Reading performance of first year high school students via the first language component - bridging program (flc - bp)/ (Record no. 874)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 05362nam a22001817a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250404151234.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 250404b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | NVSU |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Toje, Lolita Puguon |
| 245 ## - TITLE STATEMENT | |
| Title | Reading performance of first year high school students via the first language component - bridging program (flc - bp)/ |
| Statement of responsibility, etc. | Lolita Puguon Toje |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Bayombong: |
| Name of publisher, distributor, etc. | Nueva Vizcaya State University, |
| Date of publication, distribution, etc. | 2005. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xv, 164 leaves : |
| Other physical details | illustrations ; |
| Dimensions | 28 cm. |
| 500 ## - GENERAL NOTE | |
| General note | This research sought to find out if the use of the First Language Component Bridging Program would improve the reading comprehension of first year high school students of the Laboratory School, NVSU.<br/><br/>The study employed the pretest/posttest group design. The subjects of the study were 87 students from two intact classes at the Nueva Vizcaya State University Laboratory School, Bayombong Campus enrolled in SY school year 2004-2005. The researcher handled the two classes assigned as control and experimental groups through "toss coin" scheme. The control group was taught the English-only as the medium of instruction; and the experimental group received the reading intervention using the method First Language Component Bridging Program.<br/><br/>The teacher-made criterion test, formative tests and summative tests were used to gather data on the reading comprehension performance of the students. The formative tests served as evaluation tests after the day's lesson and the summative tests were used to measure the students' performance for the week. The criterion test was given on the firstday as pretest and on the last day of the experiment as posttest. These tests were subjected to validation procedures. The questionnaire, validated by an expert, was used to gather information about the students' personal data such as school category graduated from, educational attainment of parents, occupation of parents, reading materials at home, and home language. The data were statistically analyzed using t-test for correlated and uncorrelated samples. The null hypotheses were tested using the 0.05 level of significance.<br/><br/>The following are the significant findings of the study.<br/><br/>On Demographic Profile<br/><br/>1. Majority of the students graduated from public schools.<br/><br/>2. Most of the parents of the subjects in both the control and experimental groups are high school graduates.<br/><br/>3. The greater number of the students' male parents are farmers. Most of the female parents are housewives,<br/><br/>4. Majority of the students in both the control and experimental groups have books to read at home.<br/><br/>5. The greater percentage of the students speak Iloko.<br/><br/>On Performance Level<br/><br/>1. The pretest reading performance level of the experimental and control groups, and for both groups combined is Average.2. In the formative tests, the experimental group had a High level of performance while the control group got an Above-Average level. Overall, the students belonged to the Above-Average level of performance.<br/><br/>3. In the summative tests, the experimental group got a High level of performance while the control group attained an Above-Average level. Overall, the respondents got an Above-Average level of performance.<br/><br/>4. In the posttest, the experimental group obtained an Above-Average level of performance while the control group attained an Average level. Both groups combined got an Average level of performance.<br/><br/>On Test of Significant Difference<br/><br/>1. The experimental and control groups performed equally in the pretest.<br/><br/>2. The control group performed better in the posttest than in the pretest. This implies that English-only as a medium of instruction is effective.<br/><br/>3. The experimental group performed better in the posttest than in the pretest. This suggests that the intervention, FLC-BP significantly improved the reading comprehension of the experimental group.<br/><br/>4. The experimental group performed better than the control group in the posttest. While both methodologies were found to be effective, the use of the FLC-BP produced significantly higher reading comprehension performance for the experimental group.5. The experimental group obtained significantly higher gain scores than the control group.<br/><br/>Based on the findings and conclusions of the study, the following recommendations are forwarded:<br/><br/>1. Since the FLC-BP reading methodology enhanced the reading performance of the first year students involved in this study, a replication of this investigation employing randomization of subjects is highly recommended.<br/><br/>2. Since this study validates the findings of the Jallorina study, it is recommended that replication of this research be conducted in other learning areas in any year level.<br/><br/>3. Further intensive research using the FLC-BP methodology of teaching be conducted along these lines:<br/><br/>a. ability grouping as variable;<br/><br/>b. educational attainment and occupation of parents as correlates;<br/><br/>c. other languages like Kalanguya, Ibanag and Itawes.<br/><br/>4. Since conclusions of other studies point out to the effectiveness of the FLC-BP as a teaching methodology, the researcher highly recommends its implementation in the field. |
| 500 ## - GENERAL NOTE | |
| General note | Thesis (Master of Education - Language, Reading and Numeracy) |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc. note | Includes appendices and bibliographical references. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Thesis |
| Suppress in OPAC | No |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Source of acquisition | Total checkouts | Full call number | Barcode | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | Nueva Vizcaya State University - Bayombong Campus | Nueva Vizcaya State University - Bayombong Campus | Graduate School Section | 04/04/2025 | Donation | T T646r 2005 | T351 | 04/04/2025 | 04/04/2025 | Thesis |
