Learning Comprehension of Grade IV Pupils Under Frustration Level of Isidro Cuadra Elelentary School

Abstract

INTRODUCTION

Reading is the fundamental source of learning. Any written text will only be understood through reading; thus, it will be meaningful with comprehension. Anderson in McKay (2006: 224) stated, reading is both process and product. The product of reading is called reading comprehension, or an internal construction of meaning; that is, there has been understanding of what has been read. This study aims to address present situation in reading through the use of Learning cooperative approach. The importance of effective reading is also proposed by Greenal and Michaels (1986: 46). Effective reading according to them, means being able to read accurately, and to understand as much of the passage as you need in order to achieve purpose.

METHODS

This study employs the pre-experimental one-shot case approach. According to De Jesus the pre-experimental one-shot case study is a design in which a single group is only studied once, subsequent to a treatment is the instruction of reading strategies. Another tool used was the Phil-IRRI test administered to forty-four pupils in Grade IV duringthe first week of July 2018. This tool used to determine student level of reading. Teacher's observation checklist was used by the researcher to gather data throughout the intervention. This tool provides information of changes on how pupils understand and use reading comprehension strategies over time.

RESULTS

The whole duration of the study from August 2017 to March 2018 was participated by forty-four Grade Four pupils in Project PEER. Cooperative Learning Approaches was used and proven to be of great help in improving the reading comprehension through the use of active learning. From the pre-test consisting of forty-four pupils (44), fourteen (14) fall under the level of frustration, eighteen (18) under instructional and 12 under independent level or 27.27%. After eight months of monitoring and instruction, post test showed positive response attaining only 4.5 % of pupils remaining in the frustration level. Thus, the data collected shown was there are only 2 from 14 pupils who fall under frustration level, 26 under instructional and 16 under independent. These data shown a 22.77% decrease of frustration level in reading comprehension.

DISCUSSIONS

Our students' positive response to eight months of cooperative learning approach as interventions convinced us that many of the activities warrant continued implementation. Performance related activities proved to be highly motivating and the researcher's plan is to continue gathering material for reader's for reading. Paired reading proved most effective when itwas closely linked to curriculum, rather than an isolated fluency activity. Implementation of paired reading in connection with curriculum, to make it practical and meaningful for students, facilitating transfer of learning. The implementation of teachingand learning activity using Project PEER have successfully improved the students' reading comprehension.