ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
This study evaluated the effectiveness of Guided Reading Intervention to the Performance of the Grade 1 Pupils in English in Visares Elementary School in the Division of Leyte. The findings of the study were the bases for a Proposed Improvement Plan. The study utilized the Quasi Experimental type of research Design to evaluate the effects of Guided Reading Interventions to the test performance of the Grade 1 pupils in English based on the different most essential learning competencies for the 1st grading period In Visares Elementary School. The researcher utilized Universal Sampling in identifying the respondents of the study. The Table 3 Presents The test of difference between the scores in the pre-test and posttest performances of the Grade 2 learners before and after the integration of the teacher-made video lessons in the delivery of the most essential learning competencies in Araling Panlipunan which focuses on the learning competencies stipulated on the activity matrix prepared by the researcher herself. Based from the results in table 3, it shows that the pretest performance is lesser than the posttest performance of the Grade 2 pupils before and after the integration of the Teacher-made video lessons which resulted to a computed t value of 0.997 and having the critical t value of 0.141. The result implied that in after embedding different teacher made video lessons in delivering the different learning competencies is very effective because after the respondents received the intervention the result of the Grade 2 learners are quite excellent causing them to have skills or performance equivalent to a very good level of performance result. The results further explains that they really love to learn the subjects while having fun showing the different video lessons presented by the teacher during class session. In other words they are really motivated to learn the subjects if they will see how and why the things are to be learn through the different learning materials- video lessons. So, the Hypothesis which states that there is no significant difference on the pretest and posttest performance before and after the integration of Teacher-made video lessons in the delivery of the most essential learning activities is rejected thus, the integration of the intervention which is the teacher-made video lessons is very effective in improving the learning performance of the Grade 2 pupils.