Improving Reading Comprehension through the Use of Higher Order Thinking Skills and Activities (HOTSA) of Gahak-Maru; as Elementary School for the School Year 2018-2019

Abstract

INTRODUCTION

The research is about Improving Reading Comprehension through HOTSA (Higher Order Thinking Skills and Activities). By learning the best comprehension strategies and how to teach these strategies to the pupils, the researcher hopes to provide a clear undertaking to succeed. The researcher found out that many students belong to the frustration level after the pretest of PHIL-IRI Assessment. The researcher hopes that by incorporating the HOTSA to the pupil they would be able to transfer and make a connection to reading.

METHODS

The study employed the Pre-Experimental as a one-time case study. It is a design in which a single client is only to be studied. It is a subsequent treatment in the instruction of reading strategies for which it is very important to teach the strategies by naming the strategy and how it should be used for modeling through thinking aloud process, group practice, partner and independent use of the technique. PHIL-IRI test administration for Grade IV pupils is in July 2018. This provides information about changes in how the pupils understand oral and silent use of reading strategies for the intervention. The pupils who were to be selected are enrolled in Grade IV class for the school year 2018-2019 at Gahak-Marulas Elementary School, Gahak, Kawit, Cavite. The index card comprehension style has fifteen (15) item questions divided equally to help pupils for a better understanding of the story to be presented. The first five (5) questions are sentences used before reading the story. The second five (5) questions are about while reading the story and the last five (5) questions arise after reading the story. As for the question of a significant difference between two groups, a two-tail Two Sample Independent T-test was used to evaluate the means of the score in PHIL-IRI.

RESULTS

Taking the results of two groups of 40 students each from the pretest and posttest. By emphasizing the posttest results of the two groups, the result of the two-sample t-test independent is as follows with the computed value of t is -2.11 with a critical value of t at 1.99 in which tells us that there is a significant difference between two methods of teaching.

DISCUSSIONS

The results of the comparison of scores between the classes thought traditionally and those who are taught with HOTSA were convincing enough that using the latter method of teaching improves reading comprehension of pupils. And with that implementation of HOTSA will be implemented for the whole school.