Teaching Reading Competence of Teachers And Performance of Pupils in English in Blended Learning

AUTHOR(S)

Glaiza Grace P. Laurito

ABSTRACT

The purpose of the present study is to determine the extent of teaching reading competence of teachers and performance of pupils in English and its relationship. Moreover, this study utilized a descriptive-correlational research design. Utilizing the complete enumeration in determining the 17 teacher-respondents and 100 randomly selected pupils enrolled in the current school year are involved in this study. The researcher used the survey adopted by Olga Nessipbayeva (2012) in her study on The Competencies of the Modern Teacher. It was revealed in the study that the extent of teaching reading competence of teachers in terms of classroom management is very high, learning practice, assessment and technology skills is high while the performance of pupils is very satisfactory. Moreover, it was revealed on the table that there is a significant relationship between the extent of teaching reading competence in terms of classroom management, teaching practice, assessment, technological skills and performance of pupils in English. Thus, to attain very satisfactory performance in English, teachers must promote the development of reading skills by providing direct and explicit reading instruction that builds student mastery through scaffolded instruction and incorporates universal design for learning principles. More so, teachers should possess the very high extent of teaching reading competence to help improve the performance of the pupils in English on blended learning.