Project CEL (Contextualized Educational Learning) and Reading Comprehension Skills among Grade 4 Pupils of Cabatuan West Central School

Maricel C. Mata, Teacher III, Cabatuan West Central School

ABSTRACT

This action research focused on Project CEL’s (Contextualized Educational Learning) effectiveness in improving learners’ reading comprehension on the selected least learned competency in English 4. The Project CEL is an instructional material in reading comprehension through Strategic Intervention Material (SIM), entitled “Launching Young Readers: Empowering Struggling Learners to Read and Comprehend.” The respondents were the Grade 4 learners of Cabatuan West Central School. Out of 108 Grade 4 learners, the respondents of this study were the 43 learners identified under frustration level in the 2019-2020 Phil-IRI result of Cabatuan West Central School. It used a pre-test and post-test experimental research design. Results exposed a significant difference in the learners’ reading comprehension before and after using Project CEL, as indicated by an increase in their post-test scores. Thus, the intervention had a significant effect, and there was an improvement in the reading comprehension of respondents on the least learned competency. Mean formula, Paired Samples T-test and Eta Squared used as statistical tools. Based on the findings, there was a significant difference between the learners’ Pre-tests (x ̅=12.3889, SD=3.9408) and the learners’ Post Test (x ̅=16.3056, SD=2.1244). These results suggest that the project CEL does affect reading comprehension performance. Specifically, our results indicate that more learners will level up their reading comprehension performance when the project CEL is conducted correctly.

Keywords: reading comprehension, Strategic Intervention Material, struggling learners

Year: 2023

posted on September 9, 2023

How to Cite

Mata, M. (2021). Project CEL (Contextualized Educational Learning) and Reading Comprehension Skills among Grade 4 Pupils of Cabatuan West Central School. Saringit, 2(1), 145-147.

REQUEST FOR FULL PAPER HERE