Upgrading Reading Skills: The Eastern Visayas Experience
Keywords:
Reading Skills, Eastern Visayas, ExperienceAbstract
This study attempted to investigate the achievement in English and in Filipino of the Grades I-III Project URS pupils in the nine divisions of Eastern Visayas and its relationship to Project URS teachers’ persona; and professional characteristics. The descriptive method of research was used in this study involving 1,522 Grades I-III pupils of which 494 were Grade I pupils, 521 were Grade II pupils and 507 were Grade III pupils. The achievement level of the Grades I-III Project URS pupils in English and in Filipino is average. There is a significant difference in the mean percentage scores in English and in Filipino of the pupils by type of class and in the nine divisions of Eastern Visayas. There is no significant difference in the mean percentage scores in English and in Filipino of the pupils by grade level, school location and home island. There is no significant difference in the language (English and Filipino) used by type of class, school location, grade level, home island, and home division. There is no significant relationship between pupils’ achievement in English and in Filipino and teachers’ educational qualifications, field of specialization, training in linguistics and language teaching, attitude towards the project, length of service, and age. This study provides evidence of significant influence by class type and home division and insignificant influence by grade level, school location and home island on the achievement in English and in Filipino of the pupils involved in the study. The language use does not affect the achievement of pupils by type of class, grade level, school location, home island, and home divisions. It also provides an insignificant relationship between the pupils’ achievement in English and in Filipino and teachers’ personal professional characteristics.
References
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