Intervention Programs for Struggling Learners In Literacy and Numeracy in Public Elementary Schools In Alaminos City, Pangasinan

This study examined the implementation of intervention programs for struggling learners in literacy and numeracy in public elementary schools in Alaminos City, Pangasinan, during the School Year 2025-2026. It determined the profile of public elementary teachers, the level of implementation of selected literacy and numeracy intervention programs, the seriousness of problems encountered in implementation, and the significant relationship between teachers’ profile variables and program implementation. Using a quantitative descriptive-correlational design, the study involved 100 teacher-respondents who were directly engaged in literacy and numeracy interventions. Data were gathered through a researcher-developed questionnaire and analyzed using frequency counts, percentages, weighted means, Kendall's Tau-b correlation, and biserial correlation. Findings revealed that literacy intervention programs were implemented at a high level overall, with the “Bawat Bata Makababasa Program” (BBMP) and “Hamon: Bawat Bata Bumabasa” (3Bs Initiative) obtaining very high implementation. Numeracy intervention programs were implemented at a very high level overall, with RMA-based interventions receiving the highest rating. Problems encountered in both literacy and numeracy were moderately serious, particularly those related to parental support, intervention time, learner readiness, instructional resources, learner participation, and teacher workload. Results further showed that most teacher profile variables had no significant relationship with implementation, although average family monthly income and marital status showed significant relationships in selected programs. Based on these findings, an intervention enhancement plan was proposed to strengthen parental involvement, teacher capacity, resource provision, learner monitoring, and program sustainability.