The Use of Project LEAP (Literacy Engagement and Advancement Program) in Enhancing the Reading Performance of Learners in Kabugao Central School
Gemma A. Patayan *
Apayao State College, Malama Conner Apayao, 3807, Philippines.
*Author to whom correspondence should be addressed.
Abstract
This study aimed to evaluate the effectiveness of the Literacy Engagement and Advancement Program (LEAP) project in enhancing the reading performance of struggling learners in Grades IV to VI at Kabugao Central School during the school year 2024–2025. Specifically, it assessed learners' reading levels before and after the intervention, determined statistical significance in performance gains, and gathered participants' insights and challenges regarding the program’s implementation. A mixed-methods approach was adopted, utilizing a one-group pretest-posttest quasi-experimental design for quantitative analysis and Thematic Analysis for qualitative data. The study was conducted at Kabugao Central School, Kabugao, Apayao, from June 2024 to December 2024. Methodology: Thirty-two learners identified as “frustration level” readers based on the Philippine Informal Reading Inventory (Phil-IRI) were purposively selected. The LEAP intervention, aligned with the DepEd’s ECARP/Bawat Bata Bumabasa guidelines, was implemented over a defined period. Pretest and posttest assessments were administered using LEAP-provided tools. Quantitative data were analyzed using mean, standard deviation, and paired sample t-test, while qualitative responses were coded and thematically analyzed. Pretest scores revealed a mean percentage score (MPS) of 77.63, indicating an “Improving” level of reading performance. Posttest results showed a significant increase to an MPS of 93.59, classified as “Improved,” with all learners reaching full proficiency. Statistical analysis yielded a t-value of -14.30 and a p-value of <0.001, confirming the difference as highly significant. Thematic findings highlighted increased learner motivation, improved reading fluency, and enhanced classroom participation. Challenges included limited resources and initial adaptation issues. Its structured and engaging approach effectively promoted fluency and comprehension. Continued implementation and potential expansion of the program are recommended to sustain literacy gains.
Keywords: Reading engagement, Project LEAP, learner performance, literacy intervention, pretest-posttest, elementary education, mixed-methods