04523nam a22001937a 4500003000400000005001700004008004100021040000900062100002100071245013200092260005500224300004600279500373000325500006604055504005604121942001504177999001304192952012404205OSt20250403091307.0250403b        |||||||| |||| 00| 0 eng d  cNVSU  aBacud, Marvic C.  aReading comprehension performance of grade II pupils using first language component-bridging program (flc-bp)/cMarvic C. Bacud  aBayombong:bNueva Vizcaya State University,c2003.  axiv, 147 leaves :billustration ;c28 cm.  aTwo intact classes of Grade II pupils, one designated as Experimental group and the other Control group, were subjects of the study. The main objective was to ascertain whether the use of the First Language Component-Bridging Program teaching methodology would significantly improve the reading comprehension performance of the pupils on the following reading skills: noting details, getting the main ideas, organizing ideas/sequencing events, doing elaborative thinking, and following directions.

To address this objective, the researcher used a quasi-experiment employing the nonequivalent posttest-only control group design. The Experimental group was exposed to the FLC-BP teaching methodology, but the Control group was not at all exposed. The researcher handled the Experimental class; another teacher handled the Control class.

Thirty original lesson plans integrating formative and summative tests were constructed by the researcher for classroom presentation. A criterion test was also constructed and administered after the experimental period. Except for the lesson plans used solely by the teacher in the experimental class, all tests were administered to both Experimental and Control classes. The lesson plans and the formative, summative, and criterion tests underwent a rigid validation process. The criterion test was item analyzedThe data were subjected to statistical analyses with the aim in view to test the null hypotheses

The following are the significant findings of the study:

1. The Experimental pupils obtained a mean score of 113.11 (out of 135 items) in the formative test, while the Control pupils got a mean score of 69.50 in the same test. All mean differences were statistically significant in all five reading comprehension skills. The null hypothesis was rejected.

2. The Experimental pupils obtained a mean score of 56.0 (out of 70 items) in the summative test, while the Control pupils achieved a mean score of 42.55 in the same test. The mean difference was statistically significant. All mean differences were statistically significant in all five reading comprehension skills. The null hypothesis was rejected.

3. Overall, the Experimental pupils got a mean score of 27.14 (out of 30 items) in the criterion test, while the Control pupils obtained a mean score of 18.0 in the same test. All mean differences, save the "noting details," were statistically significant.

4. The Experimental pupils obtained higher mean scores in the three evaluative measures (i.e., formative summative criterion tests) than the Control pupils.

5. There was no correlation between the Grade I English Reading Final Rating and the criterion test scores of the Experimental and Control groups.

All these findings point to the conclusion that the First Language Component-Bridging Program teaching methodology has shown evidence of its efficacy in theimprovement of the Experimental pupils' achievement in the five reading comprehension skills of noting details, getting the main idea, organizing ideas/sequencing events, doing elaborative thinking, and following directions.

To further test the efficacy of the First Language Component-Bridging Program teaching methodology, here are some recommendations given briefly:

1. A replication study is suggested, either in the same grade level or higher grade level. Random selection and assignment of sample subjects should be a feature of this replication study.

2. Exploring a number of variables is suggested: multimedia, socio-economic status, classroom print environment, and the like.

3. Other useful reading comprehension skills should be explored. Skills which address higher thinking skills should be included in future replication studies.  aThesis (Master of Education - Language, Reading and Numeracy)  aIncludes appendices and bibliographical references.  2ddccTHn0  c756d756  00102ddc4070aNVSUBAYbNVSUBAYcGSd2025-04-03eDonationl0oT B131r 2003pT265r2025-04-03 09:14:29w2025-04-03yTH