Stakeholder-Reported Implementation Conditions, Perceived Benefits, and Improvement Priorities of a School-Based Sustained Silent Reading Program: A Secondary Mixed-Methods Evaluation

Abstract

This study evaluated the Uninterrupted Sustained Silent Reading (USSR) Program of the Integrated Basic Education Department of La Consolacion College Bacolod through a secondary convergent mixed-methods analysis of institutional evaluation data. The dataset comprised 234 respondents, including 199 students from Grades 7–10 and 35 educators. Quantitative data were analyzed using descriptive statistics, Cronbach’s alpha, Kruskal–Wallis tests, Holm-adjusted pairwise comparisons, Mann–Whitney U tests, and Spearman’s rank-order correlations. Open-ended responses were examined through thematic analysis and integrated with the quantitative findings. Students and educators generally rated the program’s implementation conditions favorably. Students reported positive reading-related experiences and evaluated the program as effective and satisfactory, while educators expressed favorable perceptions of implementation, institutional alignment, and support. Grade-level differences were found in students’ reading-related experiences, perceived effectiveness, and satisfaction, with Grade 8 students reporting more favorable evaluations than Grade 10 students; however, the effects were small. Among students, implementation conditions were strongly associated with reading-related experiences, perceived effectiveness, and satisfaction. Adequate reading time showed the strongest relationship with reading-related experiences, while choice of reading materials was most strongly associated with perceived effectiveness. Qualitative findings highlighted protected reading time, enjoyment, concentration, and book discovery as perceived benefits. Participants also identified limited access to varied and age-appropriate materials, inconsistent implementation, scheduling concerns, and tensions surrounding reading logs and other accountability requirements. The findings support the continuation of the USSR Program while emphasizing the need for improved resource access, stronger implementation consistency, grade-responsive scheduling, and balanced monitoring practices. Because the study relied on cross-sectional perception data, the results do not establish causal improvements in reading achievement.