Effectiveness of Localized Strategic Intervention Materials to Reading and Behavior Performance of Grade Six of Perrett Central Elementary School

Abstract

INTRODUCTION

Reading plays a very important role in our lives. It's so much a part of everyday living that one can hardly imagine life without it. A very complex, multi-faceted activity that should be developed in society's richest resources -the young boys and girls.

The study's purpose was to determine the effectiveness of a localized intervention material on the reading and behavioral performance of grade six pupils in Perrett CES.

Further aims to prove whether the choice of learning materials can foster pupils' confidence and independence in oral communications.

Saddening that results of Phil-IRI Pretest (July 2017) revealed 32 of 34 or 94% are frustration readers. I had some sort of query among pupils who disclosed that some engaged in destructive activities, not enjoying school and can hardly connect because, in truth, they could not read at all. A very alarming situation needing immediate action.

METHODS

This study used mixed methods of research, "quali-quanti" methods wherein the qualitative method made use of survey/interview and quantitative method in the form of quasi-experimental design.

The controlled group and experimental group were formed to compare pupils' reading and behavioral performances.

As an instrument, the compiled local stories/beliefs of the SBM Principle 2 and class reading profile were used in its entirety.

RESULTS

Findings indicated that locally-made SIM improved the reading performance of frustration readers. Data showed that using SIM obtained a post-test increase over pretest by 0.06. It revealed that there is a significant relationship between the control group (traditional teaching of reading) and experimental group (using a locally-made SIM) in terms of reading and behavioral performance, therefore; the null hypothesis was rejected.

Moreover, data gathered from the interview demonstrated positive change in pupils' behavior in class respectively; Attendance of 98% described as extremely high, interpersonal skills gain 97% improvement while study habits of pupils also developed to 97%. As deduced, the use of localized SIM in the 21st-century teaching is highly recommended.

DISCUSSIONS

Findings indicated that locally-made intervention materials are useful in improving the reading and behavioral performance of frustration readers. As to the responses of the interview, the use of SIM strengthens appreciation to their own culture making them proud to be one. The traditional way helped however it was found boring and lifeless because they were only sitting down and reading a story bearing the culture of other people while the group with SIM contributed a lot for accordingly, they learn best when built on real experiences and relate what they are learning to things that are relevant to them.