Utilization of Wh-Question Using Graphic Organizer on Reading Comprehension of the Grade Iv Pupils in Banca Banca Elementary School S.Y. 2015 -2016

Abstract

INTRODUCTION

The main purpose of this action research is to improve the reading comprehension of seventy-nine (79) Grade 4 pupils based on the result of their assessment test in reading comprehension of Banca-Banca Elementary School in Victoria District during the School Year 2015-2016.

METHODS

The researcher utilized of the descriptive method of research the total enrolment of each section of the Grade 4 A and B pupils were taken as the participants of this study which consist of seventy-nine (79) pupils. A Pre-Assessment Test was done to determine the possible difficulties of the pupils to understand the content of a certain story they read. It was found out that the result of, they use the assessment given to them did not reach the mastery level of 75%. Oral interviews with some pupils were also undergone by giving an oral test and ask questions based on what they have read to see if they can answer the question. Sad to say from this finding pupils need assistance in order to understand the content of a certain piece once they had read it. Thus, the decision to push through this action research project was strengthened.

RESULTS

The level of reading comprehension skills of Grade Four pupils during the Pre-test assessment given to them got 71% for the MPS which signifies that the learning competency did not reach the mastery level. Surprisingly, after three (3) months of utilizing the intervention program, a significant increase in the post-test the pupils got 85%. This is an indication that the activities provided by the teacher such as using a graphical map or organizer, video presentation and varied activities like individual and group activities inside the classroom contribute to the increase in the mean level of performance of the Grade 4 pupils in reading comprehension skills.

DISCUSSIONS

There are factors that contribute to this reading comprehension skills of the learners' such as limited vocabulary skills, learners' reading habits, interest in reading, and even parental involvement that influence their reading comprehension skills. The implementation of this intervention program specifically on the use of a graphic organizer enhances the thinking skills of the pupils as they break down ideas and concepts. It showed favorable results, therefore, it is hereby recommended in the continuous implementation of this project and can be replicated by other grade levels who had encountered this type of weakness of the pupils yet can be recommended to use by other schools.