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CHAPTER I
THE PROBLEM
Introduction Education is a powerful force for promoting opportunity and growth. It plays a vital role in every human development and societal transformation. Constantly, it seeks for relevance by combining the reliability of the past and the innovation of the future. This continuous demand has been posing challenges and opportunities to every educational institution worldwide to improve the 21st^ century learners’ education. It thus, becomes important that a proper instructional design is set; especially that in which the learners would be able to find ample opportunity to work, discover and share knowledge with other learners. This should also entail providing them with tasks that are meaningful and authentic for them. Such is best given with the inclusion of learning activities that would equip them with necessary 21 st^ century skills to make the most of the constructivist’s opportunity provided them in the new educational system. Understandably, teachers nowadays are confronted with varied challenges on how to maximize and improve their functions as educators to improve the competencies of the learners and achieve adequate better class performance. Assessing the skills of every learner is a very important task of the teacher in order to have knowledge about their strengths and weaknesses in learning the competencies in the subject. Teachers’
knowledge on the application of teaching strategies is better done when there are instructional materials that would facilitate transfer of learning. In the case of teaching English, which is a tool subject, the demand for quality assurance of learning is much, much bigger especially on the macro skill reading comprehension. Development of reading skills together with comprehension is important. Performance and success of the students in other subjects are influenced much by reading competencies where medium of instruction is the English language. In Jose de Villa National High School, the problem with students’ low performance in English has crossed through the other subject areas, manifested through their poor performance in solving worded problems in Mathematics or understanding complex concepts in Science, for instance. Both subjects are skills requiring adequate proficiency in English, specifically in reading. This proves more, the indispensable role of reading comprehension in students’ academic success. There are of course several circumstances Jose de Villa National High School teachers could put their fingers on identifying the reason for the problem. One of the pressing issues is the inadequate supply of learning materials from Grades 7 to 10 English classes. With the aid of the Curriculum Guide, teachers in English innovate strategies to augment such lack of materials. On this account, the DepEd’s own call for teachers to “localize”
the students increased not only in their English subject but also in other subjects since their reading comprehension skills were developed. It is in this light that the researcher ventures to provide modules to address the most crucial difficulties in reading encountered by Grade 10. Hence, this study was made. Statement of the Problem This study aimed to determine the effectiveness of the reading module to address the least learned competencies in reading comprehension for Grade 10 students at Jose de Villa National High School, Calabanga, Camarines Sur, School Year 2018-2019. Specifically, the study sought answers to the following questions:
- What are the least learned competencies in reading before the utilization of the reading module along: a. determining the effect of textual aids; b. comparing insights with previous learning; c. transcoding information; d. reading closely to get the author’s purpose; e. scanning for information; f. reading closely to get explicitly and implicitly stated information; and
g. evaluating text content, elements, features, and properties using a set of criteria.
- What is the format, content and suggested teaching approaches and techniques in using the module?
- What is the level of students’ competencies after using the module?
- Are there significant differences in the least learned competencies before and after using the reading module?
- What is the effect of the reading module on the least learned competencies? Assumptions The study is anchored on the following assumptions:
- Grade 10 students manifest certain level of reading competencies provided in the curriculum guide for reading.
- A reading module can be developed to address reading competencies that are least learned.
- Developing a reading module is based on certain formats appropriate to address the needs it is intended. Hypothesis
competencies as laid down in the K to 12 curriculum are attained through innovative teaching material and strategies used by the teachers. Parents. The results of this study will provide them with information as to the reading competencies of their children. They will also be able to help their children overcome the least learned competencies in reading comprehension through their advise in the use of the intervention in the form of a module. In the end, parents will be gratified since their children are provided with material that would enhance their children’s reading competencies. School Administrators. The reading module as output of the study may provide school administrators to initiate strategies in helping the English teachers through their supervisory function increase students’ and school’s performance. The increase of the teachers’ performance means increase in means in the performance-based bonus (PBB) beneficial to everybody in the school. Other Researchers. The result of this study may serve as a relevant reference for follow up studies in the field of reading, language and development. Scope and Delimitation This study focused on the least learned competencies in reading among Grade 10 students at Jose de Villa National High School in Calabanga,
Camarines Sur for School Year 2018-2019. These reading competencies were based from the curriculum guide for English in Grade 10. These are (1) determining the effect of textual aids; (2) comparing insights with previous learning; (3) transcoding information; (4) reading closely to get the author’s purpose; (5) scanning for information; 6) reading closely to get explicitly and implicitly stated information; and (7) evaluating text content, elements, features, and properties using a set of criteria. Lessons in the first and second quarters of the K to 12 English 10 Learner’s Guide were included. This shows that lessons allotted for the third and fourth quarter were not included. Furthermore, students from Grades 7 to 9 and senior high school students were not included in the study. The reading was module organized to address the least learned competencies in reading. The format of the modules was based from English 10 Learner’s Guide. Suggested teaching approaches and techniques in the form of exercises were used instead of tests. These were appropriate to address the least learned competencies during the first and second quarter of the students. The evaluators/validators of the module were ten English expert teachers from public and private schools and a state university. The researcher confidently believed that the evaluators/validators’ comments and suggestions in the improvement of the module were relevant and useful to the end users of the study.
Reading Comprehension. It is an intentional, active, interactive process that occurs before, during and after a person reads a particular piece of writing (http://www.k12reader.com/what -is-reading -comprehension/). In this study, it refers to the reading selections and activities contained in the module prepared by the researcher where students’ skills and understanding will be enhanced. Reading comprehension provides learning experiences that enable the Grade 10 students to acquire the competencies in reading comprehension as provided in in the curriculum guide in reading. Format of the Module. This refers to the plan for the organization and arrangement of a specified production (Free Dictionary.com). In this study, it refers to the chronological development of the module using the following format: Overview, Objectives, Initial Tasks, text, Comprehension Tasks, and Reflections. Overview. This is a sort of introduction of the learning activity. In this study, it, refers to the explanation of the logical reasons or principles employed in consciously arriving at the intervention reading module. Objectives. In this study, it pertains to the specific aims expressed through competencies on each section of the module. Initial Tasks. These refer to the preliminary activities to prepare the students’ behavior toward the tasks to be
done. It is the application of the law of readiness. They come in varied ways as survey questions and vocabulary development. Text. This contains the reading material that the students are required to read. From these materials, comprehension questions will be asked enabling the students to acquire the reading competencies to be developed in them. Comprehension tasks. This is where the development of the reading competencies take place. The 4 A’s and 4 I’s methods were used in this particular part of the instruction. Reflections. These are activities imbedded in the Application part of the method that make up the final task about the material read. Usability. In this study, the term is used as a criterion for evaluation pertaining to its quality of being able to provide the learners the ease of becoming familiar with and competent the specific target set on each section of the module. Practicability. In this study, this refers to how manageable the use of module is to the learners in terms of the time that would be allotted in its use and whether such would entail unreasonable expense to both the learners and the teachers or schools.
NOTES
Business Dictionary.Com. Retrieved February 2, 2019 from http://www.businessdictionary.com/definition.html#ixzz428KhyPe. K to 12 Reader. Reading Instruction Resources. Retrieved February 2, 2019 from http://www.kto12reader.com/what- is- reading-comprehension/. Free Dictionary.com Retrieved February 2, 2019. SEAMO INNOTECH K to 12 Tool Kit Resource Guide for Teachers, School Administrators and Teachers. 2012 DepEd. Order no.31, s. D. Guilles (2008). Educational potentials, underachievement and cultural pluralism. Education in the North, vol. 6. Reiner G. de Jesus (2019). Improving the least learned competencies in Science 9 using “Pump it Up!” electronic Intervention Material, DLSU Research Congress, Manila, June 19-21, 2019. Classroom.synonymous.com K to 12 Curriculum Guide. December 2013.
