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International Journal of Evaluation and Research in Education (IJERE)
Vol. 14, No. 1, February 2025, pp. 544~556
ISSN: 2252-8822, DOI: 10.11591/ijere.v14i1.29736 544
Journal homepage: http://ijere.iaescore.com
Literacy extension programs of higher education institution in
the Philippines: insights from stakeholders
Matronillo Del Mundo Martin1, Lhea dela Cruz Ildefonso2
1College of Education, Ifugao State University, Ifugao, Philippines
2College of Advanced Education, Ifugao State University, Ifugao, Philippines
Article Info
ABSTRACT
Article history:
Received Dec 22, 2023
Revised Aug 16, 2024
Accepted Sep 2, 2024
This descriptive research investigates the impact of extension programs from
a college of teacher education on public elementary school teachers. Three
programs, literacy (n=75), Catch Me and Teach Me strategy literacy
program (n=64), and campus journalism (n=48), were evaluated. Participants
reported profound positive impact from these programs, considering them
effective or very effective. The literacy program significantly improved
reading and writing skills, fostered a love for learning, and benefitted the
community. However, challenges like outdated materials and overemphasis
on rote memorization need addressing. The Catch Me and Teach Me strategy
literacy program excelled in practical teaching strategies and hands-on
learning but required additional time and support, emphasizing the need for a
more personalized approach. The campus journalism program was lauded
for its informativeness but faced venue, food quality, time management
issues, and a desire for more diverse topics. These findings stress the
importance of customized professional development, long-term impact
assessment, cultural sensitivity, and community involvement. Effective,
engaging training methods, feedback, and efficient resource allocation are
vital for program improvement. The research aims to enhance extension
services’ quality for the community's benefit, providing valuable guidance to
improve these programs and cater to participants' diverse needs.
Keywords:
Assessment
Extension training
Literacy
Partnership
Stakeholders
This is an open access article under the CC BY-SA license.
Corresponding Author:
Matronillo Del Mundo Martin
College of Education, Ifugao State University
Potia, Alfonso Lista, Ifugao, Philippines
Email: matt_martin122680@yahoo.com
1. INTRODUCTION
Deep within communities often situated in remote, less urbanized areas, the existence of extension
programs serves as vital means for nurturing growth and development in many facets of life. Community
extension programs were initially conceived to bridge the gap between research-based knowledge and rural
communities, fostering technology transfer, rural development, management skills, and non-formal
education [1]. These programs, often initiated by higher education institutions (HEIs), pave the connection
between academic institutions and the communities they serve. Research and extension programs are
considered as the “heart of community engagement” [2]. Social disparities persist due to inadequate access to
education and skills particularly in low- and middle-income countries. The consequence of this is dire: with
individuals not gaining necessary skills for competitive employment or entrepreneurship. Due to this, the
threefold function of HEIs in promoting community development--teaching, research, and outreach, takes on
greater significance. Hence, the commission on higher education (CHED) in the Philippines has mandated
HEIs to engage in educational and civic outreach to communities. This evolved into what is now known as
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community extension programs, wherein educational institutions offer trainings and services to local
residents, making their presence felt by the community [3]. Residents view university extension services as a
strategic approach to enhancing outcomes and as a feasible means for advancing professional development
[4]. Similarly, rural extension programs are tailored to the specific needs of community members and the
prevailing market dynamics in a given region are what offers a sustainable solution to community problems
[5]. Transitioning to the significance of community extension programs, it is imperative to recognize its role
beyond merely as appendages for accreditation, but as ongoing programs for enduring impact, knowledge
transfer, and community development [6]. Self-reported knowledge, wellness, behavioral change, and
personal economic value exhibited significantly elevated levels as a direct result of such initiatives [7].
Beyond the successful execution of these extension activities, it is equally essential to evaluate the long-term
impact and sustainability of these programs. Assessing the impacts of HEIs on sustainable development (SD)
entails considering two fundamental dimensions: the extent to which they are integrative in nature, and the
impacts of the programs whether they are directly (short-term effects) or indirectly (long-term effects)
attributable [8]. Building on this thought, community feedback becomes appropriate avenue of evaluation [1].
However, there is no “one-size-fits-all” approach to effectively deliver these services as
geographical location and socio-economic structures often cause barriers [9]. Extension programs and its
implementation are not always found to be useful and effective. Initiatives involving environmental clean-up,
tree planting, waste management, computer literacy, health services, and crime and drug prevention were
unsatisfactory [10]. In the field of health-related extension programs, majority of female recipients of health
extension services expressed low satisfaction [11]. It is then incumbent upon academic institutions to
meticulously plan, monitor, and evaluate the outcomes of their community initiatives at the grassroots level,
ensuring that extension programs contribute effectively to SD of communities [8], [12], [13]. The
effectiveness of such programs is determined by their lasting impact and the continued application of the
acquired knowledge in real-life. Thus, gathering grassroots data serves as a valuable guide for institutions in
developing targeted extension programs that yield the highest societal value. Since there is no absolute
measure that can assess the impact of community extension programs, one can deduce that disparities exist
among published investigations on the effectiveness of extension programs as each is unique on its own
objectives, location, and target recipients. In order to achieve desired outcomes, extension initiatives must be
tailored to the needs, cultures, and socio-economic conditions of the target community [14].
In Ifugao State University-Potia Campus, among the extension programs by the College of
Education are: i) Catch Me and Teach Me strategy literacy program; ii) campus journalism training; and
iii) literacy extension program. Catch Me and Teach Me strategy literacy program extends the resources and
expertise of the College of Education by facilitating young learners in the community to develop essential
critical thinking and problem-solving abilities. Campus journalism, on the other hand, serves as an avenue for
writers, teachers, and learners to share insights and foster exchange of knowledge and trends in campus
journalism. Literacy extension concentrates on developing reading, writing, and overall English proficiency
with the goal of preparing students not only for academic success but also for life-long learning. All these
programs are manifestations of the university’s commitment to the community through responsive extension
programs targeted on their actual needs. It is for this reason that the impact of these extension programs must
be assessed, with the intention of identifying any deficiencies and areas requiring improvement. The
participants in this study are the recipients of the literacy and research-focused extension programs.
ultimately, the goal of this research is to enhance the delivery of extension services of the college by ensuring
they effectively and efficiently meet the needs of the community members.
2. METHOD
This study adopted a descriptive survey research design to investigate the effectiveness of an
extension program in cooperating schools. The study focused on cooperating teachers who directly benefited
from the extension training. These participants were drawn from the cooperating schools of Ifugao State
University Potia Campus, covering both public and elementary schools in Alfonso Lista Districts 1 and 2.
The primary data collection tool was a questionnaire, divided into two sections. The first section contained
scale items designed to assess the impact of the extension program. The scale items underwent expert
validation and pilot testing among 30 individuals with characteristics similar to the intended respondents. The
computed Cronbach’s reliability score was 0.785, affirming its internal consistency. The second section
contained open-ended questions asking the participants to identify the strengths, weaknesses, and suggestions
for improvement of the extension trainings. The data gathering involved asking permission from authorities,
obtaining informed consent from the participants, distributing the questionnaires, and even retrieving training
evaluation data from the extension trainers. Adequate time was provided for the teacher participants to
complete the questionnaires, which were subsequently collected. The researcher took notes in some cases
where participants gave their feedback verbally, particularly in terms of the strength, weaknesses, and
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suggestions for improvement of the extension programs. Data organization, summarization, and tabulation
were performed as part of the initial data processing.
The data were analyzed quantitatively and qualitatively. The analysis primarily involved calculating
the mean score, which was interpreted as: very effective (4.50 to 5.00), effective (3.50 to 4.44), fairly
effective (2.50 to 3.44), and not effective (1.00 to 2.44). The qualitative data was analyzed thematically to
extract key themes, which focus on the strengths, weaknesses, and suggestions for improvement of the
programs. The study adhered to ethical principles. Consent was obtained from the participating teachers
before data collection. The study's objectives were transparently communicated to the relevant authorities.
Ethical approval was obtained from the appropriate institutional review board. Data confidentiality and
anonymity were ensured to protect the privacy of the participants. Researchers handled the data with
discretion, and the results were presented in an aggregated and anonymous format to further safeguard
participants' identities
3. RESULTS AND DISCUSSION
3.1. Impact of the extension training program
The impact of the extension programs was measured quantitatively and qualitatively. The
quantitative data are presented in Table 1. The teacher clients registered that the three programs are either
effective or very effective in various aspects (Table 1). These include enhancing knowledge, skills, self-
discipline, productivity and decision-making, self-esteem and confidence, connections and camaraderie, and
awareness of duties and responsibilities. They attested that the programs had a profound impact on their lives.
Table 1. Teacher clients’ assessment of the impact of the extension programs
Criteria
Catch Me &
Teach Me strategy
Journalism
Literacy
program
1. The program significantly improved skills relevant to the respective field.
3.75E
4.69V
4.78V
2. Participation in the program positively influenced the development of self-discipline.
3.75E
4.94V
4.78V
3. The program enhanced knowledge pertaining to the specific focus area of the program.
3.75E
4.94V
4.72V
4. Engaging in the program facilitated productivity and informed decision-making within
the respective field.
3.75E
4.94V
4.78V
5. The program positively impacted self-esteem and confidence among participants.
3.75E
4.81V
4.78V
6. The program helped in building connections and camaraderie with fellow participants.
3.50E
4.94V
4.75V
7. The program effectively promoted the focus area (teaching, journalism, or literacy)
within the respective setting.
4.50V
4.94V
4.84V
8. The program raised awareness regarding rights, responsibilities, and duties related to the
respective field.
4.00V
5.00V
4.78V
9. The program had a profound impact on the lives of participants involved in the program.
3.75E
5.00V
4.66V
10. The program provided valuable knowledge on legal aspects relevant to the respective
field.
4.50V
5.00V
4.91V
Overall
3.90E
4.92V
4.78V
Notes. E: means effective; V: means very effective
According to the participants, the program of the College of Education highlighted the importance
of the basic skills of the learners. This is manifested in the different extension activities of the college. Some
of the cooperating teachers mentioned the significant contributions of the extension program in terms of
literacy.
“As a teacher in the basic education, we need to focus the pivotal role of the basic skills of our
learners. These will serve as a strong foundation of the learners to do the needed skills in terms
of literacy.” (Cooperating Teacher 1)
As mentioned by the cooperating teacher, the College of Education extension program dovetails on
the different activities to enhance skills of the learners in the basic education. This means that the varied
activities to enhance skills of the learners about the basic skills would be provided. In addition, one of the
participants pointed out that:
“We need to consider also the writing skills and numeracy skills of the learners specially this
time. So, the college must focus on the activities on writing skills and solving word problems.
This would probably help the learners master the skills in writing and mathematical
perspectives.” (Cooperating Teacher 5)
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It is notable to consider the varied activities of the learners in writing and mathematical activities. In
the conducted extension activities, it should be balance that includes activities to intensify skills in
mathematics and writing skills. Then, one of the participants pointed out the extension program conducted by
the College of Education that, “The program effectively promoted the focus area (teaching, journalism, or
literacy) within the respective setting.” This means that the extension literacy program is very effective in
enhancing the skills of the learners in the basic education.
3.2. Strengths of literacy program
The strengths of the literacy program, as highlighted in Table 2, lie in its ability to significantly
enhance reading and writing skills among learners. This improvement signifies the program's effectiveness in
achieving its fundamental objectives. The program's engaging and enjoyable nature was acknowledged,
demonstrating its success in instilling enthusiasm for learning and showcasing visible progress among the
students. Furthermore, the program's individualized learning approach was recognized for addressing the
unique needs of each child, ensuring a tailored and effective educational experience. Importantly, the
program has successfully instilled a love for books and learning among the learners, leading to a
transformation where they read for pleasure. In relation with this, one of the participants stressed out that:
“Literacy programs offered by Ifugao State University helped our learners to become a good
reader. They extended a program to master the basic skills in the context of elementary
education. I hope these programs should be maintained and sustained as one of the instruments
to enhance skills of the learners.” (Cooperating Teacher 8)
Additionally, the program's positive impact on the community was emphasized, portraying it as a
valuable educational resource accessible to all, irrespective of their backgrounds. The ability to foster a
culture of reading at home was also acknowledged as a strength, indicating the program's comprehensive
approach to education. Indeed, the participants testified that the extension program related on literacy
improved the skills of the learners in reading and instilling the love for reading.
“I have observed that our pupils improved their skills in reading and writing. They usually do
reading during their free time and they enjoyed much in reading. The extension program of
IFSU served as our partner to instill the value of reading and writing among our pupils.”
(Cooperating Teacher 7)
It is noteworthy to emphasize that the literacy program of the college is very substantial to enhance
the literacy skills of the learners. This means that the program shall be sustained and continued. Indeed, the
literacy program must be continued.
Table 2. Strengths of literacy program
Theme
Evidences
Improved reading and
writing skills
Participants noted significant improvements in reading and writing abilities among the learners,
showcasing the program's effectiveness.
Engaging and enjoyable
The literacy program was lauded for being engaging, enjoyable, and fun, promoting enthusiasm for
learning and evident progress among the students.
Individualized learning
approach
The program's strength in individualized learning was recognized, tailoring education to each child's
needs and ensuring no one is left behind.
Instilling love for books
and learning
The program was successful in fostering a love for books and learning in the learners, leading to them
reading for pleasure and experiencing an amazing transformation.
Positive impact on
community
The program received praise for being a valuable resource for educational development within the
community, enhancing access to quality education for all learners.
3.3. Weaknesses of literacy program
However, the feedback also shed light on certain weaknesses within the literacy program as shown
in Table 3. Outdated materials were identified as a hindrance to engagement, suggesting a need for regular
updates to keep pace with evolving educational resources. The overemphasis on rote memorization and a
demanding schedule, especially for young learners, were recognized as potential obstacles to a deeper
understanding of the material and the well-being of the students. Moreover, the lack of active parental
involvement, inadequate individualized attention for specific learning needs, inaccuracies in assessment
methods, and insensitivity to diverse cultural backgrounds were identified as weaknesses. These issues
highlight the importance of a more inclusive and personalized approach in the program.
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“The materials to be provided for the program shall be updated and based from the level of the
learners. It is very important to consider the Instructional Materials for literacy program. The
college extension program may use contextualized Instructional Materials to be used during the
conduct of the extension program.” (Cooperating Teacher 12)
The weaknesses of the program suggest some constructive ways to enhance the literacy program.
Updating and improving learning materials, diversifying teaching methods, and providing a better balance
between learning and relaxation are recommended to improve engagement and effectiveness. Actively
involving parents and providing individualized support to students with specific learning needs are also
advocated, emphasizing the need for a more tailored and inclusive approach. Enhancing cultural sensitivity in
the program and improving the accuracy of assessment methods are deemed crucial for a more equitable and
accurate learning experience.
Table 3. Weaknesses of the literacy program
Theme
Evidence
Outdated materials
Participants raised concerns about outdated program materials, suggesting it made it challenging for
students to remain engaged during the learning process.
Overemphasis on rote
memorization
The reliance on rote memorization was highlighted as a weakness, potentially hindering genuine
understanding of the material among the learners.
Demanding schedule for young
children
The program's demanding schedule was seen as a drawback, particularly for young children, leaving
them with limited time for essential play and relaxation.
Lack of parental involvement
Participants expressed a desire for more active involvement of parents or guardians in the program,
recognizing its importance in a child's educational success.
Lack of Individualized attention
for specific needs
The absence of sufficient individualized attention for students with specific learning needs was seen
as a shortfall, suggesting room for improvement.
Accuracy of assessment methods
Concerns were raised regarding the accuracy of the program's assessment methods, implying a need
for a more precise evaluation of a child's progress.
Cultural sensitivity
The lack of cultural sensitivity in materials and teaching methods was highlighted as a weakness,
potentially making students from diverse backgrounds feel left out or misunderstood.
3.4. Strengths of the Catch Me and Teach Me strategy literacy program
The strengths of the Catch Me and Teach Me strategy literacy program are rooted in its practical
and interactive approach as shown in Table 4. Participants highly valued the practical teaching strategies
and hands-on learning experiences shared during the training. The program's emphasis on practical
techniques allowed participants to grasp effective ways to implement the program. Moreover, the interactive
workshops and group activities were seen as invaluable components, providing a platform for collaboration
and the exchange of ideas among peers. The comprehensive training materials and resources provided were
also highlighted as a significant strength, aiding participants in their daily teaching and literacy promotion
efforts. The expertise and knowledge of the trainers were acknowledged, affirming the trainers' ability to
simplify complex concepts and facilitate effective learning. Most of the cooperating teachers agreed that
this strategy is an avenue to enhance the abilities of the learners.
“Through Catch Me and Teach Me strategy literacy program our learners are enjoyed reading
and writing activities through peer teaching. Certainly, reading with their peers fosters
collaborative learning. It is also way to motivate a learner to love reading.” (Cooperating
Teacher 18)
Table 4. Strengths of the Catch Me and Teach Me strategy literacy program
Theme
Evidence
Practical teaching strategies
Many participants found practical strategies and teaching techniques shared in the training extremely
valuable.
Hands-on learning approach
The hands-on approach helped participants understand how to implement literacy programs effectively
Interactive workshops and
collaboration
Participants highlighted interactive workshops and group activities as valuable, appreciating the
opportunity to collaborate and exchange ideas with peers.
Comprehensive training
materials
The value of training materials and resources provided was emphasized, seen as beneficial for daily
teaching and literacy promotion activities.
Expertise and knowledge of
trainers
Participants acknowledged the expertise of the trainers and their ability to convey complex concepts in
an understandable way.
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Based from the statement of the cooperating teacher, it is very significant to employ cooperative
learning strategies in reading. Indeed, through cooperative learning learners learn how to work with their
peers. It is noteworthy to underscore the value of group activities and reading.
3.5. Weaknesses of the Catch Me and Teach Me strategy literacy program
Despite the strengths, participants also identified areas for improvement within the Catch Me and
Teach Me strategy literacy program as shown in Table 5. The foremost concern was the need for additional
time to delve deeper into the topics covered, indicating a desire for more comprehensive exploration.
Participants emphasized the necessity for ongoing support to effectively apply the acquired knowledge in
their teaching and literacy promotion endeavors. Moreover, a personalized approach that considers the
individual differences of the learners was highlighted, suggesting the need for tailored strategies to meet
diverse learning needs. Moreover, the program underscores some of the drawbacks and issues in conducting
peer reading aming (among) the learners. It is identified that:
“I have testified that our learners committed some difficulties in reading with their peers, they
encountered difficulties on how to read the unfamiliar words and they read only without
comprehension. So, it is important to monitor and give immediate feedbacks after reading.”
(Cooperating Teacher 17)
Hence, some ways are necessary to enhance future training sessions in Catch Me and Teach Me
strategy literacy program or related topics. Extending the timeframe of the training to assess learners'
improvement is recommended, emphasizing the importance of evaluating the long-term impact of the
program on learners. Additionally, integrating critical thinking skills into program activities is suggested,
reflecting an aspiration for a more holistic and skill-enriched learning experience.
Certainly, considering individual differences among learners and tailoring the approach accordingly
are necessary. These would underline the significance of inclusivity and adaptability in future training
sessions. The cooperating teachers agreed that time is inevitable in reading with the peers.
“Time management in reading with peers among leaners raised an issue and conflict. The
learners need support to master the needed skills as a basic foundation.” (Cooperating Teacher 15)
Table 5. Weaknesses of the Catch Me and Teach Me strategy literacy program
Theme
Evidence
Time constraints
Many participants felt that additional time is needed for a more in-depth exploration of the covered topics.
Need for ongoing support
Participants highlighted the need for ongoing support to effectively apply the knowledge gained from the
program.
Personalization of
approach
Some participants suggested a more personalized approach to meet the diverse needs of participants,
considering individual differences.
3.6. Strengths of the campus journalism program
The thematic analysis of the extended campus journalism training feedback provides valuable
insights into the overall impression of the seminar-workshop and areas for improvement as shown in Table 6.
The strengths primarily lie in the informativeness, timeliness, and efficient management of the event.
Participants praised the workshop for providing valuable insights, being relevant to current educational
demands, and being well-organized, fostering a positive learning experience.
“Our learners are very interested in campus journalism. They have found joy and glee while
doing different activities in writing news, features and editorial. Through journalism, our
learners become more interested in developing paragraph and articles based from their field of
interest.” (Cooperating Teacher 21)
Undeniably, the cooperating teachers established that through campus journalism program, the
learners become more interested in writing and even in reporting. Moreover, one of the participants stressed:
“The extension training of the College of Education about campus journalism is very helpful.
These workshops and hands-on training sessions cover a wide range of journalism topics,
including writing, reporting, editing, conducting interviews, and ethical considerations. They
assist participants in honing their abilities and comprehending the real-world applications of
journalism.” (Cooperating Teacher 22)
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Furthermore, seminars on journalism promote analysis and critical thinking. They instruct
participants in information evaluation, how to separate opinions from facts, and how to offer fair and
impartial opinions. In the modern media environment, where false information is widely disseminated, these
abilities are crucial. Besides, campus journalism seminars provide an atmosphere that encourages students to
freely express their ideas and opinions. They become aware of the responsibility that accompanies free
speech as well as its significance.
Table 6. Strengths of the campus journalism program
Theme
Evidence
Informative
Participants found the seminar-workshop highly informative and enriching, adding value to their knowledge.
Timely
Participants appreciated the relevance and timeliness of the seminar-workshop content, aligning with current
educational demands.
Well-managed
Participants praised the efficient management of the seminar-workshop, expressing satisfaction with the organized
activities and looking forward to future sessions.
3.7. Weaknesses of the campus journalism program
However, there are identified weaknesses that need attention for future improvements as displayed
in Table 7. Concerns regarding the venue size, acoustics, and suitability indicate the importance of choosing
appropriate spaces that can accommodate all participants comfortably. Issues related to food quality and
quantity highlight the necessity for better catering arrangements to ensure participant satisfaction. Time
management was another aspect flagged for improvement, emphasizing the importance of adhering to
schedules for each session to maintain a structured flow of the event. Additionally, participants expressed a
desire for a broader range of topics to be covered, suggesting that incorporating more diverse and relevant
subjects would enhance the learning experience. Thus, some suggestions for the improvement of the campus
journalism program focus on enhancing the venue, food quality, and time management for future seminar-
workshops. Incorporating additional relevant topics to enrich the content and broaden the scope of the event
is crucial. These insights provide a valuable guide for organizers to enhance the quality and effectiveness of
future campus journalism training sessions, ultimately maximizing the learning experience and meeting the
needs of the participants.
Table 7. Weaknesses of the campus journalism program
Theme
Evidence
Venue
Participants expressed dissatisfaction with the venue's size and conditions, suggesting a need for a more spacious
and suitable location.
Food
Participants raised concerns about the quality and quantity of the food provided, emphasizing the need for improved
food arrangements
Time management
Participants identified a lack of adherence to the scheduled time for each session, suggesting the importance of
stricter time management.
Additional topics
Participants desired more diverse and relevant topics, suggesting the inclusion of supplementary content to enrich
the seminar-workshop experience.
3.8. Discussion of the impact assessment of the extension programs conducted
This study embarked on a critical evaluation of community extension programs of Ifugao State
University-Potia Campus, focusing on Catch Me and Teach Me strategy literacy program, campus journalism
training, and literacy extension program. Emphasizing the pivotal role of these programs in enhancing skills,
knowledge, and personal development among participants, our findings offer insightful revelations. They
mirror the broader educational discourse on the efficacy of such initiatives in rural and less urbanized
settings. This discussion aims to contextualize these results within the existing literature, drawing
implications for theory, practice, and policy, and setting the stage for a comprehensive understanding of these
educational interventions. The empirical evidence gathered from Ifugao State University-Potia Campus's
community extension programs presents a multifaceted understanding of their impact. Central to our findings
is the varying effectiveness of the programs: campus journalism training, and the literacy extension program.
Each program exhibits distinct strengths and weaknesses, resonating with the nuanced perspectives regarding
the role of community extension in rural development [1]. The variance in effectiveness underscores the
premise emphasizing the need for tailoring extension programs to specific community needs and market
dynamics [5]. The high effectiveness scores in enhancing skills, knowledge, and self-discipline particularly in
the journalism and literacy programs align with assertion of the transformative power of such initiatives [2].
These programs evidently surpass being mere academic appendages, as they serve as conduits for real-world
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skill application and personal development. This finding is consistent with the perspective who advocate for
viewing extension programs as critical tools for sustainable community impact [2], [6].
However, the less effective scores in some aspects of the Catch me and Teach Me strategy program
highlight a significant discrepancy. This echoes the concerns raised about the variable utility and efficacy of
such programs [10]. It suggests that while the overall intent of the programs is beneficial, their execution may
lack in addressing specific community needs or adapting to local contexts, a gap that identify as a barrier to
effective service delivery [9]. The qualitative feedback points to a profound impact on participants' lives,
particularly in terms of self-esteem and confidence enhancement. This aspect of personal growth, often
overlooked in traditional academic settings, is crucial in non-formal education settings. The programs' ability
to foster a sense of community, camaraderie, and professional development among participants observations
about the extended benefits of university-level community extension programs [15]. The noted weaknesses,
such as outdated materials and overemphasis on rote learning, resonate with the criticisms of [11] regarding
the need for continuous improvement and relevance in extension services. These shortcomings highlight the
critical need for dynamic curriculum development, aligning with contemporary educational standards and
learner needs, a concept supported by Findler et al. [10] in their discussion on SD in higher education.
Thereby, our findings paint a complex yet enlightening picture of the impact of community extension
programs. They reaffirm the essential role of these programs in bridging educational gaps in rural areas while
also highlighting the need for constant evolution and adaptation to the changing educational landscape. This
study contributes to the ongoing dialogue on the effectiveness of university-led community outreach
initiatives, underscoring the necessity for a nuanced and context-sensitive approach to program design and
implementation.
3.8.1. Theoretical implications
The study’s exploration into the efficacy of community extension programs at Ifugao State
University-Potia Campus offers profound theoretical implications, particularly in the fields of educational
outreach, community development, and non-formal education. The findings bridge the gap between
theoretical constructs and practical applications, providing insights into how HEIs can effectively engage in
community development. By assessing the impact of community extension initiatives, researchers may gain a
better understanding of how educational institutions can actively contribute to knowledge transmission
outside of typical classroom settings.
a. Extension programs as catalysts for community empowerment
The positive outcomes of the extension programs, especially in enhancing skills, knowledge, and
self-discipline, resonate with the theoretical frameworks which emphasize education as a critical tool for
empowerment in low- and middle-income countries [3]. This study reinforces the idea that community
extension programs are not just educational endeavors but are potent vehicles for socio-economic upliftment
and empowerment. The evident success of these programs in imparting practical skills and knowledge aligns
with contemporary theories of adult learning and community education, which advocate for the practical
application of knowledge and skills as a means to empower individuals and communities.
b. Integrating community needs and educational outreach
The variability in program effectiveness underscores the theoretical postulation by regarding the
necessity of tailoring educational programs to the unique needs and dynamics of each community. This study
empirically supports the theory that effective community development requires a bespoke approach,
considering local socio-economic structures, cultural dynamics, and educational needs [5]. It challenges the
one-size-fits-all paradigm in educational outreach, advocating for a more nuanced and contextualized
approach [9].
c. Sustainable community development through education
The research aligns with the sustainable development theories particularly in how higher education
institutions can contribute to sustainable development [8].The study provides empirical evidence supporting
the theory that education, particularly non-formal and community-based education, plays a pivotal role in
sustainable community development. The extension programs’ focus on skills and knowledge transfer,
enhancing self-esteem, and fostering community ties reflects the integrative nature of sustainable
development, where education is seen as a key driver in achieving long-term societal progress.
d. Reconceptualizing the role of higher education in society
The findings contribute to the theoretical discourse on the role of HEIs in society. The traditional
tripartite function of teaching, research, and outreach is expanded upon, highlighting outreach not just as a
peripheral activity but as a core function with significant societal impact. This aligns with the perspectives of
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who posit the transformative potential of universities when they engage directly with their communities [6],
[15]. The study thus adds to the growing body of literature that views universities as active agents of social
change, challenging them to reassess and expand their roles beyond the confines of academia.
e. Long-term impact and evaluation of educational programs
The study contributes to the theoretical understanding of program evaluation in education. The
highlighted need for ongoing assessment and improvement of these programs supports the theories around
continuous improvement and adaptive learning in educational settings. It echoes the call for longitudinal
studies and sustained impact assessments to truly gauge the effectiveness of educational interventions over
time, a concept crucial in the realm of non-formal education and community development.
3.8.2. Practical implications for community extension programs
The findings from the study on community extension programs at Ifugao State University-Potia
Campus offer critical insights into the practical application of such initiatives. These implications are vital for
policymakers, educators, and community leaders aiming to optimize the effectiveness of extension programs
in various socio-educational contexts. University community extension initiatives can help local communities
by addressing specific needs, supporting sustainable practices, and facilitating social and economic growth.
a. Customization to local needs and contexts
One of the most salient practical implications of this study is the necessity for extension programs to
be deeply rooted in the specific needs and contexts of their target communities. This aligns with the
conclusions drawn that who emphasize the importance of tailoring extension initiatives to local market
dynamics and community specifics [5]. For instance, the varying effectiveness across different programs in
our study highlights the need for educational content and teaching methodologies to be adaptable and
responsive to the unique socio-cultural and economic realities of the community. This approach not only
ensures relevance but also enhances the engagement and retention of participants.
b. Integrating continuous feedback and evaluation
Another critical implication concerns the ongoing evaluation and feedback mechanisms in extension
programs. SD through educational interventions requires continuous assessment. Regular program
evaluations are essential to find any flaws in extension initiative and to make sure that these programs remain
relevant and effective [16]. The noted weaknesses in some program aspects, such as outdated materials or
ineffective teaching strategies, underscore the need for regular program evaluations [8]. This can be achieved
through structured feedback mechanisms from participants, allowing for real-time adjustments and updates to
the curriculum and delivery methods.
c. Enhancing participant engagement
The study underscores the importance of designing programs that are not only informative but also
engaging and interactive. As seen in the qualitative feedback, programs that were interactive and hands-on
were more effective in imparting knowledge and skills. This observation is in line with contemporary
educational theories that advocate for experiential learning and active participation [6]. Programs should,
therefore, incorporate practical activities, workshops, and collaborative projects to enhance learning
outcomes.
d. Addressing resource and material relevance
The issue of outdated materials calls for an urgent need to periodically update educational resources.
This is not just about keeping pace with technological advancements but also ensuring cultural and
contextual relevance. In line with views, extension programs must reflect the evolving educational standards
and learner needs, incorporating up-to-date research, contemporary case studies, and technologically
enhanced learning tools [15].
e. Promoting cultural sensitivity and inclusivity
The feedback indicating a lack of cultural sensitivity in some programs highlights the need for
inclusive and diverse educational approaches. This involves incorporating materials and teaching methods
that are respectful and reflective of the cultural diversity within the community. As argued, culturally
sensitive education is key to ensuring that all participants, regardless of their background, feel valued and
understood [13].
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f. Fostering parental and community involvement
The study also points to the crucial role of parental and wider community involvement in the success
of extension programs. This aligns with advocacy for community engagement in educational initiatives.
Programs must therefore develop strategies to involve parents and community leaders, possibly through
community forums, collaborative projects, and inclusive decision-making processes. Such involvement not
only enhances the relevance of the programs but also facilitates community ownership and sustained impact [9].
g. Aligning with professional and personal development needs
The practical implications of this study extend to aligning extension programs with the professional
and personal development needs of participants. As shown in the results, programs that positively impacted
self-esteem and confidence were highly rated. Therefore, extension initiatives should incorporate elements
that foster personal growth, such as leadership skills, critical thinking, and self-evaluation components. This
then entails the utilization of “new learning models and technology, facilitating engagement, and the
provision of opportunities for immediate application of knowledge in their work” [17].
3.8.3. Policy implications
The outcomes of the study on community extension programs at Ifugao State University-Potia
Campus hold considerable implications for educational policy, particularly in the realm of community
engagement and development. These implications offer valuable insights for policymakers seeking to
enhance the efficacy and impact of educational outreach programs. Understanding the elements that influence
the effectiveness of community extension programs allows policymakers to invest resources effectively,
ensuring that projects meet the needs and ambitions of the communities they serve.
a. Strategic planning and resource allocation
The study underscores the need for strategic planning and targeted resource allocation in the
development and implementation of community extension programs. It is very notable to emphasize, the
effectiveness of these programs is contingent upon their alignment with community needs and dynamics.
Policymakers must ensure that program design and resource distribution are informed by thorough
community assessments, allowing for a tailored approach that addresses specific local challenges and
opportunities [5]. This requires a collaborative effort between educational institutions, government bodies,
and community stakeholders to identify and prioritize areas of need.
b. Framework for continuous program evaluation
The findings advocate for the establishment of a comprehensive framework for continuous program
evaluation. As indicated by the varied effectiveness across different programs, regular assessment and
feedback mechanisms are crucial. Policymakers should develop standards and protocols for ongoing program
evaluation, incorporating both quantitative and qualitative metrics. This approach pointed not only ensures
program relevance and quality but also facilitates timely adjustments in response to evolving community
needs and educational standards [8].
c. Promotion of inclusive and culturally sensitive education
The study highlights the importance of inclusive and culturally sensitive educational practices.
Policies should encourage the development of culturally relevant curriculum materials and teaching methods
that reflect and respect the diversity of the community. Extension initiatives should be planned with a thorough
awareness of local culture, taking into account the community's specific needs and objectives. This would
ensure that educational programs are well received, long-lasting, and have a significant impact on community
development. In addition, education that acknowledges and incorporates cultural diversity promotes a more
inclusive learning environment, essential for the success of community-based programs [13].
d. Encouraging community involvement and partnership
A key policy implication is the promotion of active community involvement and partnership in the
planning and execution of extension programs. Policies should facilitate the creation of platforms for
community participation, enabling a two-way exchange of knowledge and skills. This aligns with advocacy
for community engagement, suggesting that effective community development is achieved through
collaborative efforts that leverage local knowledge and expertise [9], [14].
e. Fostering interdisciplinary collaboration
The complex nature of community challenges necessitates interdisciplinary approaches.
Policymakers should foster collaboration across different academic disciplines and sectors to address the
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multifaceted aspects of community development [18]. This interdisciplinary approach not only broadens the
scope and impact of extension programs but also enriches the educational experience for participants.
f. Scaling and replication of effective programs
Finally, the study indicates the potential for scaling and replicating effective extension programs.
Policymakers should consider the development of guidelines and frameworks for scaling successful programs
to other communities or regions, ensuring adaptability to different contexts [19]. This approach can maximize
the reach and impact of extension initiatives, contributing significantly to national development goals. Each
community or location may have distinct traits, challenges, and possibilities; hence, policymakers should
stress adaptation while scaling projects. Flexibility in program design and implementation also enables
modification to meet the unique demands and conditions of many communities. This adaptability means that
the essential concepts of successful programs can be maintained while accounting for local variances [19].
3.9. Limitations of the study
A primary limitation lies in the study’s geographical and institutional scope. Focused on a single
university’s extension programs in a specific rural context, the findings may not be entirely generalizable to
other regions or types of institutions. This limitation is noteworthy that community extension programs’
effectiveness can vary greatly depending on geographic, cultural, and socio-economic contexts. Future
research should, therefore, aim to include a more diverse range of institutions, both urban and rural, to
ascertain the applicability of these findings across different settings.
Another key limitation is the cross-sectional nature of the study. While the research provides
valuable insights into the immediate effects of the extension programs, it does not capture the long-term
impact on participants and communities. Longitudinal studies are essential to understand the sustained effects
of these programs on individual development, community engagement, and societal change [20]. Future
research should focus on tracking the long-term outcomes of program participants to gauge the enduring
impact of such educational initiatives. The study predominantly relied on self-reported measures, which can
be subject to biases. The reliance on quantitative metrics, while valuable, may not fully capture the nuanced
impacts and experiences of participants in these programs [21], [22]. Future studies should employ a more
diverse array of evaluation tools, including qualitative methods like in-depth interviews and focus groups, as
well as objective performance measures. This would provide a more holistic understanding of the programs’
effectiveness. The research predominantly focused on teacher participants, which limits the perspectives
gathered. Community extension programs impact a wide range of stakeholders, including students, parents,
and community leaders [23]–[25]. Through mutual learning and intimate connections, there is strong
communication between the community and higher education through extension initiatives while maintaining
freedom on both sides [25]. Future research should aim to include these diverse voices to gain a
comprehensive view of the programs’ effectiveness and reach, in line with the inclusive approach advocated.
While the study evaluates the outcomes of the extension programs, it does not delve deeply into the
specifics of program design and implementation [26]. Understanding the key factors that contribute to the
success or failure of these programs is crucial [27], [28]. Future research should focus on dissecting the
elements of program design, such as curriculum content, delivery methods, and resource allocation, to
determine their impact on effectiveness. Lastly, there is an opportunity for comparative studies that evaluate
different models of community extension programs [29], [30]. Such research could provide valuable insights
into the most effective approaches and strategies for various community contexts.
4. CONCLUSION
Central to the findings is the affirmation that community extension programs, when effectively
implemented, are powerful tools for bridging educational gaps in less urbanized areas. The positive impact
on participants’ skills, knowledge, self-discipline, and confidence is a testament to the transformative
potential of these initiatives. However, the variability in program effectiveness highlights the crucial need for
a contextual and responsive approach, tailored to the unique needs and dynamics of each community. The
theoretical implications of this study enrich the understanding of how HEIs can act as catalysts for
community empowerment. By integrating community needs into educational outreach, these institutions play
a critical role in sustainable community development. The practical implications underscore the necessity for
continuous program evaluation, participant engagement, and resource relevance, ensuring that these
programs remain effective and impactful.
From a policy perspective, this research advocates for strategic planning, resource allocation,
continuous program evaluation, and the promotion of inclusive and culturally sensitive education. The
encouragement of community involvement and interdisciplinary collaboration in policy formulation can
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further enhance the effectiveness of these programs. This study not only highlights the significant
contributions of university-led community extension programs in educational and societal development but
also calls for a nuanced, adaptable, and collaborative approach in their design and implementation. The
findings from this research contribute to a deeper understanding of the role of HEIs in community
engagement and provide a foundation for enhancing the effectiveness and reach of community extension
programs. As such, they represent a valuable contribution to the ongoing efforts to leverage education as a
vehicle for social change and community development.
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BIOGRAPHIES OF AUTHORS
Matronillo Del Mundo Martin is an Associate Professor V and the current Dean
of College of Education at Ifugao State University - Potia Campus. He is an active
extensionist of the college about the different agenda related on education. He is an accreditor
of Accrediting Agency of Chartered Colleges and Universities in the Philippines and
evaluator of the Commission on Higher Education-Regional Quality Assurance of Cordilera
Admistrative Region (CAR). Dr. Martin’s research interest lies on educational pedagogy,
classroom management, educational management, information and communication and
technology (ICT) and teaching strategies. He can be contacted at email:
matt_martin122680@yahoo.com.
Lhea dela Cruz Ildefonso is an assistant professor in Ifugao State University,
Potia Campus whose love for extension services inspires her to delve into research regarding
the said field. She teaches English language and literature courses and is designated as the
Program Chairperson of Master of Arts in Teaching English. Her research interests span a
wide range of topics, including language teaching, literature and extension programs. As a
member of the academic community, Dr. Ildefonso continues to engage with contemporary
issues in pedagogy with aim at contributing valuable insights to the evolving landscape of
education. She can be contacted at email: lheaildefonso@gmail.com.
