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Chapter 1

INTRODUCTION

Background

Ever-growing social inequities confront most low and middle-income countries as

many people still have insufficient access to proper education and training. This problem

results in citizens who lack the necessary skills for employment or are disempowered to

engage in entrepreneurial pursuits. As higher education institutions (HEIs) are concerned

with delivering extension programs to reach development goals, it is paramount that

academic institutions should also monitor and evaluate the outcomes of their community

programs at the grassroots level.

In the Philippines, universities and colleges have been mandated by the

Commission on Higher Education (CHED) to extend their educational and civic services

to the community. An example of such policies is the Republic Act 9163, otherwise

known as the “National Service Training Program (NSTP) Act of 2001”, which

highlights the commitment of HEIs to provide, promote and sustain community service.

It is noteworthy to understand that is similar to the United States’ community service-

learning programs under the US National and Community Service Act of 1990 Recently,

the Commission has initiated efforts to re-direct extension programs under the CHED

Memorandum Order 52, series of 2016. The policy provides some guidelines on HEI

community extension programs for the “provision of space to discover practical, evidence

and science-based answers that can address real-world social, economic, and

environmental challenges of partner citizens and communities.” As producers of

knowledge or hubs of innovations, the new extension policy posits that HEIs are in a
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strategic position to work in partnership with communities, business, and industry in

facilitating the transfer of knowledge or technology on specific developmental areas.

University extensions or the “extensions of the universities” are any educational

innovations done outside the university” (Mounders, 1972). These innovations mainly

focus on literary, agricultural and social topics.

President Ramon Magsaysay State University (PRMSU) is one of the HEIs in the

Philippines. The PRMSU is mandated to the fourfold functions of the University and

these are the Instruction, Research, Extension, and Production. The University is

mandated to undertake extension for the sustainable development of Zambales, the

region, and the country. The University’s extension agenda addressed and prioritized the

current needs of emerging local and national issues. PRMSU, is a dynamic catalyst in

empowering communities towards achieving a better quality of life; through its extension

unit, it is accountable for serving the needs of the people in the service area. As a

responsive University, with its developed extension culture answers the needs of the

communities in the service area. And one of the colleges of PRMSU is the College of

Teacher Education who is conducting different extension projects to the community that

focused on Literacy and Numeracy program.

The College of Teacher Education in partnership with Masinloc Power Plant

Compony Ltd. and Bani Elementary School located in Masinloc, Zambales, conducted an

extension program “Summer Reading Tutorial” that run for two years (2018 to 2019) that

focused on the reading skills of the learners from grade 1 to grade 3. Because of this, the

researcher spurred out interests in conducting this study evaluate the impact of the

extension program conducted by the College of Teacher Education.

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Significance of the Study

The result of this study will be beneficial to following groups and individuals.

College of Teacher Education. The research study will helped the college to

determine the strengths and weaknesses of their extension project and served as a basis to

enhance and improve their extension project/program for the community.

Teachers. The research study helped them identify the effect of the extension

project of CTE in improving the performance of the pupils in reading.

Parents. The parents also benefited, especially from their contribution during the

implementation of the project to enhance the reading skills of their children.

School. The findings of this study gave them insight into the impact of the

extension project conducted and served as a basis to create a more comprehensive

intervention plan to their school.

Learners. The findings of this study helped them determine the changes that

occurred before and after the extension project, and emphasize the importance of reading.

Future Researches. The study provided a spring-board from which future

research was undertaken on extension projects in reading skills.

Statement of the Problem

The study aimed to evaluate the impact of the community extension program of

the College of Teacher Education towards community development. Specifically, this

study aimed to answer the following questions.

1. How is the extension program of CTE be evaluated in terms of:

1.1. Program Initiated;

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1.2. Pupils;

1.3. Tutors;

1.4. Assistance-Linkages; and

1.5. Reading Materials?

2. What is the performance of the learners before program implementation and

after the implementation of the program?

3. Is there a significant difference on the performance of the pupils before and

after the implementation of program?

Scope and Limitation

This research aimed to evaluate the impact of the community extension program

of the College of Teacher Education towards community development in the Bani

Elementary School Masinloc, Zambales. The study was limited to determining the profile

of the respondents as to sex, and type of stakeholders. The study also evaluated the

summer reading extension program of College of Teacher Education. Additionally, it

identify the performance of the learners before program was implemented and after the

implementation of the program. The study utilize the descriptive method of research.
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Chapter 2

FRAMEWORK OF THE STUDY

This chapter presents the review of relevant literature and studies glimpsed from

both foreign and local sources, conceptual framework, hypothesis, and definition of terms

used in the present study.

Review of Related Literature and Studies

Community Extension Services

By Republic Act 7722, the Commission on Higher Education (CHED) requires

higher education institutions such as State Universities and Colleges (SUCs) to respond

to the need for societal reform. Educational institutions have an influential role in

bringing knowledge, skills, best practices, and material resources to the people of the

community in order to improve their quality of life. As a result, dynamic learning

institutions are enthused to boost faculty members' capacity by extending their field of

knowledge to the communities. While extension services meet the needs of communities,

they also align with the University's vision, mission, and goals.

Community extension was created to address a variety of communal needs and

challenges. Through an agreement, the government and non-government groups,

nonprofits, and private enterprises collaborated to help localities become financially

sustainable and self-sufficient. Extension programs are need-based and focused on

assisting community people towards becoming independent, skilled, and morally

righteous individuals. It is a possibility for individuals far beyond the level of normal

state schooling to pursue their education in order to increase the economy of rural
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communities in a dynamic world (Israel, Harder, & Brodeur, 2011). Extension service is

a detailed account of operations aimed at achieving a range of measures among specific

beneficiaries. Extension programs are distinguished by the following: a) an emphasis on

the beneficiaries’ demands; b) the purpose to improve their significant behavior patterns;

c) a wide range of activities; and d) the inclusion of a systematic appraisal (Rubio,

Pentinio, Ascan, Mendoza,Vito & Encio., 2016; Rafanomezana, Nyirenda, Okotel &

Subbey, 2013).

Extension services typically encompass features established by a higher education

institution as a result of official or unstructured coordination with various non-profit,

public, and social groups. It is targeted to raise the standard of living of local people or to

address specific issues relating to their necessities (Lim, 2011; Laguador Mandigma, &

Agena, 2013). Cultivating a society with a pressing need for support from several

organizations is an expression of realizing the goal of assisting people in raising not only

the living conditions of the disadvantaged but also the integrity and principles of all those

who contribute to this worthwhile endeavor (Laguador & Chavez, 2013).

Community extension, or community service, is equally vital as one of the trifocal

functions of higher education institutions. This specific function applies not only to

faculty but also to students of the institution. In a previous article, the author remarked

that higher education institutions in the Philippines must intensify community

engagement through extension activities (Medina, 2018). This idea also includes the

students. From the point of view of Loso (2021) and Tijsma, Hilverda,

Scheffelaar,Alders, Schoonmade, Blignaut & Zweekhorst (2020), institutions' curricular

programs should align their community extension services with the needs of
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their adopted communities. This idea is accurate since the true essence of community

service is unique and sometimes misunderstood by others. Omblero (2020) and Tijsma .

(2020) also emphasized the importance of community extension services, which the

academy provides and benefits the country’s welfare. This perspective strongly agrees

with the statement of Assefa, Gelaw, Hill, Taye & Damme (2019), who considered that

the community is a critical player in the success of the implementation of community

programs. Doing community service is an activity intended for society. It is a way of

giving back to what society has done for its constituents. Based on the context of Borbon,

Camarin, Madera, Rafanan, Sabidong & Tiamson (2022), community service is an

activity that institutions perform to aid certain societies in which help is comfort for their

everyday lives. These activities include livelihood projects where beneficiaries, faculty,

and students positively impact one another (Borbon & Ylagan, 2021). Additionally,

Rubio et al. (2016) specified that conducting community service is about establishing a

relationship to build communities. Moreover, Ling (2018) did a study regarding

volunteering and participation in community service among students. At the end of the

study, the author emphasized the essence of social workers for planning, organizing,

executing, and evaluating service programs.

It is, therefore, crucial for students to understand the reality of doing community

service. Tijsma, Hilverda, Scheffelaar, Alders, Schoonmade, Blignaut & Zweekhorst.

(2020) also added the essence of providing appropriate measures, formats, and

definition of reflection and evaluation strategies in community service. Moreover,

Kerr, Moulton & Gaffney (2018) showed the essence of extension through the

engagement of campus-based colleges, colleagues, and students and the delivery of

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youth development programs to communities. Furthermore, Huml, Svensson & Hancock

(2017) stated that community service is an essential part of the academic experience

among college students and is a frequent source of activity. That is why, in the article by

George, Wood-Kanupka & Oriel (2017), they reiterated that participation in community-

based research could provide students with the necessary experience in research

and service learning. Besides, Heo (2016) publicized that student with

community service experience showed higher satisfaction and academic achievement.

Few investigations on the sustainability of extension services have been

undertaken, and certain critical challenges have been discovered, requiring a prompt and

appropriate response (Agholor, Monde,Obi & Sunday, 2013). These precarious issues

include substandard extension assistance to beneficiaries; insufficient acceptable linkage

with extension and research, considering that almost all research initiatives are focused

on agricultural producers; extension methods were antiquated and therefore not

appropriate to the comparison of various extension strategies; and, farmworkers were

persuaded in using agricultural produce at a really greater extent against their

performance (Baladjay, Amparado, Manatad, Rosal., 2020; Bidad & Campiseño, 2010;

Chua, Caringal,De Guzman. Baroja,Maguindayao & Caiga, 2014).

The Philippines’ Higher Education Institutions (HEIs) also contributed to the

2020 Philippine Development Agenda (PDA) by making optimal Policy Interventions

more accessible to the public. Its goal is to bring about constructive society development

by eradicating inequality, encouraging family values, and resolving socially defined

issues that empower the most disadvantaged individuals to overcome socioeconomic

constraints. Furthermore, the HEIs adopted need-based practices to achieve their outputs,
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using a multitude of distribution mechanisms. The community’s beneficiaries have

similar requirements in terms of health, literacy, social services, and livelihood (Felicen,

Mendoza, & Buted, 2014; Abrea, 2017; Llenares & Deocaris, 2018; Medina, 2018).

Community extension projects through a variety of activities and services develop

and support individuals and communities. Extension projects are the function of Higher

Education Institutions (HEIs) to address social needs and to initiate community

development (Mojares, 2015). These projects must continue to evolve through various

strategies even in difficult times (Agricultural Training Institute, 2021). Its goal is to

teach people things that will improve their lives, and communities are formed through

relational actions that can be influenced by the knowledge gained through the extension

project (Bowling & Brahm, 2002). Extension projects are intended to promote personal

and social development (Rubio, Pentinio, Ascan, Mendoza, Vito & Encio, 2016), and

they assist individuals in learning and acquiring knowledge outside of the four walls of

their rooms and homes (Abuyo & Roque, 2016).

Higher education institutions play a pivotal role in the transformation of

communities and poverty alleviation. Universities and colleges in the Philippines are

commissioned to help the government improve the standard of living of its citizens

through knowledge management. The primary mission of extension is to develop, design,

and evaluate educational programming that meets the needs of youths, families, and

communities (U.S. Department of Agriculture, 2016). It is known for creating

educational environments conducive to the transformative learning required for people to

change their perspectives and make better decisions in their lives (Franz, Baumeister,

Van Dyke & Wolan, 2018). Thus, making community extension as a valuable mechanism
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in fighting poverty that leads to transformational change of communities. Community

extension as the terms imply is a complicated system that is highly susceptible to change

due to the interplay of different elements in the conduct of an activity. An example of

these elements is; tools, (expertise, knowledge, funds, equipment, training, etc.), rules

(specific guidelines, university processes, government policies), division of labor

(different nature and level of tasks each subject is doing), and the community (everyone

in the particular setting). There are many factors that contribute to the success of

community extension program. Some of the most common examples are political system,

competency of the personnel and their adequacy, training and retraining and the

challenge of coping with modern technology through ICT. Argabright, Davis, Torppa,

King, Scheer & Stollar (2019), identified 21st century competencies for extension

professionals which include highefficiency teamwork, connecting (systems thinking),

convening, adaptability, problem solving, leading change, communication, relationship

building, entrepreneurism, and confronting risk. In view of this multi-faceted system,

extension professionals are at the center of this issues in community extension.

Corporate Social responsibility (CSR) can play a significant role in educating

underprivileged children as it is also a social cause. It will benefit not only the society,

but the business as well, because it can bring a great brand value to a company, by

increasing consumer loyalty. CSR is social obligation of business organisations towards

wider society and local community (Sinha & Chaudhari, 2018). Corporate companies

have the awareness in giving back to the community through their CSR initiatives.

Besides, each of the companies have their own niche areas in implementing CSR

particularly based on the products supplied and service provided. Corporate companies
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need to see that becoming involved in CSR, particularly education, is not just a one-off

donation, providing scholarship or internship for the students, but goes beyond that.

According to Banks et al. (2016), it is crucial to surpass materialistic flows that

establishes a connection between the community and companies by gaining the

community’s perspective on CSR. Corporate companies need to get involved in

implementing CSR programmes to provide a better impact to community.

Impact of Extension Services

Evaluating community extension has been a practice in higher education

institutions, especially since they have to see that the project has met its objectives or

purposes. In the Philippines, several studies provided some interesting findings and

results regarding their community extension evaluation. For instance, a study stated that

the community extension programs of their institution were deliberately aligned between

the college's curricular program offerings and, at the same time, the needs of the adopted

communities (Loso, 2021). It is a practice among colleges and universities since it is

easier for them to craft a program or activity in their area of expertise. They can quickly

draw up the necessary workforce, logistics, funding, and other necessities for the

program. In another study on livelihood and entrepreneurship, the researchers boasted an

effective community extension program (Magnaye & Ylagan, 2021) and another stated

that the livelihood projects by the college were effective since they revealed a positive

impact on the beneficiaries (Borbon & Ylagan, 2021). However, not all extension

projects and programs in the community have a positive effect or impact. Sometimes it is

also ineffective due to varied reasons and circumstances. As Magnaye and Ylagan in

2021, they found in their study, environmental clean-up/ tree planting/ waste
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management, computer literacy, health services, and crime and drug prevention were

ineffective.

According to the study of Suvedi and Kaplowitz (2016) program evaluation is a

core competency needed by Extension agents. There are many misconceptions in

evaluation that it is only done at the end of a program. In community extension,

evaluation is done from beginning to end of the program, it’s a continuous process that

leads to a neverending improvement. Another competency needed by 21st century

extension leaders is the ability to engage the community or community engagement.

According to Angima and Gaebel (2018) extension has to be successful in

multidisciplinary effort involving students, faculty, and stakeholders in engaging

communities as equal partners in determining issues and developing solutions. While

Derindag (2016), identified common leadership behaviors like: considerate, facilitative,

autocratic and participative leadership behaviors that supports the need for extension

leaders to be more facilitative and participative in managing community base programs.

Some studies have shown exciting results, conveying essential changes in how

community service works with students’ participation and engagement. For instance, in

the Philippines, the study by Guiron, Abrigo, Dalmacio, Bangcoro, Villarosa & Felicen in

2019 provided essential information on the students' level of participation in community

extension services and revealed a high response rate. This idea supported the findings of

Li and Frieze (2016). Their path model showed that community service participation

affected students' interests. From a state university perspective in the Philippines,

Perez & Guevarra (2020) also added the association between entrepreneurial

competencies and readiness for extension and community service among students.
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The previous study by Shaka and Senbeto (2018) also found that 72.2 % of the students

have an encouraging attitude towards community-based education. In addition, the paper

of Pesigan, Mahia, Olivia, Panganiban, Ramirez, Ronquillo & Felicen (2017) also

showed that students were willing to help other people without expecting anything in

return. This concept is a good principle that students learn from their participation in

community service. Conversely, in another study by Evans, Marsicano &

Lennartz (2018), the group exposed that residential students strongly associate

with civic engagement. The type of student participation also conveyed exciting

results, like the study of Boatman and Long in 2016, wherein student scholars were more

likely to join community service activities. O’Donnell and Kirkner (2014) added that

family’s involvement programmes, reading programmes and parent-teacher collaboration

programmes were positively predictive of academic improvement for both elementary

and secondary students. Building partnership with private sectors here are important.

Moreover, “the surrounding communities, teachers, administrators and government

officials are accountable for the inclusion of all children through formal institutional

mechanisms, community members become more interested in school improvement and

more willing to commit their own resources to the task” (The United Nations

Educational, Scientific and Cultural Organisation [UNESCO], 2009, p.16). However,

though it involves many outsiders, the programme has to be suitable to the children in

that school area. O’Donnell and Kirkner (2014) stated that in partnership with

community-based organisations, programmes should be culturally appropriate within the

community. Educational programmes such as an environmental programme can lead to

positive changes in student knowledge awareness, skills, attentions, intentions and

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behaviour (Stern & Powell, 2014). Also, through CSR, corporate companies have

developed a school computer lab which has made the school environment more

conducive to students (Ismail, Fauzi & Johar, 2013). He also added that teachers have

gained hands-on skills relating to computers and students’ positive changes were also felt

by teachers. In addition, there was also a wide range in student achievements in

examinations and in co-curricular activities involving soft skills, plus CSR programs in

school have multiplied the effects on the students, teachers and society (Ismail, Fauzi &

Johar, 2013).

Inclusive education is a “core element of teacher preparation, continuing

professional learning, and a domain within education policymaking and practice” (Slee,

2020, p.5). It is also stated in a fourth core of the Sustainable Development Goals (SDG).

“Inclusion involves improving inputs, processes and environments to foster learning both

at the level of the learner in his or her learning environment and the system level to

support the entire learning experience” (UNESCO, 2009, p.7). Inclusivity discussed here

is not the inclusivity of the children, but the inclusivity of the education for children. As

mentioned by UNESCO (2009), there are three justifications which are educational

justification, social justification and economic justification. The educational justification

requirement is to develop ways of teaching that respond to individual differences and that

therefore benefit all children (UNESCO, 2009). Unfortunately, most of us consider

inclusivity as social justification.

As suggested by Hytten and Bettez (2011), SJE helps to transform oppression and

expend educational opportunities for marginalised groups. SJE also acts as a tool for

examining how oppression operates in the social system and in the individuals’ personals
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lives that comes from a diverse communities (Bell, 2016, p. 3). Clearly, the main goal for

SJE is to enable individuals to develop their own critical analytical tools (Bell, 2016, p.

3). Cooperation and collaboration with corporate companies and schools are needed to

nurture creative thinking in children. In this post-modern era, learning for children in

school should come with various styles rather than one-way communication by teachers.

It is injustice that children are not able to relish non-formal education such as fun in

learning in educational programmes. Pretsch, Ehrhardt, Engl, Risch, Roth, Schumacher &

Schmitt (2016) in their longitudinal study in injustice in students’ emotions and well-

being which includes arbitrary privilege, unfair allocations of time and attention. It is also

injustice where children from underserved areas, with no exposure and not being heard

by others such as corporate companies and professionals. Plus, Aguilar (2018) stated that

it is unfair and ineffective to expect teachers to personalise the experiences of each of the

students without other individuals or agency assisting the teachers.

According to Collins (2014), businesses are stated to provide influences that are

positive to children. This is achieved by providing access to education, and rest and play.

In addition, it also supports parents, ensures the product’s safety and supports

environment stewardship. The nature of CSR activities delivered to schools depends on

the type of business they are operating. This is logical because through CSR programmes,

a specialist from the companies transfers the core knowledge and technologies with the

purpose of benefitting the school (Ismail, Fauzi & Johar, 2013). These CSR programmes

have shown that the students who took part in it were able to read, did well in arithmetic,

and engaged in discussion after they participated in said programmes (Sinha &
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Chaudhari, 2018). This would really help in providing exposure to children, especially

the ones in rural or underserved areas.

Conceptual Framework

Extension service is a detailed account of operations aimed at achieving a range

of measures among specific beneficiaries. Extension programs are distinguished by the

following: a) an emphasis on the beneficiaries’ demands; b) the purpose to improve their

significant behavior patterns; c) a wide range of activities; and d) the inclusion of a

systematic appraisal (Rubio, Pentinio, Ascan, Mendoza, Vito & Encio, 2016; Wellard,

Rafanomezana, Nyirenda, Okotel & Subbey, 2013). The conceptual framework of the

study is shown in the paradigm in Figure 1. As shown in the diagram, the study was

based on the impact of the community extension program of the College of Teacher

Education towards community development.

INPUT PROCESS OUTPUT

Profile of the
Respondents: Data Gathering
 sex Procedure
 type of
stakeholder Questionnaire
To determine the
Evaluating the College Impact of the
of Teacher Education Statistical Tools College of Teacher
extension program Frequency Education extension
 Program Initiated; Percentage program
 Pupils; Mean
Rank
 Tutors;
T-test
 Assistance-
Likert scale
Linkages; and
 Reading Materials
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Performance of the
learners before program
implemented and after
the implementation of
the program

Figure 1
Paradigm of the Study

The first part of the input frame shows the profile variables of the respondents.

Followed by the second part of the input frame is the evaluation of the College of Teacher

Education extension program. And the third part of the input frame, performance of the

learners before program implemented and after the implementation of the program.

For the process frame, this deals with the medium which will be used in gathering

data needed which will lead to the use of questionnaire. Frequency, percentage, mean and

rank distribution will be used to describe the profile and evaluation of the respondents. T-

Test will be used to measure the significant differences on the performance of the learners

before program implemented and after the implementation of the program. Likert Scale

will also be used to categorize to evaluate the extension program.

Lastly the output frame deals with the main objective of this study which is to

determine Impact of the College of Teacher Education extension program.

Null Hypotheses

For a deeper analysis of the study, the following hypothesis will be tested:

1. There is no significant performance of the learners before program implemented and

after the implementation of the program.

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Definition of Terms

To clarify and easy understand the scope of the study, the following terms were

defined conceptually and operationally:

Community. This pertains as the beneficiary of the extension program and

activities of the college.

Extension Services. This refers to the programs and activities are geared toward

helping people by empowering themselves through sustainable programs.

Pupils. This pertains to the learners or target beneficiaries of the extension

program.

Reading Materials. This pertains as the learning material or module of the tutors

and pupils in the extension program.

Stakeholders. This pertains to a person or any national agency other community

agencies that support extension programs and activities to improve the quality of

life of the community.

Tutors. This pertains to the students who act as the teachers of the learners during

the implementation of the extension program.

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Chapter 3

METHODOLOGY

This chapter provides a presentation and description of the research methodology,

respondents and locale of the study, construction and validation of the instruments, data

distribution and gathering procedure, and the statistical treatment of the data.

Research Design
This research aimed to determine the Impact of the College of Teacher Education

extension program in Bani Elementary School, Masinloc, Zambales. Hence, this study

employed a descriptive survey method of research. Descriptive study, according to Bueno

and Matriano (2016), was unique in the number of variables employed. Descriptive

research could include multiple variables for analysis, yet unlike other methods, it

required only one variable.

Furthermore, this research aimed to portray the descriptions of respondents as to

their assessment in the impact of the College of Teacher Education extension program.

According to Kowalczyk (2018), descriptive research was a study designed to depict the

participants in an accurate way. It was all about describing people who took part in the
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study. A survey was defined as a brief interview or discussion with an individual about a

specific topic.

Respondents and Location

The respondents to this study were involved with a total of 10 elementary teachers

from Bani Elementary School, 10 teachers from College of Teacher Education, 10

parents from Bani Elementary School, 2 respondents from MPPCL, and 10 tutors. The

researcher will ensure that the respondents were participated in the extension program of

College of Teacher Education to gather a comprehensive and valid result.

The distribution of the respondents is shown in Table 1.

Table 1
Distribution of the Respondents

Respondents Total Number

Teacher of Bani
10
Elementary School
College of Teacher
10
Education
Parents 10
Personnel of MPPCL 2
Tutors 10
Total 42

The researcher will use a Quota Sampling Technique. This sampling technique is

a non-probability sampling method in which researchers create a convenience sample

involving individuals that represent a population. Researchers choose these individuals

according to specific traits or qualities. Quota sampling was first introduced by Moser

and Stuart in experimental research. The quota sampling method is similar to stratified

sampling, and it selects a sample from a population that has been divided into subgroups
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(Iliyasu & Etikan, 2021). However, unlike stratified sampling, which relies on the

random selection of each subgroup, quota sampling uses a convenience method within

each subgroup. To increase the validity of the respondents, several specific criteria are

applied in selecting samples after defining the population.

Figure 2
Map of the Bani Elementary School in Masinloc Zambales

Instrument

The researchers used a researcher-made questionnaires as the main instrument to

gather the pertinent data for the study. The first component was the profile variables of

the respondents. The data for the performance of the learners before the program was
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implemented and after the implementation of the program were provided by extension

unit of the college.

This was followed by an assessment on the impact of the College of Teacher

Education extension program, using the following scale: 4- Strongly Agree, 3- Agree, 2-

Disagree, and 1 – Strongly Disagree. The instrument was subjected to reliability test to

establish the consistency and inter-relation of the items on each of the variables. After

the proposal defense, the researcher sought approval from the members of the panel

committee to assure correctness of the variables used in the study. After which, the

researcher conducted a dry run or trial among ten (10) teachers for validation to assure

the validity and reliability of the instrument using Cronbach Alpha. This test established

the consistency and inter-relation of the items on each of the variables.

Data Collection

After the approval of the thesis proposal, the researcher asked permission to

conduct the study and administer the tool among the respondents, including Bani

Elementary School, MPPCL, parents, tutors and College of Teacher Education. A Google

Forms was also prepared in case the respondents were not available for the face-to-face

distribution of questionnaire. 10 days were allotted before the retrieval of questionnaires

and 100% retrieval and responses were ensured.

Data Analysis

The statistical tools will be used in this study to interpret the data effectively. The

researcher will employ the following statistical treatment.

The data that was gathered tailed and tabulated using the following statistical

tools.
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1. Frequency Count and Percentage it was used to determine what

proportions of the respondents belong to a specific category in their profile

variables.

2. Weighted Mean (WM) it was used to evaluate the impact of the extension

program.

3. T-test it was used to test the significant difference on the performance of the

respondents before and after the extension program.

4. Likert Scale it was used to facilitate the interpretation of the ratings on the

respondents’ perceptions, the following assigned scale was used:

Evaluating the Effectiveness of the Extension Program

Scale Descriptive Rating Symbol
3.26-4.00 Strongly Agree SA
2.51-3.25 Agree A
1.76-2.50 Disagree D
1.00-1.75 Strongly Disagree SD
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Chapter 4

RESULTS AND DISCUSSIONS

This chapter presents the gathered and processed data using tabular form,

analyzed and provide interpretation so as to give a clear and better understanding of the

problems asked in earlier Chapter 1.

1.1 Evaluation on the extension program of CTE

Table 2
Evaluation on the extension program of CTE in terms of Program Initiated

Mean Descriptive
Program Initiated Rank
Rating Equivalent
The objectives of the program are fully discussed Strongly
3.81 1
to the concerned people in the Reading Program. Agree
There is a signed MOA/MOU agree upon by
Strongly
PRMSU through its President and Foundation and 3.79 2.5
Agree
people relative to both parties as witnesses.
Communication letters for approval are sent to Strongly
3.76 4.5
School, University and other concerned people. Agree
There is a prescribed number of working days set Strongly
3.76 4.5
for Reading Program. Agree
 PAGE \* MERGEFORMAT 44

The Reading Program content met the needs of the Strongly

3.64 9
pupils. Agree
Strongly
The length of Reading Program was adequate. 3.62 10
Agree
The program prioritized essential elements (i.e.,
Strongly
phonemic awareness, phonics, fluency and 3.67 8
Agree
comprehension) in reading.
Progress Monitoring measures are administered
Strongly
formatively throughout the program to document 3.69 7
Agree
and monitor student reading performance.
The program is aligned base on the needs of the Strongly
3.74 6
school. Agree
The program provided opportunities for learners to Strongly
3.79 2.5
select from a variety of reading materials. Agree
Strongly
Overall Weighted Mean 3.73
Agree
Table 2 shows the Evaluation on the Implementation of extension program of CTE

in terms of Program Initiated.

The evaluators strongly agreed on all indicators in the evaluation of the

implementation of the extension program of CTE in terms of program initiation. The

indicator "The objectives of the program are fully discussed with the concerned people in

the Reading Program" received the highest mean of 3.81 (rank 1), followed by "There is a

signed MOA/MOU agreed upon by PRMSU through its President and Foundation and

people relative to both parties as witnesses" with a mean of 3.79 (rank 2). Both "The

program provided opportunities for learners to select from a variety of reading materials"

and "There is a prescribed number of working days set for the Reading Program"

received a mean of 3.79 (rank 2.5). "Communication letters for approval are sent to the

School, University, and other concerned people" and "There is a prescribed number of

working days set for the Reading Program" both received a mean of 3.76 (rank 4.5). "The

program is aligned based on the needs of the school" obtained a mean of 3.74 (rank 6),

"Progress Monitoring measures are administered formatively throughout the program to

 PAGE \* MERGEFORMAT 44

document and monitor student reading performance" received a mean of 3.69 (rank 7),

"The program prioritized essential elements (i.e., phonemic awareness, phonics, fluency,

and comprehension) in reading" obtained a mean of 3.67 (rank 8), "The Reading Program

content met the needs of the pupils" received a mean of 3.64 (rank 9), and "The length of

the Reading Program was adequate" obtained a mean of 3.62 (rank 10).

The overall computed mean in the evaluation of the implementation of the

extension program of CTE in terms of program initiation is 3.73, which is interpreted as

strongly agree. This suggests that the thorough discussion of program objectives with

relevant stakeholders in the reading program was highly appreciated and perceived as

effective by the evaluators. There were clear and comprehensive discussions about

program objectives, ensuring that all stakeholders understand the goals and expectations

of the program. Also, involving stakeholders promotes transparency and inclusivity,

which are crucial for building trust and support for the program. Additionally, effective

communication of objectives allows for better planning and implementation, as

stakeholders have a shared understanding of what needs to be achieved. Extension

service is a detailed account of operations aimed at achieving a range of measures among

specific beneficiaries. Extension programs are distinguished by the following: a) an

emphasis on the beneficiaries’ demands; b) the purpose to improve their significant

behavior patterns; c) a wide range of activities; and d) the inclusion of a systematic

appraisal (Rubio et al., Citation2016; Wellard et al., Citation2013).

1.2 Pupils

Table 3
Evaluation on the extension program of CTE in terms of Pupils

Descriptive
Pupils
Equivalent
Rank
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Extra time and efforts were extended to children for the Strongly
improvement of their studies,
3.60
Agree
6.5
Pupils were eager to be taught and trained by their student Strongly
tutors.
3.60
Agree
6.5
They listened attentively to their tutors and follow Strongly
instruction properly.
3.69
Agree
2
Strongly
Pupils showed signs of progress in tutorials sessions. 3.64
Agree
3.5
Strongly
Pupils developed their reading skills after the program. 3.55
Agree
9.5
Strongly
The pupils had initiative to do the task given by the tutors. 3.64
Agree
3.5
The pupils improved their ability in recognizing and Strongly
identifying the basic sounds, letters and spelling.
3.55
Agree
9.5
The pupils improved their reading comprehensions in Strongly
English and Tagalog language.
3.57
Agree
8
The pupils were diligent in attending their summer reading Strongly
program.
3.62
Agree
5
The pupils were confident and motivated to enter the next Strongly
school year.
3.71
Agree
1
Strongly
Overall Weighted Mean 3.62
Agree
Table 3 shows the Evaluation on the Implementation of extension program of

CTE in terms of pupils.

The evaluators strongly agreed on all indicators in the evaluation of the

implementation of the extension program of CTE in terms of pupils. The indicator " The

pupils were confident and motivated to enter the next school year." received the highest

mean of 3.71 (rank 1), followed by " They listened attentively to their tutors and follow

instruction properly." with a mean of 3.79 (rank 2). Both " Pupils showed signs of

progress in tutorials sessions." and " The pupils had initiative to do the task given by the

tutors." received a mean of 3.64 (rank 3.5). “The pupils were diligent in attending their

summer reading program.." received a mean of 3.62 (rank 5). " Extra time and efforts

were extended to children for the improvement of their studies," and " Pupils were eager

to be taught and trained by their student tutors." both received a mean of 3.60 (rank 6.5).

" The pupils improved their reading comprehensions in English and Tagalog language."
 PAGE \* MERGEFORMAT 44

obtained a mean of 3.57 (rank 8), and both " The pupils improved their ability in

recognizing and identifying the basic sounds, letters and spelling." and “Pupils developed

their reading skills after the program.” obtained a mean of 3.55 (rank 9.5).

The overall computed mean in the evaluation of the implementation of the

extension program of CTE in terms of pupils is 3.62, which is interpreted as strongly

agree. This suggests that the pupils demonstrated willingness and motivation to

participate in the extension program. This means that the program incorporated engaging

and motivational activities that sparked the pupils' interest and enthusiasm for learning.

According to the article written by Hawthorne (2021), students are more likely to retain

their motivation in education if educators use different teaching methods. That creates

diversity and prevents students from getting bored. Giving room for certain choices such

as which partner they’d like to work with can be beneficial too. Students in a single class

are likely to have different styles of learning. Thus, a teacher is more likely to meet these

needs by applying different teaching methods. School environment or school climate is

another factor that affects motivation in education. School environment refers to different

norms and regulations that determine the overall climate in the school. Positive school

environment makes students feel safe and secure, meets their basic needs such as daily

meals, and provides an optimal environment for them to build healthy social

relationships.

1.3 Tutors

Table 4
Evaluation on the extension program of CTE in terms of Tutors

Descriptive
Tutors Rank
Equivalent
Strongly
Tutors were on time for the tutorial sessions. 3.74 5.5
Agree
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Strongly
Tutors performed the tutorial tasks effectively. 3.79 3
Agree
Strongly
Tutors teached the pupil-tutees with compassion. 3.69 7
Agree
Tutors submitted work plan, modules and Strongly
3.81 1.5
accomplishment report after every tutorial session. Agree
Tutors used different teaching styles and
Strongly
instructional materials for effective teaching and 3.67 8
Agree
learning process.
Tutors show diligence in terms of attendance and Strongly
3.74 5.5
submitting their narrative reports. Agree
The tutors showed professionalism in their work as Strongly
3.62 10
tutors. Agree
The tutors were able to meet the objectives of the Strongly
3.64 9
Reading Program. Agree
The tutors were able to develop their own creativity Strongly
3.76 4
in terms of providing other learning materials. Agree
The tutors created rapport and camaraderie with the Strongly
3.81 1.5
pupils and co-tutors. Agree
Strongly
Overall Weighted Mean 3.73
Agree
Table 4 shows the Evaluation on the Implementation of extension program of CTE

in terms of tutors.

The evaluators strongly agreed on all indicators in the evaluation of the

implementation of the extension program of CTE in terms of tutors. Both indicators "

Tutors submitted work plan, modules and accomplishment report after every tutorial

session." and “Tutors submitted work plan, modules and accomplishment report after

every tutorial session.” received the highest mean of 3.81 (rank 1.5), followed by " Tutors

performed the tutorial tasks effectively." with a mean of 3.79 (rank 3). “The tutors were

able to develop their own creativity in terms of providing other learning materials." with

a mean of 3.76 (rank 3). Both " Tutors were on time for the tutorial sessions." and Tutors

show diligence in terms of attendance and submitting their narrative reports." received a

mean of 3.74 (rank 5.5). " Tutors taught the pupil-tutees with compassion." received a

mean of 3.69 (rank 7). " Tutors used different teaching styles and instructional materials
 PAGE \* MERGEFORMAT 44

for effective teaching and learning process." obtained a mean of 3.67 (rank 8), " The

tutors were able to meet the objectives of the Reading Program." received a mean of 3.64

(rank 9), and " The tutors showed professionalism in their work as tutors." obtained a

mean of 3.62 (rank 10).

The overall computed mean in the evaluation of the implementation of the extension

program of CTE in terms of tutors is 3.73, which is interpreted as strongly agree. This

indicates a high level of professionalism, commitment, and responsibility among the

tutors, which are essential qualities for effective program implementation. This means

that the CTE provide a clear guidelines and expectations regarding reporting procedures,

ensuring that tutors understood their responsibilities and the tutors' dedication to their

roles and the program's objectives likely motivated them to fulfill their duties diligently.

To improve learners’ success, educators need to make more endeavors to provide

superior instruction. It is worth mentioning that educators’ efforts and participation to

enhance superior instruction are mirrored in their commitment to tasks, school, learners,

and career, as is individually referenced in the literature (Thien et al., 2014).

1.4 Assistance-Linkages

Table 5
Evaluation on the extension program of CTE in terms of Assistance-Linkages

Descriptive
Assistance-Linkages Rank
Equivalent
The PRMSU-CTE extension Program was made
Strongly
possible through a partnership with the AES 3.86 1
Agree
Foundation.
The PRMSU-CTE faculty members expressed their Strongly
3.74 6.5
willingness to support the extension program. Agree
There is an assistance extended by AES Foundation to Strongly
3.67 9.5
make the extension program possible. Agree
Private organizations and companies are tapped for the Strongly
3.71 8
program’s full implementation. Agree
 PAGE \* MERGEFORMAT 44

There is sufficient assistance in terms of Human Strongly

3.74 6.5
Resource, Materials, and Logistics. Agree
The assessment tool of the School was appropriate in Strongly
3.79 3.5
identifying the category of the pupils. Agree
The venue of the program provided by the school was Strongly
3.79 3.5
conducive to learning. Agree
The School, Foundation and PRMSU were present in Strongly
3.81 2
implementation of the entire program. Agree
There was an evaluation and analization of the tutees Strongly
3.76 5
performance based on the Phil Iri. Agree
The documents needed to evaluate the tutees and the Strongly
3.67 9.5
program were available. Agree
Strongly
Overall Weighted Mean 3.75
Agree

Table 5 shows the Evaluation on the Implementation of extension program of CTE

in terms of assistance-linkages.

The evaluators strongly agreed on all indicators in the evaluation of the

implementation of the extension program of CTE in terms of Assistance-Linkages. The

indicator “The PRMSU-CTE extension Program was made possible through a partnership

with the AES Foundation." received the highest mean of 3.86 (rank 1), followed by "The

School, Foundation and PRMSU were present in implementation of the entire program."

with a mean of 3.81 (rank 2). Both “The assessment tool of the School was appropriate in

identifying the category of the pupils." and “The venue of the program provided by the

school was conducive to learning.” obtained a mean of 3.79 (rank 3.5). " There was an

evaluation and analization of the tutees performance based on the Phil Iri." with a mean

of 3.76 (rank 5). Both “The PRMSU-CTE faculty members expressed their willingness to

support the extension program." and “There is sufficient assistance in terms of Human

Resource, Materials, and Logistics.” received a mean of 3.74 (rank 6.5)". “Private

organizations and companies are tapped for the program’s full implementation." received

a mean of 3.71 (rank 8). " and both “There is an assistance extended by AES Foundation
 PAGE \* MERGEFORMAT 44

to make the extension program possible." and “The documents needed to evaluate the

tutees and the program were available.” obtained a mean of 3.67 (rank 9.5).

The overall computed mean in the evaluation of the implementation of the

extension program of CTE in terms of Assistance-Linkages is 3.75, which is interpreted

as strongly agree. This suggests that the partnership between PRMSU-CTE and the AES

Foundation played a crucial role in facilitating the implementation of the extension

program. Linkages play a crucial role in the success of a project by providing access to

resources, expertise, and support, increasing its reach and impact, enhancing credibility

and trust, building capacity, and addressing complex challenges. Collaborative

partnerships strengthen the project's foundation, foster innovation and creativity, and

contribute to its long-term sustainability and effectiveness. Extension services typically

encompass features established by a higher education institution as a result of official or

unstructured coordination with various non-profit, public, and social groups. It is targeted

to raise the standard of living of local people or to address specific issues relating to their

necessities (Lim, 2011; Laguador Mandigma, & Agena, Citation2013). Cultivating a

society with a pressing need for support from several organizations is an expression of

realizing the goal of assisting people in raising not only the living conditions of the

disadvantaged but also the integrity and principles of all those who contribute to this

worthwhile endeavor (Laguador & Chavez, Citation2013).

1.5 Reading Materials

Table 6
Evaluation on the extension program of CTE in terms of Reading Materials

Descriptive
Reading Materials Rank
Equivalent
Strongly
The reading materials are appropriate to the needs of the pupils. 3.74 5
Agree
 PAGE \* MERGEFORMAT 44

The reading material was based on the recommendation of the Strongly

3.69 9.5.
school. Agree
The reading materials were very useful to the different categories of Strongly
3.71 8
the pupils. Agree
The reading materials were effective in terms of developing the Strongly
3.71 8
reading skill/ability, content, design and usability for the pupils. Agree
The reading materials was colourful, durable, attractive and Strongly
3.71 8
readable. Agree
Strongly
The reading materials were convenient for the tutors and tutees. 3.69 9.5
Agree
Strongly
The reading materials were well package. 3.76 4
Agree
The number of reading material provided by the AES Foundation Strongly
3.79 2.5
was sufficient. Agree
Strongly
All reading materials were used in the program. 3.79 2.5
Agree
Other learning materials like spelling drill, alphabets, story books Strongly
3.83 1
and etc. were used and provided by the tutors. Agree
Strongly
Overall Weighted Mean 3.74
Agree

Table 6 shows the Evaluation on the Implementation of extension program of

CTE in terms of reading materials.

The evaluators strongly agreed on all indicators in the evaluation of the

implementation of the extension program of CTE in terms of reading materials. The

indicator “Other learning materials like spelling drill, alphabets, story books and etc.

were used and provided by the tutors." received the highest mean of 3.83 (rank 1),

followed by " The number of reading material provided by the AES Foundation was

sufficient." and “All reading materials were used in the program.” Both obtained a mean

of 3.8791 (rank 2.5). “The reading materials were well package." obtained a mean of 3.76

(rank 4). " The reading materials are appropriate to the needs of the pupils.." with a mean

of 3.74 (rank 5). Both “The reading materials were very useful to the different categories

of the pupils..", “The reading materials were effective in terms of developing the reading

skill/ability, content, design and usability for the pupils..” and “The reading materials was
 PAGE \* MERGEFORMAT 44

colourful, durable, attractive and readable.” received a mean of 3.71 (rank 8)". “and both

“The reading material was based on the recommendation of the school." and “The

reading materials were convenient for the tutors and tutees.” obtained a mean of 3.69

(rank 9.5).

The overall computed mean in the evaluation of the implementation of the

extension program of CTE in terms of reading materials is 3.74, which is interpreted as

strongly agree. This implies that in addition to the reading materials developed by the

teachers, tutors effectively utilize a variety of supplementary materials to support the

reading instruction provided in the extension program. By incorporating a variety of

learning materials into their teaching practices, tutors can create a more dynamic and

interactive learning environment that promotes active engagement and learning.

According to Theobald (2020), active learning is anything that engages students with

course content and makes them an active part of the learning process. However, it is

useful to use a variety of active learning strategies over the course of a semester so that

students have opportunities to engage with content and one another in different ways.

When creating an active learning environment, it is important to first start with the

learning outcome in mind. Once a learning outcome has been identified, numerous and

varied activities can be created by mixing and matching methods and formats. Activities

which allow students to engage with content and one another in different ways will

naturally accommodate students with different preferences for how they learn.

2.1 Reading level of the tutees before and after the Intervention Program

Table 7
Frequency and Percentage Distribution on the Reading level of the tutees
before the Intervention Program
 PAGE \* MERGEFORMAT 44

Date Reading Level Frequency Percent

Non-Reader 12 30.8
Repeater 7 17.9
2018
Slow Reader 20 51.3
Total 39 100.0
Non-Reader 14 33.3
2019 Slow Reader 28 66.7
Total 42 100.0

Table 7 shows the frequency and percentage distribution on the reading level of the

tutees before the intervention program.

In 2018, out of 39 pupils, 20 or 51.3% were identified as slow readers, 12 or

30.8% were classified as non-readers, and 7 or 17.9% were repeaters. This indicates that

the majority of the pupils' reading levels fall into the category of slow readers. While in

2019, out of 42 pupils, 28 or 66.7% were identified as slow readers, and 14 or 33.3%

were non-readers. This indicates that the majority of the pupils' reading levels fall into the

category of slow readers. Reading proficiency is considered an important competency for

academic learning. High reading proficiency is especially important in the development

of higher reading skills, where students need to access and process text information in

different domains of learning in school. In the PISA 2018, around 80% of Filipino

students who participated did not reach the minimum Level 2 of proficiency in reading

(Organisation for Economic Co-operation and Development [OECD], 2018). This is

because of various non-cognitive factors related to the Filipino learners’ home

backgrounds, learning beliefs and motivations, classroom and school experiences, to

mention a few. Using the machine learning approach, the proposed model may guide

policy and intervention decisions to improve the reading proficiency of our low reading

performing learners.
 PAGE \* MERGEFORMAT 44

The Program for International Student Assessment (PISA) Results from PISA

2018 revealed that reading is among the areas that fifteen-year-old students in the

Philippines scored lower than those in majority of the countries and economies that

participated in PISA 2018. The country’s average reading score was 340 score points, on

a par with that of the Dominican Republic. No country scored lower than the Philippines

and the Dominican Republic. In mathematics and science, students in the Philippines

scored 353 and 357 points, respectively, on a par with performance in Panama. The

Philippines outperformed the Dominican Republic in mathematics and science. The

Philippines shared a significant rate of low performers among all PISA-participating

countries and economies. That is, 80% of the Filipino students did not reach the

minimum level of proficiency in reading. Their poor scores in English, Mathematics, and

Science are attributed to the students’ lack of ability in basic reading and comprehension.

2.2 Reading level of the tutees after the Intervention Program

Table 8
Frequency and Percentage Distribution on the Reading level of the tutees
after the Intervention Program

Date Reading Level Frequency Percent

Non-Reader 8 20.5
Repeater 8 20.5
2018 Slow Reader 13 33.3
Fast Reader 10 25.6
Total 39 100.0
Non-Reader 7 16.7
Slow Reader 16 38.1
2019
Fast Reader 19 45.2
Total 42 100.0

Table 8 shows the frequency and percentage distribution on the reading level of

the tutees after the intervention program.

 PAGE \* MERGEFORMAT 44

In 2018, out of 39 pupils, 8 or 20.5% were identified as slow readers, 8 or 20.5%

were classified as repeaters, 13 or 33.3% were initially slow readers, and 10 or 25.6%

became fast readers. This indicates that most of the pupils' reading levels improved after

the intervention program, with some of them became fast reader. While in 2019, out of 42

pupils, 7 or 16.7% were identified as non-readers, 16 or 38.1% were classified as slow

readers, and 19 or 45.2% became fast readers. This indicates that most of the pupils'

reading levels improved after the intervention program, with most of them became fast

reader. According to Case (2015), intervention programs are an extremely important

component of increasing the reading achievement of below grade level students. With the

abundance of reading programs available, it has become difficult to determine which

programs actually produce students with significantly higher increases in reading

achievement. In the article written by Bajaj (2022), over the past decade, there has been

an immense emphasis on early reading interventions in primary years to strengthen core

reading skills. Several pieces of research have proved that Early intervention in reading

can impact how students think, learn and perform. Early elementary grades are important

as during these years students are in the process of developing reading ability and

proficiency. The impact of reading interventions provided in the early elementary grades

report higher average impacts on reading outcomes than interventions implemented in the

upper elementary. If students do not develop reading skills as per the grade level

expectation in primary years, they are most likely to have reading difficulties throughout

the school. Primary years are the formative years of education and it is during this time,

reading interventions can help in avoiding reading disabilities and difficulties in learners.
 PAGE \* MERGEFORMAT 44

An important aspect of reading interventions is helping learners in developing

confidence, self-esteem through the acquisition of reading skills and strategies.

3. Significant Difference on the Performance of the Pupils Before and After The
Implementation of Program

Table 9
T-Test on the Significant Difference on the Performance of the Pupils Before
and After the Implementation of Program

t df Sig. (2-tailed)
2018 -3.376 38 0.002
2019 -8.162 41 0.00

Table 9 shows the T-test on the significant difference on the performance of the

pupils before and after the implementation of program.

The computed sig-values for the t-tests conducted after the extension program in

2018 and 2019 are 0.002 and 0.00, respectively, both of which are lower than the

significance level (alpha) of 0.05. Therefore, the null hypothesis is rejected, indicating a

significant difference in the performance of the pupils before and after the

implementation of the extension program.

Therefore, there is a significant difference on the performance of the pupils before

and after the implementation of the extension program. This indicates that the extension

program conducted was effective. There was an increase in beneficiaries from nonreaders

to slow readers and from slow readers to fast readers after the intervention. This implies

that the strategies and methods used in the intervention were correct and implemented

well. According to Friedlander and Goldenberg (2016), they found out that there was a

positive impact on Rwandan students’ reading achievement when reading programs both
 PAGE \* MERGEFORMAT 44

gave books and delivered effective reading instruction. Repeated reading, where students

read the same passage multiple times while receiving feedback and teacher or peer

support, and non repetitive reading, where students receive the same feedback and

supports but read one or more texts without additional readings, are two types of fluency

interventions that have both been shown effective for improving struggling readers’

foundational reading skills (Lee & Yoon, 2017; Zimmerman, Reed, & Aloe, 2019).

Chapter 5

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of the findings, the conclusions arrived at and

the recommendations offered by the researcher.

Summary of Findings
Based on the respondents’ responses gathered through the questionnaire, the data

were analyzed and the following are the summary of the interpretations in the findings.

1. Evaluation on the Implementation of extension program of CTE

Program Initiated. The evaluators strongly agreed on all indicators in the

evaluation of the implementation of the extension program of CTE in terms of

program initiation. The indicator "The objectives of the program are fully
 PAGE \* MERGEFORMAT 44

discussed with the concerned people in the Reading Program" received the

highest mean of 3.81 (rank 1), followed by "There is a signed MOA/MOU agreed

upon by PRMSU through its President and Foundation and people relative to both

parties as witnesses" with a mean of 3.79 (rank 2). Both "The program provided

opportunities for learners to select from a variety of reading materials" and "There

is a prescribed number of working days set for the Reading Program" received a

mean of 3.79 (rank 2.5). "Communication letters for approval are sent to the

School, University, and other concerned people" and "There is a prescribed

number of working days set for the Reading Program" both received a mean of

3.76 (rank 4.5). "The program is aligned based on the needs of the school"

obtained a mean of 3.74 (rank 6), "Progress Monitoring measures are

administered formatively throughout the program to document and monitor

student reading performance" received a mean of 3.69 (rank 7), "The program

prioritized essential elements (i.e., phonemic awareness, phonics, fluency, and

comprehension) in reading" obtained a mean of 3.67 (rank 8), "The Reading

Program content met the needs of the pupils" received a mean of 3.64 (rank 9),

and "The length of the Reading Program was adequate" obtained a mean of 3.62

(rank 10).

Pupils. The evaluators strongly agreed on all indicators in the evaluation of the

implementation of the extension program of CTE in terms of pupils. The indicator

" The pupils were confident and motivated to enter the next school year." received

the highest mean of 3.71 (rank 1), followed by " They listened attentively to their

tutors and follow instruction properly." with a mean of 3.79 (rank 2). Both "
 PAGE \* MERGEFORMAT 44

Pupils showed signs of progress in tutorials sessions." and " The pupils had

initiative to do the task given by the tutors." received a mean of 3.64 (rank 3.5).

“The pupils were diligent in attending their summer reading program.." received a

mean of 3.62 (rank 5). " Extra time and efforts were extended to children for the

improvement of their studies," and " Pupils were eager to be taught and trained by

their student tutors." both received a mean of 3.60 (rank 6.5). " The pupils

improved their reading comprehensions in English and Tagalog language."

obtained a mean of 3.57 (rank 8), and both " The pupils improved their ability in

recognizing and identifying the basic sounds, letters and spelling." and “Pupils

developed their reading skills after the program.” obtained a mean of 3.55 (rank

9.5).

Tutors. The evaluators strongly agreed on all indicators in the evaluation of the

implementation of the extension program of CTE in terms of tutors. Both

indicators " Tutors submitted work plan, modules and accomplishment report

after every tutorial session." and “Tutors submitted work plan, modules and

accomplishment report after every tutorial session.” received the highest mean of

3.81 (rank 1.5), followed by " Tutors performed the tutorial tasks effectively."

with a mean of 3.79 (rank 3). “The tutors were able to develop their own

creativity in terms of providing other learning materials." with a mean of 3.76

(rank 3). Both " Tutors were on time for the tutorial sessions." and Tutors show

diligence in terms of attendance and submitting their narrative reports." received a

mean of 3.74 (rank 5.5). " Tutors taught the pupil-tutees with compassion."

received a mean of 3.69 (rank 7). " Tutors used different teaching styles and
 PAGE \* MERGEFORMAT 44

instructional materials for effective teaching and learning process." obtained a

mean of 3.67 (rank 8), " The tutors were able to meet the objectives of the

Reading Program." received a mean of 3.64 (rank 9), and " The tutors showed

professionalism in their work as tutors." obtained a mean of 3.62 (rank 10).

Assistance-Linkages. The evaluators strongly agreed on all indicators in the

evaluation of the implementation of the extension program of CTE in terms of

Assistance-Linkages. The indicator “The PRMSU-CTE extension Program was

made possible through a partnership with the AES Foundation." received the

highest mean of 3.86 (rank 1), followed by "The School, Foundation and PRMSU

were present in implementation of the entire program." with a mean of 3.81 (rank

2). Both “The assessment tool of the School was appropriate in identifying the

category of the pupils." and “The venue of the program provided by the school

was conducive to learning.” obtained a mean of 3.79 (rank 3.5). " There was an

evaluation and analization of the tutees performance based on the Phil Iri." with a

mean of 3.76 (rank 5). Both “The PRMSU-CTE faculty members expressed their

willingness to support the extension program." and “There is sufficient assistance

in terms of Human Resource, Materials, and Logistics.” received a mean of 3.74

(rank 6.5)". “Private organizations and companies are tapped for the program’s

full implementation." received a mean of 3.71 (rank 8). " and both “There is an

assistance extended by AES Foundation to make the extension program possible."

and “The documents needed to evaluate the tutees and the program were

available.” obtained a mean of 3.67 (rank 9.5).

 PAGE \* MERGEFORMAT 44

Reading Materials. The evaluators strongly agreed on all indicators in the

evaluation of the implementation of the extension program of CTE in terms of

reading materials. The indicator “Other learning materials like spelling drill,

alphabets, story books and etc. were used and provided by the tutors." received

the highest mean of 3.83 (rank 1), followed by " The number of reading material

provided by the AES Foundation was sufficient." and “All reading materials were

used in the program.” Both obtained a mean of 3.8791 (rank 2.5). “The reading

materials were well package." obtained a mean of 3.76 (rank 4). " The reading

materials are appropriate to the needs of the pupils.." with a mean of 3.74 (rank

5). Both “The reading materials were very useful to the different categories of the

pupils..", “The reading materials were effective in terms of developing the reading

skill/ability, content, design and usability for the pupils..” and “The reading

materials was colourful, durable, attractive and readable.” received a mean of 3.71

(rank 8)". “and both “The reading material was based on the recommendation of

the school." and “The reading materials were convenient for the tutors and

tutees.” obtained a mean of 3.69 (rank 9.5).

1. Reading Level of the Pupils Before the Intervention Program

2018. Out of 39 pupils, 20 or 51.3% were identified as slow readers, 12 or 30.8%

were classified as non-readers, and 7 or 17.9% were repeaters.

2019. Out of 42 pupils, 28 or 66.7% were identified as slow readers, and 14 or

33.3% were non-readers.

2. Reading Level of the Pupils After the Intervention Program

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2018. Out of 39 pupils, 8 or 20.5% were identified as slow readers, 8 or 20.5%

were classified as repeaters, 13 or 33.3% were initially slow readers, and 10 or

25.6% became fast readers.

2019. Out of 42 pupils, 7 or 16.7% were identified as non-readers, 16 or 38.1%

were classified as slow readers, and 19 or 45.2% became fast readers.

3. Significant difference on the performance of the pupils before and after the

implementation of program. The computed sig-values for the t-tests conducted

after the extension program in 2018 and 2019 are 0.002 and 0.00, respectively,

both of which are lower than the significance level (alpha) of 0.05. Therefore, the

null hypothesis is rejected, indicating a significant difference in the performance

of the pupils before and after the implementation of the extension program.

Conclusions

Based on the summary of the investigations conducted, the researchers have

arrived to conclude that:

1. The researchers strongly agreed on the Evaluation of the Implementation of the

extension program of CTE in terms of Program Initiation, Pupils, Tutors,

Assistance-Linkages, and Reading materials.

2. The reading performance of the pupils before the intervention program indicated

slow readers.

3. The reading performance of the pupils after the intervention program improved to

fast readers

4. There was a significant difference in the performance of the pupils before and

after the implementation of the extension program.

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Recommendations

Based on the summary of the investigations and the conclusions arrived at, the

researcher offers the following recommendations:

1. The College of Teacher Education may develop a comprehensive reading program

with a sustainability plan to ensure improvement among the beneficiaries.

2. The College of Teacher Education may reproduce the developed reading materials

and donate them to the school as part of sustainability.

3. The College of Teacher Education may collaborate with other private agencies,

government agencies, or organizations to ensure the sustainability of the project,

including human resources and funding.

4. The College of Teacher Education may also provide comprehensive tutoring

training for the students to ensure that their skills as tutors are sufficient before

implementing the extension program.

5. The College of Teacher Education may replicate the reading program in other

schools as part of an extension program.

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Appendices

Republic of the Philippines

PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY
Iba, Zambales

COLLEGE OF TEACHER EDUCATION

 PAGE \* MERGEFORMAT 44

JESSIE D. FERRER, CESO V.

Schools Division Superintendent
School Division of Zambales
Iba, Zambales

Sir:

In line with the thesis proposal entitled, “Impact of the Extension Program of the College of
Teacher Education Towards Community Development”

With this, We, the undersigned are requesting permission to distribute questionnaire for
instrument validation to Teachers of Bani Elementary School Masinloc District.
Rest assured that responses will be used for research purposes only and will be treated
with outmost confidentially.
God bless! Thank you for your kind participation.

Very truly yours,

MARIA ANDREA BISCO

Researcher

KYLA SHAYNE ANCHETA

Researcher

LYKA MORENO
Researcher

Noted by:

GRACE L. ANGALA, MAEd

Adviser
PAGE \* MERGEFORMAT 44
 PAGE \* MERGEFORMAT 44

Republic of the Philippines

PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY
Iba, Zambales

COLLEGE OF TEACHER EDUCATION

MARIA CONSUELO E. DAMASO

School Principal II
Bani Elementary School
Bani, Masinloc, Zambales

Ma’am:
In line with the thesis proposal entitled, “Impact of the Extension Program of the College of
Teacher Education Towards Community Development”

With this, I am requesting a permission to distribute questionnaire for instrument

validation to Teachers of Bani Elementary School.
Rest assured that responses will be used for research purposes only and will be treated
with outmost confidentially.
God bless! Thank you for your kind participation.

Very truly yours,

KYLA SHAYNE ANCHETA
Researcher

MARIA ANDREA BISCO

Researcher

LYKA U. MORENO
Researcher

Noted by:

GRACE L. ANGALA, MAEd.

Adviser
 PAGE \* MERGEFORMAT 44

Republic of the Philippines

PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY
Iba, Zambales

COLLEGE OF TEACHER EDUCATION

COLLEGE OF TEACHER EDUCATION EXTENSION PROGRAM

(SUMMER READING TUTORIAL)

Dear respondents,

We are respectfully requesting for your participation. Answering all the questions
honestly and carefully will aid us in analyzing the data accurately. Rest assured that all of
the data gathered from the study will be treated with respect and confidentiality.
Your participation is highly appreciated.

Respectfully yours,
Ancheta, K.S.
Bisco, M.A.
Moreno, L.
 PAGE \* MERGEFORMAT 44

Republic of the Philippines

President Ramon Magsaysay State University
(Formerly Ramon Magsaysay Technological University)
Iba, Zambales, Philippines
Tel/Fax No.: (047) 811-1683

COLLEGE OF TEACHER EDUCATION EXTENSION PROGRAM

(SUMMER READING TUTORIAL)

Part I. Personal Information Data

Name: _______________________________

Part II. Effectiveness of Reading Program of College of Teacher Education

Instruction: Answer the following items by a check (/) on the blank space which
correspond the degree of your answer using the following legend:

4 – Strongly Agree (SA)

3 – Agree (A)
2 – Disagree (D)
1 – Strongly Disagree (SD)

4 3 2 1
Program Initiated
The objectives of the program are fully discussed to the concerned
1.
people in the Reading Program.
There is a signed MOA/MOU agree upon by PRMSU through its
2. President and Foundation and people relative to both parties as
witnesses.
Communication letters for approval are sent to School, University
3.
and other concerned people.
There is a prescribed number of working days set for Reading
4.
Program.
5. The Reading Program content met the needs of the pupils.
6. The length of Reading Program was adequate.
7. The program prioritized essential elements (i.e., phonemic
awareness, phonics, fluency and comprehension) in reading.
8. Progress Monitoring measures are administered formatively
throughout the program to document and monitor student reading
performance.
9 The program is aligned base on the needs of the school.
10. The program provided opportunities for learners to select from a
variety of reading materials.
 PAGE \* MERGEFORMAT 44

4 3 2 1
Pupils
Extra time and efforts were extended to children for the
1.
improvement of their studies,
2. Pupils were eager to be taught and trained by their student tutors.
They listened attentively to their tutors and follow instruction
3.
properly.
4. Pupils showed signs of progress in tutorials sessions.
5. Pupils developed their reading skills after the program.
6. The pupils had initiative to do the task given by the tutors.
7. The pupils improved their ability in recognizing and identifying the
basic sounds, letters and spelling.
8. The pupils improved their reading comprehensions in English and
Tagalog language.
9. The pupils were diligent in attending their summer reading program.
10. The pupils were confident and motivated to enter the next school
year.

4 3 2 1
Tutors

1. Tutors were on time for the tutorial sessions.

2. Tutors performed the tutorial tasks effectively.

3. Tutors teaches the pupil-tutees with compassion.

Tutors submitted work plan, modules and accomplishment report
4.
after every tutorial session.
5. Tutors used different teaching styles and instructional materials for
effective teaching and learning process.
6. Tutors show diligence in terms of attendance and submitting their
narrative reports.
7. The tutors showed professionalism in their work as tutors.
8. The tutors were able to meet the objectives of the Reading Program.
9. The tutors were able to develop their own creativity in terms of
providing other learning materials.
10. The tutors created rapport and camaraderie with the pupils and co-
tutors.
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4 3 2 1
Assistance-Linkages

The PRMSU-CTE extension Program was made possible through a

1.
partnership with the AES Foundation.
The PRMSU-CTE faculty members expressed their willingness to
2.
support the extension program.
There is an assistance extended by AES Foundation to make the
3.
extension program possible.
Private organizations and companies are tapped for the program’s
4.
full implementation.
5. There is sufficient assistance in terms of Human Resource, Materials,
and Logistics.
6. The assessment tool of the School was appropriate in identifying the
category of the pupils.
7. The venue of the program provided by the school was conducive to
learning.
8. The School, Foundation and PRMSU were present in implementation
of the entire program.
9. There was an evaluation and analization of the tutees performance
based on the Phil Iri.
10. The documents needed to evaluate the tutees and the program were
available.

4 3 2 1
Reading Materials

1. The reading materials are appropriate to the needs of the pupils.

The reading material was based on the recommendation of the
2.
school.
The reading materials were very useful to the different categories of
3.
the pupils.
The reading materials were effective in terms of developing the
4.
reading skill/ability, content, design and usability for the pupils.
5. The reading materials was colorful, durable, attractive and readable.
6. The reading materials were convenient for the tutors and tutees.
7. The reading materials were well package.
8. The number of reading material provided by the AES Foundation
was sufficient.
9. All reading materials were used in the program.
10. Other learning materials like spelling drill, alphabets, story books
and etc. were used and provided by the tutors.
 PAGE \* MERGEFORMAT 44

Data Matrix

Program Initiated S.1

Frequenc Valid Cumulativ

y Percent Percent e Percent
Valid 3.00 8 19.0 19.0 19.0
4.00 34 81.0 81.0 100.0
Total 42 100.0 100.0

Program Initiated S.2

Frequenc Valid Cumulativ

y Percent Percent e Percent
Valid 2.00 1 2.4 2.4 2.4
3.00 7 16.7 16.7 19.0
4.00 34 81.0 81.0 100.0
Total 42 100.0 100.0

Program Initiated S.3

Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 3.00 10 23.8 23.8 23.8
4.00 32 76.2 76.2 100.0
Total 42 100.0 100.0

Program Initiated S.4

Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 3.00 10 23.8 23.8 23.8
4.00 32 76.2 76.2 100.0
Total 42 100.0 100.0

Program Initiated S.5

Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 2.00 1 2.4 2.4 2.4
3.00 13 31.0 31.0 33.3
4.00 28 66.7 66.7 100.0
Total 42 100.0 100.0

Program Initiated S.6

Frequenc Valid Cumulativ
y Percent Percent e Percent
 PAGE \* MERGEFORMAT 44

Valid 2.00 1 2.4 2.4 2.4

3.00 14 33.3 33.3 35.7
4.00 27 64.3 64.3 100.0
Total 42 100.0 100.0

Program Initiated S.7

Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 2.00 1 2.4 2.4 2.4
3.00 12 28.6 28.6 31.0
4.00 29 69.0 69.0 100.0
Total 42 100.0 100.0

Program Initiated S.8

Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 3.00 13 31.0 31.0 31.0
4.00 29 69.0 69.0 100.0
Total 42 100.0 100.0

Program Initiated S.9

Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 2.00 1 2.4 2.4 2.4
3.00 9 21.4 21.4 23.8
4.00 32 76.2 76.2 100.0
Total 42 100.0 100.0

Program Initiated S.10

Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 2.00 1 2.4 2.4 2.4
3.00 7 16.7 16.7 19.0
4.00 34 81.0 81.0 100.0
Total 42 100.0 100.0

Pupils S.1
Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 2.00 1 2.4 2.4 2.4

3.00 15 35.7 35.7 38.1

4.00 26 61.9 61.9 100.0

 PAGE \* MERGEFORMAT 44

Total 42 100.0 100.0

Pupils S.2
Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 2.00 1 2.4 2.4 2.4
3.00 15 35.7 35.7 38.1
4.00 26 61.9 61.9 100.0
Total 42 100.0 100.0

Pupils S.3
Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 2.00 1 2.4 2.4 2.4
3.00 11 26.2 26.2 28.6
4.00 30 71.4 71.4 100.0
Total 42 100.0 100.0

Pupils S.4
Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 2.00 1 2.4 2.4 2.4
3.00 13 31.0 31.0 33.3
4.00 28 66.7 66.7 100.0
Total 42 100.0 100.0

Pupils S.5
Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 2.00 1 2.4 2.4 2.4
3.00 17 40.5 40.5 42.9
4.00 24 57.1 57.1 100.0
Total 42 100.0 100.0

Pupils S.6
Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 2.00 1 2.4 2.4 2.4
3.00 13 31.0 31.0 33.3
4.00 28 66.7 66.7 100.0
Total 42 100.0 100.0

Pupils S.7
 PAGE \* MERGEFORMAT 44

Frequenc Valid Cumulativ

y Percent Percent e Percent
Valid 2.00 2 4.8 4.8 4.8
3.00 15 35.7 35.7 40.5
4.00 25 59.5 59.5 100.0
Total 42 100.0 100.0

Pupils S.8
Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 2.00 1 2.4 2.4 2.4
3.00 16 38.1 38.1 40.5
4.00 25 59.5 59.5 100.0
Total 42 100.0 100.0

Pupils S.9
Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 2.00 1 2.4 2.4 2.4
3.00 14 33.3 33.3 35.7
4.00 27 64.3 64.3 100.0
Total 42 100.0 100.0

Pupils S.10
Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 3.00 12 28.6 28.6 28.6
4.00 30 71.4 71.4 100.0
Total 42 100.0 100.0

Tutors S.1

Frequenc Valid Cumulativ

y Percent Percent e Percent
Valid 3.00 11 26.2 26.2 26.2
4.00 31 73.8 73.8 100.0
Total 42 100.0 100.0

Tutors S.2

Frequenc Valid Cumulativ

y Percent Percent e Percent
 PAGE \* MERGEFORMAT 44

Valid 3.00 9 21.4 21.4 21.4

4.00 33 78.6 78.6 100.0
Total 42 100.0 100.0

Tutors S.3
Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 3.00 13 31.0 31.0 31.0
4.00 29 69.0 69.0 100.0
Total 42 100.0 100.0

Tutors S.4
Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 3.00 8 19.0 19.0 19.0

4.00 34 81.0 81.0 100.0

Total 42 100.0 100.0

Tutors S.5
Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 3.00 14 33.3 33.3 33.3
4.00 28 66.7 66.7 100.0
Total 42 100.0 100.0

Tutors S.6
Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 3.00 11 26.2 26.2 26.2
4.00 31 73.8 73.8 100.0
Total 42 100.0 100.0

Tutors S.7
Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 3.00 16 38.1 38.1 38.1
4.00 26 61.9 61.9 100.0
Total 42 100.0 100.0

Tutors S.8
Frequenc Valid Cumulativ
y Percent Percent e Percent
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Valid 3.00 15 35.7 35.7 35.7

4.00 27 64.3 64.3 100.0
Total 42 100.0 100.0

Tutors S.9
Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 3.00 10 23.8 23.8 23.8
4.00 32 76.2 76.2 100.0
Total 42 100.0 100.0

Tutors S.10
Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 3.00 8 19.0 19.0 19.0
4.00 34 81.0 81.0 100.0
Total 42 100.0 100.0

Assistance-Linkages S.1

Frequenc Valid Cumulativ

y Percent Percent e Percent
Valid 3.00 6 14.3 14.3 14.3

4.00 36 85.7 85.7 100.0

Total 42 100.0 100.0

Assistance-Linkages S.2

Frequenc Valid Cumulativ

y Percent Percent e Percent
Valid 3.00 11 26.2 26.2 26.2
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4.00 31 73.8 73.8 100.0

Total 42 100.0 100.0

Assistance-Linkages S.3
Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 3.00 14 33.3 33.3 33.3
4.00 28 66.7 66.7 100.0
Total 42 100.0 100.0

Assistance-Linkages S.4
Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 3.00 12 28.6 28.6 28.6
4.00 30 71.4 71.4 100.0
Total 42 100.0 100.0

Assistance-Linkages S.5

Frequenc Valid Cumulativ

y Percent Percent e Percent
Valid 3.00 11 26.2 26.2 26.2

4.00 31 73.8 73.8 100.0

Total 42 100.0 100.0

Assistance-Linkages S.6
Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 3.00 9 21.4 21.4 21.4
4.00 33 78.6 78.6 100.0
Total 42 100.0 100.0

Assistance-Linkages S.7
Frequenc Valid Cumulativ
y Percent Percent e Percent
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Valid 3.00 9 21.4 21.4 21.4

4.00 33 78.6 78.6 100.0
Total 42 100.0 100.0

Assistance-Linkages S.8
Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 3.00 8 19.0 19.0 19.0
4.00 34 81.0 81.0 100.0
Total 42 100.0 100.0

Assistance-Linkages S.9
Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 3.00 10 23.8 23.8 23.8
4.00 32 76.2 76.2 100.0
Total 42 100.0 100.0

Assistance-Linkages S.10
Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 2.00 1 2.4 2.4 2.4
3.00 12 28.6 28.6 31.0
4.00 29 69.0 69.0 100.0
Total 42 100.0 100.0

Reading Materials S.1

Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 2.00 1 2.4 2.4 2.4
3.00 9 21.4 21.4 23.8

4.00 32 76.2 76.2 100.0

Total 42 100.0 100.0

Reading Materials S.2

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Frequenc Valid Cumulativ

y Percent Percent e Percent
Valid 2.00 1 2.4 2.4 2.4
3.00 11 26.2 26.2 28.6
4.00 30 71.4 71.4 100.0
Total 42 100.0 100.0

Reading Materials S.3

Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 3.00 12 28.6 28.6 28.6
4.00 30 71.4 71.4 100.0
Total 42 100.0 100.0

Reading Materials S.4

Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 2.00 1 2.4 2.4 2.4

3.00 10 23.8 23.8 26.2

4.00 31 73.8 73.8 100.0
Total 42 100.0 100.0

Reading Materials S.5

Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 2.00 1 2.4 2.4 2.4
3.00 10 23.8 23.8 26.2
4.00 31 73.8 73.8 100.0
Total 42 100.0 100.0

Reading Materials S.6

Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 1.00 1 2.4 2.4 2.4
3.00 10 23.8 23.8 26.2
4.00 31 73.8 73.8 100.0
Total 42 100.0 100.0
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Reading Materials S.7

Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 2.00 1 2.4 2.4 2.4
3.00 8 19.0 19.0 21.4
4.00 33 78.6 78.6 100.0
Total 42 100.0 100.0

Reading Materials S.8

Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 2.00 1 2.4 2.4 2.4
3.00 7 16.7 16.7 19.0
4.00 34 81.0 81.0 100.0
Total 42 100.0 100.0

Reading Materials S.9

Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 3.00 9 21.4 21.4 21.4
4.00 33 78.6 78.6 100.0
Total 42 100.0 100.0

Reading Materials S.10

Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid 3.00 7 16.7 16.7 16.7
4.00 35 83.3 83.3 100.0
Total 42 100.0 100.0

2018 - Before Implementation

Frequenc Valid Cumulativ

y Percent Percent e Percent
Valid Non- 12 30.8 30.8 30.8
Reader
Repeater 7 17.9 17.9 48.7
Slow 20 51.3 51.3 100.0
Reader
Total 39 100.0 100.0

2018 - After Implementation

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Frequenc Valid Cumulativ

y Percent Percent e Percent
Valid Non- 8 20.5 20.5 20.5
Reader
Repeater 8 20.5 20.5 41.0
Slow 14 35.9 35.9 76.9
Reader
Fast 9 23.1 23.1 100.0
Reader
Total 39 100.0 100.0

2019 - Before Implementation

Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid Non- 14 33.3 33.3 33.3
Reader
Slow 28 66.7 66.7 100.0
Reader
Total 42 100.0 100.0

2019 - After Implementation

Frequenc Valid Cumulativ
y Percent Percent e Percent
Valid Non- 7 16.7 16.7 16.7
Reader
Slow 16 38.1 38.1 54.8
Reader
Fast 19 45.2 45.2 100.0
Reader
Total 42 100.0 100.0

Paired Samples Test

Paired Differences
95% Confidence
Interval of the
Std. Std.
Difference
Deviatio Error Sig. (2-
Mean n Mean Lower Upper t df tailed)
2018 Pretest1 - -.38462 .71139 .11391 -.61522 -.15401 -3.376 38 .002
Post1
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Paired Samples Test

Paired Differences
95% Confidence
Interval of the
Std. Std.
Difference
Deviatio Error Sig. (2-
Mean n Mean Lower Upper t df tailed)
2019 VAR0000 -.61905 .49151 .07584 -.77221 -.46588 -8.162 41 .000
1-
VAR0000
3

IMPACT OF THE EXTENSION PROGRAM OF THE COLLEGE OF TEACHER

EDUCATION TOWARDS COMMUNITY DEVELOPMENT

CRONBACH ALPA RESULT

Program Initiated

Reliability Statistics
N of
Cronbach's Alpha Interpretation
Items
0.918 10 Excellent

Pupils
Reliability Statistics
N of
Cronbach's Alpha Interpretation
Items
0.877 10 Good

Tutors
Reliability Statistics
N of
Cronbach's Alpha Interpretation
Items
0.904 10 Excellent

Assistance-Linkages
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Reliability Statistics
N of Interpretati
Cronbach's Alpha
Items on
0.915 10 Excellent

Reading Materials
Reliability Statistics
N of Interpretati
Cronbach's Alpha
Items on
0.914 10 Excellent

a
Interpretation of Cronbach’s alpha and Cronbach’s alpha based on standardized items
(Gerorge and Mallery, 2003)

Alpha Descriptive interpretation of

(reliability coefficient) reliability
> 0.9 Excellent
> 0.8 Good
> 0.7 Acceptable
> 0.6 Questionable
> 0.5 Poor
< 0.5 Unacceptable

As can be seen above the instrument indicates Excellent and Good results of Cronbach
Alpha, the instruments can be used for data gathering.
 PAGE \* MERGEFORMAT 44

MARK GIL C. DELA ROSA, MAEd

Math Instructor

Documentation
 PAGE \* MERGEFORMAT 44

CURRICULUM VITAE
 PAGE \* MERGEFORMAT 44

LYKA U. MORENO
San Lorenzo Masinloc, Zambales
Contact No. 0963-206-9303
Email Address: [email protected]

PERSONAL INFORMATION
Age : 20 years old
Date of Birth : June 23, 2003
Place of Birth : San Lorenzo, Masinloc, Zambales
Civil Status : Single
Nationality : Filipino
Gender : Female
Religion : Roman Catholic
Height : 4’11”/149 cm.
Weight : 43 kg/ 83 lbs.
Father’s Name : Ruwel T. Moreno
Mother’s Name : Rowena U. Moreno

EDUCATIONAL ATTAINEMENT

Elementary : San Lorenzo Elementary School

San Lorenzo, Masinloc, Zambales
S.Y. 2014-2015

Secondary : Sto. Rosario Integrated School

San Lorenzo, Masinloc, Zambales
S.Y. 2018-2019

Northern Zambales College

Inhobol, Masinloc, Zambales
S.Y. 2020-2021

Tertiary : President Ramon Magsaysay State University

Zone 6 Baytan, Iba, Zambales
(2021-Present)
 PAGE \* MERGEFORMAT 44

MARIA ANDREA C. BISCO

Dirita, Iba, Zambales
Contact No. 0927-033-9376
Email Address: [email protected]

PERSONAL INFORMATION
Age : 21 years old
Date of Birth : January 08, 2002
Place of Birth : Dinalupihan, Bataan
Civil Status : Single
Nationality : Filipino
Gender : Female
Religion : Roman Catholic
Height : 5’0 / 152 cm.
Weight : 45 kg/ 99 lbs.
Father’s Name : None
Mother’s Name : Rhea Myrene Bisco

EDUCATIONAL ATTAINEMENT

Elementary : Casupanan Elementary School

Palihan, Hermosa, Bataan
S.Y. 2014-2015

Secondary : Zambales National Highschool

Iba, Zambales
S.Y. 2018-2019

Zambales National Highschool

Iba, Zambales
S.Y. 2020-2021

Tertiary : President Ramon Magsaysay State University

Zone 6 Baytan, Iba, Zambales
(2021-Present)

KYLA SHAYNE C. ANCHETA

 PAGE \* MERGEFORMAT 44

Libaba, Palauig, Zambales

Contact No. 0950-419-1999
Email Address: [email protected]

PERSONAL INFORMATION

Age : 20 years old

Date of Birth : December 24, 2002
Place of Birth : Palauig, Zambales
Civil Status : Single
Nationality : Filipino
Gender : Female
Religion : Roman Catholic
Height : 4’11”/149 cm.
Weight : 42 kg/ 92 lbs.
Father’s Name : Rolando D. Ancheta
Mother’s Name : Annalyn C. Ancheta

EDUCATIONAL ATTAINEMENT

Elementary : A.P. Decano Memorial Elementary School

Garreta, Palauig, Zambales
S.Y. 2014-2015

Secondary : Carmel Academy

West Poblacion, Palauig, Zambales
S.Y. 2018-2019

Carmel Academy
West Poblacion, Palauig Zambales
S.Y. 2020-2021

Tertiary : President Ramon Magsaysay State University

Zone 6 Baytan, Iba, Zambales
(2021-Present)