Home⇛World Education Connect Multidisciplinary E-Publication⇛vol. 4 no. 7 (2024)

Readiness On The Program For International Student Assessment In Grade 8 At Amucao National High School

Bendia Catleya T. Bajana

Discipline: Education

 

Abstract:

This study utilized descriptive research for this study to learn about a particular group of learners, known as a sample population. The study examined the Readiness on the Program for International Assessment in Grade 8 at Amucao National High School. The respondents were 36 learners in Grade 8. A questionnaire was administered to gather relevant information and data, to the Grade 8 learners. Checklists, stories, and questions are utilized to identify the readiness of the Program for International Student Assessment. Findings revealed that most learners' critical thinking skills in reading single and multiple texts are at an instructional level, but these skills drop to a frustration level when engaging with complex texts. On the PISA in the Basic Reading Process assessment, learners demonstrated readiness in the basic reading process, fluent reading, and literal interpretation, but showed only a moderate level of readiness in inter-sentence integration, context theme extraction, and inference drawing. An intervention program was proposed to address these gaps to enhance learners' abilities in these critical areas. To enhance learners' critical thinking skills with complex texts, educators should implement structured, scaffolded instruction by breaking texts into manageable sections and guiding analysis through targeted questions. Facilitating collaborative discussions and peer reviews can further refine understanding and deepen comprehension. Lastly, to improve learners' readiness in inter-sentence integration, context theme extraction, and inference drawing, educators should incorporate targeted practice activities such as summarizing, identifying themes, and engaging in exercises that prompt inference and draw conclusions.



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