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040			_cNVSU
100			_aLorenzana, Joyce G.
245			_aReading and numeracy performance of the preparatory pupils of North Nueva Vizcaya district/ _cJoyce G. Lorenzana
260			_aBayombong: _bNueva Vizcaya State University, _c2004.
300			_axvi, 199 leaves : _billustrations ; _c28 cm.
500			_aThis study focused on the assessment of the reading and numeracy performance of preparatory pupils in the North Nueva Vizcaya District. The research method used was descriptive survey. Findings: The following are the significant findings of the study: 1. The pupil-respondents in this study were generally equal in number as to gender with 68 or 53.12 percent males and 60 or 46.88 females. Majority was first bom children (49 or 38.28%) and living with their parents (113 or 88.28%) There were 66 or 51.56 percent of the fathers who were employees and engaged in business while there were 111 or 87.40 mother-respondents who were employees and also engaged in business. The monthly income of the majority belonged to the bracket of P5,000 and below with 52 or 40.62. percent of the respondents. Eighty-seven or 67.97 percent of the respondents had moderately evident manipulative materials.2. The teacher-respondents were generally within the age bracket of 30-39 with 8 or 72.73 percent, married with 10 or 90.91 percent, all finished bachelor's degree and 8 or 72.73 percent had no master's units, 6 or 54.55 with eligibility. There were 7 or 63.64 percent of the teacher-respondents who had 6-10 years of teaching experience and 9 or 81.82 percent had 2 teaching loads and had monthly income of P5001 and above 3. The performance level of the respondents in reading and numeracy were 22.92 and 23.40 out of a 30-item test, both described as "high" level of performance. The overall mean was 45.72 out of a 60-item test rated as "high" level of performance. 4. The correlation r between reading and numeracy scores was 0.83, a significant positive relationship. 5. Among the pupil-variables, sibling position (r = - 0.281) father's occupation (0.226), mother's occupation (r = 0.287) monthly income (r = 0.306) and availability of manipulative materials (r = 0.459) were found to be significantly correlated with reading performance of the pupils. Gender (r = 0.168) and living with whom (r = 0.105) did not significantly relate with reading performance. There was a consistent result as to the relationship between numeracy performance and reading performance 6. Among the teacher-variables, bachelor's degree (r = 0.47) postgraduate units (r = 0.327) number of teaching years (r = 0.317) and monthly income (r = 0.381) significantly related with reading performance of the respondents. Age(r = 0.051) civil status (r = 0.092) eligibility (r = 0.051) and number of teaching loads (r = 0.025) did not significantly correlate with reading performance. Again, these findings had consistent results when numeracy performance and the pupils' total scores were correlated with the same teacher-variables. 7. Among the pupil-variables, sibling position (p = 0.0452) father's occupation (p = 0.0051) , mother' occupation (p = 0.0041) monthly income (p = 0.0017) and availability of manipulative materials (p = 0.0116) yielded significant difference with reading and numeracy performance of the respondents. Gender (p = 0.0667) and living with whom (p = 0.2253) did not yield significant difference with reading and numeracy performance of the respondents. 8. Among the teacher-variables, age (p = 0.0422) bachelor's degree (p = 0.0043) postgraduate units (p=0.0000), number of teaching years (p = 0.0025) and monthly income (p = 0) produced significant difference with respondents' reading and numeracy performance. Civil status (p = 0.5583) eligibility (p = 0.7134) and number of teaching load (p = 0.2552) did not produce significant difference with pupils' performance. Conclusions Based on the findings of this study, the following conclusions are advanced: 1 Majority of the pupil-respondents are males, first born children, living with parents, had fathers and mothers who were employees and businessmen, with family income of P5000 below and with manipulative materials.. Most of the teacher-respondents belong to age bracket 30-39, married, and bachelor's degree holders of Bachelor of Kindergarten Education and Bachelor in Elementary Education. Most of them have no master's units, no eligibility, 6-10 years of teaching, with 2 teaching loads and above P5001 monthly income. 3. The respondents' reading and numeracy is within the "high" performance level. 4. There is a strong positive relationship between reading and numeracy tests. 5. Reading and numeracy performance are influenced by pupil-variables such as sibling position, fathers and mother's occupation, monthly income and availability of manipulative materials. 6. Reading and numeracy performance is related to teacher-variables such as, degree, postgraduate units, number of teaching years and monthly income. 7. Respondents who are first-born, with fathers and mothers who are employees and businessmen, belonging to a family with monthly income of above P10,000, and exposed to manipulative materials performed better. 8. Respondents whose teachers are 30 years old and above, with Kindergarten bachelor's degree, with master's units, above ten years of teaching and with monthly income of above P5,000 had better performance Recommendations From the findings of the present study, the following recommendations are offered 1. The teacher-made reading and numeracy test can be administered as achievement test for preparatory pupils due to its high consistency. 2. Exposure of pupils to more manipulative materials should be encouraged as this contributes or enhances better learning 3. Kindergarten teachers should be encouraged to take up Bachelor of Kindergarten Education or its equivalent for a more effective kindergarten teaching 4. Teachers in the preparatory school are encouraged to finish a master or doctoral degree to improve their teaching capabilities. 5. Increase of teacher's salary should be given prior attention as this serves as an incentive for excellence in teaching 6. Future researchers should endeavor to conduct more researches of this kind in a wider scale and scope particularly in the field of science and other related disciplines 7. The curriculum of preparatory program on reading and numeracy should be improved 8. Pre-school teachers are encouraged to use play as an educational medium to facilitate children's reading and numeracy competence.
500			_aThesis (Master of Education - Language, Reading and Numeracy)
504			_aIncludes appendices and bibliographical references.
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