Assessing the Impact of the Community-Based Literacy Program “Pinoy Ka Bata? Tara Kuwentuhan Kita” in Barangay 418, Zone 43, Manila

Literacy remains a significant educational challenge in the Philippines, particularly among children in underserved communities with limited access to supplementary learning opportunities. In response, the Pinoy Ka Bata? Tara Kuwentuhan Kita literacy program was implemented in Barangay 418, Zone 43, Manila, as a community-based intervention that utilizes storytelling, guided reading, parental engagement, and community participation to strengthen children's literacy competencies. Anchored on Vygotsky's Sociocultural Theory and Bandura's Social Learning Theory, this study assessed the impact of the program on literacy development, reading motivation, reading habits, self-confidence in reading, classroom participation, parental involvement, and community engagement. The study also examined its contribution to the attainment of the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education). A convergent mixed-methods design was employed involving 95 respondents composed of child beneficiaries, parents or guardians, volunteer facilitators, and barangay officials selected through purposive sampling. Data were gathered through literacy assessment tools, survey questionnaires, interviews, and observations and were analyzed using frequency, percentage, weighted mean, standard deviation, one-way ANOVA, and Pearson Product Moment Correlation.
Findings revealed that most child participants were aged 9–10 years (41.67%), equally represented by male and female participants (50.00% each), and predominantly enrolled in Grade 3 (27.78%). The program demonstrated a very high level of literacy development (M = 4.35), with reading fluency receiving the highest rating (M = 4.42). Participants likewise reported very high levels of reading motivation (M = 4.48), reading habits (M = 4.39), self-confidence in reading (M = 4.44), and classroom participation (M = 4.39), indicating substantial improvements in learners’ engagement, confidence, and participation in literacy-related activities. Parental involvement (M = 4.36) and community engagement (M = 4.44) were also rated very highly, demonstrating strong support from families, volunteers, and local stakeholders. Statistical analysis revealed a significant difference in literacy development according to age group (F = 3.87, p = .031), while parental involvement exhibited a strong positive relationship with literacy development (r = .71, p = .001).
The study concludes that the Pinoy Ka Bata? Tara Kuwentuhan Kita literacy program is an effective community-based educational intervention that significantly enhances literacy skills, reading motivation, reading habits, self-confidence, classroom participation, parental engagement, and community support. The findings underscore the value of storytelling-based learning, collaborative stakeholder participation, and community partnerships in promoting literacy and learning recovery among Filipino children. Furthermore, the program contributes to the attainment of SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), SDG 11 (Sustainable Cities and Communities), and SDG 17 (Partnerships for the Goals). The program may therefore serve as a sustainable and replicable model for community-based literacy development initiatives in other barangays and similarly situated communities.

community-based literacy program, storytelling, literacy development, reading motivation, reading habits, self-confidence, classroom participation, parental involvement, community engagement, Sustainable Development Goals, learning recovery

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