Effectiveness of Validated Contextualized Learning Materials to The Reading Performance of Grade 5 Pupils in English

AUTHOR(S)

MARIELLE M. DINOY

ABSTRACT

—— This study aimed to Determine effectiveness of Validated Contextualized Learning Materials to the Test performance of the Grade 5 Pupils. The findings of the study served as a basis of a proposed Intervention plan. The method used to gather relevant data was Quasi Experimental Research Design for Grade 5 pupils to complete in the 2nd grading period and the performance of the respondents was based on their test scores before and after Validated Contextualized Learning Materials had been introduced and delivered in the classroom during the teaching and learning process. The output of this study is to provide Intervention plan to help the teachers to create a more effective learning processes that would help the learners to improve their test performances. Table 3 presents the test of difference between the scores in the pre-test and post-test of Grade 5 in English. In this table, It presents a statistical analysis utilizing the ttest to ascertain the significance of the difference between the pre- and post-test scores of English language learners in Grade 5. The null hypothesis (Ho) is rejected after comparing the computed t-value to the crucial t-value. The fact that this result is considered statistically significant suggests that the pre-test and post-test scores differ in a significant and meaningful way. The significant rise in mean scores between the pre- and post-tests highlights how successful the interventions used during the assessment period were. The significant t-value indicates that the improvement is a planned and systematic result of the instructional strategies used, rather than a coincidental event. It is implied that there is a real and significant difference between the pre-test and post-test scores when the null hypothesis (Ho) is rejected. This finding suggests that the interventions were effective in improving the language proficiency of Grade 5 learners, which has significant ramifications for those making decisions in the field of education. The significant rise in mean scores and the rejection of the null hypothesis demonstrate the effectiveness of the interventions and offer verifiable proof of their beneficial effects on language proficiency. The significance of data-driven decision-making in education is emphasized by this empirical support, which also highlights the usefulness of focused interventions in producing substantial and statistically significant gains in student outcomes. The test of the difference between the pre-test and post-test English scores of Grade 5 students, represented by Table 3, has important and weighty implications for instructional strategies. The fact that the null hypothesis (Ho) was rejected suggests that the two sets of scores differ significantly and statistically. This finding implies that the interventions carried out during the evaluation phase were crucial in improving the language competency of students in Grade 5 learners. Keywords — Effectiveness Performance Grade 5 Learners English Validated Materials