Sharon L. Ibasco

Lynzee A. Monta

Tenejero Integrated School

Completed 2026

ABSTRACT

This action research aimed to determine the reading proficiency of Grade 2 non-readers at Tenejero Integrated School and evaluate the effectiveness of Project FREE-TIME (Focused Reading Engagement and Enrichment for Turning Initial Minds into Excellent Readers) in addressing reading gaps during free time. The study employed a classroom-based action research design involving purposively selected Grade 2 non-readers identified through the Comprehensive Rapid Literacy Assessment (CRLA). Data were gathered using pretest and posttest assessments, statistical analysis (Wilcoxon Signed-Rank Test), and qualitative data from learner interviews and teacher observation logs.

Findings revealed that all participants were initially classified as Low Emerging Readers, indicating a uniform lack of foundational reading skills. After the six-month implementation of Project FREE-TIME, a significant improvement was observed, with 67.74% of learners progressing to higher reading levels and a statistically significant difference between pretest and posttest results (Z = -4.03, p < .001). Qualitative results further showed improved perceptions and attitudes toward reading, characterized by reduced anxiety, increased confidence, and stronger self-efficacy among learners.

The study is limited to Grade 2 non-readers in a single school setting, which may affect the generalizability of the findings. Despite this limitation, the intervention demonstrated strong potential as an effective literacy support strategy. The originality of the study lies in the structured use of free time as an instructional space for reading intervention, integrating peer-assisted learning and phonics-based activities. The findings imply that sustained, low-pressure reading interventions can significantly improve both reading proficiency and learner attitudes toward reading.