Project I-Care (Ideal Context Apprehension in Reading with Enjoyment) through ERT (Extended Reading Time): Epektibo Nga Bang totoo?

Abstract

INTRODUCTION

As the Department of Education continuously serving the nation having the learners at its center and envisioned that every learner will be holistically developed as they will become the future leaders of the country. The school as its arm in reaching the children, teachers are tasked to train learners holistically. Physically, emotionally, socially, mentally and spiritually. The ability to read with comprehensions plays an important role in the learning process. Pupils will find it hard to learn when they have reading problems. Reading with comprehension leads to the success of the learning process not only in the English subject but also in all other subject areas. Hence this research was conducted. Research's purpose is to measure how effective the Project I-CAREthrough ERT as an intervention for the learners who have problems in reading.

METHODS

A Quantitative research study used experimental methods of Research wherein the subjects were measured before and after project implementation. Purposive Sampling was employed. Percentage and Z-test for two population proportions were utilized to analyze the data. The PHIL IRI administered to pupils of Balsahan Elementary School last June 22, 2016, showed that grade four has the highest number of readers at the frustration level. After remediation by the class advisers, 30 were in the level before the implementation of the Project I-CARE through ERT. They underwent thirty minutes of extended reading time each day, using materials made by the Project Team based on the needs.

RESULTS

In the pretest, 30 were under the frustration level. After the implementation of Project ICARE through ERT, the post-test showed that 2 out of 30 pupils became independent readers and 28 became readers at the instructional level.

DISCUSSIONS

A comparison of the results of pre-test and post-test showed that 100% or 30 out of 30 pupils from Frustration Level were raised to a higher level of reading. Twenty-eight (28) out of thirty or 93.33% in Frustration Level became readers in the Instructional Level and 2 out of 30 pupils or 6.67 % were raised to Independent Level. The implication of results showed that there was a significant difference between the results of and post-test given to the thirty grade four pupils under Frustration Level before and after the implementation of Project I -CARE Through ERT thus, the project is said to be effective and worthy to be recommended for the adoption of other schools who have pupils with reading difficulties.