Reading Comprehension: Its Correlation to the Periodical Test Result in Science and Health of Grade Six Pupils of Rosa G. Acuna Memorial Elementary School

Abstract

INTRODUCTION
Reading serves as the most essential skill necessary for achievement on any test. Pupils must be able to decode, comprehend and analyze the information given to them to formulate correct test responses, all within a specified period of time. Based on the researchers' records and experience in teaching Science, the performance of the pupils in Periodical Test in Science was affected by their ability to read and comprehend. It is for this reason that the researcher decided to conduct an action research on this problem. The focus of this research is improving reading comprehension. Without the solid foundation of reading skill the researcher feels the children will struggle hard in learning the Science concepts.

METHODS

The researcher used descriptive method which included data gathering, analysis and interpretation. The respondents included all the Grade VI pupils enrolled in Rosa G. Acuna Memorial Elementary School for School Year 2018-2019.To find out if reading comprehension has or has no correlation on the periodical test result in Science, the researcher conducted the pre-test on silent reading of the (PHIL-IRI) and identified the reading level of the pupils particularly in comprehension. Administered the Inventory Test covering the topics for the first quarter. Results of the two tests were analyzed and interpreted.

RESULTS

Based on the result of the PHIL-IRI, out of the 51 Grade Six enrolled ,45 pupils were able to take the pre-test in silent reading. Eighteen pupils or 40% fell under frustration level. After the scores in the pre-test in Science were analyzed and interpreted, it was revealed that the same set of pupils under frustration level in reading comprehension were the pupils under Below Mastery and Low Mastery Level in the inventory test. So the researcher decided to make some interventions for the problem. Five weeks of remedial instructions were conducted to the 18 pupils using the different activity sheets and modules in Science which focused on analyzing higher order thinking skills questions.

DISCUSSIONS

After gathering, analyzing and interpreting the data, the researcher found out that reading comprehension had a correlation to the periodical test result in Science particularly in questions under conceptual and process skills. Different interventions were given to the respondents. Remedial instructions were intensified using the teacher-made modules and activity sheets.