Education
Volume: 121 , Issue: 1 , March Published Date: 30 March 2023
Publisher Name: IJRP
Views: 469 , Download: 263 , Pages: 247 - 265
DOI: 10.47119/IJRP1001211320234531
Publisher Name: IJRP
Views: 469 , Download: 263 , Pages: 247 - 265
DOI: 10.47119/IJRP1001211320234531
Authors
| # | Author Name |
|---|---|
| 1 | Anne Cris H. Azor |
| 2 | Joseph M. Gutierrez |
Abstract
This study aimed to find out the effect of supplementary reading materials to the reading comprehension of Grade 11 GAS students of San Cristobal Integrated High School for the school year 2020-2021. This research used supplementary reading materials to the experimental group in teaching the 21st Century Literature subject to measure their reading comprehension level. The respondents are composed of 60 Grade 11- GAS students where mostly are female and are on the age bracket of 16 to 17. The respondents reading comprehension level was measured using a thirty (30) item researcher-made pretest and posttest as the instruments of this research.The following are significant findings of the study: In terms of the respondents reading level, the experimental group obtained a mean score of 4.00 in their overall reading level. This implies that they are in frustration level before using the supplementary reading materials. Meanwhile, a mean score of 5.54 was obtained by the control group before using the modular instruction which reveals that the overall reading level of the control group is in instructional level. After the implementation of the study, the experimental groups overall reading level turned to instructional level having a mean score of 6.49 the control group, however, remains in instructional level with an overall mean score of 6.40. The results revealed that there is a significant difference between the pretest and post-test scores of the respondents in the experimental group after using the supplementary reading materials. However, a significant difference between the pretest and post-test scores of the respondents in the control group was also observed after using the modular instructions. After comparing the post-test of the experimental and control group, it was found out that there is no significant difference in the reading comprehension of the experimental and control group after using supplementary materials and modular instruction.