The Impact of "My Teacher, My Partner" on the Reading Proficiency of Grade 7 Students

Abstract

INTRODUCTION

Reading is an interactive habit that a person can have. It is a basic life skill. Its main goal is to help a person understand, interpret, and evaluate certain reading materials so he or she may be able to interact and respond. Based on a three-year (School Years 2013-2016) average baseline data, the Grade 7 ORPT results (Source: School Reading Coordinator) of Cabacungan National High School show an increasing trend in Frustration Level (65.63%, 27.27%, 71.05%). To address this gap, each mentor of Cabacungan NHS is assigned as reading partner to a certain Grade 7 Student. The mentor sets time for readers during their vacant time and noon time in order to realize the intervention.

METHODS

The study collected data from forty-six (46) Grade 7 students during Pre and Post-Test. The study utilized purposive sampling procedure in analyzing and reporting the gathered data using t-test sampling analysis and its correlation.

RESULTS

Results showed the increased performance of the respondents both in word recognition and reading comprehension from Pre-Test to Post-Test because of the implementation of the reading intervention. There is also an increase in the number of percentage of independent readers and less number of respondents reported frustration. In terms of reading comprehension skills, there is an increase in the number of respondents from Independent and Instructional level and only 82.61% decrease in frustration. The correlation coefficient tends to be the measure of the strength of the relationship between pre-test and post-test. Result showed that the given null hypotheses is rejected which means there is significant relationship between the word recognition and reading comprehension.

DISCUSSIONS

Performance of the respondents in the Oral Reading Progress Test during the Pre-Test and Post-Test shows an improvement of their reading proficiency both in word recognition and reading comprehension. It shows that there is a significant difference between the reading performance of Grade 7 before and after the conduct of the intervention. It is noteworthy that the use of t-test sampling analysis provides information on the effect of the intervention to reading proficiency.