Multimedia-Based Instruction for Improving The Reading Skills of Grade 1 Pupils of the Tawig Elementary School

Abstract

INTRODUCTION

Learning to read is the most important skill required for a child's development. Poor reading disabilities affect and hinder the child's general success in academic performance and attitude. Neglecting early reading problems can be academically detrimental against children's education. The researcher being a reading teacher herself personally experienced problems and difficulties in reading. The researcher decided to pursue a study centered on the utilization of multimedia-based reading instructions to grade one pupils of Tawig Elementary School.

METHODS

The researcher applied the descriptive-survey method of research utilizing survey-questionnaires, pre-test, and post-test in reading. The respondents of this study were the selected 34 grade one pupils and grade one teachers. They were all selected through a total enumeration sampling technique.

RESULTS

The study found and concluded that: 1.) Majority of pupils have completed the Kindergarten education. Majority of the parents were only attained secondary education. Most of the respondents have learners' materials provided by DepEd as available reading materials at home; 2.) The pupils' level of reading skills improved with the help of multimedia-based reading instructions. This was shown in the increased in the performance level of pupils in post-test with 95. 29% compared to the previous pre-test performance level of 53. 73%; 3.) Majority of pupils selected of this study encountered problems on alphabet recognition and phonemic awareness. 4.) The teachers selected as participants of this research faced problems in teaching reading and language in terms of instructional materials in presenting reading instructions.

DISCUSSIONS

Based on the result, the researcher recommends the following: 1.) Schools should integrate programs that will orient, educate and motivate parents about strategies and practices towards being reading tutors of their children 2.) Pre-test and post-test in reading should be conducted and administered by the reading teachers. 3.) Reading teachers are encouraged to utilize more innovative multimedia-based reading materials that integrate instructions on the various basic reading competencies 4.) In response to the problems and challenges faced by teachers, sufficient, regular and intensive training and higher education centered on reading instructional strategies and 5). Encourage teachers to make intervention materials to improve the reading skills of pupils.