Effectiveness of Technology-Based Reading Enhancement Activities for Frustration Readers in Grade Two in Mabuhay Homes 2000 Elementary School

Abstract

INTRODUCTION

Education is very significant in everyone's life especially in the lives of pupils who are pursuing the basic education necessary for them to develop their total well-being. Teachers are aware that some pupils with learning problems have negative emotions concerning deeper communication those pupils who are counted as frustration readers. In this regard, the teacher needs the utilization of modern educational technology. Hence, the inclusion of classroom and other sources of enhancement activities are advisable. Teachers believe that the use of enhancement activities in every classroom can deliver quality education that will help to improve the academic performance and increase completion rate of every learner.

METHODS

Experimental research method employing single group design utilizing pretest and posttest were used as instruments to analyze the performance of grade two pupils in English in the said school. The respondents of the study were the frustration readers in grade two who were exposed to enhancement activities and they were described in terms of their sex, sibling position, number of children in the family, monthly family income, parents' educational attainment and academic performance.

RESULTS

The majority of the respondents are males. The level of performance in English of the frustration readers did not meet expectations before exposure while after exposure the level of performance improved to very satisfactory. The test for the significant difference on the performance in English of the frustration readers before and after exposure to enhancement activities as revealed in the pretest and posttest results rejected the null hypothesis. Sex, sibling position, number of children in the family, monthly family income and parents' educational attainment are not significant on the performance in English of the frustration readers after exposure to enhancement activities as revealed in the posttest results.

DISCUSSIONS

The utilization of enhancement activities helped improve the performance of frustration readers in English. Sex, sibling position, number of children in the family, monthly family income and parents' educational attainment are not contributory on the performance of frustration readers in English after their exposure to enhancement activities. Teachers may continuously utilize enhancement activities in teaching and adopt varied technology-based instructional materials to enhance pupils' performance in English.