The Role of Project RISE in Promoting Functional Literacy in a Rural Elementary School: An Impact Study

This mixed-methods impact study evaluated the academic, socio-emotional, and economic outcomes of Project RISE (Reading Intervention and Science Enhancement), with a particular focus on its reading intervention component. The program, a structured and community-based literacy initiative, was implemented over three years at San Isidro Elementary School in Surigao del Sur, Philippines. Led by North Eastern Mindanao State University–Tagbina Campus, the intervention featured one-on-one mentoring by Bachelor of Elementary Education (BEEd) student volunteers and faculty members, utilizing phonics-based instruction and scaffolded reading strategies. A total of 43 learners from Grades 1 to 3 participated in pretest-posttest literacy assessments, while six (6) parents and teachers provided qualitative data through focus group discussions and interviews. Quantitative results revealed statistically significant improvements in reading fluency, vocabulary, and comprehension (p < .001; ε² >0.85), with learners progressing from Literal to Advanced Literacy levels. Thematic analysis of qualitative responses generated five key themes: strengthened literacy and academic achievement, enhanced learner engagement, empowered community participation, strengthened socio-emotional connections, and sustained and scalable literacy intervention. The findings demonstrate that Project RISE effectively addressed foundational literacy gaps while promoting inclusive, emotionally supportive learning environments and reducing educational costs for families. The study recommends the institutionalization and expansion of similar community-rooted literacy programs, the integration of multimedia instructional tools, and strengthened policy support to promote literacy equity in rural and underserved areas.