Enhancement of Reading Comprehension Skills of Grade Six Pupils through Localized Learning Material

Abstract

INTRODUCTION

The current national educational policy embodied by the "No Child Left Behind Act" requires that all learners meet academic standards required. But the first quarterly test results in English (S.Y.2017-2018) reveals low mean percentage scores due to least learned competencies pertaining to reading comprehension. Meanwhile, the Philippines’ Informal Reading Inventory Pretest in June 2017 showed a greater number of pupils under frustration (lowest) level. A study by Ilagan (2015) suggests that the use of localized learning materials develop reading comprehension easier. RA10533 Sec. 5, which encourages development of locally produced learning materials, prompted the researcher to enhance reading comprehension skills of Grade 6 pupils using a localized learning material.

METHODS

This study utilized Quantitative Quasi-Experimental Design. Questionnaires served as primary data gathering instrument. Respondents were chosen purposively. Pretest and posttest were administered to 3 sections of Grade 6 with 85 pupils in Tayabas West Central School II. Phil-IRI pretest posttest was used to evaluate pupils’ level of reading comprehension. Development and validation of a learning material was conducted. The questionnaire on the level of acceptability of the learning material was administered to 34 English teachers and 15 selected administrators in the Division of Tayabas City. Weighted mean and one-way ANOVA were used to treat the data.

RESULTS

The Pretest Posttest results show that the least learned competencies in English 6 (First Quarter) were (1) evaluating narratives based on how the author developed the elements; (2) plot, theme, point of view; and (3) determining tone, mood, and purpose of the author. There exists a significant difference between pretest and posttest results. Thus, the null hypothesis was rejected. Based on Phil-IRI reading comprehension posttest result after the use of the material, the number of pupils under frustration level decreased while number of pupils under instructional and independent level increased. Lastly, the localized learning material workbook is strongly acceptable to all Grade 6 teachers and selected administrators in Tayabas City.

DISCUSSIONS

Learners' reading comprehension skills increased when a localized learning material was utilized. Learners' ability to comprehend was influenced by the medium used in the text. Providing quality texts for students to "read to learn" will help learners understand the contents better. Furthermore, educators are encouraged to develop learner materials appropriate to the local context and can best help students learn.