Effects of Reading Strategies to the Comprehension Skills of Grade 11 Students of Tabaco National High School

Abstract

INTRODUCTION

This study determined the effect of reading strategies to the reading comprehension skills in English of Grade 11 students of Tabaco National High School. The level of reading comprehension skills of the control and experimental groups were tested in the pre-test and post-test along summarizing, inferring and predicting outcomes. A significant difference in the performance between the control and experimental groups in the pre-test and post-test were tested.

METHODS

This study employed the experimental method of research. The researcher used the pre-test post-test designed as a tool in data gathering. The subject of the study were the two groups of students with thirty-three (33) per group. The test is composed of thirty (30) items and distributed equally among the three variables of the study. The performance level of the control and experimental groups were determined by getting the mean of the scores and percentage. To test the significant difference in the performance of the two groups in the pre-test and post-test, a t-test was utilized.

RESULTS

Results showed that the control group obtained a mean score of 13.79 with a 45.97% performance level while the experimental group got 13.27 mean score and a performance level of 44.23%. The variances were 2.74 and 1.32 for the control group and experimental group respectively. The data obtained at-value of 1.48 which is less than the t-critical value of 1.69 at 0.05 level of significance. This means that there is no significant difference in the performance of the two groups in reading.

After the intervention was given, the post-test was administered. The result showed that the control group obtained a mean score of 23.31 with 77.70% performance level while the experimental group got 28.57 mean score having a performance level of 88.57%. The variances were at 2.89 and 3.24 for control and experimental group respectively. The data arrived at a t-value of 7.58 which is higher than the t-critical value of 1.69 at0.05 level of significance. This means that there is a significant difference in the performance of the two groups in reading. The intervention provided is effective in improving the reading comprehension skills of the students.

DISCUSSIONS

The school and teachers should come up with effective reading programs that will help students improve their reading skills. These projects may come as a remediation, peer tutoring and take-home reading activities. With these students will regain their love for reading and will improve their comprehension.