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040			_cNVSU
100			_aJallorina, Marissa Valdez
245			_aFirst language component - bridging program (flc - bp): approach for reading comprehension of first year student/ _cMaris sa Valdez Jallorina
260			_aBayombong: _bNueva Vizcaya State University, _c2004.
300			_axvi, 179 leaves : _billustrations ; _c28 cm.
500			_aTwo intact classes of First Year Students designated as Experimental Group and Control Group picked by lottery were the subjects of the study. The main objective was to ascertain whether the use of the First Language Component Bridging Program teaching methodology would significantly improve the reading comprehension performance of the students. To address this objective, the researcher used the pretest/posttest group design. The experimental group was exposed to the FLC- BP teaching methodology while the Control Group was not exposed at all to the FLCBP. The researcher handled both two classes. Forty lesson plans integrating formative and summative tests were constructed by the researcher for classroom presentation. A criterion test was administered at the beginning and end of the experimental period. The criterion test had undergone item analyses. The data were subjected to statistical analyses with the aim in view to test the null hypotheses.The following are the significant findings of the study: 1. On Demographic Profile a. Majority of the subjects belong to the 12-13 age group. The average age is 12.65. b. Most of the students in the study belong to families with income ranging from P3, 001 to P3, 500. c. The average number of siblings in the family is 4. d. Majority of the subjects belong to the Roman Catholic religion. e. Most of the subjects of the study are residing in barangays/towns about more than 5 kilometers from the school. f. The greater percentage of the respondents speak Ilocano. 2. On Performance Level 1. In the pretest, both experimental and control groups achieved an Average Level of reading comprehension performance. The combined groups obtained an Average Level of performance. 2. In the formative tests, the experimental group got a High Level of reading comprehension performance while the control group obtained an Average Level. Overall, the respondents got an Average Level of performance. 3. In the summative tests, the experimental group achieved a High Level of reading comprehension performance while the control group obtained an Average Level. Overall, the respondents got an Average Level of performance.4. In the posttest, the experimental group got a High Level of reading comprehension performance while the control group obtained an Average Level. Overall, the respondents got an Above Average Level of performance. 3. On Test of Significant Difference 1. The experimental and control groups performed equally in the pretest. 2. The control group performed better in the posttest than in the pretest. This suggests that English as a medium of instruction in teaching reading is effective 3. The experimental group performed better in the posttest than in the pretest. This implies that the treatment, FLC - BP teaching methodology significantly improved the reading comprehension performance of the experimental group. 4. The experimental group performed better than the control group in the posttest. While both methodologies were found to be effective, the use of FLC - BP produced significantly higher reading comprehension performance for the experimental groups. 5. The experimental group obtained significantly higher gain scores than the control group. To further test the efficacy of the First Language Component - Bridging Program teaching methodology, here are some recommendations given briefly:1. Since the FLC-BP reading methodology enhanced the reading performance of first year students involved in this study, a replication of this investigation employing randomization of subjects is highly recommended. 2. To validate the applicability and find out whether the significant effect of the FLCBP as methodology of teaching remains constant and consistent it is recommended that randomization of samples in the replication of the present research be conducted in other learning areas in any year level. 3. Further intensive research studies using the FLC-BP of teaching should also be conducted along the line of: a. Ability grouping as a variable; b. On wide scales involving students of different secondary schools; and c. English Final Rating as covariate; 4. This study corroborates all studies made on the FLC-BP. Conclusions of other studies pointed out its efficacy as a tool for teaching any of the content areas like reading, language and mathematics. Despite an objection for using first language because of its costs, this researcher believes that it would have been more expensive to buy ignorance for the experimental class, than the cost of materials, time and effort expended on this methodology as I have experienced. The expense of material is insignificant compared to the learning that the experimental class acquired. I highly recommend the FLC - BP for use.
500			_aThesis (Master of Education - Language, Reading and Numeracy)
504			_aIncludes appendices and bibliographical references.
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