Developing grade 3 pupils reading comprehension and attitude through game-based instruction.
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Thesis
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Category
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111
Abstract
The Department of Education continues to improve its reading program as part of the Basic Education Agenda-that every child should be a reader by Grade 1. However, reading seems to be the most prevalent learning problem among young pupils. Research suggests that students in the third, fourth and fifth grades need to be fluent in comprehension, spelling, writing and vocabulary so that they can have the necessary skills required for
effective reading (Hairston, 2011).
Learning how to read at an early stage is paramount to being able to perform higher order tasks. This study aimed to address the need to help struggling readers by using games. One of the strategies that seem to gain prominence is game-based instruction (Karadag. 2015; Perrotta, Featherston, Aston, and Houghton, 2013).
This study aimed to determine the effectiveness of game-based instruction for grade three pupils' comprehension and reading attitude in one of the schools in Caloocan North IV, for the school year 2016-2017
The research instruments used were a 40-item researcher-made reading test, a survey on the use of game-based instruction in teaching reading, and the standardized test PHIL-IRI. There were 88 pupils who were taught using game-based instruction, while five teachers/experts answered
the survey to examine whether the intervention was effective.
To analyze the data gathered, the t-test, percentage and frequency were used through Microsoft Excel Data Analysis statistical tool. Based on
the findings of the study, the study revealed that game-based instruction was effective in improving pupils' reading comprehension, as revealed by their mean score of 31.07 and a SD of 3.77 in the post-test, against their mean score of 18.35 and a SD of 6.32 in the pre-test. The skills developed and improved were the following: noting details in a selection/ story, identifying cause and effect, identifying several effects based on a given cause; making inferences and drawing conclusions based on texts; identifying fact or opinion, sequencing series of events; determining whether a story is realistic or fantasy; and noting details from what is read. When it comes to teachers' comments and suggestions, most of them agreed with 4.8 weighted mean which suggested that game-base instruction should always provide teachers with new options to educate their pupils while 5.0 weighted mean suggested that it should always permit pupils to be engaged with instructional materials in a form of play and in a dynamic way. The 4.8 weighted mean always provides learning activities that can introduce concepts. A 5.0 weighted mean suggested that it always help the pupils develop a lot of skills such as reasoning, understanding, and questioning. Further, the 5.0 weighted mean commented that game-based instruction should always improve the attendance of pupils and 5.0 weighted mean suggested that it should always help pupils improve in terms of social, emotional and physical aspects. The researcher recommended developing game-based instruction in other topics where it can be applicable, encouraging teachers to utilize the game-based instruction in teaching reading since it enhances pupils' comprehension, and identifying areas where game-based instruction may be applicable. Moreover, there is a need to develop other game-based instruction in teaching reading in other topics to increase the pupils' reading comprehensions, consider the teachers' comments and suggestions in the use of the game-based instruction in teaching reading to improve its implementation, and consider the proto-type lesson plans using game-based instruction developed by the researcher to improve the reading comprehension skills of Grade 3 pupils.
effective reading (Hairston, 2011).
Learning how to read at an early stage is paramount to being able to perform higher order tasks. This study aimed to address the need to help struggling readers by using games. One of the strategies that seem to gain prominence is game-based instruction (Karadag. 2015; Perrotta, Featherston, Aston, and Houghton, 2013).
This study aimed to determine the effectiveness of game-based instruction for grade three pupils' comprehension and reading attitude in one of the schools in Caloocan North IV, for the school year 2016-2017
The research instruments used were a 40-item researcher-made reading test, a survey on the use of game-based instruction in teaching reading, and the standardized test PHIL-IRI. There were 88 pupils who were taught using game-based instruction, while five teachers/experts answered
the survey to examine whether the intervention was effective.
To analyze the data gathered, the t-test, percentage and frequency were used through Microsoft Excel Data Analysis statistical tool. Based on
the findings of the study, the study revealed that game-based instruction was effective in improving pupils' reading comprehension, as revealed by their mean score of 31.07 and a SD of 3.77 in the post-test, against their mean score of 18.35 and a SD of 6.32 in the pre-test. The skills developed and improved were the following: noting details in a selection/ story, identifying cause and effect, identifying several effects based on a given cause; making inferences and drawing conclusions based on texts; identifying fact or opinion, sequencing series of events; determining whether a story is realistic or fantasy; and noting details from what is read. When it comes to teachers' comments and suggestions, most of them agreed with 4.8 weighted mean which suggested that game-base instruction should always provide teachers with new options to educate their pupils while 5.0 weighted mean suggested that it should always permit pupils to be engaged with instructional materials in a form of play and in a dynamic way. The 4.8 weighted mean always provides learning activities that can introduce concepts. A 5.0 weighted mean suggested that it always help the pupils develop a lot of skills such as reasoning, understanding, and questioning. Further, the 5.0 weighted mean commented that game-based instruction should always improve the attendance of pupils and 5.0 weighted mean suggested that it should always help pupils improve in terms of social, emotional and physical aspects. The researcher recommended developing game-based instruction in other topics where it can be applicable, encouraging teachers to utilize the game-based instruction in teaching reading since it enhances pupils' comprehension, and identifying areas where game-based instruction may be applicable. Moreover, there is a need to develop other game-based instruction in teaching reading in other topics to increase the pupils' reading comprehensions, consider the teachers' comments and suggestions in the use of the game-based instruction in teaching reading to improve its implementation, and consider the proto-type lesson plans using game-based instruction developed by the researcher to improve the reading comprehension skills of Grade 3 pupils.
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