Computer-aided reading intervention material for grade two learners
Type
Thesis
Authors
Category
Pages
80
Abstract
Pupils' performance is profoundly shaped by the ability to understand what is read. Reading as a field of teaching is considered one of the important areas of teaching if not actually the most important ever. The reading ability plays a central role in teaching/learning success at all educational stages. Having any difficulty in this skill will result in variety of consequences on all subject of study, since reading includes a variety of sub-skills. The importance of understanding the nature of good reading instruction and performance level of pupils has been an issue.
DepEd launched the Every Child a Reader Program (ECARP) under DepEd order 70, series 2011. It is a national program that address the thrust of DepEd to make them independent young reader and writers. It provides assessment tools that will help determine the children's reading level as well the reading profile of the division, regional and national level. It is implemented through Philippine Informal Reading Inventory (PHIL-IRI).
PHII-IRI is the national validated assessment tool for measuring the reading proficiency level of public elementary pupils. The study aimed to find the effectiveness of the computer-aided reading intervention material for pupils performance which will be the basis for a proposed reading intervention and training matrix at Manuel L. Quezon Elementary school during the School year 2018-2019.
The study utilized the experimental method in line with the concern of this research to evaluate the reading intervention material of elementary pupils in English.
To determine the sample size, the respondents were selected from a pool of Grade two pupils who were classified in frustration level in the pre-test result of PHIL IRI school year 2017-2018 and 16 class advisers from Grade II. The students were selected using systematic sampling technique.
The researcher developed a questionnaire for teacher-respondents and assessment tool for learners. They were used to validate the least mastered skills and reading performance of grade 2 pupils. The interview questionnaires underwent corrections and revisions before the actual administration of the interview.
The findings shows that the results of PHIL-IRI in Oral Reading Test in Grade Two the top 1 with 208 proficiency index was gained by the level instructional, followed by rank 2 with 190 proficiency index for the level "frustration" and the rank 3 with 112 proficiency index for "independent".
In the result of the performance of the grade II in reading reveals that reading performance in the verbal interpretation based on the data gathered, the reading performance level are both frustration for Pre-test and post-test.
To conceptualized a reading program addressed the needs of the learners. This reading program aimed to develop passion for reading and improve the reading performance of the pupils, using computer-aided intervention material. Finding show that there is significant difference between the pretest and posttest if grouped according to the respondents with the computer-aided reading intervention the z-computed value +108.42 is greater than z-tabular value 2.05 at 5% level of significance with 29 degrees of freedom which means the hypothesis is rejected.
Study also shows that there is a significant difference between the reading performance of the grade 2 learners. That the reading intervention material used is effective in enhancing the reading skills of the pupils. The result in problem number 5 regarding the challenges encountered by the teacher-respondents can be considered in implementing the proposed computer-aided reading intervention so that these challenges may not encountered again. Pupils may be more motivated also if the reading materials that they will use can arouse their curiosity, have visual appeal and interactive. If the proposed reading material had this, the level of the performance of the pupils will increase more.
DepEd launched the Every Child a Reader Program (ECARP) under DepEd order 70, series 2011. It is a national program that address the thrust of DepEd to make them independent young reader and writers. It provides assessment tools that will help determine the children's reading level as well the reading profile of the division, regional and national level. It is implemented through Philippine Informal Reading Inventory (PHIL-IRI).
PHII-IRI is the national validated assessment tool for measuring the reading proficiency level of public elementary pupils. The study aimed to find the effectiveness of the computer-aided reading intervention material for pupils performance which will be the basis for a proposed reading intervention and training matrix at Manuel L. Quezon Elementary school during the School year 2018-2019.
The study utilized the experimental method in line with the concern of this research to evaluate the reading intervention material of elementary pupils in English.
To determine the sample size, the respondents were selected from a pool of Grade two pupils who were classified in frustration level in the pre-test result of PHIL IRI school year 2017-2018 and 16 class advisers from Grade II. The students were selected using systematic sampling technique.
The researcher developed a questionnaire for teacher-respondents and assessment tool for learners. They were used to validate the least mastered skills and reading performance of grade 2 pupils. The interview questionnaires underwent corrections and revisions before the actual administration of the interview.
The findings shows that the results of PHIL-IRI in Oral Reading Test in Grade Two the top 1 with 208 proficiency index was gained by the level instructional, followed by rank 2 with 190 proficiency index for the level "frustration" and the rank 3 with 112 proficiency index for "independent".
In the result of the performance of the grade II in reading reveals that reading performance in the verbal interpretation based on the data gathered, the reading performance level are both frustration for Pre-test and post-test.
To conceptualized a reading program addressed the needs of the learners. This reading program aimed to develop passion for reading and improve the reading performance of the pupils, using computer-aided intervention material. Finding show that there is significant difference between the pretest and posttest if grouped according to the respondents with the computer-aided reading intervention the z-computed value +108.42 is greater than z-tabular value 2.05 at 5% level of significance with 29 degrees of freedom which means the hypothesis is rejected.
Study also shows that there is a significant difference between the reading performance of the grade 2 learners. That the reading intervention material used is effective in enhancing the reading skills of the pupils. The result in problem number 5 regarding the challenges encountered by the teacher-respondents can be considered in implementing the proposed computer-aided reading intervention so that these challenges may not encountered again. Pupils may be more motivated also if the reading materials that they will use can arouse their curiosity, have visual appeal and interactive. If the proposed reading material had this, the level of the performance of the pupils will increase more.
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