Reading Comprehension and Auditory Retention among Grade Four Pupils of Pipindan Elementary School, District of Binangonan Ii, Division of Rizal

Abstract

INTRODUCTION

Education has been regarded in all societies and throughout human history both as an end in itself and as a mean for the individual and the society to grow. its recognition as a human right derived from the indispensability of education to the preservation and enhancement of the inherent dignity of the human person.

METHODS

Experimental Research Design

RESULTS

The study revealed that there were an equal number of male and female respondents. Most of them belong to low income families and most of them are first and second child in the family. The experimental and control group obtained fair performance in the pretest in all tested skills while in the post test, the experimental obtained very good performance in all skills after exposure to auditory/listening. On the other hand, the pupils who read by themselves obtained good performance. There is significant difference on the auditory retention skills of the experimental group as revealed in the pretest and posttest. Similarly, significant difference exists on the reading performance of the control group as revealed in the pretest and post test results. Reading performance and auditory retention skills of the two groups of respondents as revealed in the post test results differ significantly. Sex is not significant on the reading performance and auditory retention skills of pupils while monthly family income and sibling position are significant.

DISCUSSIONS

The study concluded that the reading performance and auditory retention skills of grade four pupils differ significantly as revealed in the pretest and posttest. Grade four pupils have better auditory retention skills as revealed in the post test results. Reading performance and auditory retention skills of pupils differ significantly when they are grouped according to monthly family income and sibling position.The study recommended that pupils should be exposed to more auditory learning activities and reading activities to enhance their reading comprehension skills. Teachers should employ varied approaches and strategies to improve the pupil's reading comprehension skills. The proposed action plan is recommended for implementation. Similar studies may be conducted considering other variables.