Learning Station Technique for Mainstreamed Children with Reading Difficulty (MCRD) in Biology

Abstract

This study aimed to explore the learning station technique for Mainstreamed Children with Reading Difficulty (MCRD) in Biology in public high schools in three divisions in the National Capital Region.

Qualitative descriptive research design with the questionnaire, interview and the case study were used in this research. Teacher made tests were used in the pre-test and post- test.   T-test was used to get the significant difference in the pre-test and post-test of MCRD.   

The subjects in the study were 15 Mainstreamed Children with Reading Disability enrolled in public high schools in three divisions Caloocan, Manila and Quezon City. A total of 14 teacher-respondents participated as informants in the study. They are all Science teachers teaching mainstreamed class in Biology.

All subjects were in Grade 9 with different age from three different schools in NCR. Majority of them were male with different disability and low reading ability.

Learning station technique for mainstreamed children with reading difficulty helped the MCRD increase their understanding in Biology lessons. Lesson illustration and texts encourage MCRD to read and understand the concepts it emphasize by completing all the stations.

Reading ability varied from kindergarten, preparatory to Grade 5, which did not match the expected competency in reading. The post-test scores showed that LST effectively assisted learning process of the MCRD.