Implementation of School-Based Reading Program In The Division Of Lucena City
Volume 3 - Issue 11, November 2019 Edition
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Marilyn A. Merto
Philippine Informal reading Inventory, reading performance, school-based reading program, technical assistance,
This study aimed to examine the implementation of the school-based reading program in the Division of Lucena City. Specifically, it determined the performance of the grades 2 to 6 pupils in Phil-IRI, the extent of implementation of the school-based reading program, the difference in the assessment between the two groups of respondents, and the extent of stakeholder’s engagement in the program with an end view of proposing a Technical Assistance for SBRP. The descriptive method of research was utilized in this study where a research-made questionnaire was the main data gathering instrument complemented by interviews and focus group discussion. Respondents were 301 elementary school teachers and 43 school heads. Weighted mean, and t – test was utilized as statistical tools to treat the gathered data. Results revealed that the grade 2 to 6 pupils’ performance in Phil IRI from the school year 2016 to 2018 in the Division of Lucena City is generally categorized as frustration. The school-based reading program in the Division of Lucena City is moderately implemented. The school heads and the teachers have relatively the same assessment of the SBRP. The stakeholders moderately engage in the implementation of the SBRP. The proposed technical assistance for SBRP containing prioritized needs, gaps, alternative strategies, specific tasks and activities, time frame, and the resources was the output of this study. Based on the findings and conclusions drawn from the collected data, the researcher recommended that the Technical Assistance for SBRP be endorsed to the superintendent for initial implementation. Further and continued improvement on the aims of the program, teaching techniques, learning assessment strategies, intervention tasks, and monitoring and evaluation processes could be reinforced for the sustained implementation of school-based reading program. Engagement of the stakeholders could be further strengthened through constantly involving them in the implementation. Follow-up and similar studies may be conducted to explore other aspects of the implementation of school-based reading program.
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