Preparation of Forms

Fundraiser and Donations

Both booths were advertised on Pisay Direct through pubmats. These contained basic info about the project, the booths, and a message saying that we were also accepting donations for pre-loved items from the Pisay community, either to be sold at the White Elephant Booth or donated directly to QCPL. The funds collected from the booths were then used for the purchasing of donations, as will be discussed later. Apart from all the booths, the group also requested five reams of paper from the supplies office which would later on be sent for donation to QCPL.

Reorganization of Library Books

Due to being understaffed, the library needed help with organizing unshelved new book donations and reorganizing its existing books that were out of place. To aid the library in this problem, the group dedicated a community visit on March 1. The group helped Ms. Arceta reorganize the books by references, languages, sciences, and other categories under the Dewey Decimal System. 

Tutoring Proper

As the group’s last initiative for the project, a tutoring program was implemented. The plans for the program included students from Grades 1-3 as the target tutees. A total of seven students living near the area were planned to be invited to participate in the program so that each group member and Ms. Arceta could focus on one student each. The program was planned to be implemented over a span of three days: March 8, 15, and 22, where activities on both numeracy and literacy were to be held for the students. Respective pre- and post-tests for each of the days were also prepared to assess students’ performance. We had also planned additional activities aimed at engaging the student’s attention.

In the actual implementation of the tutoring program, the group’s original plans had to be revised due to unexpected circumstances. The program had to be shortened to two days, March 14 and March 17, instead of the original three-day plan due to scheduling conflicts. On the first day of tutoring, the group was met with 17 students spanning from the ages of four to five years old instead of the planned fewer and older target tutees. Because of this, the group adapted by teaching students in groups instead of the planned one-on-one format and by simplifying the original curriculum and activities to cater to the learning level of the younger students.

Fundraising and Donation

Library Help and Tutoring Sessions

Given that the children we ended up tutoring were younger than we expected, we quickly modified our tutoring curriculum to cater to preschool students instead. The reading and writing portion focused on alphabet recognition and on vocabulary building while the mathematics portion focused on counting, adding, and subtracting from 1 to 20.

The first session focused on the mathematics portion of the program. The students were already familiar with counting numbers from 1 to 10 as they can recite them as well as write them with occasional confusion when writing the numbers 5 and 7. When moving on to numbers 11 to 20, we had to slow down the teaching pace and make sure they could start reciting and writing these numbers down properly. We also conducted a creative activity that involved using modeling clay to form numbers on paper. For the students struggling with this activity, members of the group adapted by guiding them with creative exercises in counting.

On the other hand, the second session focused on the English portion of the program. At this time around, there were only a few students on that day which allowed a more close-knit and interactive discussion. We utilized flashcards with letters and symbols for words along with writing worksheets to supplement our lesson on the alphabet. Of the students that had joined us on the first day, we had a better grasp on each of their individual personalities and had a much easier time in getting their attention. With this, it was much easier to talk to these students one-on-one. 

Turnover of Materials

Development of Literacy and Numeracy Skills

Sustainability of the Project through Aklat Ayuda

The project was able to accomplish its objectives and achieve its success indicators, along with providing valuable experiences for the group. The group was exposed to the status quo for the education of younger students in the community. In particular, the problems that the students encountered due to the onset of the pandemic such as literacy and numeracy deficiencies were highlighted. The group was able to teach the students through fun and engaging activities while also teaching them valuable lessons in counting, reading, and writing. Other problems encountered in the library such as shortages in paper and other office supplies were also tackled by the group by supplying the missing materials through fundraiser activities. Additionally, other miscellaneous tasks in helping the librarians such as organizing the books in the library were also accomplished by the group.

Future Social Science 6 projects may build on what the current project has done by extending the tutoring duration. Furthermore, Ms. Arceta suggested that it is important to find means to assess the preschooler’s learning. Lastly, additional donations can be done for similar projects through exploring different means such as food fundraisers.

The group truly enjoyed the project and the time spent with the community. We hope that future projects can consider working with QCPL to help young students learn while also learning from the young students through valuable experiences.

History of Quezon City public library the Quezon City. studylib.net. (2013). Retrieved from https://studylib.net/doc/8092835/history-of-quezon-city-public-

Quezon City Public Library. (2021). Brief history. https://web.quezoncitypubliclibrary.org/About/History#:~:text=The%20Quezon%20City%20Public%20Library,virtue%20of%20Public%20Law%20No