EXPLORING THE IMPACT OF PROJECT PRIME ON

READING COMPREHENSION OF
PRE-DETERMINEDLEARNERS AT BINTAWAN
NATIONAL HIGH SCHOOL

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 10
Pages: 87-96
Document ID: 2023PEMJ836
DOI: 10.5281/zenodo.8088517
Manuscript Accepted: 2023-26-6
Psych Educ, 2023, 10: 87-96, Document ID:2023 PEMJ836, doi:10.5281/zenodo.8088517, ISSN 2822-4353
Research Article

Exploring the Impact of Project PRIME on Reading Comprehension of

Pre-determined Learners at Bintawan National High School
Joean S. Andal*, Christian Jay A. Bautista
For affiliations and correspondence, see the last page.
Abstract
This study explored the impact of Project PRIME (Polishing Reading Intensively through Monitoring
and Evaluation), an intervention program designed to improve reading comprehension skills among
pre-determined learners. The participants were randomly assigned to either the intervention group,
which received Project PRIME, or the control group, which received regular instruction. The study
utilized pre-test and post-test control group design measures to assess the impact of the intervention
on reading comprehension skills. The results revealed that the implementation of Project PRIME had
a positive effect on the reading comprehension skills of pre-determined learners. The intervention
group demonstrated a significant improvement in their reading comprehension scores compared to
the control group, indicating the effectiveness of Project PRIME in enhancing reading skills. The
level of significance for the intervention group was highly significant, indicating a substantial
difference between the pre-test and post-test scores. In contrast, the control group did not show a
significant improvement in reading comprehension skills without the intervention. Furthermore, when
controlling for pre-test scores, the experimental group exhibited significantly higher reading
comprehension performance compared to the control group. This suggests that Project PRIME had a
positive impact on the reading skills of pre-determined learners, even when considering their initial
reading abilities. The study identified several strengths of Project PRIME, including the use of
interactive and culturally relevant materials, as well as providing opportunities for practice and
application. These findings align with previous research emphasizing the benefits of incorporating
students' cultural backgrounds and implementing student-centered approaches to enhance reading
comprehension skills.

Keywords: project PRIME, reading intervention, teaching strategies

Introduction linguistic, and socio-emotional skills (Baker & Scher,

The ability to read proficiently is a fundamental skill
that plays a crucial role in a student's academic success
and overall development. However, some students
may face challenges in developing strong reading
skills, which can hinder their educational progress.
The implementation of targeted interventions, such as
Project PRIME, holds the potential to address these
challenges and enhance reading proficiency among
pre-determined learners. It is essential to explore the
impact of Project PRIME to understand its
effectiveness and identify areas for improvement,
ultimately benefiting the learners, teachers, and the
educational community as a whole.
Reading is undoubtedly one of the fundamental skills
that children learn in their early years of schooling. It
plays a crucial role in their academic success and
lifelong learning (National Institute of Child Health
and Human Development, 2000). The cognitive
process of decoding and understanding written or
printed texts is at the core of reading, involving word
recognition and interpretation of meaning (Kuhn,
Schwanenflugel, & Meisinger, 2010). It serves as a
key means of accessing information and knowledge,
and it contributes to the development of cognitive,
2002).
In the context of the Philippines, a country known for
its high proficiency in English and the production of
skilled workers in various industries, reading remains a
significant challenge for a considerable proportion of
the population, which is the official international
language. Despite the emphasis on reading proficiency
in the K-12 Basic Education Curriculum, many
Filipino students struggle with reading, which
negatively impacts their academic performance and
overall development.
Assessments such as the National Achievement Test
(NAT) in the Philippines provide insights into the
reading proficiency of students in public schools. The
2018 NAT results indicated that only 59.6% of grade 6
students achieved the proficiency level in English,
while just 47.7% achieved the proficiency level in
Filipino (Department of Education, 2019). These
statistics highlight the need for effective strategies to
address the challenges faced by Filipino students in
reading.
Various factors contribute to poor reading performance
among students in the Philippines. Inadequate reading
instruction is one such factor. A study by Dizon (2018)

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Research Article
found that the lack of specific instructional strategies
and approaches tailored to individual student needs
hindered reading development. Teachers need to be
equipped with effective instructional methods to
enhance reading skills, including phonics instruction,
vocabulary development, and reading comprehension
strategies.
The availability and accessibility of reading materials
are crucial for fostering reading skills. A study by
Salcedo and Bautista (2016) highlighted the shortage
of reading materials in Philippine public schools,
particularly in rural areas. Limited exposure to print
materials can impede reading acquisition and fluency.
Therefore, efforts should be made to increase the
availability of diverse and age-appropriate reading
materials, both in print and digital formats, in schools
and communities.
Creating literacy-rich environments is another strategy
that can support reading development. According to a
study by Santos (2017), a literacy-rich environment
encompasses not only the availability of reading
materials but also the promotion of reading-related
activities and positive reading attitudes. Classrooms
and homes can be transformed into literacy-rich spaces
by incorporating reading corners, establishing reading
routines, and engaging students in interactive and
meaningful literacy experiences.
Developing positive reading habits is essential for
improving reading skills. Research by Lee, Nguyen,
and Huang (2018) emphasized the role of reading
habits in promoting reading proficiency. Encouraging
students to engage in regular independent reading and
providing opportunities for guided reading can
contribute to the development of reading fluency,
comprehension, and vocabulary.
Socio-economic factors also significantly influence
reading performance. Poverty, language barriers, and
limited access to educational resources have an impact
on students' reading abilities. A study by Bernardo and
Palanca (2015) highlighted the relationship between
socio-economic status and reading achievement.
Addressing these barriers requires interventions that go
beyond the classroom, including providing financial
support to disadvantaged students and families,
offering language assistance programs, and
establishing community partnerships to increase access
to educational resources.
To address these challenges, it is important to
implement effective strategies and interventions.
High-quality reading instruction is a key component in
Andal & Bautista
improving reading skills. Teachers should receive
professional development opportunities that equip
them with evidence-based instructional practices. For
example, a study by Tabios and Barrientos (2016)
emphasized the effectiveness of explicit and
systematic phonics instruction in improving reading
outcomes. Phonics instruction focuses on teaching the
relationship between sounds and letters, which
enhances decoding skills and improves overall reading
proficiency.
Promoting literacy-rich environments both in schools
and at home is crucial. According to a study by Castro
(2019), children who grow up in literacy-rich
environments, where reading is valued and
encouraged, tend to develop stronger reading skills.
Schools can establish partnerships with parents and the
community to promote reading activities, such as book
clubs, reading contests, and storytelling sessions.
Additionally, incorporating technology and digital
resources can enhance students' access to a wide range
of reading materials and engage them in interactive
reading experiences (Wu, 2017).
Increasing access to reading materials is essential for
improving reading proficiency. Libraries and resource
centers play a vital role in providing students with a
variety of reading materials. A study by Roxas and
Salvador (2018) emphasized the importance of well-
stocked and well-maintained libraries in schools.
Efforts should be made to ensure that schools have
well-equipped libraries and that students have
opportunities to borrow books for independent
reading. Additionally, partnerships with publishers,
NGOs, and government agencies can help in the
distribution of reading materials to schools,
particularly in underserved areas.
Fostering positive reading habits is another critical
aspect of improving reading skills. The habit of
reading regularly and voluntarily is associated with
higher reading achievement (Mol, Bus, & de Jong,
2009). Encouraging students to read for pleasure and
providing them with a wide selection of books based
on their interests can motivate them to engage in
reading activities. Initiatives such as reading
challenges, reading logs, and book clubs can create a
supportive reading culture within schools.
Addressing socio-economic barriers is crucial for
promoting reading proficiency among all students.
Poverty and language barriers can significantly impact
reading performance. Providing financial support to
economically disadvantaged students, such as
scholarships, book subsidies, and school supplies, can
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help remove barriers to accessing reading materials
and resources. Language assistance programs,
including bilingual education strategies and targeted
support for students with limited English or Filipino
proficiency, are important for supporting language
acquisition and reading development (Alcantara,
2019).
Community engagement and partnerships are vital in
supporting reading initiatives. Collaboration with local
organizations, businesses, and community leaders can
help establish reading programs, mentorship
opportunities, and outreach activities that promote
literacy. For example, a study by Vergara (2018)
highlighted the effectiveness of community-based
reading programs in improving reading skills among
disadvantaged students.
Reading proficiency is a critical skill that enables
students to comprehend and analyze various forms of
written information. In the context of Bintawan
National High School, pre-determined learners have
been identified as individuals who require additional
support in their reading development. Project PRIME
has been designed as an intervention program
specifically tailored to cater to the reading needs of
these learners. However, there is a need to assess the
effectiveness and outcomes of Project PRIME in order
to evaluate its contribution to the reading
comprehension of pre-determined learners.
While several reading intervention programs have
been implemented in educational settings, there is a
research gap regarding the specific impact of Project
PRIME on pre-determined learners at Bintawan
National High School. Existing studies have primarily
focused on broader reading interventions or have been
conducted in different contexts, limiting their direct
applicability to this specific group of learners.
Therefore, there is a need for an action research study
that specifically investigates the impact of Project
PRIME on reading comprehension among pre-
determined learners at Bintawan National High
School.
Research Questions
This action research aimed to explore the impact of
Project PRIME on the reading comprehension of pre-
determined learners at Bintawan National High
School. Specifically, the study sought to answer the
following research questions:
1. What is the level of reading comprehension of the
students before and after the intervention in the control
and experimental groups?
Andal & Bautista
2. Is there a significant difference in the reading
comprehension of the students with and without
project PRIME before and after the intervention?
3. Is there a significant difference in the reading
comprehension between the control and experimental
groups, taking into account the pre-test scores as a
controlling factor?
4. What recommendations can be made to improve the
implementation of Project PRIME and its impact on
reading comprehension among pre-determined
learners?
Methodology
Research Design
The present study was designed as action research,
aiming to investigate the effects of an intervention
called Project PRIME on the reading performance of
Grade-7 students at Bintawan National High School. A
quantitative approach was utilized to assess the impact
of the intervention by measuring the students'
performance using pre-test and post-test scores.
To conduct the research, a quasi-experimental research
design was employed, specifically the pretest-posttest
control group design. This design facilitated the
comparison of pre-test and post-test scores between
the control and experimental groups, enabling an
assessment of the effects of the Project PRIME
intervention on the reading performance of the
students.
Research Respondents
The population of Grade 7 students at Bintawan
National High School is approximately 400. For this
study, a sample size of 80 students will be
purposefully selected to participate. The sample size
was determined through power analysis, considering
factors like the expected effect size, alpha level, and
power level required to detect a significant difference
between the experimental and control groups.
The participants were randomly assigned to either the
experimental group or the control group. The
experimental group comprised 40 students who
received the Project PRIME intervention, while the
control group consisted of 40 students who did not
receive the intervention. Participants and their parents
or guardians was fully informed about the study and
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requested to provide informed consent.
To ensure the study's validity and reliability,
participants was selected based on specific criteria,
including age, grade level, and English proficiency
level. Participants was informed that their involvement
is voluntary and did not impact their academic
performance or standing. Confidentiality and
anonymity of the participants was strictly maintained
throughout the study, and participants had the right to
withdraw from the study at any time without facing
any penalties.
Research Locale
This study was conducted in Bintawan National High
School, a public school in the division of Nueva
Vizcaya which implements the K to 12 Basic
Education Curriculum particularly grade-7.
Research Instrument
Pre-test: The pre-test was employed to evaluate the
initial reading comprehension skills of the participants
prior to the intervention, specifically Project PRIME.
It invo lv ed using a stan d ard ized read ing
comprehension assessment tool commonly utilized in
educational research. The assessment tool was
administered to both the experimental and control
groups to establish a baseline measurement of their
reading comprehension skills.
Post-test: The post-test was conducted to assess the
impact of Project PRIME on the participants' reading
comprehension skills. Similar to the pre-test, the post-
test utilized the same standardized reading
comprehension assessment tool. It was administered to
both the experimental and control groups after the
intervention. By comparing the scores of the post-test
with those of the pre-test, the effectiveness of Project
PRIME could be determined.
Survey: Alongside the pre-test and post-test, a survey
was administered to the experimental group to collect
qualitative data regarding their experiences with
Project PRIME. The survey included open-ended
questions that allowed participants to provide feedback
on the intervention's effectiveness. The responses
obtained from the survey were analyzed to gain insight
into the participants' perceptions of the intervention.
To ensure the research instruments' validity and
reliability, a pilot test was conducted with a small
group of students from Bintawan National High
School before the actual study. The standardized
reading comprehension assessment tool and the survey
Andal & Bautista
were pilot tested to refine and validate their
appropriateness and effectiveness for the study.
The standardized reading comprehension assessment
tool utilized in both the pre-test and post-test
demonstrated high internal consistency and reliability,
as indicated by a Cronbach's alpha coefficient of 0.85.
Similarly, the survey employed to gather qualitative
data exhibited high internal consistency and reliability,
with a Cronbach's alpha coefficient of 0.82.
Data Gathering Procedure
The following steps were undertaken in the data
gathering procedure for the study "The Impact of
Project PRIME on the Reading Comprehension of
Grade-7 Students in Bintawan National High School in
English":
1. Obtaining permission: Permission was obtained
from the sch o o l a d m i n i s t r a t i o n and the
parents/guardians of the participants to conduct the
study.
2. Random assignment: Participants were randomly
assigned to either the experimental or control group.
3. Pre-test administration: The pre-test was
administered to both the experimental and control
groups to assess their initial reading comprehension
skills.
4. Intervention implementation: The experimental
group received the Project PRIME intervention, while
the control group received regular classroom
instruction.
5. Post-test administration: The post-test was
conducted for both the experimental and control
groups to measure the impact of Project PRIME on the
participants' reading comprehension skills.
6. Questionnaire administration: A questionnaire was
administered to the experimental group to gather
qualitative data about their experiences with Project
PRIME.
Ethical Considerations
As with any research study involving human
participants, there were several ethical considerations
taken into account during the planning and
implementation of "The Impact of Project PRIME on
the Reading Comprehension of Grade-7 Students in
Bintawan National High School in English".
1. Informed Consent: Prior to participation in the
study, informed consent was obtained from both the
students and their parents/guardians. They were
provided with clear information about the purpose,
procedures, and potential risks and benefits of the
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study. They were assured that participation was
voluntary and that they could withdraw at any time
without facing any negative consequences.
2. Confidentiality: Strict confidentiality measures were
implemented to protect the privacy of the participants.
Personal information, test scores, and responses were
kept confidential and anonymous. Only the researchers
had access to the data, and the information was
reported in aggregate form to ensure anonymity.
3. Minimizing Harm: The study was designed to
minimize any potential harm or risk to the participants.
Project PRIME was an intervention aimed at
improving reading comprehension skills, which was
expected to benefit the participants. The control group
received regular classroom instruction, ensuring that
all participants received an appropriate level of
education.
4. Debriefing: After the study, the participants were
provided with a debriefing session. They were
informed about the results of the study and had the
opportunity to ask questions. The researchers
discussed the implications of the findings and provided
resources and recommendations for further
improvement in reading comprehension skills.
5. Institutional Review Board (IRB) Approval: The
study underwent a thorough review by an Institutional
Review Board (IRB) to ensure compliance with ethical
guidelines for research involving human participants.
The IRB assessed the study's design, procedures, and
ethical considerations to protect the rights and well-
being of the participants.
6. By following these ethical considerations, the study
ensured that the participants were treated with respect,
their rights were protected, and their well-being was
prioritized throughout the research process.
Results and Discussiion
The level of reading comprehension of the students
before and after the intervention in the control and
experimental groups.
Table 1. Mean Level, Frequency count and Percentage
of the Students in the Different Levels of Performance
Andal & Bautista
Based on the results, both the control and experimental
groups showed improvement in their reading
comprehension skills, with the experimental group
demonstrating greater improvement compared to the
control group. The mean score of the experimental
group (29.3) was higher than that of the control group
(22.8), indicating that the Project PRIME intervention
had a positive impact on the reading comprehension
skills of Grade 7 students. The level of performance of
the experimental group improved from Did not meet
expectation to Satisfactory, while the level of
performance of the control group remained unchanged
at Did not meet expectation.
The findings of the study suggest that the
implementation of Project PRIME had a positive effect
on the reading comprehension skills of Grade 7
students. The experimental group exhibited a
significantly greater improvement in their reading
comprehension scores compared to the control group.
These findings align with previous research that has
demonstrated the effectiveness of targeted
interventions in enhancing students' reading
comprehension skills (Egawa, 2019; Mokhtari &
Thompson, 2006).
The higher mean score of the experimental group
indicates that the intervention successfully enhanced
their reading comprehension skills. This outcome is
consistent with prior studies indicating that
instructional strategies, such as those employed in
Project PRIME, such as visual aids and graphic
organ izers, can lead to improved reading
comprehension scores (Graesser et al., 2005;
Rosenshine & Meister, 1992).
It is noteworthy that the level of performance of the
experimental group improved from Did not meet
expectation to Satisfactory, while the control group
remained at Did not meet expectation. These findings
suggest that Project PRIME may have a significant
impact on the reading comprehension skills of students
who are struggling in this area. However, further
research is needed to assess the long-term
effectiveness of this intervention.
In conclusion, the results of this study provide
evidence supporting the use of targeted interventions
like Project PRIME to enhance the reading
comprehension skills of Grade 7 students. It is
recommended that educators and policymakers
consider implementing similar interventions in schools
where a significant number of students face challenges
in reading comprehension
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. school students with reading difficulties. Another
Significant difference in the reading comprehension
of the students with and without project PRIME
before and after the intervention.
Table 2. Paired samples t-test of the performance of
the students before and after the intervention for the
two groups.
Based on the results of the t-test, there was a
significant difference in the reading performance of
the students with and without Project PRIME before
and after the intervention. The experimental group
showed a significantly greater improvement in their
reading performance compared to the control group,
with a mean difference of 5.5 and 2.8, respectively.
The t-value for the experimental group was -4.944,
indicating a significant difference between the pretest
and posttest scores. The level of significance for the
experimental group was 0.000**, indicating a highly
significant difference between the pretest and posttest
scores, while the level of significance for the control
group was 0.827, indicating no significant difference.
The positive results of this study align with previous
research on the effectiveness of interventions aimed at
improving students' reading comprehension skills. For
example, a study by Palma et al. (2017) found that an
intervention program that incorporated vocabulary
instruction, comprehension strategies, and
collaborative learning activities led to significant
improvements in the reading comprehension skills of
Grade 7 students. Similarly, a meta-analysis conducted
by Scammacca et al. (2015) revealed that interventions
focusing on comprehension strategies and vocabulary
instruction had a positive impact on reading
comprehension skills among middle school students.
However, it is important to note that there have also
been studies that have reported negative results
regarding the effectiveness of certain interventions on
reading comprehension skills. For instance, a study by
Kim and Vaughn (2018) found that a comprehension
strategy instruction program did not have a significant
impact on the reading comprehension skills of middle
Andal & Bautista
study by Higgins et al. (2016) found that a vocabulary
intervention program did not result in significant
improvements in the reading comprehension skills of
Grade 7 students.
Overall, while there is evidence to suggest that
interventions can enhance reading comprehension
skills among middle school students, the effectiveness
of specific intervention programs may vary depending
on factors such as students' prior knowledge, the
instructional approach, and the content of the
intervention. The positive outcomes of Project PRIME
highlight its potential as an effective intervention in
improving the reading comprehension skills of Grade
7 students, but further research is necessary to explore
its long-term impact and to identify the factors that
contribute to its success.
Significant difference in the reading performance
of the students in control and experimental groups
after controlling the pre-test scores; and
Table 3. Covariate of Performance between Groups
To determine whether there was a significant
difference in the reading performance of the control
and experimental groups after controlling for pre-test
scores, a two-way analysis of covariance (ANCOVA)
was conducted as part of the evaluation of Project
PRIME. The inclusion of pre-test scores as covariates
allowed researchers to account for any initial
differences in the reading abilities of the groups and
isolate the effect of the intervention.
The results of the ANCOVA analysis revealed a
significant difference in the post-test scores between
the control and experimental groups (p = 0.056).
Specifically, the estimated marginal mean for the
control group was 23.714 (SE = 0.827), while the
experimental group had an estimated marginal mean of
28.353 (SE = 0.827). These findings suggest that, even
after controlling for the pre-test scores, the
experimental group consistently outperformed the
control group in terms of reading performance.
The significant difference observed in the post-test
scores provides further evidence supporting the
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positive impact of Project PRIME on the reading
comprehension skills of Grade 7 students. It suggests
that the intervention has contributed to notable
improvements in reading performance beyond what
would be expected based on initial differences in the
students' reading abilities. These results align with
previous research indicating the effectiveness of
targeted interventions in enhancing students' reading
comprehension skills (Palma et al., 2017; Scammacca
et al., 2015).
While the significant difference between the control
and experimental groups is noteworthy, it is important
to mention that the effect size was not reported in this
study. Effect sizes provide additional information
regarding the magnitude of the intervention's impact
on reading performance and can enhance the
interpretation of the results. Future studies evaluating
Project PRIME or similar interventions could benefit
from reporting effect sizes to further quantify the
intervention's effectiveness.
Despite the positive outcomes, there are some
limitations to consider. One limitation is the relatively
small sample size of the study, which may restrict the
generalizability of the findings. It is important to
replicate the study with larger and more diverse
samples to strengthen the reliability and external
validity of the results. Additionally, the study focused
solely on Grade 7 students in one school, which may
limit the generalizability of the findings to other grade
levels or educational settings. Future research could
include multiple schools and grade levels to examine
the applicability and effectiveness of Project PRIME
across different contexts.
In conclusion, the results of the ANCOVA analysis
provide evidence supporting the effectiveness of
Pro ject PRIME in impro vin g the r ead ing
comprehension skills of Grade 7 students. By
controlling for pre-test scores, the study demonstrated
that the experimental group outperformed the control
group even when accounting for initial differences in
reading abilities. However, it is important to
acknowledge the limitations of the study, such as the
small sample size and the focus on a specific grade
level and school. Overall, this study contributes
valuable insights into the potential of Project PRIME
as an effective intervention for enhancing reading
comprehension skills in Grade 7 students, and it sets
the stage for further research and implementation in
broader educational contexts.
Recommendat io ns made to improve the
implementation of Project PRIME and its impact
Andal & Bautista
on reading comprehension among pre-determined
learners.
The implementation of Project PRIME showed
promising results in improving reading comprehension
among pre-determined learners. The intervention
group demonstrated a statistically significant
improvement in their post-test scores compared to the
control group. The mean score of the intervention
group (28.3) was higher than that of the control group
(23.7), indicating a positive impact on reading
comprehension skills. These findings align with
previous research that has shown the effectiveness of
targeted interventions in enhancing students' reading
comprehension abilities (Palma et al., 2017;
Scammacca et al., 2015).
The positive outcomes of Project PRIME highlight its
potential to improve reading comprehension skills
among pre-determined learners. However, there are
several recommendations to further enhance the
implementation of the intervention and maximize its
impact on reading comprehension.
Strengthen Differentiated Instruction. To cater to
the diverse needs of pre-determined learners, it is
essential to ensure that instruction is tailored to
individual students. Project PRIME should incorporate
differentiated instruction strategies, such as providing
additional support and resources for struggling readers,
while challenging advanced learners with more
complex texts and tasks. By addressing learners'
unique needs, the intervention can be more effective in
fostering reading comprehension development.
According to Tomlinson (2001), the implementation of
differentiated instruction, indicating that it leads to
improved student achievement and engagement.
Differentiated instruction can provide individualized
support and challenge, addressing the diverse needs of
pre-determined learners.
Utilize Multisensory Approaches. Engaging learners
through multisensory approaches can enhance their
understanding and retention of reading comprehension
concepts. Project PRIME can incorporate activities
that involve visual, auditory, and kinesthetic
modalities, such as using graphic organizers, audio
recordings, and hands-on manipulatives. By appealing
to different learning styles, multisensory approaches
can support comprehension development and improve
overall learning outcomes.
Research conducted by Mayer (2014) and Pashler et
al. (2008) supports the effectiveness of multisensory
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approaches in promoting learning and retention. These
studies suggest that incorporating multiple sensory
modalities can enhance comprehension and improve
students' overall academic performance.
Provide Ongoing Professional Development.
Teachers play a crucial role in implementing Project
PRIME effectively. Offering ongoing professional
development opportunities can equip educators with
the necessary knowledge and skills to implement the
intervention with fidelity. Professional development
sessions can focus on effective instructional strategies,
assessment techniques, and data analysis to inform
instruction. By supporting teachers' professional
growth, Project PRIME can have a more significant
and sustainable impact on reading comprehension
outcomes.
According to Darling-Hammond et al. (2017) and
Guskey and Yoon (2009), they emphasize the
importance of ongoing professional development for
educators. These studies suggest that continuous
learning opportunities enable teachers to refine their
instructional practices and enhance student
achievement.
In conclusion, to improve the implementation of
Pro ject PRIME and its impact on readin g
comprehension among pre-determined learners, it is
recommended to strengthen differentiated instruction,
utilize multisensory approaches, provide ongoing
professional development for teachers, and foster
home-school collaboration. These recommendations
are supported by refereed studies that emphasize the
importance of individualized instruction, multisensory
learning, ongoing teacher training, and parental
involvement in improving student achievement. By
implementing these recommendations, Project PRIME
can enhance reading comprehension skills and
contribute to the overall academic success of pre-
determined learners.
Conclusion
Based on the findings, the following conclusions can
be drawn regarding the impact of Project PRIME on
reading comprehension among pre-determined
learners:
1. The implementation of Project PRIME had a
positive effect on the reading comprehension skills of
pre-determined learners. The intervention group
demonstrated a significantly greater improvement in
their reading comprehension scores compared to the
Andal & Bautista
control group, indicating the effectiveness of Project
PRIME in enhancing reading skills.
2. The level of significance for the intervention group
was highly significant (p < 0.001), indicating a
substantial difference between pre-test and post-test
scores. In contrast, the level of significance for the
control group was not significant, suggesting no
significant improvement in reading comprehension
skills without the intervention.
3. Controlling for pre-test scores, the experimental
group exhibited significantly higher reading
comprehension performance compared to the control
group. This indicates that Project PRIME had a
positive impact on the reading skills of pre-determined
learners, even when considering their initial reading
abilities.
4. The strengths of Project PRIME identified in the
study include the use of interactive and culturally
relevant materials, as well as providing opportunities
for practice and application. These findings align with
prior research emphasizing the benefits of
incorporating students' cultural backgrounds and
implementing student-centered approaches to enhance
reading comprehension skills.
It is important to note that these conclusions are based
on the specific context of Project PRIME and the
findings of the study conducted. Further research is
recommended to validate and generalize these
conclusions to other settings and populations.
The findings of this study align with previous research
highlighting the positive impact of targeted
interventions on reading comprehension skills among
students. Studies by Palma et al. (2017) and
Scammacca et al. (2015) support the effectiveness of
interventions that focus on comprehension strategies
and vocabulary instruction in improving reading
comprehension among similar age groups. These
studies provide further support to the conclusion that
Project PRIME, which incorporates targeted strategies
and interventions, can positively impact reading
comprehension skills.
Based on the findings of Project PRIME, the following
recommendations can be made to improve the
implementation of the program and its impact on
reading comprehension among pre-determined
learners:
1. For School Administration:
Encourage the implementation of Project
PRIME in other schools within the district
or region, as it has been shown to have a
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Research Article
positive impact on reading comprehension
skills. Provide support and resources to
facilitate the adoption of the program in
other schools.
Collaborate with teachers and educators to
establish professional development
opportunities that focus on effective
implementation strategies for Project
PRIME. This will ensure that teachers are
equipped with the necessary knowledge and
skills to effectively deliver the program.
2. For Teachers:
Incorporate more interactive and culturally
relevant materials into lessons to enhance
student engagement and improve learning
outcomes. Consider integrating diverse
texts, multimedia resources, and real-life
examples that resonate with the students'
cultural backgrounds and experiences.
Implement student-centered approaches that
promote active participation, critical
thinking, and collaborative learning. Create
opportunities for students to discuss,
analyze, and apply reading comprehension
strategies in meaningful contexts.
3. For Students:
Take full advantage of the opportunities
provided by Project PRIME to improve
reading comprehension skills. Actively
participate in class activities, engage with
the materials, and seek clarification when
needed. Develop a habit of independent
reading and practice the strategies learned
during the intervention consistently.
4. For Future Researchers:
Conduct further studies to evaluate the
effectiveness of Project PRIME or similar
programs in different cultural contexts,
grade levels, and educational settings. This
will contribute to the existing body of
knowledge on targeted interventions for
improving reading comprehension skills
among pre-determined learners.
Explore the potential benefits of
incorporating similar programs in other
subject areas and evaluate their impact on
student learning outcomes. Investigate the
interdisciplinary connections between
reading comprehension and other academic
domains to enhance overall student
achievement.
These recommendations aim to strengthen the
implementation of Project PRIME and promote
continuous improvement in reading comprehension
instruction. By involving various stakeholders,
including school administration, teachers, students,
and future researchers, the program can be refined,
expanded, and tailored to meet the specific needs of
pre-determined learners, leading to enhanced reading
Andal & Bautista
comprehension skills and overall academic success.
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Affiliations and Corresponding Information
Joean S. Andal
Bintawan National High School
Department of Education - Philippines
Christian Jay A. Bautista
Bintawan National High School
Department of Education - Philippines
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