Child Development Workers (CDWs)' Challenges and Experiences on Supplementary Feeding Program (SFP) in the Child Development Centers (CDCs) of Vintar, Ilocos Norte
Kyle Vincent M. Gaoiran | Jeremy Adrian D. Guiang
Discipline: Childhood and Youth Studies
Abstract:
Despite recognizing the importance of the SFP in addressing early childhood malnutrition, limited literature has been documented on the lived challenges and experiences of Child Development Workers (CDWs) especially in rural child development centers (CDCs). This pa-per aims to explore the challenges and experiences faced by CDWs when carrying out SFP within the CDCs of Vintar, Ilocos Norte. A qual-itative-descriptive approach was used wherein 42 respondents com-prising CDWs from five zones of the municipality were interviewed using a semi-structured interview guide via focus group discussions (FGDs). The qualitative data obtained was then subjected to thematic analysis according to Braun and Clarke. Results reveal that the chal-lenges and experiences can be described under two major categories: (1) implementation challenges and (2) implementation experiences. The first category includes health management issues, resource is-sues, and operational issues while the second category highlights healthy experiences in terms of health and nutrition management, process and procedure in program delivery, and beneficial program outcomes. It is concluded that CDWs play a vital frontline role which involves not only food but also health supervision, cooperation and planning. Effective coordination between barangays and LGUs, proper guidance in the execution of procedures, flexible budget, and strong community participation are key to sustaining the program.
References:
- Abbas, S. G., Ayaz, N., Mahjabeen, A., & Khan, A. (2025). The impact of mathematics educa-tion on middle school students’ learning trajectories. Research Consortium Archive, 3(1)
- .Acharya, B. R. (2017). Factors affecting difficul-ties in learning mathematics by mathe-matics learners. International Journal of Elementary Education, 6(2), 8. https://doi.org/10.11648/j.ijeedu.20170602.11
- Aisah, T. N., Muiz, D. A., & W Muharam, M. R. (2024). Analysis of difficulty in solving story problems based on Newman’s error analysis on flat building material in Grade IV elementary school. Scientica Education Journal, 1(4), 1–6. https://doi.org/10.62872/aw876f77
- Benito, S. M., Johhny S. Bantulo, & Haudar, F. S. (2022). Effectiveness of self learning mod-ules (SLM) in teaching mathematics 3. https://doi.org/10.5281/ZE-NODO.6497186
- Bouchrika, I. (2024). The ADDIE Model Ex-plained: Evolution, Steps, and Applications for 2024. https://research.com/educa-tion/the-addie-model
- Buan, A. T., Lucero, L. G., & Consolacion, R. A. (2024). Sustaining engagement in a blended learning modality. https://doi.org/10.13140/RG.2.2.13543.83360
- Carnine, D. (2017). Direct instruction reading(Sixth edition). Pearson.
- Castroverde, F., & Acala, M. (2021). Modular distance learning modality: Challenges of teachers in teaching amid the Covid-19 pandemic. International Journal of Re-search Studies in Education, 10(8). https://doi.org/10.5861/ijrse.2021.602
- Culpable, C. B., Labrador, M. F., Rullan, A., & De-los Santos, M. S. (2024). Project tabang: A remediation in mathematics for learners at risk of failing. https://doi.org/10.5281/ZE-NODO.14562520
- Francisco, J. G., Alova, C. A. R., Alova, I. M. C., & Apohen, S. L. (2022). Performance of Grade 8 Students in Mathematics Inter-vention Program. International Journal of Multidisciplinary: Applied Business and Ed-ucation Research, 3(9), 1742–1748. https://doi.org/10.11594/ijma-ber.03.09.14
- Gafoor, K. A., & Kurukkan, A. (2015). Why High School Students Feel Mathematics Diffi-cult? An Exploration of Affective Beliefs. Pedagogy of Teacher Education: Trends and Challenges. https://doi.org/10.13140/RG.2.2.18880.12800
- Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement(0 ed.). Routledge. https://doi.org/10.4324/9780203887332
- Jailani, N., Rosli, R., & Mahmud, M. S. (2025). Factors influencing mathematics teach-ers’ blended learning: A systematic re-view. International Journal of Learning, Teaching and Educational Research, 24(1), 397–419. https://doi.org/10.26803/ijlter.24.1.20
- Linga, J. (2024). Factors affecting students’ mathematics academic performance in the IB MYP programme: Basis for the formula-tion of an action plan. The Korean Confer-ence on Education 2024 Official Confer-ence Proceedings. https://lnk.ink/IsF4O
- Lutching, C. D. (2024). Self-learning modules (SLM): Its effect on the academic perfor-mance in mathematics in the new normal. International Journal of Educational Re-search and Development. https://ti-nyurl.com/4td4mrej
- Mallillin, L. L. D., Canda, E. G., & Caday, Ma. A. T. (2024). Self-learning module assessment and feedback in mathematics. European Journal of Education Studies, 11(9). https://doi.org/10.46827/ejes.v11i9.5534
- Mandagdag, J., Golez, R., & Closa, B. G. (2024). The Impact of Remedial Classes on the Performance of Grade 7 Learners in Math-ematics Using the Project TAPPPIK. Edu-cational Challenges, 29(1), 99–112. https://doi.org/10.34142/2709-7986.2024.29.1.07
- Martin, S. N., Suryadi, D., & Juandi, D. (2019). Students’ difficulties in solving the mathe-matics word problems with the context of Education for Sustainable Development (ESD). Journal of Physics: Conference Se-ries, 1157, 042051. https://doi.org/10.1088/1742-6596/1157/4/042051
- Natividad, E. (2021). Perceived Effectiveness of Self Learning Modules in the Implementa-tion of Modular Distance Learning in the Elementary Level. SSRN Electronic Jour-nal. https://doi.org/10.2139/ssrn.3889429
- OECD. (2019). PISA 2018 Results (Volume I): What Students Know and Can Do. OECD. https://doi.org/10.1787/5f07c754-en
- Perez, A. L., & Alieto, E. (2018). Change of “tongue” from english to a local language: A correlation of mother tongue profi-ciency and mathematics achievement. The Asian ESP Journal. https://ti-nyurl.com/yc57kw7z
- Radha, T., Vasuki, M., & Kumar, A. (2015). BRIDGING THEORY AND PRACTICE: EX-PLORING EFFECTIVE APPROACHES IN MATH EDUCATION. Journal of Engineer-ing, Scientific Research and Applications, 1(2).
- Rapada, S., & Servañez, B. (2024). Development and Validation of Onhan Supplementary Learning Module on Four Basic Opera-tions on Integers. Romblon State Univer-sity Research Journal, 6(1), 26–37. https://doi.org/10.58780/rsurj.v6i1.170
- Reid, N. (2009). Working memory and science education: Conclusions and implications. Research in Science & Technological Edu-cation, 27(2), 245–250. https://doi.org/10.1080/02635140902853681
- Rico, J. A., & Mendoza, L. (2022). A Tool to As-sess the Quality of Self-learning Modules (SLMS) for the ‘New Normal’ in Education Using the Best-worst Method. ACE Official Conference Proceedings, 237–255. https://doi.org/10.22492/issn.2186-5892.2022.19
- Rogayan Jr., D. V., & Dollete, L. F. (2019). Devel-opment and Validation of Physical Science Workbook for Senior High School. Science Education International, 30(4), 84–290. https://doi.org/10.33828/sei.v30.i4.5
- Roman, A. G. (2013). Development and Valida-tion of Statistics Module for Quality Educa-tional Research. 5(9).
- Sousa, D. A. (2017). How the brain learns(Fifth edition). Corwin, a Sage Publishing Com-pany.
- Uhuad, A. J. (2024). Development and Valida-tion of Self-Learning Modules (SLMs) in Grade 9 Physics. Psychology and Educa-tion: A Multidisciplinary Journal. https://doi.org/10.5281/ZE-NODO.12797350
- Unson, J. C. (2021). Vocabulary and Identifica-tion of Information: Difficulties and Chal-lenges in Word Problems Solving. International Journal of Scientific Research and Management, 9(08), 338–357. https://doi.org/10.18535/ijsrm/v9i08.02
- Velez, A. J., Dayaganon, D. G., Robigid, J., Demorito, J., Villegas, J., & Gomez, D. (2023). Difficulties and Coping Strategies in Understanding Mathematical Concepts in a Private Higher Education in Tagum City, Davao del Norte, Philippines. Davao Research Journal, 14(1), 45–54. https://doi.org/10.59120/drj.v14i1.10
- Waswa, D. W., & Al-kassab, M. M. (2023). Math-ematics learning challenges and difficul-ties: A students’ perspective. In D. Zeidan, J. C. Cortés, A. Burqan, A. Qazza, J. Merker, & G. Gharib (Eds.), Mathematics and Com-putation(Vol. 418, pp. 311–323). Springer Nature Singapore. https://doi.org/10.1007/978-981-99-0447-1_27
- Ysseldyke, J., & Tardrew, S. (2007). Use of a Pro-gress Monitoring System to Enable Teach-ers to Differentiate Mathematics Instruc-tion. Journal of Applied School Psychology, 24(1), 1–28. https://doi.org/10.1300/j370v24n01_01