The story grammar approach on the development of reading comprehension skills of grade VI pupil in Silangan Elementary School Annex, Taguig III District, Taguig-Pateros during the school year 2001-2002: an evaluation/ Ofelia L. Eugenio. -- Parañaque City: Olivarez College, 2002.
Master Thesis
This study aimed to determine the effect of the story grammar approach on development of reading comprehension skills among grade six pupils in Silangan Elementary School Annex, Taguig Pateros Division during the School Year 2001-2002. Specifically, it tried to answer the following sub-problem questions: 1. How are the selected grade six pupils described when grouped according to: 1.1 gender; 1.2 age; and 1.3 most preferred reading materials at home. 2. How are the grade six pupils taught in the two methods performed in the reading comprehension skills in the pre-test and post test according to: 2.1 group method; 2.2 gender; 2.3 age; and 2.4 most preferred reading materials availed at home. 3. Is there a significant mean difference in the performance of the two groups in the reading comprehension skills tests during the post test by the variables in sub-problem number two? Research Method The experimental method of research was used in this study to determine the effect of the story grammar approach in the developing reading comprehension skills of grade six pupils in Silangan Elementary School (Annex), Taguig District III Taguig Pateros Division. There was two-treatment groups- the Traditional Approach (control) group and the Story Grammar Approach (experimental) group. One hundred twenty (120) pupils were randomly chosen from two grade six classes of Silangan Elementary School Annex. A pretest was given to the entire grade six pupils in Silangan Elementary School (Annex) to serve as basis of equating the pupils to comprise the treatment groups. Pupils of equal or almost equal scored were paired and each were assigned to each treatment group to prevent bias and prejudice that may distort the findings of this study. Each treatment group was treated equally in all aspects/ factors like time allotment, reading materials, visual or teaching aid, etc. except in the teaching approach. At the end of the experiment, a posttest was given to both treatment groups. Their test scores in each of the reading comprehension skills tests by variables were recorded, organized, analyzed and interpreted. Several statistical techniques or procedures were used to render the generated data meaningful or comprehensible. Among these were frequency counts, percentage, mean, Standard Deviation, and the t-test of significance.