PROJECT 4-R: A SCHOOL-WIDE READING INTERVENTION STRATEGY TO ENHANCE LITERACY AND ACADEMIC PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENTS IN BAROBO NATIONAL HIGH SCHOOL

Education

This study evaluates the effectiveness of Project 4-R (Read, Retell, React, Reflect) as a school-wide reading intervention designed to increase the Mean Percentage Score (MPS) and literacy levels of all Junior High School students at Barobo National High School for the School Year 2025–2026. Despite the transition to the MATATAG curriculum, consistent challenges in reading comprehension continue to hinder student performance in standardized assessments. Utilizing a Quasi-Experimental Pre-test/Post-test design, the research will assess the reading profiles of learners from Grades 7 to 10 using the Philippine Informal Reading Inventory (Phil-IRI) and previous quarter MPS records as baseline data. The intervention involves a standardized 15-minute daily routine where students engage in decoding (Read), summarizing (Retell), affective engagement (React), and metacognitive application (Reflect). Data will be analyzed using Mean, Standard Deviation, and Paired T-tests to determine the significance of academic gains. It is hypothesized that the structured cognitive scaffolding of the 4-R strategy will move students from the frustration to the independent reading level, thereby significantly elevating the school’s overall English MPS. The findings of this study aim to provide a data-driven model for school-wide literacy programs and offer a sustainable instructional routine to meet the Department of Education’s proficiency standards.

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