Bses Gems and Treasures: Continuous Improvement Projects in Reading & Comprehension

Abstract

INTRODUCTION

The school's result of the National Achievement Test for SY 2014-2015 depicted 47.49% MPS. This is 27.51% below the set standard of 75%. The alarming situation was brainstormed to see its root causes, which all led to poor reading comprehension. Hence in 2016, different reading projects were formulated and considered as gems, representing the true wealth that can be imparted to school children. And that, once reading comprehension is developed, learners will possess treasures that can never be taken nor lost.

METHODS

Continuous Improvement Methodology was employed. In the CI method, the problem was continually assessed, analyzed, and acted on the performance improvement of key processes focusing on both the needs of the learners and the desired reading performance. These Assess-Analyze-Act Phases have 10 steps which were sequentially conducted.

RESULTS

Seven reading projects were conceptualized to form BSES GEMS and TREASURES: Projects BERYL (Kinder-Gr1), JASPER (Gr2), EMERALD (Gr3), GARNET (Gr4), JADE (Gr5), DIAMOND (Gr6), PEARL (PTA). The results exposed that the MPS in reading words for Grade 1 increased by 1.71, in reading phrases by 4, and in reading sentences by 1.78. Likewise, MPS in English III-VI have increased from 36.89% to 58.56%. Frustration readers in the Phil-IRI Post Test decreased by 3%. BSES GEMS and TREASURES resulted in more pupils engaged in reading selections and short stories and more parents took active participation in the studies of their children.

DISCUSSIONS

The different reading materials addressed specific needs in each grade level. Collaboration with the parents is vital in strengthening the links between educators and parents in achieving the common goals of the school and in increasing the pupils' academic performance.