Deployment of Context-Input-Process-Product (CIPP) on Evaluating Project Light: An Embedded Exploratory-Explanatory Analysis on the Development of Reading Comprehension Skills among Junior High School Learners

Abstract

This study evaluated Project LIGHT as a reading intervention for junior high school students at Eastern Bacoor National High School. Specifically, it addressed: (1) the initial state of students' reading comprehension; (2) the effectiveness of Project LIGHT based on the Context-Input-Process-Product (CIPP) model; and (3) the outcomes and impact of the program on reading development. Conducted from January 2024 to May 2025, the study involved 60 students at frustration and instructional reading levels, identified through Phil-IRI assessments, and four English teachers. Thematic analysis guided by the CIPP model (Stufflebeam & Zhang, 2017) was used. Findings revealed that over 70% of students were below independent reading levels before the intervention. Context analysis confirmed the urgent need for support. Project LIGHT proved effective by addressing academic and emotional reading challenges (Context), using quality materials and trained teachers (Input), implementing flexible and student-centered instruction (Process), and improving comprehension, vocabulary, and confidence (Product). Post-test scores and qualitative feedback indicated significant gains, although challenges persisted in Grade 7 and when session regularity declined. The study recommends institutionalizing structured reading programs like Project LIGHT, emphasizing early intervention, teacher training, consistent implementation, and family engagement. Continuous monitoring is essential to sustain progress. Longitudinal studies are suggested to assess long-term effects and scalability.