One Short Story Per Week: An Intervention in Reducing Frustration Level in Reading Comprehension of Grade Five Pupils

Abstract

INTRODUCTION

This study investigated the effectiveness of One Short Story per Week: Intervention in Reducing Frustration Level in Reading Comprehension of Grade Pupils to its 13 respondents who were Grade V Strawberry pupils of Barobo Townsite Elementary School. According to Woolley (2010), reading comprehension is the process of making meaning from text. Its goal is to gain an overall understanding of what is described in the text rather than to obtain meaning from isolated words or sentences. Hence, the researchers crafted this action research to address the said problem properly and to test whether there is a significant difference in the reading level of the said pupils before and after the implementation of the said intervention.

METHODS

The researchers utilized the descriptive research design to measure the effectiveness in the implementation of the said intervention. In analyzing the data gathered in this study, the researchers made use of two statistical tools: Mean and Pared T-Test to analyze the scores of the 13 pupils in reading comprehension test whether or not it passes the standard based on the PHIL-IRI Manual 2018 to determine whether or not there is a significant difference between the reading comprehension level of the said pupils before and after the intervention so as to gauge the effectiveness of the One Short Story per Week intervention.

RESULTS

The researchers made an intervention that resulted in a decrease in the number and percentage of pupils under the frustration level in reading comprehension. From 13 pupils or 41.94 of the class, it lowered down to 6 pupils or 19.35%. From the mean of 1.77 to 4.46, from the standard deviation of 0.69 to 0.77 and with the p-value 0.05 after having applied the intervention, it can be inferred that there is a positive effect of the intervention to the pupils on the frustration level in their reading comprehension.

DISCUSSIONS

Reviewing the result, it was found that there is a significant difference in the reading level of the 13 identified pupils after exposure to the above-mentioned intervention and that the said intervention can help in addressing problems in reading, particularly in comprehension.