IJECE Published Articles

Abstract The study evaluated the effectiveness, efficiency, and impact of the Scholastic Literacy Pro program among the students of St. Paul University Surigao who have experienced a full three school years from S.Y. 2022-2023 through S.Y. 2024-2025 using a Convergent Parallel Mixed- Method Design, anchored on the W.K. Kellogg Logic Model and the Effectiveness-Efficiency-Impact (EEI). A total of 403 students and 6 teacher participants were selected using a purposive-convenience sampling with predefined criteria. Quantitative data were obtained through document analysis of the Lexile results (pretest and posttest scores), a validated researcher-made survey questionnaire, and academic records which were analyzed using paired t-test and Cohen’s d. While qualitative data from open-ended responses were analyzed using thematic analysis supported by computer-assisted qualitative data analysis software (CAQDAS), specifically NVivo. Results revealed statistically significant improvements in reading performance with effect sizes increasing from small to moderate based on Cohen’s d benchmark, highlighting a gradual and cumulative gain. It also showed high teacher-perceived efficiency and usability of the platform, alongside moderate student engagement and long-term impact. The qualitative themes corroborated these findings by revealing improved reading comprehension, vocabulary development, data-driven instructional support, and independent reading habits. However, variations emerged in engagement and academic influence through themes on conditional effectiveness, motivation, and implementation-related factors. Overall, the Scholastic Literacy Pro program proves to be an effective literacy tool, and its impact is moderated by contextual factors, instructional practices, student engagement, and sustained engagement. Keywords: Data-Driven-Instruction, Effectiveness, Efficiency, Lexile, Mixed-Method, Program Impact, Scholastic Literacy Pro