I.

General Information

Project Title:
ALAY PAGBASA HANDOG ng EU

Target Community/ Beneficiaries:

This Plan will be conducted in Public School in South Road, Lucena City mainly Bliss
Elementary School. The fifth-graders are chosen exclusively from among those who struggle
with reading and require remedial instruction.

Project Duration: 5 months

Project Proponent:

This project is suggested by Group 4- NSTP member cluster L015 of Manuel S. Enverga
University Foundation, Lucena City- College Department who are liable for reinforcement of the
project.

The following provides the contact details:

CONTACT PERSON(S) INFORMATION PARTICIPATION

Gail Prisdine V. Llegado Address: Mamala II, Sariaya ● Provide revisions/

Quezon Editor, Assistant
Mobile Number: Leader
09630321927
Email Address:
llegadogailp4@[Link]

Keith Ashley P. Delluba Address: Doña Carmen ● Editor/Presenter/

Subdivision, Tayabas City Treasurer
Mobile Number:
09457150403
Email Address:
kdelluba@[Link]

Abraham P. Ravina Address: 37 enverga street ● Presenter/Encoder/

brgy 3 sabina subd Lucena Leader
City
Mobile Number:
09950956388
Email Address:
Pantojaabraham21@[Link]
m

Edgel B. Pelembergo Address: Brgy. Bukal, ● Reading Voluteer

 Pagbilao, Quezon
Mobile Number:
09151604041
Email Address:
edgelpelembergo892@gmail
.com

Christian Paul A. Niangar Address: Purok Maligaya ● Photographer

Talipan Pagbilao, Quezon
Mobile Number:
09464740217
Email Address:
christianniangar8@[Link]
m

Valerie Ruth A. Mapalad Address: Brgy. Cabuyao ● Secretary

Sur Padre Burgos Quezon
Mobile Number:
09606973626
Email Address:
valerieruthmapalad@gmail.
com
Table 1. Shows the information of the proponents

CONTACT PERSON(S) INFORMATION POSITION

Table 1.1 shows the information of the faculty/staff personnel

Total Project cost

Activities Expenditures Quantity Cost

Presentation of the Proposal Food 2 300.00

Printing of developed/crafted Reproduction and printing 2 reams 410.00

materials of short
bond
papers

Travel Expenses Fare of Researcher 2 200.00

Gathering and tallying of Food 2 700.00

data
 Completing the action Food and other supplies 2 500.00
research

Total 2,110,00

II. Project Rationale and Description

Project background

Prior to the COVID-19 outbreak, the Philippines was dealing with a serious education problem.
According to statistics, nine out of ten youngsters ten years old were unable to read simple texts.
Additionally, in the Southeast Asia, the Philippines landed as the 2 nd to worst in Grade 5
students’ reading and also math skills. Merely 10% of Philippine kids fulfilled the minimal
reading criteria, according to the findings of the Southeast Asia Primary Learning Metrics 2019
(SEA-PLM). Furthermore, in the 2018 Programme for International Student Assessment (PISA),
the Philippines received the lowest reading comprehension score out of 79 participating
economies and nations.

Moreover, Philippines’ education sector is currently facing a huge problem in terms of high
numbers of non-readers among children which is one of the problems of the DepEd because of
almost three (3) years of pandemic wherein students are not allowed to go to school specially for
those high-risk areas. As a result of the pandemic, the department implemented Distance
Learning with different modalities such as Modular Distance Learning, Online Distance
Learning, and others. Learners only meet their teachers online in urban areas or cities while
learners in rural areas use a combination of two modalities which are the modular distance
learning and online distance learning, but in far-flung areas they can only use Modular Distance
Learning because they do not have stable signal and internet connection. In BLISS Elementary
School, the Grade V students’ adviser communicated to the proponents that almost twenty-five
percent (25%) of the class have poor reading skills.

Due to this kind of issue faced by the education sector in our country, learners had the
tendency to not focus on reading at home. They were just dependent on online sites in seeking
for answers in their lessons and modules. Most students experience the learning gaps in the
beginning of classes which result in high numbers of non-readers. To address this kind of issue,
our group designed a project named: Project APHE (Alay Pagbasa Handog ng EU) which aims
to help lessen the numbers of non-readers in a school.

Project Objectives

The ultimate goal is to enhance the youth to beyond learning capabilities at young age and
nurture a vast process of comprehension to which reading plays an important role.

Project “ALAY PAGBASA HANDOG ng EU” will provide different reading materials that
are suited to their level of reading skills. Pupils with learning difficulties are less competent in
understanding written language. Therefore, teachers should give pupils short and clear
instructions to avoid confusion. They must clearly explain the arrangement of each activity.
 Project “Alay Pagbasa Handog ng EU” is designed to gradually lessen the learning gaps of the
students. The said project is expanding in many places because so many kids faced learning
challenges during the COVID-19 pandemic.

This program offers the possibility of focusing on those students who are lagging behind and
teaching at a level that is appropriate for their current level of skills. Ideally, this intervention
would increase their progress, and decrease the heterogeneity of student learning levels in grade
[Link] goal of this project is to provide extra assistance to grade 5 students who, for whatever
reason, have fallen behind the rest of the class in areas where reading plays a crucial role.

This research is sought to provide background information on the issue of non-readers in Grade
5 students and why it is important to address this issue. Describe the purpose of the study, which
is to evaluate the effectiveness of a Project APHE (Alay Pagbasa Handog ng EU) for non-readers
in Grade 5 students state some research questions that will help the researchers to come out of
results that will help both teachers and students.

SMART

Specific: Giving the learners a chance to improve their reading prowess and to help them sound
out words and provides encouragement.

Measurable: Finish reading a short story with improved and above average reading skills.

Attainable/achievable: Conduct regular activity to improve their reading skills by provision of

reading materials suitable to the beneficiaries’ age.

Realistic: Align with the community and parents of the learners to push them to join this kind of
opportunity to learn.

Time-bound: Able to proficiently read within 4 months

Research Work Plan and Timelines

ACTIVTIES TIME FRAME EXPECTED RESOURCE RESPONSIBLE ESTIMATE

OUTPUT REQUIREMENT PERSON COST &
SOURCE
OF FUND

Planning and December 5, Draft of the -Laptop All team -

Brainstorming 2023 Proposal -internet members
for final subject connection
-phone

Work December 12, Roles for -Laptop All team -

Assignment 2023 every team -internet members
member connection
 -phone

Finalization of December 19, Compilation -Laptop All team -

the proposal 2023 of the -internet members
allocated connection
work subject -phone
to
improvement
of every
member

Submission and December 22, Acceptance - All team 300.00

Presentation of 2023 by the advisor members
the Proposal of the project
proposal

Budget January 16, Budget Contribution of All team -

Allocation 2023 hearing and members members
creation of
budget
proposal

Implementation January 17 to Participation -Materials for All team 1800

of the “ALAY April 2024 of members reading and other members
PAGBASA and execution necessary
HANDOG ng of designated instructional
EU” roles materials

III. Project Management/ Mechanism

Pre-Implementation

A. Conduct a faculty meeting to discuss the rationale of the program.

B. Presentation of action research proposal

C. Give the student extra time to read

D. Determination of numeracy and reading level of the learners

E. Be patient and encouraging.

During Implementation

A. Plan a schedule when and how the program will happen.

B. Prepare also the reading materials that will be use during the duration of the program.

C. In this phase also, the teacher will monitor the implementation of the program and also
the progress of the target learners of the program weekly.

Post Implementation

A. compare the results of the reading ability of the target non-readers before and after the
implementation of the program.

Evaluation Phase

We will make an initial visit with the barangay chairman and Sangguniang Kabataan that will
help this project to happen.

Sustainability

To ensure the project’s sustainability, the continuous endorsement will surely be applied. The
proponents will engage and educate the school community about the importance of
comprehensive reading. Also, organize awareness campaigns, or educational sessions to
reinforce the value of learning management practices. Also, sharing success stories and best
practices can inspire other institutions to adopt similar sustainable practices. Above all, make a
conscious effort to find out what the students think about the effectiveness of the project. Take
into account their recommendations and concepts for development, making them indispensable
to continuous success.

The best way to improve reading skills is through practice, so the student needs to continue
working on their reading at home. Conducting seminars to be attended by parents regarding the
importance of reading to the development of the student’s overall wit will be also conducted.
Parents can help by providing books that are at the appropriate level for their children and by
monitoring their progress. It is also essential for parents to be supportive and positive, as this can
help boost the child’s confidence and encourage them to keep trying.

Reading Intervention Strategies can be very beneficial for struggling readers. It is important to
find the right approach for each individual student, and then provide lots of support to help them
improve. Teachers and parents should work together to choose an intervention strategy that
works best, and then continue to offer encouragement as the student makes progress.

NSTP CLUSTER L015

Contact Person Information Participation
NSTP PROJECT PROPOSAL
 Submitted by:

FRANCINE NICOLE R. LACDAO

Submitted to:

Mr. VICTOR ORIBE