Supervision and Administration of Remedial Advancement Program (Sarap) in Improving Reading Proficiency Level of Pupils in Bato North Central School

Abstract

INTRODUCTION

This research aims not only to improve the reading proficiency level of pupils in Bato North Central School but also to supervise the Reading Advancement Program. This program was implemented to produce learners who are reader, thus, being one is important to the success of teaching and learning process. This research was conducted to: identify the school reading status of pupils; measure the level of effectiveness of Project SARAP; and find out if the innovation has significant effect on the reading status of the pupils. The researcher has devised an observation form on the supervision of RAP in each class along with other related strategies that affect the reading skills of the pupils.

METHODS

This study used descriptive method of gathering the data in the problems identified, and of analyzing the result. Table was used on the pupils' reading status, and used checklist on the level of effectiveness of the innovations implemented. Strategies and other effective activities were employed to all classes in BNCS, like BNCS Teacher's Award, Best Reading Corner, attainment of zero non-reader and other performance tasks along with this research project.

RESULTS

The study found out that the innovations had significant effect in the pupils' reading proficiency level after the implementation. This showed that pupils learned how to read if there was an allocated time for reading that their needs in learning the skill were given much attention. The study also revealed that maximizing RAP had an impact in the reading skills of the pupils, thus led to increasing result on reading assessment. Performance tasks, giving awards/rewards and other implemented activities helped in achieving the objectives of this study. However, there should bevaried activities, strategies/approaches, and face to face tutorial with the identified low performing pupils.

DISCUSSIONS

From the data, the administration and supervision of Program in all classes using a Form contributes in learning how to read. Some recommendations were formulated for the efficiency of the interventions conducted, regular supervision on the classes that had highest number of non-readers should be maximized, and individualized giving of feedback and post conferences to teachers for better conduct of the said program. There should also be differentiated activities and techniques to cater the learning needs of the learners in reading, and there should be enough and appropriate instructional and reading materials used during the allocated time.