Effectiveness Of Project Drop Everything And Read (Dear) In Improving Learners’ Reading Performance: A Basis For An Enhancement Plan

Abstract

This study determined the effectiveness of Project Drop Everything and Read (DEAR) in improving the reading comprehension of Grade 6 learners at Tuguegarao North Central School during the School Year 2025–2026. Specifically, it examined the learners’ reading comprehension levels before and after the implementation of the program, determined the significant difference between the pretest and posttest scores, measured the effect size of the intervention, identified the enablers and challenges encountered in the implementation of DEAR, and proposed an enhancement plan based on the findings.

Using a mixed-method research design, the study involved 259 Grade 6 learner-respondents, five English teachers, one English coordinator, and one school principal. Data were gathered using the Philippine Informal Reading Inventory (Phil-IRI) pretest and posttest scores, as well as Focus Group Discussion (FGD) questionnaires. Statistical tools such as mean, Wilcoxon signed-rank test, and effect size analysis were utilized to analyze the quantitative data, while thematic analysis was employed for the qualitative responses.

Findings revealed that before the implementation of Project DEAR, most learners were at the instructional level, indicating that they still required teacher guidance and support in reading comprehension. After the implementation, the majority of learners progressed to the independent level, demonstrating improved comprehension skills and greater reading independence. Results further showed a statistically significant difference between the pretest and posttest scores, confirming that the DEAR program significantly improved learners’ reading comprehension. Moreover, the computed effect size indicated a large positive effect of the intervention, suggesting that the program had a substantial impact on learners’ reading performance.

The study also identified several enablers in the implementation of Project DEAR, including the development of reading skills and comprehension, promotion of reading culture, vocabulary enhancement, and increased learner engagement and motivation. However, challenges such as lack of learner interest, time constraints, scheduling conflicts, and limited reading materials were also encountered during the implementation.

The study concluded that Project DEAR is an effective intervention in improving learners’ reading comprehension and fostering positive reading habits among Grade 6 learners. Hence, the implementation of the proposed READ-UP Program (Reading Enhancement and Development for Unified Progress) is strongly recommended to strengthen the sustainability and effectiveness of the DEAR program by addressing the identified challenges and maximizing the program’s enablers.