Assessment of the Implementation of ALPABASA Reading Program in Public Elementary Schools in Olongapo City, Zambales, Philippines

Abstract

This study assessed the implementation and effectiveness of the ALPABASA Reading Program in the Schools Division of Olongapo City as perceived by kindergarten teachers. It employed a descriptive-correlational design to examine the level of implementation, perceived literacy outcomes, and the relationship between these variables. The respondents consisted of ninety (90) kindergarten teachers from twenty-eight (28) public elementary schools in Olongapo City, selected through total population sampling. Data were gathered using a validated and reliable researcher-developed questionnaire and were analyzed using descriptive and non-parametric statistical tools. Results revealed that teachers generally perceived the implementation of the ALPABASA Reading Program as strong, particularly in teachers’ knowledge and capacity, instructional materials, implementation fidelity, and monitoring practices, while budgetary and stakeholder support were rated relatively lower. The program was likewise perceived as generally effective, especially in enhancing learner motivation and comparative reading outcomes, although foundational literacy skills such as letter–sound knowledge, syllable and word blending, and reading fluency require continued strengthening. Significant differences in perceived implementation were found when grouped according to sex and age in selected dimensions, while perceived effectiveness differed only by highest educational attainment in instructional competence-related areas. A statistically significant, moderate positive relationship was found between the level of implementation and perceived effectiveness. Based on the findings, a Comprehensive Enhancement Plan was proposed to strengthen financial support, stakeholder engagement, instructional practices, and implementation fidelity to sustain and improve the effectiveness of the ALPABASA Reading Program.