ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
Providing appropriate and relevant learning resources to the learners is important in achieving success in learning. Considering the implementation of full blast face-toface classes, the researcher found out that most of the pupils have difficulty in understanding the story and passages read, thus, making them unable to achieve the desired target for the subject. With this premise, this research endeavor had come into realization to evaluate the effectiveness of teacher-made small books in improving the comprehension skills of the Grade 3 pupils as intervention materials in teaching. A quasi-experimental research design employing pre-test and post-test comprehension skills from the passages crafted by the researcher with comprehension questions. These materials were the tools used by the researcher to measure their pre-test and posttest performances. Moreover, lesson plans were crafted highlighting the utilization of teachermade small books in the teaching-learning process. Simple percentage and t-test of mean difference were the statistical tools used to interpret the result of the study. The study revealed a significant difference in the pre-test and post-test performances of the Grade 3 pupils in comprehension before and after the utilization of teacher-made small books in teaching and learning process. The contextualized reading passages, colorful illustrations and choices of words used in every passage has helped in guiding the readers to easily understand the story found in the teacher-made small books thus, making it an effective learning resource to help improve the comprehension skills of the pupils.