Utilization of Illustrated Story Books in Improving the Reading Interest of Grade I Pupils

AUTHOR(S)

Michelle Jean P. Apuya

ABSTRACT

The study aimed to evaluate the level of reading interest of the Grade I pupils before and after utilizing illustrated storybooks. Utilizing the Quasi-Experimental research design employing the pretest and post-test for an in-depth analysis of the study, the researcher used the Elementary Reading Attitude Survey (ERAS) formulated by McKenna and Kear (n.d.) in their research on Measuring Attitude Towards Reading. Simple Percentage, Weighted Mean, and t-test of mean difference were the statistical tools used. The researcher found out that the reading interest of the pupils before the utilization of illustrated storybooks is high, while the reading interest of the Grade I pupils after the utilization of illustrated storybooks is very high. Moreover, this study revealed a significant difference in the pretest and post-test performances of the Grade I pupils before and after the utilization of illustrated storybooks. Thus, illustrated storybooks are effective in improving the reading interest of the pupils.