ABSTRACT
This mixed-methods study determined the stakeholders' experiences with the implementation of Project BATA in the Schools District of Concepcion, providing bases for enhancement recovery. Employing a phenomenological design, the study utilized in-depth interviews to gather qualitative data. Project BATA, a comprehensive reading intervention program, was introduced in the district to support at-risk learners in improving their literacy skills. However, stakeholders faced various challenges, including inadequate classrooms, scheduling constraints, insufficient reading materials, frequent absenteeism, limited parental involvement, and a lack of interest in reading. Despite these obstacles, stakeholders developed coping mechanisms, such as pull-out classes, localized reading materials, incentives, home-school connections, and home visitations. Based on stakeholders' experiences, the study revealed that while challenges existed, they were manageable, and an action plan was developed to enhance the program.
Keywords: Project BATA, Challenges, Coping Mechanism, Enhancement Program
INTRODUCTION
Background of the study
Reading is a foundational skill that unlocks a world of knowledge, fosters creativity and imagination, and empowers individuals to achieve personal growth and development. It allows people to explore new ideas, cultures, and perspectives while improving vocabulary, critical thinking, and communication skills. Whether through books, newspapers or digital content, reading helps students stay informed and engaged with the world around them. It can be a source of education, entertainment, and even relaxation. Developing a habit of reading not only enriches the minds but also enhances the ability to understand and interpret information in daily lives.
One way to address literacy problem in the Schools District of Concepcion is through Project BATA (Batang Aktibo Talentado Asensado). This is a district initiative reading program to help at-risk learners improved their literacy skills.
To identify learners’ reading level, the teachers employed the result of CRLA (Comprehensive Rapid Literacy Assessment) and PHIL IRI to determine who will be included in the lists for intervention in reading. After selecting the recipients for the program, a tutor or teacher hired for this program was assigned in every school to help learners enhance their reading levels. The tutor was given minimum compensation taken from the budget for Special Education Fund of the municipality. Upon completion of the program, learners were given post-test to determine if their reading levels improved.
Although various programs have been implemented in schools to enhance learners' literacy skills, there remains a need for further research to inform and improve the effectiveness of these initiatives, ultimately optimizing their implementation.
The stakeholders’ experiences can be an additional basis in the implementation of the Project BATA to improve the reading program as well as a literacy status of the learners. It also improves the way how teachers manage the interventions to the struggling learners and to increase the awareness of parents towards the education of their children. Moreover, the study focused on the experiences of the stakeholders to provide intensive individualized support tailored to learners’ specific needs, thus significantly improve the literacy skills of struggling learners setting them on a path toward future academic success.
The study determined the stakeholders’ experiences on the implementation of PROJECT BATA (Batang Aktibo Talentado Asensado) which has been implemented by the Schools District of Concepcion as one of the bases for enhancement recovery program.
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