The study aimed to identify the significant difference in the recovery of literacy skills of the students when grouped according to profile. It also determined if RPMS-based teaching and learning strategies significant predictors of literacy skills. More importantly, it determined the effect of the Results-Based Performance Management System (RPMS) teaching and learning strategies on literacy skill recovery in Grade 8 students at Magdalena Integrated National High School. The study utilized the descriptive method design of research. The focus of the study was the 90 Grade 8 students of Magdalena Integrated National High School, Magdalena District. They were invited to respond to the research questions. The research utilized self-made questionnaires and rubrics to assess the effectiveness of RPMS-based teaching and learning strategies. The results indicate that RPMS-based strategies, particularly differentiated instruction, cooperative learning, and collaborative learning, significantly enhance the respondents literacy skills such as reading fluency, grammar, vocabulary, and comprehension. Differentiated instructions show positive effects on multiple literacy skills, while cooperative learning has mixed effects, impacting some skills negatively but positively influencing grammar. Collaborative learning has a consistently positive and statistically significant impact on reading fluency and vocabulary. Age-related differences are noted in reading fluency, and the study finds no significant influence of age or gender on literacy skills with cooperative and collaborative learning. Singly or in combination, RPMS-based teaching and learning strategies are significant predictors of literacy skills. The study examined RPMS-based teaching methods for grade 8 students literacy skill recovery in Magdalena Sub-Office. While age influenced reading fluency, there was no significant difference in recovery based on student profiles or cooperative learning. However, RPMS-based strategies, including differentiated instruction and cooperative learning, notably improved literacy skills such as reading fluency, grammar, vocabulary, and comprehension. These findings suggest RPMS strategies are key predictors of literacy skill recovery, offering an evidence-based approach to instruction. Therefore, the null hypothesis that RPMS-based strategies do not affect literacy skill recovery was rejected. The findings underscore the importance of teachers conducting action research to assess RPMS-based teaching strategies effectiveness in recovering student literacy skills across various domains. Action plans should be tailored to incorporate differentiated instruction, cooperative learning, and collaborative learning. Strict implementation of RPMS-based strategies, coupled with comprehensive teacher training and ongoing support, is essential to ensure effective implementation. Prioritizing adherence to RPMS principles can create an ideal learning environment for maximizing literacy skill development and academic success among all students.

Literacy skills

cooperative learning

collaborative learning