Literary Comprehension through Mother tongue and the Achievement of Grade 3 Pupils in Bugtongnapulo Elementary School

Abstract

INTRODUCTION

The goal of MTB-MLE is to address the high functional literacy of Filipinos where language plays a significant role. But despite the positive perceptions on the use of Mother Tongue-based on a day to day implementation, several problems were identified. One of these was revealed in the 2018 Phil-IRI results where 38 out of 132 Grade 3 pupils were under "Frustration Category". Only a few got to fall under instructional readers which mean that they have moderate reading and comprehension skills. The main objective of this study was to determine the literary comprehension through Mother Tongue and the achievement of Grade 3 pupils in Bugtongnapulo Elementary School this School Year 2018-2019. Specifically, this study sought to answer the following questions:

1. What is the comprehension level of Grade 3 pupils in literary genres such as poems, short stories, riddles, parables, fables, and legends?

2. What is the achievement of Grade 3 pupils in the following assessment tools integrating Mother Tongue as a medium of instruction in Phil-Iri, Quarterly Assessment, and Report Cards?

3. Is there a relationship between the level of comprehension and in the literary achievement of Grade 3 pupils?

4. What plan of action was formulated to uplift Grade 3 comprehension in literary genres in Mother Tongue?

METHODS

The quantitative-descriptive method was used to gather data or describe the respondents. It described the relationship between literary comprehension through Mother Tongue and the achievement of Grade 3 pupils.

RESULTS

Grade 3 pupils of Bugtongnapulo Elementary School have a satisfactory level of comprehension in literary genres, instructional level in Phil-IRI, fairly satisfactory in quarterly assessment and satisfactory level in assessment in Report cards. With relation to the level of comprehension of different literary genres noted significant moderate positive correlation in Phil-IRI, strong positive correlation in quarterly assessment and as well as the assessment in their report cards. To improve and enhance more pupils' comprehension, an action plan was developed.

DISCUSSIONS

The results demonstrate Literary Achievement, Phil-IRI, Quarterly Assessment, Report Card Assessment have positive and relative connections. Pupils comprehension affects and reflects their performance. With this, teachers must provide more reading materials written in L1 and should enhance ways and strategies on how to uplift the performance of pupils’ comprehension.