Hakbang Sa Pagbasa (Hapag) Reading Intervention Program For Grade 1 Pupils
Type
Thesis
Authors
Category
Publication Year
2019
Pages
91
Abstract
This study aimed to improve the reading level of selected grade one pupils at Amparo Elementary School through the implementation of the HAPAG Reading Intervention Program.
This study used both descriptive and experimental methods. Descriptive method is used in describing and giving interpretations of the results of the given study as well as the statistical tool and treatment being used in the utilization of the given study. Then the experimental method is used to determine the students' performance in the pre-test and post-test after the implementation of the HAPAG as the reading intervention program at Amparo Elementary School. This is to lessen the number of the non-readers especially in grade one level.
Specifically, it sought to answer the following questions: 1. What is the reading level of grade one pupils?, 2. What is the result of the pre- test and post-test mean scores?, 3. Is there a significant difference between the pre- test and post-test mean scores? 4. What is the level of effectiveness of HAPAG Reading Intervention Program in terms of the academic performance of the learners? 5. What are the challenges encountered in the implementation of HAPAG Reading Intervention Program? 6. What teachers guide in teaching reading may be proposed based on the findings of the study?
The study generated the following findings:
I. There is a need to determine the reading level of the grade one pupils to find out who will be the candidates for the HAPAG Reading Intervention Program. The researcher gathered data from the results of the Diagnostic Test, Summative Tests and Periodical Test from the first quarter conducted to the 5 grade one sections. The result show that the reading level of grade one pupils were in frustration level. II. Before the implementation of HAPAG Reading Intervention Program, the result of the Pre Test has an over-all mean score of 76.90. Among the selected sections, Grade One Sunflower recorded the highest mean score of 78.85 percent followed by Grade one Dahlia on the second rank recording a mean score of 78.75 and Lavander on the third rank with mean score of 76.93 On the other hand, section Camia recorded the least among the selected grade one sections recording the lowest mean score of 74.59 preceded by section Daisy on the fourth rank with a mean difference of 75.42 percent. III. The null hypothesis on the significant difference of the mean scores of the pre and post-test is rejected implying that there is a significant improvement on the post-test compared to pre-test scores. This further manifest that utilization of HAPAG to non-reader learners is one of the significant factors in enhancing reading capability of learners. IV. The data reveal the mean scores of the pre and post-tests conducted to selected Grade One pupils recorded an overall mean score of 64.43 and 89.37 respectively with an overall mean difference of 24.94 percent. Among the selected sections Grade One Camia recorded the highest mean difference of 34.17 percent followed by Grade one Lavander on the second rank recording a mean difference of 26.15 and Dahlia on the third rank with mean difference of 25.84
Meanwhile, section Sunflower recorded the least among the selected grade one sections recording the lowest mean difference of 17.69 preceded by section Daisy on the fourth rank with a mean difference of 20.83 percent. V Among the identified problems encountered by the grade 1 teachers in implementing Hapag reading intervention program "Absenteeism of students recorded on the top rank with all the agreement of all 13 the respondents. This is followed by "Parents Involvement with 11 out of 13 agreements from the respondents. Meanwhile, Validity and reliability of result of list of Non-readers perceive as the least among the identified challenges with the lowest frequency of 8 while Validity and reliability of available resources and Availability of remedial teachers equally perceived on the third rank with a frequency of 10 each. Based on the findings and conclusions of the study, the following recommendations are forwarded. I. The conduct of the examination to pupils under study should be well administered to determine Non-reader pupils to be subjected for HAPAG intervention program. II. It strongly suggest that proper intervention to non readers pupils should be addressed to help them cope with what is expected of their grade level. III. The researcher should always conduct pre-test and post-test to find out if reading intervention is significant. IV. The level of effectiveness of the intervention program shall reflect on the academic performance of the learners. V. Challenges will always be there, so always be ready in all aspects emotionally, physically, mentally and financially. VI. Consider the researchers output of having a manual or a guide on how to teach HAPAG as a game-based approach.
This study used both descriptive and experimental methods. Descriptive method is used in describing and giving interpretations of the results of the given study as well as the statistical tool and treatment being used in the utilization of the given study. Then the experimental method is used to determine the students' performance in the pre-test and post-test after the implementation of the HAPAG as the reading intervention program at Amparo Elementary School. This is to lessen the number of the non-readers especially in grade one level.
Specifically, it sought to answer the following questions: 1. What is the reading level of grade one pupils?, 2. What is the result of the pre- test and post-test mean scores?, 3. Is there a significant difference between the pre- test and post-test mean scores? 4. What is the level of effectiveness of HAPAG Reading Intervention Program in terms of the academic performance of the learners? 5. What are the challenges encountered in the implementation of HAPAG Reading Intervention Program? 6. What teachers guide in teaching reading may be proposed based on the findings of the study?
The study generated the following findings:
I. There is a need to determine the reading level of the grade one pupils to find out who will be the candidates for the HAPAG Reading Intervention Program. The researcher gathered data from the results of the Diagnostic Test, Summative Tests and Periodical Test from the first quarter conducted to the 5 grade one sections. The result show that the reading level of grade one pupils were in frustration level. II. Before the implementation of HAPAG Reading Intervention Program, the result of the Pre Test has an over-all mean score of 76.90. Among the selected sections, Grade One Sunflower recorded the highest mean score of 78.85 percent followed by Grade one Dahlia on the second rank recording a mean score of 78.75 and Lavander on the third rank with mean score of 76.93 On the other hand, section Camia recorded the least among the selected grade one sections recording the lowest mean score of 74.59 preceded by section Daisy on the fourth rank with a mean difference of 75.42 percent. III. The null hypothesis on the significant difference of the mean scores of the pre and post-test is rejected implying that there is a significant improvement on the post-test compared to pre-test scores. This further manifest that utilization of HAPAG to non-reader learners is one of the significant factors in enhancing reading capability of learners. IV. The data reveal the mean scores of the pre and post-tests conducted to selected Grade One pupils recorded an overall mean score of 64.43 and 89.37 respectively with an overall mean difference of 24.94 percent. Among the selected sections Grade One Camia recorded the highest mean difference of 34.17 percent followed by Grade one Lavander on the second rank recording a mean difference of 26.15 and Dahlia on the third rank with mean difference of 25.84
Meanwhile, section Sunflower recorded the least among the selected grade one sections recording the lowest mean difference of 17.69 preceded by section Daisy on the fourth rank with a mean difference of 20.83 percent. V Among the identified problems encountered by the grade 1 teachers in implementing Hapag reading intervention program "Absenteeism of students recorded on the top rank with all the agreement of all 13 the respondents. This is followed by "Parents Involvement with 11 out of 13 agreements from the respondents. Meanwhile, Validity and reliability of result of list of Non-readers perceive as the least among the identified challenges with the lowest frequency of 8 while Validity and reliability of available resources and Availability of remedial teachers equally perceived on the third rank with a frequency of 10 each. Based on the findings and conclusions of the study, the following recommendations are forwarded. I. The conduct of the examination to pupils under study should be well administered to determine Non-reader pupils to be subjected for HAPAG intervention program. II. It strongly suggest that proper intervention to non readers pupils should be addressed to help them cope with what is expected of their grade level. III. The researcher should always conduct pre-test and post-test to find out if reading intervention is significant. IV. The level of effectiveness of the intervention program shall reflect on the academic performance of the learners. V. Challenges will always be there, so always be ready in all aspects emotionally, physically, mentally and financially. VI. Consider the researchers output of having a manual or a guide on how to teach HAPAG as a game-based approach.
Number of Copies
1