Reading Program For the Junior High School Students of University of Batangas

Abstract

INTRODUCTION

Studies show that the success of the students can be traced back on how they study. Hence, reading skill is a vital factor to consider. In schools, attempts to make reading an enjoyable yet a meaningful activity have been made. In University of Batangas, the high school administration started implementing a reading program that would cater to the reading needs of the students. This study aimed to assess the reading program for Junior High School students of University of Batangas with the end view of helping students to improve and further enhance the key areas in reading skills by providing and proposing supplemental reading activities to fortify and realize reading skills development. Alongside is the assessment of both teachers' and students' constraints as implementers and clients respectively.

METHODS

This study employed the descriptive method of research using a researcher-made questionnaire to determine the contribution of the reading program to the enhancement of students’ reading skills as well as the view or perceptions of the respondents toward the said program. Research instrument items were based on the core of the reading program aligned to the schools vision, mission, and philosophy. The study used two sets of respondents: 201 Grade 10 students and 11 teacher-implementers (sample population was computed using Slovin's Formula). Afterwards, data were statistically treated using various methods and the responses were scored based on a validated scale. Statistical tools included frequency and percentage, weighted mean, ranking, and the t-test.

RESULTS

The findings of the study revealed that for both groups of respondents, majority were female and belonged to young age-bracket. Only the implementation as a description of the reading program deviated from the results and implied that there has been significant difference between the answers of both groups of respondents. For the contribution or impact of the reading program to the students, text comprehension, among the three key components, was the only component which displayed significant difference when the responses of the two groups of respondents were grouped and tied up.

DISCUSSIONS

The supplemental enhancers which included different reading drills, exercises, and activities were proposed and were expected to be of great help to Junior High School students. Teacher-implementers likewise might have found the study and the proposed supplemental reading activities helpful as they may apply strategies in teaching and assisting their students.