The Development and Validation of ICT-Based Reading Intervention Materials in the Division of Tayabas

Abstract

This study developed and validated an ICT-Based Reading Intervention Material in the Division of Tayabas. The respondents of the study were the Public Elementary School teachers and the grade five pupils in the Division of Tayabas. The researcher used descriptive research to the gathered data as a basis for the improvement of reading skills among Grade five students in the Division of Tayabas City by using ICT-Based Reading Intervention Materials. The study employed a simple random sampling, which means it provides estimates that are unbiased and have high precision. Their sample size was computed using the Slovin’s formula. The study made use of the questionnaire and competency-based assessment, which was the questionnaire undergone validation of at leastthree (3) experts in the field. The questionnaire dealt with the development and validation of the ICT-Based Reading Intervention Material in the Division of Tayabas. Also, the competency-based assessment was used to examine the reading performance of the learners. The respondents agreed on the ICT-Based Reading Intervention Materials. This is evident on the highest indicator presentation with a weighted mean of 4.36, followed by appeal with a weighted mean of 4.35, and then content with a weighted mean of 4.25. On presentation, it amplified that “the ICT-based reading intervention material has stimulating activities for a reality check” with a weighted mean of 4.43. Along with the appeal, it exemplified that “the ICT-based reading intervention material isorganized to be specific to make it easy to search and review information” with a weighted mean of 4.42. And, by content, it reflected that “the ICT-based reading intervention material practices cooperative learning activities” with a weighted mean of 4.31. The respondents agreed on the ICT-Based Reading Intervention Materials. This is evident on the highest indicator presentation, followed by an appeal, and then content. On display, it amplifies that the ICT-based reading intervention material has stimulating activities for a reality check. Increase the reading performance of the learners using the ICT-Based Reading Intervention Material to encourage new experience, more hands on process of learning and to take our learners to higher level of proficiency.