Education
Volume: 172 , Issue: 1 , May Published Date: 15 May 2025
Publisher Name: IJRP
Views: 105 , Download: 47 , Pages: 324 - 334
DOI: 10.47119/IJRP1001721520257876
Publisher Name: IJRP
Views: 105 , Download: 47 , Pages: 324 - 334
DOI: 10.47119/IJRP1001721520257876
Authors
| # | Author Name |
|---|---|
| 1 | Jerick G. Tenorio, LPT |
| 2 | Maria Flora T. Pandes, PhD |
Abstract
The concerns as to how implementations of community-based learning programs directly address the needs of the students lead to the necessity of evaluating relevant projects. With this, the study assessed the level of implementation and support services of Project EAST.KOM in Jose Panganiban East District, Division of Camarines Norte using descriptive-correlational research design from a total of 154 respondents which includes volunteer teachers, tutors, master teachers in the district, barangay captains in immediate barangay and partner communities. Results of the study revealed that Project East.Kom was highly implemented in terms of instructional delivery, along with instructional activities, learning resources and in terms of learning assessment. It was also noted that there is a significant difference in terms of the level of implementation among the parties involved. Additionally, Project East.Kom was highly supported by the stakeholder in terms of facilities and resources while financial support and parental support were noted to be sufficiently implemented. Furthermore, there is also a significant relationship between the implementation of Project East.kom and support services. The study concludes that while the project was assessed to function in its roles in literacy-based services, the extent of implementation is significantly influenced by the type of implementers. Additionally, it was also concluded that while the support services received by the project from the stakeholders are at a high level, it was also noted that it is significantly influenced by diverse support systems. As a recommendation, individuals involved in the project can utilize other relevant and functional assessment tools and strategies to validate efficiency of the project while other educators and school leaders can conduct educational research to further their experience in managing similar projects. Likewise, implementers and contributors can maximize and augment the support system and services by soliciting support from other major departments and organizations through meetings and gatherings. The school may also implement collaborative training programs with partner institutions and develop intervention programs that incorporates validation of the results.