"BIG BRO AND BIG SIS (BBBS) PROJECT:" Its Implication to the Reading Performance of Primary Grade Pupils

Abstract

INTRODUCTION

This study was conducted to determine the implication of Project Big Bro andBig Sis to the reading performance of primary grade pupils. Varied reading strategies and interventions were developed and implemented to decline the issue of low level in the reading comprehension among learners.

METHODS

Purposive sampling was used where only struggling readers were chosen as participants based on the quantitative data gathered from the pre-test results of Phil-IRI of primary grade pupils. Upon the implementation of BBBS Project, the post-test results were collated. The frequency and percentage score was used to get the reading level of pupils and t-test for dependent groups in determining if there exists a significant difference between the pre-test and post-test results.

RESULTS

There is a significant difference between the reading proficiency level of the respondents, as shown on the computed pre-test and post-test results with t-value of 0.52 and a critical value of 4.303. Therefore, the hypothesis was accepted. From 44.44% of struggling readers, as revealed in the pre-test, only 26.43% of struggling readers remained in the post-test, and 73.57% became instructional and independent readers.

DISCUSSIONS

Given the significant difference between the pre-test and post-test results from PHIL-IRI, it can be deduced that the designed reading project, i.e., BBBS, aids in the enhancement of reading skills, precisely comprehension, among the struggling readers in the primary grade. Thus, the number of instructional and independent readers increased.

Based on the results, it was revealed that from the remaining 26.43% of struggling readers, still there arises a need to investigate and make necessary action plans to remedy the remaining struggling readers.