Apply new Learning to Enrich Resources for Teaching Strategies in Grades I to III

Abstract

INTRODUCTION

Dughan Elementary School has a low-level reading ability based on the PHIL-IRI result in Grade I to Grade III.Out of 84 pupils in Grade I to Grade III, there were 74 pupils belonging to Frustration level, 10 pupils were in the Instructional level, and no student in the Independent Level. The basic means of molding children's intellectual capacity is by giving ample needs to address their reading development. Through it, pupils would be able to discover by themselves other learning besides the knowledge they get from teachers and others. Poor reading habits, irregular attendance, and lack of instructional materials are the main factors in the reading level of the pupils.

METHODS

This study had utilized the descriptive design. Descriptive research is used to describe the pupil's performance from pre-test to post-test. As a statistical treatment, the mean and mean percentage scores had been employed. The research also engaged purposive sampling to particular pupils and the significant difference was measured after employing the strategies and interventions. The researcher correspondingly applied the steps in giving interpositions in particular respondents. The Parent has a vital role in the implementation of this study. They have direct contact in giving interventions with the respondents.

RESULTS

There is an increase in the reading level of the respondents from the frustration level of 38.2% to 18.38%, the instructional level increased from 34.53% to 48.34%, and the independent level increased from 27.27% to 33.28% of Grades I to III pupils. The result further revealed that the different strategies used by the advisers have significant difference after the implementation of interventions. Contextualized materials that have been given by the teachers every day also contributed to the process of teaching and learning, specifically in the pupil to pupil interaction, teacher to pupil interaction, and instructional materials interactions.

DISCUSSIONS

Poor Reading Habits, Lack of Instructional Materials and Irregular Attendance are only some of the few root causes discovered for poor reading in this study. After the intervention, the pupils' performance has increased in terms of their reading level. From the frustration level of 38.2% to 18.38%, from the instructional level of 34.53% to 48.34%, and from the independent level from 27.27% to 33.28% of Grades I to III pupils, there is a significant difference after the implementation. The researcher discovered that new learnings enriched by the teachers have a great impact on the life of the learners. Thus, pupils' performance highlights both the school and teachers’ efforts after giving commendable interventions.