Refining Reading Level of Grade IV-VI Pupils in San Jose Elementary School Through the Use of Higher Order Thinking Skills

Abstract

INTRODUCTION

Reading is very significant in achieving knowledge and growth. Through perceptions and understanding, pupils' achieved the best performance he ought to. In this study, the researcher saw the refined reading level of 31 Grade IV-VI pupils in San Jose Elementary School through the use of higher order thinking skills in activities carried out.

METHODS

This research is a descriptive qualitative design which aims to improve the reading level of 31 pupils from Grade IV-VI in San Jose Elementary School through the use of higher order thinking skills (HOTS) questions. The researcher conducted interviews and comprehensive analysis of pupils’ records and Phil-IRI results. The pupils' low reading level pushed through the use of higher order thinking skills (HOTS) questions as one of the practices implemented in the school. Qualitative analysis steered for the effective implementation of this activity.

RESULTS

The populace participated in the study perceived a difference. Pupils’ academic records attained a satisfactory result. 11/31 or 35. 48% increase was achieved. The significance of implementing reading through the use of order thinking skills (HOTS) questions on activities given, open the way for the value of learning. In some instances, it draw into conclusion that less able pupils sheer hard work to uplift in their reading as well as in other academic performance.

DISCUSSIONS

The outcome showed that rigid implementation and monitoring of the activities in reading must be given emphasis. Reading a passage with HOTS questions was an effective practice in uplifting pupils' reading level as well as school academic performance in San Jose Elementary School. The time allotted in the morning, noon time, and regular monitoring contributed to the effectiveness of the study.