Effect of Computer-aided Reading Activities (CaRA) on Comprehension and Attitude of Grade Five Pupils

Abstract

INTRODUCTION

This action research was funded by the Department of Education through the Basic Education Research fund (BERF). Computer-aided Reading Activities (CaRA) was conceptualized, designed and utilized to address one of the alarming problems of the Tabaco South Central Elementary School, the reading difficulties of its pupils in English.

Since reading is a tool subject, children with reading difficulties should be given the utmost attention to enhance their capacity to learn in different subject areas. Furthermore, reading comprehension is also an indispensable tool in learning and understanding other subjects, therefore alternative intervention using CaRA must be provided to enhance reading comprehension of pupils.

It aimed to determine how CaRA have changed the reading comprehension and attitude of the fifth graders and to better understand how this intervention can improve their reading difficulties

METHODS

It employed the descriptive research method and analyzed the level of attitude of the students towards CaRA in the improvement of their comprehension skills.

The researcher used the school's Tek-aralan computers, then made power point reading materials and downloaded also reading materials from reliable websites and made them available for the pupils during their reading. The reading materials were validated by the reading remediation teachers in Grade Five before it was presented and utilized by the respondents.

Reading achievement data was obtained during the pre-post oral reading test conducted by the Reading Remediation teachers.

RESULTS

Analyses revealed an increase in reading achievement rate of 65% as shown in the result of the post-test from a 6% rate during the pre-test. The data show that the reading comprehension of the pupils has improved to beginning level and advanced level after the conduct of the intervention.

The level of pupils attitude towards CaRA in the improvement of their comprehension skills after the intervention revealed that respondents showed most favorable attitude with an average total scale value of 55 and a total weighted mean average of 4.26 which proves that 85% or the majority of the respondents agree that they have a most favorable attitude towards CaRA.

DISCUSSIONS

It can, therefore, be concluded that CaRA with the incorporation of interactive technologies especially in addressing problems in reading has a motivational effect and also effective in improving the reading comprehension skills of the pupils.