This study aimed to evaluate the Content Area Language and Literacy, a bridging course taken by selected tertiary students. The context, input, process, product (CIPP) evaluation model of Daniel Stufflebeam was utilized to determine the appropriateness and responsiveness of the course. The respondents, two language teachers and ninety learners, were chosen through purposive sampling. Qualitative and quantitative data were culled from various instruments such as the needs analysis survey, program evaluation survey, focus group discussions, and pre and post tests. Numerical data were subjected to descriptive and inferential tests while qualitative responses were analyzed to draw out common themes.

At the onset of the study, the needs analysis survey and the pre-test provided vital information on the competencies that need further honing. The data was utilized to plan the strategies and activities that address the needs of the students. Program monitoring provided further data to appraise the delivery of the program and determine areas wherein the teaching-learning experience can be improved. The T-Test results show that there is no significant difference in the pre and post test scores of the students. However, the program has a high rating in all areas. The qualitative responses, culled through the program evaluation survey, manifest that the learners find the bridging course to be helpful in preparing them for the academic demands of tertiary education. It is recommended that summative assessment tools such as performance tasks be factored in to have a holistic view of the achieved linguistic competencies of the students.