Improving the Science Reading Comprehension of Grade 9 Students through Project TESLA (The Evaluative Student-Learner through Reading Activity)

Abstract

INTRODUCTION

Project TESLA was conducted to test its effectiveness in improving science reading comprehension of the Grade 9 students of Recto Memorial NHS. Project TESLA is a 3-stage reading strategy which was named as before reading, during reading and after reading strategies and a support intended for struggling readers in science. This action researchspecifically sought to answer the question: Is there a significant difference among the control and treatment groups after the implementation of the treatment?

METHODS

This experimental action research was participated by 80 low performing students from4 sections as the control group and 80 low performing students from another 4 sections as the experimental group. These groups of low performing students read about force and motion. Before the reading began, the students from the experimental groups answered the anticipation paper whether they agree or disagree on each statement. During a reading, the students logged their responses in the open-ended response log paper. Post-discussion was conducted to deepen their comprehension about the selection through filling up the SAY SOMETHING STARTERS. The 10-item teacher-made test was administered to the groups after the implementation of the reading session.

RESULTS

Results showed that the f computed value is 5.00 and the f-critical value is 3.90. It also shows that the f computed value is greater than the f-critical value. Therefore, the null hypothesis is rejected. There is a significant difference between control and experimental groups. This means that Project TESLA is an effective reading strategy in improving the science reading comprehension of students.

DISCUSSIONS

In Project TESLA, students were given reading strategies such as activating prior knowledge, monitoring and deepening their reading comprehension. Activating prior knowledge was evident at the first stage of the reading session by predicting what is a fact or not. During a reading activity, students monitored their reading comprehension by writing three excerpts from the reading selection. Students were able to write what they had thought, and connected to the chosen phrases which they thought interesting, confusing, important point or wanted to know more about. Finally, deepening their comprehension was done through a post-discussion by providing them clue phrases called "say something starters" so that they can start the discussion in the class. Students from the experiment group improved their reading comprehension during the implementation of the project.