Effectiveness of Audio-Recorded Strategic Intervention Material in Enhancing Students' Reading Comprehension

Abstract

INTRODUCTION

The problem in teaching struggling readers in high school may not be asimple problem for high school teachers. In a sense, when the struggling students reached high school level, it would be hard for them to catch up with the lessons since reading is the primary tool for learning in high school. Likewise, teachers in high school may find teaching quite frustrating for struggling readers since high school competencies no longer focus on the basics of reading. Hence, this study would try to prove the effectiveness of the use of local community resources through the Audio-Recorded Strategic Intervention Materials in bringing the solution to reading problems of high school students.

METHODS

In this study, the Audio-Recorded Strategic Intervention Material would provide scaffolding by using a fluent native Filipino model as an example of effective reading practices. A quasi-experimental design was utilized to compare the formative test results of the thirty student-respondents from the comparison group and thirty student-respondents from the experimental group. The Astal Guide was the rubric used to determine the effectiveness of the developed audiobook which was evaluated by a pool of experts.

RESULTS

Results revealed that the localized audio-recorded material was generally effective. The presentation, content, and technical requirements gained an average score of 4.56 described as excellent. Based on the findings of this study, the null hypothesis stating that there is no significant difference between the performances of the two groups of student-respondents -experimental and comparison groups informative test is rejected. Similarly, there was a significant difference between the results of the post-tests of the two groups of student-respondents. Thus, the null hypothesis stating that there is no significant difference between the performance of the comparison group and experimental group of respondents in post-test is rejected.

DISCUSSIONS

Based on the findings and conclusions of the study, teachers and administrators need to use the developed ARSIM in teaching English literature to guarantee a better reading performance. There is also a need to use the developed ARSIM for remedial instructions and interventions to improve learners' retention rate. For better results, further enhancement in the recording of voice and editingshall be taken into consideration. Future researchers may conduct a similar study using the ARSIM approach in other English topics which are not within the scope of this study.