Project REATOM: A Continuous Improvement Program for Talipusngo Elementary School Under Frustration Level

Abstract

INTRODUCTION

Department of Education Cavite aims for a higher achievement level compared to results from the previous years. Achievement, and reading is one of these essential factors on how pupils learn in all aspects of educational processes. Pupils may have difficulty in learning if they are deficient in reading. In this study, the researcher aims to determine the impact of the continuous improvement program of the school in uplifting the reading skills of the pupils.

METHODS

At the beginning of the school year, particularly during the month of July, the researchers identified the reading levels of pupils whether they belonged to independent, instructional or frustration level using the Phil-IRI as the basis in measuring their reading ability. Pupils went on two processes; the Group Screening Test (GST) for silent reading and the Oral Reading Test. To identify the root cause of the reading problem, the researchers conducted a survey on the factors that affect their deficiency in reading. After the analysis of the survey, the learners underwent to different strategies like peer teaching, computer-based instruction wherein words, phrases, sentences and paragraphs that they were going to read were flashed on the television screen, and intensive remedial reading instruction every day before their classes and after the last period in the afternoon before they went home. Pupils under the independent level were assigned to teach their classmates under frustration level. The researchers also asked the help of the PTA and invited them to have a reading intervention with the pupils.

RESULTS

During the pretest July 2018, 7 out of 24 pupils were identified under independent level, 6 were under instructional level, and 11 were under frustration level. After doing a series of interventions, 5 out of 11 pupils remained under frustration level, 2 became instructional and 4 moved up to independent level based on the Phil IRI post-test last January 2019.

DISCUSSIONS

The results of this study show that peer teaching and intensive remedial reading instruction helped improve the pupils’ achievement level especially in reading. Rewards and recognition motivated pupils to study harder and to improve their achievement level.