Effectiveness of Teacher-Made Manipulative Learning Materials in Improving the Word Recognition Skills of the Grade 2 Indigenous People Education (IPEd) Learners

AUTHOR(S)

ROCELYN C. ROJAS

ABSTRACT

—Language literacy enhancement is a vital intervention to address issues that take place in the process of teaching and learning a language (Vulchanova et al., 2017). It lays down language teaching practices, approaches, and strategies that guide teachers in producing learners that are communicatively competent and highly literate. Based on the main objective of LAMC, learners are expected to develop learning competencies that can be applied to a variety of communicative functions (DepEd, 2016). Being competent and multiliterate in the Mother Tongue, Filipino, and English is part of the curriculum’s rationale to equip the learners with the skills necessary to understand the multifarious systems of communication in the era of globalization (Barrot, 2018). Thus, this study was formulated to evaluate the effectiveness of teacher-made manipulative learning materials in improving the word recognition skills of the Grade 2 Indigenous People Education (IPEd) learners. A quasi-experimental research design employing pre-test and post-test utilizing the Comprehensive Rapid Literacy Assessment (CRLA) tools. Manipulative learning materials which are colorful, interactive, and video-based were crafted and used in the teaching-learning process in the duration of data gathering. Simple percentage and t-test of mean difference were the statistical tools used to interpret the result of the study. The study revealed a significant difference in the performances of the Grade 2 Indigenous People’s Education (IPEd) learners before and after the utilization of teacher-made manipulative learning materials in teaching. The manipulative learning materials which are letters framed or mounted on cardboard where learners had to master the sounds of the letters and providing them with video presentations which show lessons on the production of sounds and other interactive activities where learners can join in manipulating the computer contribute to the improvement of the learner’s level of performance thus, making the intervention an effective learning material in teaching word recognition skills. Keywords — Effectiveness, Teacher-Made Manipulative Learning Materials, Grade 2 IPEd Learners, Word Recognition Skills