04932nam a22001817a 4500 OSt 20250403165153.0 250403b |||||||| |||| 00| 0 eng d NVSU Dulawan, Joseph B. Reading comprehension performance of grade V pupils using first language component - bridging program (flc - bp)/ Joseph B. Dulawan Bayombong: Nueva Vizcaya State University, 2004. vxii, 200 leaves : illustrations ; 28 cm. The main objective of the study is to determine whether using the FLC-BP methodology as a strategy for teaching reading skills would significantly improve the reading comprehension performance of Grade V pupils in the different comprehension skills, such as: a) inferring, b) noting details, c) getting the main idea, d) organizing ideas, e) predicting outcomes, and f) following directions. The researcher used the quasi-experiment, employing the non-equivalent posttest-only control group design. Two intact classes of Grade V pupils were the subjects of the study. The experimental group was exposed to the FLC-BP teaching methodology and the control group was taught with English-only as the medium of instruction. The researcher handled the experimental class of 22 pupils at Bokiawan Elementary School; another teacher handled the control class of 14 pupils at Nungkigadan Elementary School. Both schools are located at the northern part of Kiangan, Ifugao. The research instruments consist of a criterion test and forty (40) lesson plans integrating formative and summative tests which were constructed by the researcher.These measures were subjected to a validation process. The criterion test was item analyzed. The scores of the two classes in the formative, summative, criterion, and combined formative, summative and criterion tests across the different comprehension skills were subjected to statistical analyses to test the null hypotheses. The following are the significant findings of the study: 1. The experimental group obtained a mean score of 172.7 out of 185 items in the formative test representing an outstanding performance level, while the control group got a mean of 124.29 in the same test indicating a very satisfactory level of performance. The mean scores of the two groups were significantly different in the whole formative test and in all the six reading comprehension skills. 2. The experimental group obtained a mean score of 121.05 out of 125 items in the summative test representing an outstanding performance level, while the control group obtained a mean score of 89.42 in the same test corresponding to a very satisfactory level of performance. The mean scores of the two groups were significantly different in the summative test and in all the six comprehension skills. 3. The experimental group got a mean score of 33.63 out of 50 items in the criterion test representing a very satisfactory performance level, while the control group obtained a mean score of 28.14 in the same test correspondingto a very satisfactory level of performance. The mean scores of the two groups were significantly different in the whole criterion test. In the comprehension skills., the mean scores of the two groups were significantly different only in the subskill following directions. 4. The experimental group obtained a mean score of 327.38 out of 360 items in the combined formative, summative and criterion tests indicating an outstanding performance level, while the control group got a mean score of 241.85 in the same tests representing a very satisfactory level of performance. The mean scores of the two groups were significantly different in the combined formative, summative and criterion tests and in all the six comprehension skills The findings imply that the First Language Component-Bridging Program is a more effective methodology in teaching reading as compared to the use of English-only as a medium of instruction.. In the light of the findings, the following recommendations are forwarded. 1. Similar studies may be conducted in different grade levels. Randomization should be employed in the selection of subjects and in the assignment of subjects to the experimental group and control group. 2. A number of variables may be explored like the number of dialects spoken by children, exposure to multimedia, socio-economic status and the like in relation to performance scores of the experimental and control groups.3. Since the FLC-BP, based on several researches, seem to suggest that it is a viable methodology for teaching comprehension skills, it is recommended that administrators look into its viability as a methodology and recommend it for implementation in the field. Thesis (Master of Education - Language, Reading and Numeracy) Includes appendices and bibliographical references. ddc TH 0 827 827 0 0 ddc 0 0 NVSUBAY NVSUBAY GS 2025-04-03 Donation 0 T D879r 2004 T355 2025-04-03 16:52:22 2025-04-03 TH