Level of Implementation of Integrated Learning Experiences and its Effect on Grade 1 Learning Outcomes

Abstract

This study determined the level of implementation of Integrated Learning Experiences (ILE) and its effect on Grade 1 learning outcomes in the 5th Congressional District of Camarines Sur during School Year 2025-2026. A descriptive-evaluative survey method was employed using a validated questionnaire. The respondents were 175 school heads and 300 Grade 1 teachers from public elementary schools, representing 100% of the target population. Data were analyzed using frequency distribution, percentage, weighted mean, a five-point rating scale, and the Mann-Whitney U test. Findings showed that the overall implementation of ILE was much evident (M = 4.18). Among the implementation dimensions, evaluation and assessment obtained the highest rating (M = 4.21, very much evident), followed by classroom management (M = 4.19), lesson implementation (M = 4.18), and planning for ILE lessons (M = 4.14), all interpreted as much evident. Significant differences were found in the assessment of school heads and teachers across the four implementation dimensions. In terms of learning outcomes, GMRC was rated much evident (M = 3.86), while Makabansa (M = 3.33), Mathematics (M = 3.33), Reading and Literacy (M = 2.74), and Language (M = 2.71) were moderately evident. No significant differences were found for Reading and Literacy, Language, and Makabansa, while significant differences were found for Mathematics and GMRC. Challenges in implementing ILE were rated very much challenging (M = 4.21), particularly the lack of adequate support systems and professional development. The study concludes that ILE is generally implemented, but stronger support, resources, professional development, and assessment practices are needed to maximize its effect on Grade 1 learning outcomes.