Effectiveness Of Cooperative Reading Intervention and Buddy System (Cribs) To Reading Performance of the Grade 10 Learners In English

AUTHOR(S)

SAMUEL A. BAUTISTA

ABSTRACT

—— This study aimed to determine the Effectiveness of cooperative reading intervention and buddy system (CRIBS) to the reading performance of the Grade 10 learners in English. The findings of the study served as a basis of a proposed intervention plan. This study used the Quasi- Experimental method of research to determine the significant difference of the aforementioned variables. The researcher utilized Universal Sampling in identifying the respondents of the study. The test of difference between the scores in the pre-test and post-test scores of the Grade 10 learners in English subject which focus on the different topics which falls only in the first grading period which lasted for 4 weeks in the implementation before and after the integration of Cooperative Reading Intervention and Buddy System (CRIBS). This table also shows the computed t value, critical t value the decision based on the comparison between the two statistical solutions as well as interpretation of data. Based on the results in table 3, it was revealed that the pretest performance of the grade 10 learners which is lower than the posttest scores. The aforementioned results of the pretest and posttest performances resulted to the computed t value which is higher than the critical t value and so the hypothesis is rejected based on the significance level. The results in table 3 implied that the result in the pretest and the posttest performance of the learners are statistically significant which means that the improvement or increased on the performances of the learners from before to after the exposure of the intervention is significantly effective because the improvement is really observable among the learners especially to those learners who are belong to the poor and fair level of performance that were improve and fall to the good to excellent level of performance. The fact that the null hypothesis was rejected indicates that the interventions, instructional techniques, and other variables used during the research period significantly affected the test results of the students. The post-test results show a significant and real improvement over the pre-test result. Keywords — Effectiveness Cooperative Reading Intervention and Buddy System Performance Grade 10 Learner