Abstract
This study determined the effectiveness of Project EdRA in improving the reading performance of Grade 1 pupils in Catanauan Central School. Quasi experimental research design to demonstrate causality between the intervention and an outcome. Specifically, one group pre-test post-test design was employed to determine the effectiveness of Project EdRA in improving the reading performance of the respondents. This study involved 28 respondents who were chosen through purposive sampling using the following criteria: (a) they are Grade 1LAE learners in Catanauan Central School; and (b) they have low level reading performance based on the results of Functional Literacy Assessment Tool (FLAT). In regard, the respondents were observed at two points of experimentation: one was before the treatment (pretest) and the other one was after the treatment (posttest). In connection, the researcher utilized a standardized passage from FLAT to determine the individual learner’s reading performance. In order to interpret and analyze the gathered data, arithmetic mean was used. Meanwhile, a test of normality of the data, which was conducted using Kolmogorov-Smirnov Test suggested a normal distribution of data. Hence, paired sample t-test was employed to determine the significant difference of pre-test and post-test scores. The study revealed that after the implementation of Project EdRA, as an intervention program, there was a significant difference between the pre-test scores and the post-test scores of the respondents, which means that there was a marked improvement in the reading performance of the respondents. Also, the results that the use of Project EdRA is a helpful tool in enhancing the respondents’ reading skills. Since the findings revealed that Project EdRA, as a reading intervention program, is a valid tool to enhance learners’ reading performance, it can be used or adopted by other schools to enhance learners’ reading performance.
