Brain-based Learning and Reading Outcome of the Grade 3 SPED GT Learners

Abstract

INTRODUCTION

Intervention, programs, and special activities must be conducted in every classroom to cater to the specific needs of pupils. In the case of the Grade Three SPED Gifted and Talented (GT) class of Diffun Central School, a good reading habit has been a problem to them. Based on the results of their Oral and Silent Reading Test in English on the 1st week of June 2016, it showed that 66.66% of the class were under frustration level. However, most of the learners are fond of acting, doing caricatures, some inclined to singing, and still others to writing. Some may like working on puzzles and others do monologue. In short, they possess multiple intelligences which have a big role in learning.

METHODS

The study utilized the one-shot experimental-research design using pretest and posttest wherein statistical tools used in the analysis of data were Mean and standard deviation, Paired Samples t-Test and Eta-squared. Mean and the standard deviation was used in describing the pretest and posttest scores of the students while Paired Samples t-Test was utilized to determine the significant difference in the scores of respondents before and after the implementation of Brain-based Learning. Eta-squared was computed to measure the effect of Brain-based Learning to the reading skills of the respondents and its effects on reading the outcome of the Grade III SPED GT learners.

RESULTS

The performance of the learners before the implementation of Brain-based Learning was poor. The pupils' reading comprehension improved significantly to highly developed when Brain-based Learning was introduced. There was a significant difference in the scores of the respondents before and after the implementation of Brain-based Learning. The effect of Brain-based Learning to the respondents in developing their reading comprehension was large.

DISCUSSIONS

Results imply that teachers need to enhance his classroom/ learning environment, prepare themselves and learners more effectively for learning events, and create a workshop that will not only meet but exceed the learners' needs and expectations every time. They must create an environment that is a brain-friendly and learner-centered environment that will make learners sit up, pay attention, and become actively involved in their own learning while taking ownership and responsibility for their learning outcomes. Furthermore, results call for tutorials as an intervention to improve the learning and reading of the SPED class.