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All Journal Journal of English as a Foreign Language Teaching and Research (JEFLTR) International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE)
Victoria E. Tamban
Laguna State Polytechnic University, Philippines
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Effectiveness of Localized English Reading Materials in Enhancing the Reading Skills of the Grade two Pupils Shermaine D. Rafael; Victoria E. Tamban
Journal of English as A Foreign Language Teaching and Research Vol. 2 No. 2 (2022): September Volume
Publisher : Research Synergy Foundation Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (914.622 KB) | DOI: 10.31098/jefltr.v2i2.1126

Abstract

Students today are 21st-century learners who prefer digitization and reading is not their top priority, teachers at the same time should meet the needs of these students. English teachers, specifically in reading skills, should have the capability and knowledge to craft methods to use in dealing with students who have difficulty with reading. This study aimed to determine the effectiveness of localized english reading materials in enhancing the reading skills of grade two pupils. The reading skills of the pupils in this research were determined through match pairing. The participants came from the total population of 32 pupils from section orange in grade two, who were grouped into two through match pairing based on their pretest results. There was 16 match paired pupil-participants included in this study. These pupil-participants were the advisees of the researcher for the school year 2021-2022 in modular distance learning. Another group of respondents were the 20 teacher-validators who assessed the crafted localized reading materials using the survey questionnaire. The pretest showed that both groups are at the beginning level in terms of their reading skills. The findings of this study indicated that the experimental group got much higher mean scores than the comparison group on their formative and post-test. The computed t-values for lesson 1 gained a t-value of 2.368, lesson 2 with a t-value of 2.885; lesson 3 with a t value of 5.085; and lesson 4 having a t-value of 8.259 showed extremely significant differences between the formative means scores of the participants. A similar result found a highly significant difference between the post-test mean scores performance of the experimental group and the comparison group with a t-value of 3.966 and a p-value less than 0.01 level of significance. All results indicated the rejection of null hypotheses and acceptance of alternative ones. These findings implied that teachers must use tactics and practices such as learning by doing, manipulative, and practical learning to integrate localization and contextualization into the teaching-learning process. Keywords: localized English reading materials, reading skills, teaching-learning process
Enhancing Numeracy and Literacy Skills of Grade I Pupils through a Parent-Induced Learning Program: Ilaw sa Lilim for Para Teachers Coping with Bereavement Mary Jean T. Belarmino; Victoria E. Tamban
International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 1 (2023): April
Publisher : Faculty of Teacher Training and Education, Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ijtaese.v5i1.1143

Abstract

Literacy refers to the ability of learners to comprehend, analyze, and creatively construct written and printed materials associated with various contexts, whereas numeracy refers to the ability to analyze and interpret numerical principles (UNESCO). The active involvement and participation of the parents in the education of their child is far greater now in the new normal compared to the previous setting. This study aimed to determine the effectiveness of parent-induced learning, namely "Ilaw Sa Lilim Ang Para teachers Kong Natay": an intervention program to enhance Grade I Pupils’ Numeracy and Literacy Skills. Through descriptive research design, the study involved 11 parents of those pupils who struggle with language literacy and numeracy who had voluntarily undergone online parental training for two weeks. Also, the statistical tools used in this study were mean, standard deviation, and dependent t-test.  Through the mean scores in pre-test and post-test, the results showed that pupils scored in language literacy in terms of phonological awareness, alphabet knowledge, fluency, and reading comprehension. And in numeracy skills in terms of counting, basic arithmetic, number symbols, and recognizing symbols, all significantly improved their rating after the intervention program. The results also revealed a significant difference between the pre-test and post-test mean scores of Grade 1 Pupils in Language Literacy and Numeracy Skills indicating an improvement in their statistical value. Thus, the researcher recommends strengthening the communication link among the parents by tapping them to be actively involved in school and academic-related activities. Also, integrate the intervention program into the curriculum to consistently check and upgrade its needs and applicability, especially in the challenge of the new normal, by considering including it in any future training among the parents. Effective, practical, and feasible pedagogical skills that would meet the different learning styles and interests of the children so as to maintain their span of attention.
Co-Authors Mary Jean T. Belarmino Shermaine D. Rafael