Effectiveness Of Teaching Reading Strategies Using Mother Tongue Based Multi-Lingual Education To The Reading Performance Of Grade 1 And 2 Pupils

AUTHOR(S)

MARY ANN M. LORETO

ABSTRACT

—— The study assessed the Effectiveness of Teaching Reading Strategies using Mother Tongue Based Multi-Lingual Education to the reading performance of the Grade 1 & 2 Pupils. The findings of the study were be the basis or a proposed intervention plan. This study utilized Quasi-Experimental research. The test of difference between the scores in the pre-test and posttest reading performances of the grade 1 & 2 learners who is the respondents of the study. Based on the findings of the study which was shown on Table 3, it reveals significant impact brought about by the different reading strategies to the Grade 1 & 2 learners specially to those learners who have had identified as sloe readers or not independent readers which focus on the different learning competencies that were delivered for almost one month. Based from the results, it was revealed that the pretest scores gained by the grade 1 & 2 learners before they received the different reading strategies is equal to 7.33 or in the fair level which is much lower compared to the scores gained by the respondents after they received the intervention equal to 17.93. The pretest and posttest reading performance of the grade 1 & 2 learners have resulted to a computed T value equal to 1.425 which is greater than the critical t value of 0.671 so the hypothesis which states that there is no significant difference between the pretest and posttest reading performance of the grade 1 & 2 learners before and after the integration of the different reading strategies using mother tongue based multi lingual education in teaching reading is rejected. The results in table 3 implied that integrating the different reading strategies is significantly effective in improving the reading performance of the grade 1 & 2 learners. The computed T-value (1.425) is greater than the critical T-value (0.671), indicating that the difference between the pretest and post-test scores is statistically significant. In other words, the improvement or increased of the scores from the pre-test to the post-test reading assessment conducted by the teacherresearcher to the identified learners is not likely due to random chance but is a result of the intervention or teaching strategies in teaching reading applied. The results emphasize the importance of identifying and understanding the specific methods or interventions that led to this improvement. Understanding the significant results of the study could lead to creating best practices that could help the teachers give the right materials or tools that could enhance the learners reading performance. reading and guidance of both teachers and the parents or guardian. Keywords — Effectiveness, Reading Strategies Reading Performance, EnglishGrade 1 & 1 Pupils