Effects of School Learning Recovery Continuity Plan (LRCP) Program on the Reading Proficiency Level of the Struggling Readers: A Mixed-Method Study

Abstract

This study examined the effectiveness of the Learning Recovery and Continuity Plan (LRCP) in improving the reading proficiency of Grade 10 struggling readers in a public secondary school setting. An embedded mixed-methods research design was used. The quantitative data were obtained from the Group Screening Test (GST) and the Philippine Informal Reading Inventory (Phil-IRI) pre-test and post-test results component serving as the primary strand, and the qualitative data were gathered through surveys, semi-structured interviews, and Focus Group Discussions (FGDs) with teacher-implementers, which were components providing supportive and explanatory insights.
Respondents were selected through cluster and purposive sampling. Forty (40) struggling readers per academic year were identified as learner-respondents, while 40 teacher-implementers participated in the survey. Additionally, six (6) teachers were interviewed, and another six (6) participated in FGDs due to their direct involvement in LRCP implementation.
Results revealed significant improvement in the learners’ reading proficiency, with a notable increase in the number of students achieving independent reading levels after the implementation of the LRCP. The results highlight the effectiveness of structured reading interventions, continuous assessment, and consistent instructional support. However, the study also identified several implementation challenges, including increased teacher workload, insufficient training, limited instructional materials and administrative support, student absenteeism, and inadequate parental involvement. These factors were found to affect the efficiency and sustainability of the program implementation.
In conclusion, the study affirms that the LRCP is an effective intervention in improving reading proficiency among struggling readers. Nevertheless, its sustainability and long-term effectiveness require strengthened institutional support, continuous professional development for teachers, adequate instructional resources, and improved collaboration among stakeholders.