Reading programs in selected public elementary schools in the division of caloocan
Type
Thesis
Authors
Category
Pages
77
Abstract
This study aims to make a survey on reading programs in selected public elementary schools in the division of Caloocan. Specifically, this study will answer the following questions: 1. What are the reading programs implemented in selected elementary schools in the Division of Caloocan? 2. What are the problems encountered by teacher-respondents in the implementation of the reading programs? 3. How do the respondents assess the effectiveness of reading programs based from the pre-test and post test? What are the comments and suggestions of the respondents that will help for the enhancement of reading programs? Census method is a study of every unit, everyone or everything, in a population. It is known as a complete enumeration which means a complete count. In this study, the researcher will use the total population of respondents to provide appropriate measures of the population and benchmarks data that may be obtained for future studies. There were 60 teacher respondents from schools of Caloocan North III District, Division of Caloocan City, namely: Manuel L. Quezon Elementary School, Pangarap Elementary School, M.H. Del Pilar Elementary School, Tala Elementary School, NHC Elementary School and Apolinario Mabini The statistical tools used to treat the data were percentage, mean, rank and t-test.
Summary of Findings
After conducting the study, the following findings were formulated:
1. Based from the results of study, Hakbang sa Pagbasa or HAPAG is
the highest in rank. 56 out of 60 respondents checked HAPAG being the
reading program implemented in their schools. Second in rank is the Project ANNA (Aba Nakakabasa na pala Ako) with the frequency of 53 and 88.33 percentage. The Developmental Reading Program or DRP got 49 in frequency with 81.67 percentage. These results put DRP in the third rank. Summer Reading Camp ranked fourth out of 8 reading programs. For that reason, 43 respondents checked Summer Reading Camp hence equivalent to 71.67 percent. The program Read-A-Thon gained 37 respondents therefore equivalent to 61,67 percentage. The same table shows that Read-A-Thon is set in rank 5. In addition to the reading programs implemented in elementary schools in Caloocan, BEAR and Cow (Be a Reader and Conquer our World) is sixth in rank with 10 respondents thus equivalent to 16.67 percentage. Seventh in rank is the CIP (Continuous Improvement Plan) with a frequency of 8 and 13.33 percentage. The lowest among reading programs is the Corrective and Prescriptive Reading program. It gathered a frequency of 7 and 11.67 percentage.
2. Based from the findings of the study, majority of the indicators fall under not serious based from the verbal interpretation presented. Particularly, these are the insufficient time allotment for carrying out the reading program activities with 2.8 numerical scale, irregular monitoring of the result of reading program with 2.62 numerical skill and lack of assistance provided by administrators or principals to the teachers with 2.6 numerical scale. Moreover, lack of instructional materials, facilities, equipment and tools the reading programs are also considered not serious with 2.48 numerical scale, while lack of space for reading activities fall on the 2.42 numerical scale. Additionally, poor quality tools, instructional materials and equipment with 2.38 numerical scale, lack of support given by the principal to the teachers in the undertakings with 2.35 numerical scale and lack of skills of the teacher in evaluating student's reading performance with 2.33 numerical scale are not serious problems too. On the other hand, slightly serious problems were identified. Lack of funds to purchase materials needed in the implementation of the reading programs with 3.1 numerical scale and lack of support given by the parents to the reading program with 3.0 numerical scale are slightly serious. 3. The respondents shared their comments and suggestions that will help for the enhancement of reading programs. According to the respondents, readings on computer, smart phones and tablets are inadequate. However, respondents stated the adequacy of facilities, tools and equipments like the library facilities and resources such as books and other reading materials, study/reading corner and E-classroom. Books, charts and flash cards are available. On the other hand, schools need computer, films, tapes and CD's. The respondents identified the needs to purchase materials for the implementation of the reading program and get support from the parents. In terms of the support from the school principal, the respondents explained the the reading programs are also considered not serious with 2.48 numerical scale, while lack of space for reading activities fall on the 2.42 numerical scale. Additionally, poor quality tools, instructional materials and equipment with 2.38 numerical scale, lack of support given by the principal to the teachers in the undertakings with 2.35 numerical scale and the needs to purchase for the implementation of the reading program and get support from the parents. In terms of the support from the school principal, the respondents explained the necessity to initiate procurement of the materials, tools, equipment and instructional materials for the reading programs.
Furthermore, the respondents stated that principals should address the needs of the reading programs in the school facilities, tools and equipments need to be provided. Regarding the instructional materials, books, charts and flash cards are available. The comments and suggestions of the respondents denote that some reading programs, somehow need materials, financial support. Additionally, support from the principals and parents are needed as well.
4. There is a significant difference between the pre-test and post test mean result of the three identified reading programs.
Recommendations
Based from the findings and conclusions drawn, the following recommendations are offered:
1. School principals may include in the Annual Improvement Plan (AIP)
and School Improvement Plan (SIP) the creation of reading programs and projects that would improve the reading skills and learning progression of the learners.
2. Teachers may develop interest and positive attitude towards implementing the reading programs. These values may greatly help them to inspire the learners improve their reading skills.
3. Teachers may provide an intervention program that helps the
readers improve their reading skills.
4. Teachers and principal may seek support from the stakeholders who invest in the welfare and success of a school and its students, including parents, families, community members, local business leaders, and elected officials.
5. Principals may offer trainings and seminars regarding the use of appropriate reading materials and teaching strategies that may help in the effective implementation of reading programs.
6. Principals may conduct regular monitoring in order to assess the needs of reading programs and evaluate its effectiveness to the pupils.
7. School principal and teachers may encourage the stakeholders to
take part in community involvement especially in providing the needs of the
reading programs.
8. School principals may include the reading programs as a learning discussion in the Learning Action Cell (LAC).
9. Further research studies may be done to improve the reading programs and performance of the learners in reading.
Summary of Findings
After conducting the study, the following findings were formulated:
1. Based from the results of study, Hakbang sa Pagbasa or HAPAG is
the highest in rank. 56 out of 60 respondents checked HAPAG being the
reading program implemented in their schools. Second in rank is the Project ANNA (Aba Nakakabasa na pala Ako) with the frequency of 53 and 88.33 percentage. The Developmental Reading Program or DRP got 49 in frequency with 81.67 percentage. These results put DRP in the third rank. Summer Reading Camp ranked fourth out of 8 reading programs. For that reason, 43 respondents checked Summer Reading Camp hence equivalent to 71.67 percent. The program Read-A-Thon gained 37 respondents therefore equivalent to 61,67 percentage. The same table shows that Read-A-Thon is set in rank 5. In addition to the reading programs implemented in elementary schools in Caloocan, BEAR and Cow (Be a Reader and Conquer our World) is sixth in rank with 10 respondents thus equivalent to 16.67 percentage. Seventh in rank is the CIP (Continuous Improvement Plan) with a frequency of 8 and 13.33 percentage. The lowest among reading programs is the Corrective and Prescriptive Reading program. It gathered a frequency of 7 and 11.67 percentage.
2. Based from the findings of the study, majority of the indicators fall under not serious based from the verbal interpretation presented. Particularly, these are the insufficient time allotment for carrying out the reading program activities with 2.8 numerical scale, irregular monitoring of the result of reading program with 2.62 numerical skill and lack of assistance provided by administrators or principals to the teachers with 2.6 numerical scale. Moreover, lack of instructional materials, facilities, equipment and tools the reading programs are also considered not serious with 2.48 numerical scale, while lack of space for reading activities fall on the 2.42 numerical scale. Additionally, poor quality tools, instructional materials and equipment with 2.38 numerical scale, lack of support given by the principal to the teachers in the undertakings with 2.35 numerical scale and lack of skills of the teacher in evaluating student's reading performance with 2.33 numerical scale are not serious problems too. On the other hand, slightly serious problems were identified. Lack of funds to purchase materials needed in the implementation of the reading programs with 3.1 numerical scale and lack of support given by the parents to the reading program with 3.0 numerical scale are slightly serious. 3. The respondents shared their comments and suggestions that will help for the enhancement of reading programs. According to the respondents, readings on computer, smart phones and tablets are inadequate. However, respondents stated the adequacy of facilities, tools and equipments like the library facilities and resources such as books and other reading materials, study/reading corner and E-classroom. Books, charts and flash cards are available. On the other hand, schools need computer, films, tapes and CD's. The respondents identified the needs to purchase materials for the implementation of the reading program and get support from the parents. In terms of the support from the school principal, the respondents explained the the reading programs are also considered not serious with 2.48 numerical scale, while lack of space for reading activities fall on the 2.42 numerical scale. Additionally, poor quality tools, instructional materials and equipment with 2.38 numerical scale, lack of support given by the principal to the teachers in the undertakings with 2.35 numerical scale and the needs to purchase for the implementation of the reading program and get support from the parents. In terms of the support from the school principal, the respondents explained the necessity to initiate procurement of the materials, tools, equipment and instructional materials for the reading programs.
Furthermore, the respondents stated that principals should address the needs of the reading programs in the school facilities, tools and equipments need to be provided. Regarding the instructional materials, books, charts and flash cards are available. The comments and suggestions of the respondents denote that some reading programs, somehow need materials, financial support. Additionally, support from the principals and parents are needed as well.
4. There is a significant difference between the pre-test and post test mean result of the three identified reading programs.
Recommendations
Based from the findings and conclusions drawn, the following recommendations are offered:
1. School principals may include in the Annual Improvement Plan (AIP)
and School Improvement Plan (SIP) the creation of reading programs and projects that would improve the reading skills and learning progression of the learners.
2. Teachers may develop interest and positive attitude towards implementing the reading programs. These values may greatly help them to inspire the learners improve their reading skills.
3. Teachers may provide an intervention program that helps the
readers improve their reading skills.
4. Teachers and principal may seek support from the stakeholders who invest in the welfare and success of a school and its students, including parents, families, community members, local business leaders, and elected officials.
5. Principals may offer trainings and seminars regarding the use of appropriate reading materials and teaching strategies that may help in the effective implementation of reading programs.
6. Principals may conduct regular monitoring in order to assess the needs of reading programs and evaluate its effectiveness to the pupils.
7. School principal and teachers may encourage the stakeholders to
take part in community involvement especially in providing the needs of the
reading programs.
8. School principals may include the reading programs as a learning discussion in the Learning Action Cell (LAC).
9. Further research studies may be done to improve the reading programs and performance of the learners in reading.
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