Enhancing Reading Comprehension Performance of Grade 6 Jasmine of Rizal Elementary Schoolthrough the Implementation of Project 222

Abstract

INTRODUCTION

Reading is one of the literary skills that a child must acquire. This skill will enable a child to unlock new learning that he might encounter while he is studying. But the reality that the development of every learner is not the same to one another results to poor grasping of insights of some pupils in reading. As this problem arise, an intervention was created.

METHODS

The study employed descriptive research method specifically quasi-experimental method. Two (2) pupils of Grade VI-Jasmine of Rizal Elementary School were the respondents of this action research through purposive sampling. To verify the effectiveness of the intervention program, the relevant collected data were treated statistically using t-test.

RESULTS

There is a significant difference in the reading comprehension and performance of Grade VI-Jasmine pupils before and after the implementation of Project 222. There is an increase in the reading comprehension performance of two (2) pupils of Grade VI-Jasmine after 2 weeks of remediation with 2 stories everyday as shown in the post reading test where the mean average of the reading comprehension appeared to be positive. Reading intervention programs are essential to attend the needs of the learners in reading in the 21st century teaching-learning episodes.

DISCUSSIONS

This action research imparts vital data on the performance level of two (2) pupils of Grade 6-Jasmine before and after the employment of Project 222. The results proved that Project 222 for the enhancement of reading comprehension levels is greatly commendable for the reason that pupils were able to perceive clear conception of what they have read, respond to simple and complex questions, generate new ideas and be able to reflect from the learnings they acquired.