PROJECT PAGE (Promoting a Passion for Reading and Growth in Education) Intervention for Grade 6 Pupils Experiencing Reading Comprehension Difficulties

Jonelson  C. Escandallo,; Deveyvon  L. Espinosa,; Kristy Jane  R. Muegna,; Conie  Cerna,; Regine  Generalao,; Ryza  Regala,; Promise Joy  Agmata,; Liezel Mae  Bumatay,

PROJECT PAGE (Promoting a Passion for Reading and Growth in Education) Intervention for Grade 6 Pupils Experiencing Reading Comprehension Difficulties

Discipline: Education

Abstract:

This study examines the effectiveness of Project PAGE in improving the reading comprehension skills of sixth-grade students at Clementa F. Royo Elementary School is investigated. The study aimed to address the high number of students experiencing difficulties understanding what they read, as seen in national and local educational settings. An action research approach was used in the study, which involved selecting 30 students purposefully and categorizing them into instructional and frustration groups based on their pretest scores. The intervention included using the Alabama Reading and Mathematics Test (ARMT) to evaluate reading comprehension before and after implementing Project PAGE. The methodology consisted of conducting a pretest, followed by a two-week intervention period, and concluding with a post-test. Data analysis involved calculating the mean and standard deviation and conducting a paired sample t-test to assess the significance of score improvements. The study's ultimate finding is that Project PAGE is a successful intervention for enhancing reading comprehension, suggesting that similar programs could be advantageous for other students facing challenges.

References:

Caraig, R. & Quimbo, MA. (2022) Assessing reading comprehension difficulties in core science subjects of senior high school students in a private school in Calamba City, Philippines. International Journal of Curriculum and Instruction 14(3) (2022) 1983- 2010
Cadiong, A.M. (2021). Factors Affecting the Reading Comprehension Level of Grade VI Learners of Selected Elementary School in the District of Tanza, Cavite
Clark, J.S., Porath, S., Thiele, J., Jobe, M. (2020) Action Research. Kansas State University Libraries
Darling-Hammond, L., Ross, P., & Milliken, M. (2006). High school size, organization, and content: What matters for student success?. Brookings papers on education policy, (9), 163-203.
Eli, T. (2021). Studentsperspectives on the use of innovative and interactive teaching methods at the University of Nouakchott Al Aasriya, Mauritania: English department as a case study. International Journal of Technology, Innovation and Management (IJTIM), 1(2), 90-104.
Estremera, M. (2018). Factors Affecting the Reading Comprehension of Grade Six Pupils in the City Division of Sorsogon, Philippines as Basis for the Development of Instructional Material.
Flippo, F (2014). Reading assessment and Instruction received glowing reviews for its unabashed belief in the capabilities of students.
Frazier, L., Carlson, K., & Clifton Jr, C. (2006). Prosodic phrasing is central to language comprehension. Trends in cognitive sciences, 10(6), 244-249.
Hadaway (2018). Data Gathering. https://fuelcycle.com/blog/the-3-most common-observation researchmethods
Hotjar, D. (2018). The ultimate guide to quantitative data analysis. https://www.hotjar.com/quantitative-data-analysis/
Lemberger, M. E., Brigman, G., Webb, L., & Moore, M. M. (2012). Student success skills: An evidence-based cognitive and social change theory for student achievement. Journal of Education, 192(2-3), 89-99.
Malik, K. M., & Zhu, M. (2023). Do project-based learning, hands-on activities, and flipped teaching enhance student’s learning of introductory theoretical computing classes. Education and information technologies, 28(3), 3581-3604.
Son, A. L., & Fatimah, S. (2020). Students' Mathematical Problem-Solving Ability Based on Teaching Models Intervention and Cognitive Style. Journal on Mathematics Education, 11(2), 209-222.