Most Difficult Reading Competencies in English 10: Basis for Development and Evaluation of Reading Intervention Booklet

Rose Anne  Gonzales,

Most Difficult Reading Competencies in English 10: Basis for Development and Evaluation of Reading Intervention Booklet

Discipline: Education

Abstract:

This research study aimed to develop and evaluate reading intervention booklet for grade 10 students at San Jose National High School, District II-A, Division of Antipolo City during the school year 2023-2024. The descriptive-evaluative method of research was used with the questionnaire - checklist as data gathering instrument. The developed reading intervention booklet was evaluated by the fifteen (15) Language experts consist of English Master teachers, Head Teachers, and teachers in the teaching profession for more than 10 years and (25) English teachers from San Jose National High School, Dela Paz National High School and Marcelino National High School in the Division of Antipolo City. The English teachers and expert respondents evaluated the developed Reading Intervention Booklets Very Satisfactory with regard to objectives, activities, analysis, abstraction, application, and Evaluation, with grand means of 3.88 and 3.95, respectively. In addition, there was no significant difference between the evaluations of the two groups of respondents on the developed Reading Intervention Booklets in terms of Objectives, Analysis, Abstraction, Application, and Evaluation. On the other hand, there was a significant difference between the evaluation of the two groups of respondents on the developed reading intervention booklets in terms of Activities. Comments and suggestions were given by the respondents to further improve the developed learning material.

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