"Utilizing Technology-Driven Learning Instruction in Enhancing Word Recognition"

Abstract

INTRODUCTION

Reading is the most cognitively demanding tasks, which sometimes affect one’s fluency in reading. In Rajah Cabungsuan Integrated School with a population of more than 400, students encountered issues of poor word recognition levels resulting in cases of hesitation to read, low performance in class, and the likes. At the start of the school year, the English teacher of the school assessed student's English pupils reading capacity through PHIL-IRI and identified 28 pupils who were in Frustration Level.

METHODS

The universal sampling was used in the study. Out of 31 pupils, 28were found to have poor word recognition level in English. As observed, these pupils have difficulty in reading and participated weakly in the teaching and learning activities conducted. Having the belief that poor word recognition affects the performance of pupils; an intervention was designed to improve the Word Recognition Level of Grade 4 pupils because helping them to recognize words is highly beneficial and would enhance their learning process.

RESULTS

The result shows that Mispronounced word is the most numbered errors of the Grade 4 pupils, which is a total of 100 became 40 after the intervention with an average of 70. In terms of omission skills, the total miscue is 48 and lowered to 30 after the intervention, then the average of 70. In terms of hesitation, from 72 it lowered to 25 with 48.5 average. For substitution, from 45, it lowered to 26 with an average of35.5. Then the last one is an insertion, from 35 going down to 20, with an average of 27.5. In addition, the general average before the intervention was 57 and became 28 after the conduct of the intervention. It implies that the traditional way of teaching word recognition is not at all times effective for learners.

DISCUSSIONS

The research study is supported by the study of Sy (2000) that ordinary teaching would not help improve the pupil's word recognition capacity. In addition, pupils sometimes just memorize the word but when isolated to other words, they cannot read it anymore. In the study, the result shows the difference of the null hypothesis in word recognition skills of the students who were tested before and after the intervention that is zero. An alternative hypothesis shows the difference in word recognition skills of the pupils who were tested before andafter the intervention is not equal to zero.