Abstract:
The purpose of this study is to see how Concept-Oriented Reading Instruction affects students' science academic performance and reading comprehension. The study included 72 students from two sections of Father William F. Masterson, SJ Elementary School's Grade IV level. A total of 36 learners makes up the control group, while another 36 make up the experimental group. Lessons were delivered via the internet to the experimental group, while the control group received lessons via modular instruction using the Department of Education's modules. The initial reading comprehension level of learners based on the PHIL-IRI shows that only 29% of students fit as Independent reader, there are 40.3% of students belongs to Instructional reading level, and there are 30.6% of students fits the Frustration level of reading and comprehension skill. These results fall short of the expectation for Grade IV students, who should be reading and comprehending independently. The implementation of CORI resulted in an increase in learners' reading comprehension. Students exposed to CORI have a significantly higher mean reading comprehension score than students exposed to the conventional method. The CORI has resulted to fewer learners in the Frustration level at 8.3 %. The greater percentage of learners exposed to CORI were in the Independent level at 30.6 % and the highest were in the Instructional level at 61.1%. When it comes to student achievement in science, the use of CORI is just as effective as the traditional teaching approach.
Page(s):
9-12
DOI:
DOI not available
Published:
Journal: Science International, Volume: 34, Issue: 1, Year: 2022
Keywords:
ConceptOriented Reading Instruction CORI
,
Reading comprehension
,
achievement
,
PhilIRI