Acceptability of Intensive Reading Instructional Material for Grade One Pupils in Pililla Elementary School Central, School Year 2015-2016: Basis for a Reading Module

Abstract

INTRODUCTION

Various studies revealed that some of the factors contributing to the reading comprehension of pupils include the materials used, the methods of instruction adopted, and the performance of the teachers in the execution of their teaching techniques. Most of the time, teachers tend to use materials which are mostly visual and these included wall pictures, chalk and chalkboards, atlases, charts, and textbooks. The teaching and learning materials aid teaching and learning because pupils are able to see and often feel what is taught. They stimulate ideas, demand an active response from the learners, and provide enjoyment. The learners become more alive. Understanding and grasping of the major concepts also become easier.

METHODS

The researcher used the experimental and descriptive methods of research since they involve the development and determination of the acceptability of the intensive reading instructional materials for grade one. The experimental method involved two groups of respondents utilizing the pretest and posttest.

RESULTS

The result shows that all criteria on the level of acceptability of the developed intensive reading instructional materials are rated as "Very Much Accepted". All mean scores in the posttest of the control and experimental group are higher than their pretest, which means that there was an increase in the reading level with respect to the different reading components of the two groups. Both the experimental and control group gained better performance during their posttest with respect to the different reading components. The result revealed that there is a significant difference between the pretest and posttest results of the experimental group with respect to the different reading components.

DISCUSSIONS

The experimental group improved their posttest results when they were exposed to the developed intensive reading instructional material. The developed intensive reading instructional material is very much accepted. The developed intensive reading instructional material is effective since significant differences were found between the experimental group's pretest and posttest, and the posttest result between the experimental group and the control group.