Availability of Reading Materials and Students' Reading Performance: A Correlation of Pupils in Mapulo Elementary School, Mapulo, Taysan, Batangas

Abstract

INTRODUCTION

This paper aims to determine the correlation of the availability of reading materials and students' reading performance of pupils in Mapulo Elementary School, Mapulo, Taysan, Batangas since the current status of the learner's skills in reading was observed to be low in terms of comprehension.

METHODS

The study employed a mixed method design which employed both qualitative and quantitative methods to explore the availability and use of instructional reading materials for teaching and learning English reading skills in public elementary schools in Mapulo Elementary School. This was considered appropriate because it enabled the triangulation of results, ensuring that the strengths of one method overcome the weaknesses of the other method, leading to the strengthening of the quality and reliability of the findings.

RESULTS

The study notes that teachers are still conservative, relying mostly on students' textbooks to teach English reading skills. The study established that the use of instructional reading materials has a significant relationship with how often students learn English reading skills. Some instructional reading materials have more value than others in terms of their input. To improve the learning of English reading skills, teachers need to use a variety of instructional reading materials to supplement those already available.

DISCUSSIONS

The results of this study provided evidence that at the elementary school level, instructional reading materials are available. However, some resources are less adequate than others. Textbooks are the most available instructional reading materials for teaching English reading skills. The least available instructional reading materials are internet material, class libraries, and Magazines.