Improving the Level of Reading Comprehension of Grade Four Pupils in Calantas Elementary School

Abstract

INTRODUCTION

Comprehension is one of the requirements in teaching elementary grades. Successful communication takes place only when the receiver comprehends the exact ideas that the sender intended to send. It is important for pupils to have the capability of reading with comprehension. Therefore, the researchers opted to conduct this study with the desire to assess the improvement of the pupils’ reading comprehension which is necessary in order to ensure the success of learning of Grade Four pupils of Calantas Elementary School.

METHODS

The descriptive qualitative technique was used. To obtain data, observation and tests were used on twenty-six (26) Grade four pupils of Calantas Elementary School. Data was analyzed using percentages and weighted mean. The pre-design stage is where the pupils answered the pretest which consisted of twenty (20) items to be answered in a span of an hour and a half. The answers were validated, distributed, tallied and interpreted in order to identify their level of comprehension. The results were analyzed by the researcher afterwards.

RESULTS

Upon the pre-test observation, it was noted that most pupils were having difficulties in concentrating and understanding the context. It was manifested that pupils had a hard time answering the test. This test was scored below average. Certain interventions were made to answer the post-test with ease. It was perceived that the result of the post-test increased to average. During the pretest, the pupils obtained 224 as their total raw score with class means of at least nine and mean percentage score of at least forty percent. The results showed that there was a gradual improvement in their performance. During the post-test however, the pupils obtained 392 as their total raw score, the class mean of at least fifteen and mean percentage score of at least seventy-fivepercent.

DISCUSSIONS

The results suggest that there is a need to increase the time of implementation for each strategy to get the best results. Teachers should add ICL (Independent/Cooperative Learning) in each session and try to use different upgraded strategies that will benefit the students in improving the reading comprehension