Development and Acceptability of Monitoring and Evaluation Tool for School-Based Reading Intervention Program

The study focused on the development and acceptability of a monitoring and evaluation tool for a school-based reading intervention program in selected public secondary schools in Tanay District, Schools Division Office of Rizal, during the School Year 2025-2026. It considered the total population of 60 teachers from the select schools. This study employed developmental and descriptive research methods. Descriptive evaluative research design using a validated questionnaire-checklist was applied since the level of acceptability of the developed monitoring and evaluation tool for school-based reading intervention program was evaluated with respect to clarity and completeness, usefulness, usability, practicability, relevance, and appropriateness. It revealed that the developed tool has clarity and completeness and is very useful for the purpose, usable and practical, and relevant and appropriate, as indicated in the composite weighted mean of 4.81. Likewise, the results of the F-test revealed probability values greater than .05, showing that teachers’ personal attributes have nothing to do with their evaluation. It concluded that the developed tool was found to be highly effective, demonstrating clarity, completeness, usefulness, practicality, and relevance, as evidenced by its very high composite weighted mean. Furthermore, the absence of significant differences in evaluations across teachers’ personal attributes indicates that the tool is objectively assessed and consistently applicable, reinforcing its suitability for its intended purpose. The study recommended that school heads continuously support the utilization of the developed monitoring and evaluation tool for the school-based reading intervention program for the improvement of reading outcomes. Information dissemination on the utilization of the developed monitoring and evaluation tool for the school-based reading intervention program may be conducted.