The Effects of Questioning Technique on the Reading Comprehension in Araling Panlipunan of Grace Five Pupils of Tejeros Convention Elementary School

Abstract

INTRODUCTION

Reading is a complex "cognitive process" of decoding symbols in order to construct or derive meaning. Reading is a means of language acquisition, communication, and of sharing information and ideas. Like all languages, it is a complex interaction between the text and the reader which is shaped by the reader's prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis.

METHODS

The focus of this study was the Grade 5 pupils of Tejeros Convention Elementary School taking up Araling Panlipunan subject under Mrs. Arsenia L. Mallorca. The group was composed of children from varied socio-economic backgrounds, age, and gender. The locale of the research is located at Rosario, a semi-urban municipality in the province of Cavite.

RESULTS

The data collected were analyzed every week to attain a weekly result. Weekly achievements of the pupils were interpreted whether there is a significant effect on the reading comprehension of the pupils when using the questioning technique. Significant increase on score achievements in topics was noted to pinpoint the interest of the pupils. This study measured the literacy rate of the pupils in the Araling Panlipunan classes relative to the topics, interests, strategies, techniques and active discussion and participation presented by the teacher.

DISCUSSIONS

Results of the study aims to benefit the teachers, school administrators and other people in the academe to further understand the rate of cognitive development and comprehension of the pupils. Through this, the teaching faculty and staff will accumulate the necessary data in order to individually design learning activities that will be suited to each group of pupils with the same rate of comprehension development.