International Journal of Science, Engineering and TechnologyAuthors: Jonna May D. Casalme, Argel R. Doctora, Rocelyn D. Tenorio
Abstract: This action research study examined the impact of Project SMART on learners' reading proficiency at San Guillermo Elementary School during the 2024–2025 school year. This research utilizes a descriptive-quantitative approach. Moreover, the study focused on the 107 learners from Grades 1–6 who were assessed through pre- and post-test reading tests in English and Filipino. The SMART project intervention focuses more on data-driven assessment, meaning teachers use data to guide their instruction and help students become proficient readers. Additionally, they employ strategic interventions to help learners fully develop their decoding and reading proficiency. This phase enabled teachers and learners to tailor reading to individual learners' needs. Pre-test results revealed that a large proportion of pupils are slow, struggling, and non-readers, while 23.26% are fast readers in English and 28.04% in Filipino. Following the implementation of the guided oral reading approach, reading drills were conducted. Post-test data revealed a notable increase in fast readers, 36.64% in English and 37.38% in Filipino. There is also a significant decrease in non-reader learners in both subjects; however, there is still one. In line with the Department of Education’s thrust toward foundational literacy, the study concluded that Project SMART serves as an impactful, sustainable framework for developing progressive and independent readers. It is recommended to monitor progress further, modify instruction, and strengthen community partnerships to sustain reading growth and institutionalize the gains of the SMART achievement project.
DOI: http://doi.org/10.5281/zenodo.21671493
