"My Teacher, My Guide" Approach: A Strategic Intervention to Develop Grade VI Pupils' Word Comprehension Skills

Abstract

INTRODUCTION

The pupils' poor word comprehension is one of the most relevant issues encountered inside the classroom nowadays. It has been observed on the results of Phil-IRI assessment that word comprehension percentage falls into a superficial frustration level. There is a result shown on item analysis where comprehension has a low mastery level of interpretation in English subject, and other related subjects used the English language. This study concentrates on the improvement of word comprehension skills of the learners with the strategic intervention called as, "My Teacher, My Guide," a one-on-one teaching and tutoring approach every Wednesday and Friday afternoon.

METHODS

Each pupil underwent the process of giving them a chance to read and communicate what they understood from the selection. Through the outcomes of this activity, there were 16 pupils purposively identified as the participants who were classified with superficial comprehension level or needed immediate intervention out of 24 pupils. They were undertaking the overall assessment procedure on the implementation of the intervention. By this method, the researcher used a particular four-point scale, T-test and one-way Analysis of Variance (ANOVA) as a statistical tool to determine the significant difference between traditional reading approach and strategic intervention.

RESULTS

Varied activities were given to evaluate the assessment of pupils before the intervention. The level of comprehension skill was administered with localized reading materials. Whereas, out of 24 enrollees in grade VI, 7 pupils need improvement in comprehension level with scores ranging from zero to four. Nine pupils scored from 5 to 8 identified with right comprehension level. Pupils who scored from 9-12 were only eight. The participants who underwent traditional reading got a mean score of 2.875, with a superficial comprehension level that needs immediate intervention. The results showed that there is a significant difference between traditional reading approach and using the strategic intervention since the P-value is 0.0001374.

DISCUSSIONS

The results proved that one-on-one teaching or tutoring marks a significant impact on the pupils to comprehend more words. It also showed that giving localized reading materials and improvised activities would develop the prior knowledge or would anchor to provide new information. Indeed, additional instructional reading materials must be made, modified, and appropriately distributed to every school in order to prioritize the needs of the pupils.