Parent-Teacher Learning Program and the Reading Performance of Grade 3 Pupils
Mary Ann Tigaronita
*
Macapagal Village Elementary School, Pampanga, Philippines.
Carousel Tagaylo
La Salle University, Ozamiz City, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Aims: This study aimed to determine how the intervention program, Reading Enhancement through Parent-Adviser Collaboration (REPACO), affected the reading performance of Grade 3 pupils. Specifically, this aimed to find out the reading performance of the grade 3 pupils in the pre-test and post-test in the following components: familiar word reading, oral reading fluency; and reading comprehension and the significant difference in their performances before and after the intervention.
Study Design: Action Research Design.
Place and Duration of Study: One of the Elementary Schools, Division of Mabalacat City, Pampanga, during the school year 2021-2022.
Methodology: Using the Early Grade Reading Assessment (EGRA) tool, 41 out of the 92 grade 3 learners were identified to be at the critical level of reading performance and were selected as study respondents along with their parents. In particular, 24 of them were male and 17 were female. Frequency and weighted mean were used to determine the categories of the reading performance of the respondents in the pre-test and post-test results. In addition, since the gathered data were normally distributed, the Paired Samples t-test was used to find any significant difference between the pretest and post-test results.
Results: Findings revealed that respondents’ familiar word reading performance was poor in the pre-test. However, it increased to satisfactory in the post-test. Respondents’ oral reading fluency was poor in the pre-test, but rose to satisfactory in the post-test. Respondents’ reading comprehension was 1.76, interpreted as frustration level in the pre-test, and 2.71 as instructional in the post-test. Moreover, there was a significant difference between the pre-test and post-test results on participants’ familiar word reading, oral reading fluency, and reading comprehension with a P-value of .000, less than .05.
Conclusion: Therefore, the school should promote a strong partnership and collaboration between teachers and parents since this provides a solid support structure for children.
Keywords: Parent-teacher program, reading performance, REPACO, collaboration, action research