@book{782,
	author = {Cadano, Alegria Suyat},
	title = {Relationships of reading achievement test of grade III pupils and some selected variables/},
	publisher = {Nueva Vizcaya State University,},
	year = {2000.},
	address = {Bayombong:},
	note = {This study was conducted to determine the validity and reliability of a teacher-made reading achievement test for Grade III pupils in selected elementary schools of Aritao District.

The test-retest method of determining test reliability revealed a concurrent correlation of r=0.86, which was found to be significant at p<0.0001, well below the critical value of p=0.01. This suggests a very strong correlation between the test and retest results which can mean a high reliability of the test items. The Kuder-Richardson Formula 21, on the other hand, revealed a reliability coefficient of 0.58, which means that the achievement test when administered only once can "above-moderate reliability. have an

The correlation between the achievement final grades in English III of the Grade IV pupils test scores and were found to found to be be weak with a value of r=0.25. This value was insignificant which means that the performance of the pupils in the schievement test is not associated with their graden in English III. Results further revealed that as the pupils gets older, their achievement test scores deteriorated an indicated bythe correlation coefficient r=-0.45 which was significant at the probability level of p=0.002. indicates an found to be The finding indirect association between age of pupils and schievement test scores.

The female pupils whose mean achievement test score of 41.80 were found to outperform their male counterparts whose average rating was 35.60. These mean figures were found to be significantly different from each other at p=0.0002 level of significance. found to Grade III pupils enrolled in big schools were be significantly better LS compared to their counterparts in small schools in terms of Reading Comprehension Skills and Study Skills. The difference in the comprehension skills of the groups of pupils was significant at p=0.04 while the study skills was found to be significant at p=0.02. On the other hand, the performance of the pupils, whether they come from big or small schools did not significantly differ in the area of vocabulary skills and the overall Achievement Test Scores.

Based on the foregoing findings and conclusions, following are recommended the

1. In using the English sohievement test, extra efforts should be exerted by the reading teacher in dealing with the boys in order to make then at par in performance with their fenale olanomaten.2. Reading teachers of small schools should render more attention particularly in the areas of Reading Comprehension and Study skille

3 Since the present study employed only the multiple choice type of test, future studies along this line should consider other types to encourage the pupils think analytically and critically. nore

4. Further study can be made on the preparation of English Achievement Test for Grade III which will include Language and Reading

5. A study must be made to compare the achievement test being administered with this validated test to check further its reliability.

6. Further comparative study using the AT this author and the District Office test must be further validation. formulated by undertaken for

7. Another study must be made to ascertain the correlation of this achievement test and with other variables.}
}