Philippine E-Journals

Contextualized Lessons, Tangible Turn-taking Technique and the Reading Comprehension of Grade Seven Students

ERMIE RABARA | JOAN SISON | MERILYN UY

 

Abstract:

The 2018 and 2019 Program for International Student Assessment (PISA) revealed the Philippines’ below-average reading score. Hence, this study aimed to determine if contextualization and tangible turn-taking technique, when used as interventions, can increase Grade 7 students’ reading comprehension level. It also sought to explain statistical results through focus group discussions of research participants. Selected through cluster sampling, 115 Grade 7 students answered standardized Reading comprehension tests. Nine of these students were selected through purposive sampling to take part in the focus group discussion. Mean and paired sample t-test revealed that contextualization as intervention made no significant difference to pre and posttest scores. Tangible turn-taking technique, when used alone, made a significant difference but did not affect students’ reading comprehension level. Combining the two interventions raised students’ reading comprehension level from Frustration to Instructional. Thematic analysis showed that teachers used videos as a springboard for contextualization and improvised their tangible turn-taking technique through cut-outs of relevant objects. Teachers also used rereading, understanding and familiarization of content as techniques to supplement the research interventions. Insights gained by students had the themes: negative emotion during the intervention, applicability of lessons to real life and request for relevant, tangible techniques.