Effectiveness of a Contextualized Reading Module in English for Grade-7 Students

Abstract

INTRODUCTION

One of the difficulties faced by secondary school teachers today is that many students come into their classrooms without the requisite knowledge, skills, or disposition to read and comprehend the materials placed before them. To address this gap, the researcher is motivated to conduct this study in order to determine the effectiveness of a contextualized reading module in English for Grade 7 students in Banate National School.

METHODS

A 50-item teacher-made test was administered prior to the conduct of the experiment and the same instrument was used in the post-test to determine the effectiveness of a contextualized reading module in English. Utilizing a quasi-experimental research design, two heterogeneous sections were identified. Grade 7 -Cabrera was the experimental group that was treated with a contextualized reading module while students from Grade 7 -Villareal were the control group who were taught using conventional instructional materials.

RESULTS

Both groups were at the lowest level in reading comprehension during the pretest. However, during the posttest results showed that both groups were still at the frustration level. Similarly, the mean gain score rating of the experimental group was higher than the control group. Additionally, there was no significant difference between the pretest mean score ratings of the two groups. Yet, there was a significant difference between the posttest mean score rating. Finally, there was a significant difference in the mean gain scores ratings between the control and experimental groups which meant that the reading module was indeed effective.

DISCUSSIONS

The result of the pretest means score rating showed that both groups were comparable. Furthermore, the result revealed that there was an increase in the level of students' reading comprehension in the posttest compared to the pretest. There was a significant difference between the pretest mean score rating of the control and experimental groups. Thus, there was a significant difference between the control and experimental groups in the pretest, posttest and mean gain score ratings. Therefore, the utilization of a contextualized reading module is effective in improving the reading comprehension of Grade 7 students.