Development and Validation of Contextualize Supplementary Learners Material in Reading Comprehension in English 3

Abstract

INTRODUCTION

Relative to this, Department of Education Division of Calamba City made different interventions like different instructional material in English in order to improve the performance in English. The poor academic performance of learners in English reflects the deteriorating quality of education in public elementary schools in the Division of Calamba City based on the three consecutive years' results of the LAPG.In this light, the researchers developed a supplementary learners' material in English for Grade 3 pupils in the Division of Calamba City and the study determined the validity and acceptability of the localized supplementary learners' reading materials in English among Grade 3 pupils in the Division of Calamba City.

METHODS

The study employed descriptive-quantitative research design which allows the use of a survey instrument to solicit data and information pertinent to the determination of validity and acceptability of the proposed learners' reading materials.

Purposive sampling was used in the selection of respondents in the study. Since the developed contextualized learning materials is intended for Grade 3 learners, their respective teachers were selected as respondents of the study. Meanwhile, the selection of schools was chosen based on the results of the 2014-2015 LAPG. As a result, 15 Grade 3 teachers were utilized to determine the validity and acceptability of the contextualized learning materials for Grade 3.

The survey questionnaire was used as the main instrument of the study. The questionnaire was modified based on the needs of the study. The instrument was validated by Master Teachers, EPS I English, and another curriculum expert. Weighted mean was the main tool in analyzing the obtained data.

RESULTS

The results imply that what makes reading comprehension evident among Grade 3 pupils is their attitude inthe teaching-reading process. This attitude is manifested in the way they interact with others regarding what they read.

DISCUSSIONS

Moreover, positive interaction is a manifestation of a positive classroom atmosphere, which as cited by Dorado (2017) is one that fosters a sense of security and confidence in students, allows them to feel comfortable about sharing their knowledge, and contributes to successful learning.