Strengthening Tertiary Literacy Recovery: A Mixed-Methods Evaluation of the Partido State University Reading Center Intervention

Abstract

The COVID-19 pandemic magnified existing literacy gaps among Filipino learners, prompting higher education institutions to adopt targeted interventions to mitigate learning loss. This study examined the implementation, outcomes, and effectiveness of the newly established Partido State University Reading Center, funded through the Commission on Higher Education’s Institutional Development and Innovations Grant. Using a mixed-methods design, the study assessed the socio-demographic characteristics, reading attitudes, literacy needs of 696 freshmen STEM students and reading performance of 51 freshmen STEM students across the main and external campuses during Academic Year 2023–2024. Results revealed that the majority of qualifiers were aged 18–19 and came from mid-sized to large families, conditions that may shape access to learning resources. Students demonstrated substantial literacy needs, particularly in grammar (95%), vocabulary (90%), and higher-order comprehension skills such as summarizing (98%), synthesizing (95%), and inferring (90%). Environmental and social factors especially noisy study spaces (75.4%), peer influence (17.7%), and family influence (17.4%) emerged as significant demotivators to reading engagement. ICT access was characterized by a near-universal reliance on mobile phones (98%), highlighting digital inequities in laptop and desktop availability. Progress monitoring across four colleges showed varied literacy gains, with several cohorts (e.g., Lime and Aqua groups) demonstrating marked improvement, consistent with literature emphasizing the benefits of structured, multi-semester reading interventions. However, program completion rates remained critically low, with only 12.81% (51 of 398) completing the reading program, indicating barriers in motivation, scheduling, and continuity of intervention. The paired samples t-test revealed a significant improvement in reading performance among the 51 completers, t(50) = 41.31, p < .001, with posttest scores markedly higher than pretest scores, confirming the positive impact of the intervention on reading proficiency. Despite logistical challenges, the Reading Center effectively improved reading performance among consistent participants. The findings underscore the need for institutionalized, curriculum-integrated reading support; enhanced monitoring; differentiated instruction; and strengthened implementation across external campuses. Recommendations highlight the importance of creating conducive reading environments, leveraging community support systems, and integrating literacy development into academic programs to ensure sustainable reading proficiency gains.