Effectiveness Of An Integrated Library-Based Learning Intervention On Students’ Reading Achievement, Motivation, And Engagement: A Quasi-Experimental Study

Abstract

The development of a sustainable reading culture is an important challenge for elementary schools, particularly in geographically remote and resource-constrained regions where children's exposure to reading materials beyond prescribed textbooks remains limited. The present study examines an intervention aimed at transforming existing school libraries into active learning spaces for promoting reading culture and strengthening foundational literacy among children. The intervention was implemented across all 95 elementary schools covered under the initiative in Pauri Garhwal district, Uttarakhand, over three consecutive academic sessions from 2023–24 to 2025–26.The study adopted a descriptive and evaluative mixed-method research design with complete institutional coverage of all 95participating schools. No sampling procedure was adopted. Data were collected through structured institutional responses, library records, implementation documentation, and written reflections from school heads and teachers. The intervention emphasized open book displays, classroom reading corners, dedicated library periods, student choice in book selection, home book circulation, age-appropriate categorization of books, and integration of reading with storytelling, role play, drawing, and other joyful learning activities.The study was guided by four hypotheses concerning the institutionalization of library practices, improvement in student access to reading materials, reading-related learning outcomes, and community participation. The findings revealed that 73.68% of schools developed written library plans, 88.42% incorporated dedicated weekly library periods, 53.68% implemented regular home book circulation, and 21.05% reported active participation of parents and School Management Committees. Schools further reported increased student interest in reading and improvements in reading fluency, vocabulary, comprehension, classroom participation, and language assessment outcomes, with most schools reporting an improvement of 10–20% or higher in language assessments. The study concludes that meaningful transformation of school libraries does not necessarily require substantial infrastructural investment. Rather, improving children's access to books, institutionalizing reading opportunities, integrating library activities with classroom pedagogy, and promoting learner autonomy can contribute to the development of a sustainable reading culture and improved literacy-related outcomes.