EVALUATING THE IMPACT OF STARBOOKS TRAINING EXTENSION PROGRAM: A BASIS FOR PROGRAM ENHANCEMENT

INTERNATIONAL JOURNAL ON ADVANCED TECHNOLOGY, ENGINEERING, AND INFORMATION SYSTEM (IJATEIS) EVALUATING THE IMPACT OF STARBOOKS TRAINING EXTENSION PROGRAM: A BASIS FOR PROGRAM ENHANCEMENT May Lynn M. Farren1, Vexter Jeff E. Ojeno2, Nolan M. Yumen3 1-3 University of Antique, Tario-Lim Memorial Campus, College of Computer Studies, Philippines 1) E-mail: , 2) , 3) Abstract The Community Empowerment through Science and Technology (CEST) program, led by the Department of Science and Technology (DOST), aims to address educational inequalities in underserved communities through strategic science and technology (S&T) interventions. One of key initiatives, the STARBOOKS training extension program, provides offline access to critical STEM resources, empowering rural schools with minimal connectivity. Implemented at Mag-Aba National High School in Pandan and Sebaste High School in Sebaste, the program targets enhanced digital literacy and equitable resource distribution. This study evaluates the STARBOOKS program impacts on teaching practices, student learning outcomes, and its overall contribution to bridging the digital divide in rural educational settings. It identifies program benefits, application of skills, challenges encountered, and enhancement recommendations. A mixed-methods approach was used, integrating quantitative surveys of 40 teachers and 80 students with qualitative insights gathered through open-ended questions. Data analysis employed descriptive statistics for quantitative data and thematic analysis for qualitative responses. Findings revealed that 85% of participants rated the program as highly beneficial. STARBOOKS was most utilized in STEM subjects, with notable applications in Filipino, Literature, and Entrepreneurship. Teachers reported improved lesson planning and classroom engagement, while 78% observed enhanced student academic performance. Key challenges included limited device availability (65%) and insufficient training (45%), highlighting areas requiring targeted interventions. The STARBOOKS program demonstrates significant potential in fostering equitable education and digital literacy. Recommendations include expanding program access, enhancing teacher training, increasing device availability, and introducing interactive STEM activities. Structured monitoring and evaluation systems are essential for sustaining program impact. Keywords: STARBOOKS, Digital literacy, STEM Education, Rural Schools, Offline Library, CEST Program, Educational Technology 1. INTRODUCTION The Community Empowerment through Science and Technology (CEST) program, spearheaded by the Department of Science and Technology (DOST), is a national initiative designed to address educational inequalities and foster sustainable development in underserved communities. Focused on empowering localities through science and technology (S&T), CEST operates across five strategic entry points: Economic Development, Health and Nutrition, Human Resource Development, Environmental Protection and Conservation, and Disaster Risk Reduction and Management with Climate IJATEIS | VOLUME 3 NO. 4 (2024) https://ojs.transpublika.com/index.php/IJATEIS/ E-ISSN: 2828-5425 601 EVALUATING THE IMPACT OF STARBOOKS TRAINING EXTENSION PROGRAM… May Lynn M. Farren, Vexter Jeff E. Ojeno, Nolan M. Yumen Change Adaptation. Among these, the Human Resource Development component aims to bridge educational gaps by enhancing access to S&T information and fostering interest in STEM disciplines, particularly in rural areas where connectivity and resource access are limited (Alegre et al., 2021; Johnson & Lee, 2020). In 2019, with funding support from the office of Hon. Loren Legarda, then Representative of the Lone District of Antique, DOST collaborated with the University of Antique Tario – Lim Memorial Campus (UA TLMC) College of Computer Studies to implement the STARBOOKS training extension program in Mag-Aba National High School in Pandan and Sebaste High School in Sebaste. STARBOOKS, or the Science and Technology Academic and Research-Based Openly Operated Kiosk Station, is an innovative offline digital library developed by DOST to provide vital resources in STEM, agriculture, entrepreneurship, technical-vocational education, and literature (Chen & Wang, 2024; Wang & Liu, 2021). The program equips teachers and students with skills in installation, troubleshooting, and usage, creating resource-rich and interactive learning environments tailored for rural schools (Garcia et al., 2023). Mag-Aba National High School and Sebaste High School were strategically chosen for their significant roles in the educational development of their respective municipalities. Established in 1977, MagAba National High School serves approximately 800 students and has a strong track record in promoting academic excellence despite its limited technological infrastructure (LiquiSearch, 2023). Sebaste High School, on the other hand, caters to a large and diverse student population in Sebaste, facing similar challenges of internet connectivity and digital resource access. STARBOOKS offered both schools the opportunity to overcome these barriers, providing an accessible solution that aligns with their commitment to fostering STEM and holistic education (Jones & Lee, 2023; Norris, 2003). The theoretical framework for this study is Pippa Norris’ Digital Divide Theory, which examines disparities in access to digital technologies and the resulting social, educational, and economic inequalities. This theory highlights the importance of bridging the technological gap in underserved communities to ensure equitable opportunities. STARBOOKS exemplifies this by providing offline access to vital educational resources, addressing the lack of connectivity in rural areas. Moreover, the theory underscores that providing access alone is insufficient; training and ongoing support are critical for maximizing the benefits of digital tools. STARBOOKS addresses this by equipping educators and students with the skills needed to fully utilize the platform, fostering both digital literacy and STEM engagement (Bandura, 1986; Siemens, 2015). The program’s impact was particularly evident during the COVID-19 pandemic (March 2020–August 2022), when remote learning posed significant challenges. Teachers leveraged STARBOOKS as a primary resource for developing learning modules, especially in science, agriculture, and technical-vocational courses, which were otherwise hindered by connectivity issues. Beyond STEM, STARBOOKS supported subjects like Filipino, English, and social studies, demonstrating its versatility and broad applicability (Gupta et al., 2022; Ragas et al., 2022). Teachers reported higher academic performance among students who actively used STARBOOKS, with improved grades and greater classroom engagement upon the return to face-to-face learning. This study evaluates the STARBOOKS training extension program’s implementation, focusing on its benefits, challen (...truncated)