Effectiveness of Explicit Strategy Instruction and Materials to The Fluency Skill’s Performance of The Grade 6 Pupils in English

AUTHOR(S)

VINCENT C. ARATAN

ABSTRACT

—This study evaluated the effectiveness of Explicit Strategy Instruction and fluency skills performance of the Grade 6 pupils in English in Mahayahay Elementary School in the Division of Ormoc City. The findings of the study were the bases for an Intervention Plan. The effects of explicit strategy education on the English fluency skills performance of Grade 6 students were investigated using a quasi-experimental research approach. Unlike real experimental designs that require random assignment of participants to treatment and control groups, quasi-experimental designs allowed the researchers to examine the effects of treatments in natural environments where randomization might not have been feasible. In this study, a specific group of Grade 6 students was selected to receive training in explicit strategies, while a comparable group received traditional education. This approach enabled the researchers to observe variations in reading fluency results without the ethical and practical challenges associated with random assignment. The test of difference between the pre-test and post-test scores of Grade 6 pupils in English before and after the integration of Explicit Strategy Instruction. The table shows the computed T-value, critical T-value, decision made, and the interpretation of the results. The pre-test score has a weighted mean while the post-test score shows a weighted mean. The computed T-value for the pre-test, which was lower than the critical T-value. Based on this, the null hypothesis (Ho) was rejected, and the results were interpreted as significant, indicating that there was a notable difference between the pre-test and post-test scores after the intervention. The results from the test of difference reveal a substantial improvement in the pupils’ performance after the integration of Explicit Strategy Instruction. The pre-test performance with a weighted mean, categorized as “Good,” reflects the pupils’ initial level of proficiency in English. However, after receiving explicit strategy instruction, the pupils’ post-test performance showed a significant increase, with a weighted mean, which was categorized as “Very Good.” The computed T-value for the post-test indicates that the difference between the pre-test and post-test scores was statistically significant, confirming the positive effect of the intervention on the pupils’ fluency and comprehension skills. The results of the table 3 implied that the effectiveness of Explicit Strategy Instruction in enhancing the English fluency and comprehension of Grade 6 pupils. The significant improvement observed in the posttest performance suggests that this instructional strategy was highly effective in improving students’ ability to understand and use English more fluently. This improvement could be attributed to the structured and focused nature of the explicit strategies, which likely helped students develop better reading comprehension, word recognition, and overall English skills. Therefore, educators and policymakers should consider implementing similar instructional strategies to improve language outcomes for students, especially those who need additional support in developing their fluency. Keywords — Effectiveness Explicit Strategy Instruction Fluency Skills Grade 6 Learners