Enhancing the Oral Reading Skills of Grade 5 Learners through Cross-Age Repeated Reading Treatments: Blended Learning in Context

Abstract

INTRODUCTION

This action research aims to gauge the effect of cross-age repeated reading approach in enhancing the oral reading skills of the Grade 5 learners in Gomez Elementary School in Lopez, Quezon. This further seeks to determine the pretest and posttest scores of the all the elementary grade five (5) learners and quantify the presence of significant difference between the mean scores to evaluate the effect of cross-age repeated reading treatments in the basic sight words acquisition and oral reading fluency of the learners

.METHODS

A quasi-experimental method under quantitative design was employed in the study among the 173 purposively chosen 5 learners in different sections in Gomez Elementary School. Data gathering was facilitated using validated questionnaires and in-depth interview which were analyzed in the light of dependent sample t-test.

RESULTS

Data gathered showed a low pretest mean score of 17.59 which significantly increased in the posttest with mean score of 26.77. T-test on the significant difference between the scores gained the computed t-value of 1.76 which is higher than tabular t-value of 1.65 within .05 level of significance and 172 degree of freedom. Thus, null hypothesis was rejected proving the positive impact of cross-age repeated reading treatment in enhancing learners' oral reading skills.

DISCUSSIONS

The study was original with the use of ICT intervention in the context of learners' environment and blended learning approach. It is significant for it provided an alternative innovative approach in helping learners enhance their oral reading fluency.