Leek e da Maṡa Leblo: Its effectiveness to the reading proficiency level of the grade 7 indigenous students of Malungon National High School

Abstract

INTRODUCTION

Reading is the most basic ingredient in the success of every individual to cope with the highly technologically advanced world of today. Hence, it is one of the most pressing current educational imperatives to design programs to address those students who have difficulty in reading most especially the indigenous students from the mountainous areas. In Malungon National High School, as to the previous year record of the reading proficiency level, it is noticed that most of the non-readers and students under frustration level are mostly indigenous students. Based on records, among the enrolled indigenous students, 30.74 % are non-readers and 19.45% are frustration readers. With this alarming problem on reading, Lbek e dad Masá¾± program comes up in order to address the needs of these students.

METHODS

A descriptive research design was used in this study. A total of 70 indigenous students were chosen as respondents, of which 42 were Tagakaolos and 28 were Blaans. Their ages ranged from 11 to 16 years of age. A pre-test was administered to the respondents prior to the conduct of the study to determine the respondents' reading proficiency level. The Lbek e dad Maša reading session guide was then administered to the respondents after the identification of the respondents' reading proficiency level to test its effectiveness. A post-test was then administered to the respondents after the conduct of the study to find out the results.

RESULTS

Results revealed that during the pre-test t -value was 19. 442 and with a mean difference of 2.84 while during the post-test t -value was 51.642 with a mean difference of 3.74. This means that the increased in the T value in the post-test strongly revealed that the session guide entitled "Lbek e dad Masá¾±" was an effective tool for the reading enhancement of indigenous students who have reading difficulties.

DISCUSSIONS

Based on the results, the following reflection, conclusion, and recommendation were formulated. Indigenous students must be given full attention toward reading. Intervention reading programs should be implemented thoroughly with the help of the teachers and the assistance of the school administration. They should be provided with all of the necessary reading materials and easy access to electronic visual aids vision such as television and internets that would motivate them to give time to read. Meanwhile, teachers also should be provided with an adequate supply of teaching and reading aides, resources, equipment, and facilities through school initiative and other sponsoring institutions.