in meeting the diverse learning needs of pupils, especially in multigrade and resource-limited classrooms. By tailoring lesson content, pacing, materials, and grouping strategies to match learner readiness and ability, teachers were able to foster inclusive and meaningful learning experiences. This adaptive approach not only improved learner engagement and performance but also minimized frustration and dropout risks among low-performing students. This showed that institutionalizing differentiated instruction, through teacher training, flexible classroom arrangements, and diagnostic-informed planning, is essential for promoting equity and ensuring that all learners have access to instruction that supports their unique learning paths. The adaptive approach was grounded in the belief that every learner must be provided with access to instruction at their level of readiness, thus minimizing frustration and promoting success. The intent was not to lower standards, but to offer multiple pathways to achieve them. 

The implementation of contextualized and active learning strategies within the LNR played a crucial role in improving learner engagement and comprehension, particularly among early graders. Teachers designed lessons that were anchored on learners' lived experiences, home cultures, and immediate environments, making learning more relevant, tangible, and easier to internalize. Instructional content was localized through the use of familiar settings, names, dialects (such as Capiznon), and scenarios that learners encountered in daily life. For example, math lessons included references to market prices, sari-sari store transactions, and household chores that required counting or measuring. Storytelling activities featured local characters and events, enhancing both interest and understanding. 

In addition to localization, teachers adopted active learning approaches such as dramatization, games, picture walks, group counting, and movement-based tasks to increase interactivity. These hands-on activities supported multiple learning styles and helped reinforce abstract concepts through multisensory engagement. Visual aids, realia, and student-created materials such as local word banks and community maps further strengthened retention and concept mastery. Moreover, this type of instruction supported inclusivity by respecting cultural identity and linguistic background, particularly for learners in indigenous or multilingual communities. Teachers reported that children who were previously disengaged became more responsive and vocal during class. Contextualized learning also empowered teachers to be more creative and reflective in lesson planning, using locally available resources such as recyclable materials, traditional stories, and community settings.

The effectiveness of contextualized and active learning strategies in LNR implementation highlighted the need to embed these practices in both curriculum design and teacher preparation programs. Teachers must be equipped with the skills and flexibility to localize content and apply interactive methodologies that foster learner engagement. Likewise, education authorities should support the development of localized learning materials and allow schools greater autonomy in adapting curriculum content to the community's context. By grounding learning in the real world, schools not only boost comprehension but also strengthen learners' identity, pride, and long-term academic engagement.

The result implies that the integration of contextualized and active learning strategies within the LNR significantly enhanced learner engagement, comprehension, and motivation. By anchoring instruction in learners' cultural backgrounds, daily experiences, and local environments, teachers made academic content more relatable and meaningful. The use of interactive methods, such as games, dramatization, and hands-on activities, further supported diverse learning styles and reinforced concept mastery. These approaches not only bridged the gap between school and home realities but also fostered inclusivity and learner pride. This showed that embedding contextualized and active learning into curriculum design, teacher training, and instructional planning is essential for cultivating deeper understanding, sustained interest, and long-term academic success among early grade learners. The culturally responsive methods were not only effective in capturing learners' attention but also bridged the gap between school knowledge and home realities. 

Through LNR, teachers increasingly embraced the idea that reflection was not an afterthought but a continuous process embedded within teaching practice. Whether prompted by formal assessments or real-time observations, this adaptability ensured that instruction remained relevant, inclusive, and responsive to evolving learner needs. The observed adaptive teaching mindset under LNR highlighted the importance of cultivating reflective and responsive educators. This showed that teacher development programs should embed reflective practice, classroom research, and data-based instructional adjustment as core competencies. Moreover, school systems should create a supportive culture that encourages experimentation, continuous feedback, and innovation. Investing in the development of adaptive teachers ensures that instruction remains resilient to change, learner-centered, and contextually grounded - qualities essential to sustaining literacy and numeracy gains over time.

The implementation of the LNR presents numerous challenges for teachers, including inadequate training, increased workload, limited resources, and policy inconsistencies. It also fosters meaningful professional and learner outcomes. Teachers demonstrate resilience and adaptability, navigating emotional and instructional demands through collaboration and innovative practices. Despite systemic barriers, they observe positive growth in learners' foundational skills, motivation, and engagement. The LNR, though conceptually sound, faces substantial implementation challenges rooted in systemic limitations and contextual realities. Key barriers, such as limited remediation time, lack of instructional resources, diverse class compositions, and inconsistent home support, undermine the program's full potential. Yet, the unwavering commitment and adaptability of educators have proven pivotal. Their innovative responses to these constraints underscore the need for targeted policy support and resource allocation to strengthen the roadmap's impact and ensure its long-term viability in public schools. The LNR has proven to be a transformative initiative in strengthening foundational skills among early-grade learners. The program's targeted interventions lead to measurable improvements in reading fluency, text comprehension, and Mathematical proficiency, while also nurturing learner confidence, motivation, and independence. These academic and behavioral gains, reinforced by increased parental involvement and data-driven progress tracking, affirm the roadmap's holistic impact. The LNR not only bridged persistent learning gaps but also cultivated habits conducive to lifelong learning. Its success underscores the critical role of sustained support, strategic implementation, and strong home-school collaboration in driving meaningful educational outcomes. The successful implementation of LNR hinges on teachers' consistent use of strategic, evidence-based instructional practices that address foundational learning gaps. Through diagnostic assessments, differentiated and contextualized instruction, structured remediation, and active learning strategies, educators create inclusive and responsive environments that meet diverse learner needs. They integrate digital and low-tech innovations, monitor progress regularly, engage parents meaningfully, and foster peer support systems to reinforce learning outcomes. 

The researcher is indebted to those who helped in the success of this research, particularly to the participants and to Capiz State University.

The author affirms no conflict of interest.