A CASE STUDY ON PROJECT EMPOWERING LEARNERS’ EAGERNESS AND CONFIDENCE THROUGH INTENSIVE READING AND ACTIVE ENGAGEMENT (ELECTRA) AS A READING INTERVENTION PROGRAM

Abstract

This case study aimed to describe and explore the implementation of ELECTRA as a reading intervention program of one secondary school of Maco North District, Division of Davao de Oro. Qualitative research design was used to picture out the and a face-to-face interview was employed based on the study’s research questions. The research subjects of this study were 4 English Teachers and 1 school Reading Coordinator. There were also 5 key informants in this study. Data gathered from the interview questions on how they describe Project ELECTRA emerged six major themes: Involves Complex Processes; Challenging for the Project Implementers; Tailored for Transformative Improvement; Conducted Beyond Classroom Setting; Incorporates Varied Reading Strategies; and Needs Financial Support. With regards to the challenges and struggles, 4 major themes were manifested: Challenges in Selecting Pedagogically Sound Approaches for Reading Instruction; Struggle in Time Management; Disinterest in Learning Reading; and Inadequate Parental Guidance and Involvement. From the benefits and favors, four major themes were revealed: Improvement of Learners’ Confidence; Minimize Struggling Readers; Involvement of Out-of-School Youth; and Give Opportunities for Parents to Read. In the description of the reading progress, 4 themes were emerged: Transformational Shift of Learners’ Progress; Evident Increase of Reading Performance; Parents’ Educational Background; and Conditions on the Home Environment. Lastly, in the insights and lessons, 4 themes were manifested; Continuity and Sustainability of the Project; Passion in Teaching Reading; Financial Support from the Administration; and Collaboration Between Teachers and Parents.