Master Thesis

This study attempted to analyze the Philippine Informal Reading Inventory (Phil -IRI) test results in English for Grade 3 as baseline for some reading interventions. Specifically, it sought to answer the following questions: 1. What is the profile of the Grade 3 pupils who took the Phil-IRI in English in the school year 2011-2012 in terms of age and gender? 2. What are the reading levels of Grade 3 pupils based on the results of the Phil - IRI in English in the school year 2011-2012? 3. What is the academic performance in English of the respondents? 4. Is there a significant relationship between the pupils' reading levels reflected in the Phil-IRI in English result and their academic performance in English? 5. Based on the findings of the study, what appropriate reading intervention can be proposed? Methodology In carrying out this study as designed, the descriptive method of research was considered using documentary analysis technique. Hence, it involved three hundred fifty (350) Grade 3 pupils enrolled at Tambo Elementary School during school year 2011 - 2012. School documents/records were looked into like the Pupil's Progress Report Card (Form 138) in determining their academic performance in English and the Philippine Informal Reading Inventory (Phil-IRI) test results in English in determining their reading comprehension levels. And in order to find out if there existed significant relationship between the Grade 3 pupils' reading levels and their scholastic ratings in English, the researcher utilized the chi -square as statistical treatment to test the hypothesis posted in this study. Findings After a careful analysis and interpretation of the collected data, the following findings were drawn: 1. Profile of Grade 3 Pupils 1.1 Age Out of the three hundred fifty (350) Grade 3 pupils, two hundred seventeen (217) or 62.96 percent were 8 years old; eighty - six (86) or 24.57 percent, 9 years old; nineteen (19) or 5.43 percent, 10 years old; 5 or 13.71 percent, 12 years old and above. As a whole, the said batch had an average age of 8.52. 1.2. Gender There were one hundred seventy (170) or 48.57 percent male pupils and one hundred eighty (180) or 51.43 percent female pupils. 2. Determined Reading Levels of Grade 3 Pupils based from the Phil-IRI in English result Almost 208 or 59.43 percent of pupils were in the Frustration Level;89 or 25.43 percent in the Instructional Level; and 5 or 5.14 percent in the Independent Level. 3. Pupils' Academic Performance in English Of the three hundred fifty (350) Grade 3 pupils, almost 187 or 53.43 percent got 76-80% rating in English subject which is interpreted as Fair; 89 or 25.42% of them got 81-85% which is interpreted as Good;59 or 16.86% of them got 75% - and below which is interpreted as Poor; while 4 or 4.29% got 86 -90% which is interpreted as Very Good. Hence, the whole batch got an average rating of 78.61 which is interpreted as Poor. 4. Relationship between Grade 3 Pupils' Reading Levels and Academic Performance in English. Since the computed x2 of 101.449 value is more than the tabulated x2 value of 16.91 at.o5 level of significance thus, the null hypothesis stating that there was no significant relationship between pupils' reading levels and their academic performance in English was rejected. Therefore, there was a significant relationship between pupils' reading levels and their academic performance in English. 5. Proposed Reading Interventions After determining the reading levels of Grade 3 pupils based from the results of the Phil - IRI of which the same was correlated with their academic performance in English, a reading intervention in the form of supplemental remediation material with procedure was developed as an output of the study which is hereby presented in Chapter 5 of this paper. Conclusions Based on the findings, the following conclusions were hereby drawn. 1. Majority of the Grade 3 pupils were of school age and there were more female than male. 2. Majority of the Grade 3 pupils were on the Frustration Level. 3. The academic performance in English of the pupils was poor. 4. There was a significant relationship between pupils' reading comprehension levels and their academic performance in English. 5. With the intent to resolve problems on students' weakness in reading comprehension as evidenced by the result of the Phil - IRI in English and affirmed by their academic performance in the same are, a reading intervention was thereby developed for this purpose. Recommendations After enlisting the conclusion partaken from the findings of this study, the following recommendations are hereby pushed though. 1. Review and reformulate policies on pupil admission and strictly adhere to the entry age requirement considering that maturity is a factor that affects reading readiness among pupils and also more encouragement on reading enhancement should be given to male students. 2. The concerned school should come up with intensive reading program in the form of dynamic activities that would enhance pupils' reading comprehension skills. 3. Considering that pupils' performance is a reflection of teacher's effectiveness, the latter should find means and effective strategies that would improve pupils' academic performance in English. 4. The concerned school, thru its principal should review its academic policies thereby, come up with some intervention strategies to improve both results that may impact so much on pupils' learning outcome. 5. The school should review and try implementing the proposed output of this study and thereby, assess at the end its effectiveness and determine possible problems with the material as reflected in the assessment results.