000			02098nam a22001817a 4500
003			OSt
005			20250321160328.0
008			250321b |||||||| |||| 00| 0 eng d
040			_cNVSU
100			_aApongol, Girlie B.
245			_aReading methodologies, pedagogical practices and reading performance of learners in schools division of Quirino/ _cGirlie B. Apongol
260			_aBayombong: _bNueva Vizcaya State University, _c2023
300			_axi, 134 leaves : _billustrations (some colored), photos ; _c28 cm.
500			_aProgramme International Student Assessment (2018) found that the Philippines placed last among 79 participating countries. Furthermore, the latest assessment of the Phil-IRI in the Schools Division of Quirino revealed that elementary pupils are not reading according to their expected level. Thus, this study explored the methodologies and pedagogical practices in teaching reading among the elementary teachers in the Schools Division of Quirino. This study employed the descriptive-predictive analysis to describe and identify the teachers' characteristics, the extent of usage of reading methodologies and the extent of pedagogical practices of teachers. There are 44 respondents who were selected via stratified random sampling. Utilizing an adapted-modified survey questionnaire, data was gathered and analyzed using statistical tools frequency count, percentage, mean and standard deviation, Pearson r, multilinear regression, Mann-Whitney U tests and Kruskal-Wallis test. Highlights of the study pointed out that the use of resources and comprehension impact students' ability to learn reading. Furthermore, it was found that comprehension instruction related to academic achievement and the teachers' academic achievement and age are factors in teaching reading among the learners. The researcher mainly suggests the use of the Whole Word and Language Experience Approach in teaching reading.
500			_aThesis (Master of Education - Language, Reading and Numeracy)
504			_aIncludes appendices and bibliographical references
942			_2ddc _cTH _n0
999			_c382 _d382