Effectiveness Of Fuller Approach Through The Use Of Big Books To The Performance Of Kindergarten Pupils

AUTHOR(S)

Patriss Kaye D. Sindangan

ABSTRACT

This study aimed to determine the Effectiveness of Fuller Approach using Big Books to the performance of the Kindergarten Pupils. 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 pretest performance and posttest performance of the kindergarten learners before and after the integration of the Fuller approach using the utilization of Big Books. This results shows how the intervention change the performance or skills of the respondents in terms of reading and writing or recognizing words or sounds of the different set of letters or words. Based from the results , it shows that the pretest performance of the kindergarten pupils is lower than the posttest performance of the respondents which was taken after the integration of the fuller approach using the big books which really showing big difference before and after the giving of assessment conducted by the researcher. The following results of the pretest and posttest performance resulted to the computed t value and happened to be lowered in terms of value compared to the critical t value which was statistically computed. This results in the computed t and critical t values which were produced by the respondents lead to the decision of the hypothesis which states that there is no significant difference of the pretest performance and the posttest performance before and after the integration of the fuller approach using the Big big books is rejected thus, the integration of the aforementioned intervention is significantly effective in improving the performance of the learners specially in reading.
The results on the test of significant between the pretest and posttest scores gained by the kindergarten implies that the integration of the fuller approach through the utilization of the Big Books in teaching the learners how to read the basic letter sounds, word recognition and dealing with cbc really helps the learners to gain confidence in learning. It can be justified further that through the early teaching of the learners through though the different supplementary reading materials such as big books which will be delivered through fuller approach will really help the teachers to measure their learners phonemics awareness that could lead them to have early literacy skills or they will be knowing already how to read and write before they will be entering to the next level. This is also a way of giving the learners to become more independent learners as well as help those learners who are identified as struggling readers to become also an independent readers to the use of the fuller approach integrating the big books in teaching the young learners.