05148nam a22001577a 4500003000400000005001700004008004100021040001000062100004100072245016700113260006500280300004700345500447600392500006604868504005604934OSt20250404084414.0250404b        |||||||| |||| 00| 0 eng d  cNVSIT  aGelestino, Joyceline Natividad Sawit  aDevelopment and validation of english reading achievement test for grade six pupils in the public schools of Nueva Vizcaya/cJoyceline Natividad Sawit - Gelestino  aBayombong:bNueva Vizcaya State Institute Technology,c1999.  axiv, 100 leaves :billustrations ;c28 cm.  aThe main focus of this study was the development and validation of an English Reading Achievement Test for Grade Six Pupils of the Public Schools of Nueva Vizcaya.

The correlational type of descriptive-normative method of research was used in the study.

The respondents for the study composed of randomly selected first year high school students from three high schools selected in the Division of Nueva Vizcaya, namely: NVGCHS, Bayombong: Solano High School, Solano; and Saint Jerome's Academy, Bagabag.

The tools that were used to gather data in this study were questionnaires

given to the teacher evaluators for the content validation of the test, pupils progress report cards (DECS Form 138), and the constructed Reading Achievement Test

Three tryouts of the test were conducted to find the difficulty and discrimination indices of the test items. To establish the validity coefficient of the test, Pearson r was used. Reliability coefficient was determined with the use of Kuder-Richardson Formula 21. The t-test was used to ascertain significant difference in the reading achievement means between central and non-central school pupils.

The basic findings are:

1. The complete test item analysis revealed that the difficulty index of the test items ranged from 16% to 86% with a mean of 53% and a standarddeviation of 16%. Three or 5% of the items were easy, 53 or 88% of the items were moderately difficult, and 4 or 7% of the items were difficult.

2. The highest discrimination index was 0.85 and the lowest was 0.20 with a mean of 0.53 and a standard deviation of 0.16. Of the 60 items, 40 or 67% were judged as having high discrimination power and 20 or 33% were classified to be of moderate discrimination index.

3. The validity coefficient of the test when the test result was correlated with the English grades of the students tested was 0.81 judged as high correlation.

4. The reliability coefficient of the test-retest using Pearson r was 0.91 and using the Kuder-Richardson Formula 21, the obtained r was 0.88 both indicating as very high correlation.

5. There was a significant difference in the reading achievement means between central and non-central schools.

6. There was a significant difference in the reading achievement mean per skill area between students of central and non-central schools.

7. Age had no relationship with the reading ability among the sample respondents.

8. There was no significant difference in the means of reading achievement test scores between male and female respondents.

9. A tentative percentile norm was constructed to provide meaning to a score obtained in the Reading Achievement Test.

Conclusions

In view of the findings, the following conclusions are drawn:

1. The English Reading Achievement Test developed is a valid and reliable instrument

2. The students from non-central school achieved better in the Reading Achievement Test than the students from the central school.Recommendations

Based on the results of this study, the following recommendations are offered:

1. For Pupils/Students

a) The reading achievement test should be given to grade six pupils as diagnostic test at the beginning of school year and as achievement test at the end of school year to find out their reading performance.

b). The test should also be given to entering first year high school students at the beginning of the school year to determine their strengths and weaknesses so that the English teacher would have a valid basis for remedial lessons and for curriculum coverage.

2. For English Reading Teachers

a) The English Reading teachers play significant roles in effecting improved performance of pupils along reading education hence they should improve their teaching skills by pursuing graduate studies.

b) The procedures followed in the construction of the test could be used to guide teachers in the preparation, development, and improvement of their test.

3. For Administrators

a) For a more effective teaching in English, administrators should make guidelines or policies employing seminar-workshops with emphasis on test construction and interpretation of results to improve teaching performance of teachers.

4. For Future Researchers

A similar study on development and validation of an achievement test in English Reading should be undertaken by future researchers in other grade levels both in the public and private schools to achieve better reading performance of pupils and students.  aThesis (Master of Education - Language, Reading and Numeracy)  aIncludes appendices and bibliographical references.