Authors : PEROL, GENARA A.; ABIGAIL B. SADUESTE

Volume/Issue : Volume 8 - 2023, Issue 6 - June

Google Scholar : https://bit.ly/3TmGbDi

Scribd : https://tinyurl.com/2pmabbx4

DOI : https://doi.org/10.5281/zenodo.8351378

Abstract : A developmental research on modules in critical reading for third year and fourth year students was conducted at the Tabaco National High School for School Year 1995-1996. Five modules for each year level were prepared for the development and further enhancement of the third year and fourth year students’ critical reading skills. The five modules for the third year are; Module 1 Making Inferences, Module 2 Distinguishing Facts and Opinions, Module 3 Drawing Conclusions, Module 4 Identifying Author’s Mood, Purpose and Tone, Module 5 Evaluating Values Presented. For the fourth year, the five modules are; Module 1 Making Inferences, Module 2 Distinguishing Facts and Opinions, Module 3 Identifying Author’s purpose, Technique, Style and Audience, Module 4 Drawing Conclusions and Forming Judgements, and Module 5 Recognizing and Analyzing Propaganda. These five critical reading skills were based on the skills suggested in the Desired Learning Competencies (DLC) for each year level. In the preparation of the modules, the researchers carefully selected passages, poems, excerpts of stories from reference books, magazines, newspapers and even chosen speeches. A few of the passages were original. The materials were chosen in terms of their interest factor, ability level of the students and the suitability of the objectives to the materials. The prepared modules were submitted to a panel of jurors, composed of a regional supervisor, a department head, reading specialists, key teachers and subject teachers. Sample modules were also given to selected students to test the modules readability and comprehensibility before the try-out. The pretest prepared by the researchers set the baseline. The result revealed that the students were fairly competent in critical reading skills. Analysis of data concentrated on the means, standard deviation, mean performance levels, t-test of difference between correlated means and analysis of variance (ANOVA) to determine the reliability and validity of the modules in relation to the learners’ abilities. Decisions on the hypotheses were pegged at 5 percent level of significance. Findings revealed significant improvement in the critical reading skills of both the third year and the fourth year as reflected by a marked increase in the post-test mean gains of 12.67 for the third year and 12.43 for the fourth year. The T-test of the difference between the means of the pre-test and the post-test of 5.21, 6.70, 7.95 for high ability group, average ability group and the low ability group in the fourth year respectively showed significant changes in the students’ critical reading performance in the post-test in relation to the pre-test. From these findings, it can be concluded that the modular instruction developed the critical reading skills of the students. The analysis of variance showed no significant differences in the three ability groups in the fourth year. The difference was only significant between the High Ability Group and the Low Ability Group in the third year. It was also noted that the average ability group and the low ability group in the third year while the average ability group and the high ability group got higher mean gains than that of the low ability group in the fourth year. In conclusion, the modules are found to be most beneficial to the average ability group for the fourth year and the low and average ability groups for the third year.The coefficients of correlation between the pre-test and the post-test results for the third year were 0.59 for the High Ability Group, 0.63 for the Average Ability Group and 0.69 for the Low Ability Group. For the fourth year, the computed coefficients of correlation were 0.36, 0.69 and 0.73 for the High Ability Group, average ability group and 0.69 for the Low Ability Group. For the Fourth Year, the computed coefficients of correlation were 0.36, 0.69, and 0.73 for the High Ability Group, Average Ability Group and the Low Ability Group. These coefficients of correlation for both the third year and fourth year showed positive significant correlations. Hence, the modules are found to be valid and reliable. Finally, the researchers recommend further refinement and try-out of the modules under other research settings, and the preparation of similar materials in other subject areas to complement and supplement conventional classroom instruction.