Effectiveness of the Contextualized Reading Resources to the Performance of Grade 4 Pupils in English

AUTHOR(S)

KIMBERLY JAY V. GABRIEL

ABSTRACT

—— — Reading is the most essential skill in learning. Learning about other areas is a waste if pupils cannot read. So, teachers must formulate innovative projects or interventions to help struggling pupils to learn to read. Thus, this study was formulated to evaluate the effectiveness of the intervention presented in assisting the pupils to learn to read to achieve positive learning outcomes in English. Utilizing the researcher-made reading test as the pre-test and post-test and the crafted contextualized reading resources as intervention materials in teaching English to improve the performance of the pupils, the researcher is hopeful that effectiveness is attained evaluating the results using the simple percentage and t-test of mean difference as statistical tools. The study revealed a significant difference in the performances of the Grade 4 pupils before and after the utilization of contextualized reading resources in teaching English. The utilization of contextualized reading resources motivates the pupils to learn, able to use their schema in understanding the text, connect the text and context, and can boost pupils’ confidence because reading instructions are within their framework. Thus, making it an effective learning resources in improving the performance of the Grade 4 pupils in English. Keywords — Effectiveness, Contextualized Reading Resources, Performance, Grade 4 Pupils, English