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Aug 23, 2024
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Abstract
Several data from national and international tests have revealed the continued and unfortunate decline in reading proficiency among young Filipinos. Although many studies have already investigated this matter, few have dared to explore how higher levels of basic education are addressing the issue and preparing young Filipinos to be proficient readers for college. Hence, this qualitative research explored the teaching of reading skills at the senior high level and developed a survey questionnaire based on the themes that emerged from the interview data. Participants in the study included 14 teachers from three prominent schools in General Santos City. With a phenomenological approach, the researcher conducted key informant interviews using a developed and validated semi-structured interview schedule. The qualitative findings revealed three main dominant themes namely; the encountered challenges of the teachers, their practice of certain approaches and strategies in teaching reading skills, and their implementation of several intervention and remediation programs. The Dominant themes, emergent themes, subthemes, and codes, were then used as the basis for developing a survey questionnaire that had undergone reliability and validity testing. With the results, the research recommends revisiting the senior high curriculum and including intervention or remediation programs to aid struggling senior high readers and strengthen the reading skills of senior high students in general. Furthermore, the researcher encourages using the developed survey questionnaire to investigate the phenomenon further in a more generalizable population.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Rebucias, A. J. L., & Mangaron, R. A. (2024). Unveiling The Teaching of Reading Skills at the Senior High Level: Perspectives from General Santos City Schools. International Journal of Multidisciplinary: Applied Business and Education Research, 5(8), 3040-3061. https://doi.org/10.11594/ijmaber.05.08.10
References
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Oducado, R. M., Sotelo, M. G., Ramirez, L. M. M., Habaña, M. P., & Belo-Delariarte, R. G. (2020). English Language Proficiency and Its Relationship with Academic Perfor-mance and the Nurse Licensure Examina-tion. Nurse Media Journal of Nursing, 10(1), 46–56. https://doi.org/10.14710/nmjn.v10i1.28564
Repaso, J. C., & Macalisang, D. S. (2024). Effec-tiveness of Contextualized Marungko Ap-proach-Based Supplementary Reading Material. International Journal of Multi-disciplinary: Applied Business and Educa-tion Research, 5(3), 1117-1126. https://doi.org/10.11594/ijmaber.05.03.30
Tadesse, Tefera. (2017). Re: What is reading skill and its significance? Retrieved from: https://www.researchgate.net/post/what_is_reading_skill_and_its_significance/5937e81393553ba16e569293/citation/download.
Tajolosa T.D., Amanon, J.C., Dacuan, I.M., Donesar.l., Montesa, C. (2021). Filipino high school students’ reading engage-ment and interests during the pandemic: Implications for addressing the needs of struggling readers. The Seybold Report. V18-Doi 10.17605/Osf.Io/9sz52
Tan, H. S. (2023). Critical Reading Skills in English of Incoming Grade 10 Learners: An Analysis and Interpretation. Interna-tional Journal of Multidisciplinary: Ap-plied Business and Education Research, 4(10), 3766-3776. https://doi.org/10.11594/ijmaber.04.10.27
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Toyong, P. J. A., & Toyong, M. E. (2021). Choice Of Reading Materials And Reading Achievement Of Junior High Students. In-ternational Journal of Multidisciplinary: Applied Business and Education Re-search, 2(5), 401-405. https://doi.org/10.11594/ijmaber.02.05.05
UNESCO Institute for Statistics. (2017). 6 out of 10 children and adolescents are not learning a minimum in reading and math [UNESCO Institute for Statistics (UIS)]. News, Sustainable Development Goals. Retrieved from https://uis.unesco.org/en/news/6-out-10-children-and-adolescents-are-not-learning-minimum-reading-and-math
UNESCO Institute for Statistics. (2021, March 26). 100 million more children fail basic reading skills because of COVID-19 [UN News]. Retrieved from https://news.un.org/en/story/2021/03/1088392
Urbano, C. M., Gumangan, M. A., Gustilo, L., & Capacete, M. P. (2021, June 30). Reading and Writing Needs of Senior High School Students: The Case of Filipino Students in the Philippines | Modern Journal of Stud-ies in English Language Teaching and Lit-erature. https://connect.academics.education/index.php/mjselt/article/view/54
Agao, M. (2016). PROJECT I CAN READ AND PLAY (IREAP). https://www.deped.gov.ph/2016/10/27/project-i-can-read-and-play-ireap
Ambubuyog, E. M. I., Laumoc, G. L. C., Mantac, F. H. A., Pagulayan, F. M. C., Sayson, C. J. E. C., Velasco, A. C. M., & Biray, E. T. (2023). Active Listening: Its Impact on Language Learning and Understanding of Education Students. International Journal of Multidisciplinary: Applied Business and Education Research, 4(2), 671-676. https://doi.org/10.11594/ijmaber.04.02.33
Armastrong, M. (2021, March 29). Pandemic Causes Stark Rise in Child Reading Diffi-culties. [Statista]. Retrieved from https://www.statista.com/chart/24540/number-of-children-below-reading-proficiency-level/
Beres, D. (2021, September 30). How Reading rewires your brain for higher intelligence and empathy. Big Think. https://bigthink.com/high-culture/reading-rewires-your-brain-for-more-intelligence-and-empathy/
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Re-search in Psychology, 3, 77–101.
Cabigon, M. (2015, November). State of Eng-lish in the Philippines: Should We Be Concerned? British Council Philippines. Retrieved December 5, 2022, from https://www.britishcouncil.ph/teach/state-english-philippines-should-we-be-concerned-2
Caulfield, J. (2023, June 22). How to Do The-matic Analysis | Step-by-Step Guide & Ex-amples. Scribbr. Retrieved June 29, 2023, from https://www.scribbr.com/methodology/thematic-analysis/
Creswell, J.W. & Creswell, J.D. (2018). Re-search Design: Qualitative, Quantitative, and Mixed Method Approaches. (5th Edi-tion). Sage Publications.
Dela Rosa, J. P., & Lintao, R. B. (2018). Guided or misguided?: Teachers’ evaluation of an English curriculum guide in the Philip-pines [Dissertation]. Asian Journal of English Language Studies (AJELS) Vol-ume 6.
Delima, R. R. R., Risonar, C. J. O., & Digamon, J. S. (2024). Collaborative Learning Ap-proach (CLA) in Improving Reading Pro-ficiency. International Journal of Multi-disciplinary: Applied Business and Educa-tion Research, 5(6), 2080-2087. https://doi.org/10.11594/ijmaber.05.06.10
Diaz-Sabado, J. (June 23, 2021). DepEd ROI improves learner’s reading ability, launches Reading First for Region 1. https://depedro1.com/2021/06/23/deped-roi-improves-learners-reading-ability-launches-reading-first-for-region-1
Diga, M. A. (2023). Factors Affecting the Read-ing Abilities of Grade 7 Learners, Basis for an Action Plan. International Journal of Multidisciplinary: Applied Business and Education Research, 4(11), 3822-3828. https://doi.org/10.11594/ijmaber.04.11.04
Education First. (2019). EF English proficiency index. Retrieved from https://www.ef.se/__/~/media/centralefcom/epi/downloads/full-reports/v9/ef-epi2019-english.pdf
Galang, R. T., Arrozal, J. Y., Regala, A., & Manlutac, A. C. (2023). Reading Compre-hension Level and Academic Perfor-mance of College Students in Their Math-ematics Course. International Journal of Multidisciplinary: Applied Business and Education Research, 4(10), 3516-3520. https://doi.org/10.11594/ijmaber.04.10.07
Insúa, E., & Fadić, M. N. (2020). Reading in and across disciplines: comprehension of written academic texts. Exploring the field from some comprehension theories and models of written discourse.
Mara, J. T. (2024). Reading Performance of The Grade II Pupils in the Different Teaching Approaches. International Journal of Multidisciplinary: Applied Business and Education Research, 5(2), 528-536. https://doi.org/10.11594/ijmaber.05.02.13
Mercado, J. C. Y., & Manzano, B. A. (2024). Eng-lish Reading Performance and Metacog-nitive Strategies: Implications for Stu-dents’ Academic Success. International Journal of Multidisciplinary: Applied Business and Education Research, 5(4), 1175-1185. https://doi.org/10.11594/ijmaber.05.04.05
Mocon-Ciriaco, C. (2019). DepEd: Mother tongue-based multilingual pedagogy cru-cial. Retrieved from https://www.pids.gov.ph/details/news/in-the-news/deped-mother-tongue-based-multilingual-pedagogy-crucial
Morong, N. H. H., Congayo, R. K., Benedicto, S. O., Esparcia, M. A. A., Oraca, E. V., Abal , G. I., & Cabe, A. C. C. (2024). The Level of Reading Interest and Speed Reading of Science, Technology, Engineering, and Mathematics Learners: A Correlational Study. International Journal of Multidis-ciplinary: Applied Business and Educa-tion Research, 5(6), 2107-2115. https://doi.org/10.11594/ijmaber.05.06.13
National Children’s Book and Literacy Alli-ance. (2021, November 12). Statistics. Retrieved from https://thencbla.org/literacy-resources/statistics/
Oducado, R. M., Sotelo, M. G., Ramirez, L. M. M., Habaña, M. P., & Belo-Delariarte, R. G. (2020). English Language Proficiency and Its Relationship with Academic Perfor-mance and the Nurse Licensure Examina-tion. Nurse Media Journal of Nursing, 10(1), 46–56. https://doi.org/10.14710/nmjn.v10i1.28564
Repaso, J. C., & Macalisang, D. S. (2024). Effec-tiveness of Contextualized Marungko Ap-proach-Based Supplementary Reading Material. International Journal of Multi-disciplinary: Applied Business and Educa-tion Research, 5(3), 1117-1126. https://doi.org/10.11594/ijmaber.05.03.30
Tadesse, Tefera. (2017). Re: What is reading skill and its significance? Retrieved from: https://www.researchgate.net/post/what_is_reading_skill_and_its_significance/5937e81393553ba16e569293/citation/download.
Tajolosa T.D., Amanon, J.C., Dacuan, I.M., Donesar.l., Montesa, C. (2021). Filipino high school students’ reading engage-ment and interests during the pandemic: Implications for addressing the needs of struggling readers. The Seybold Report. V18-Doi 10.17605/Osf.Io/9sz52
Tan, H. S. (2023). Critical Reading Skills in English of Incoming Grade 10 Learners: An Analysis and Interpretation. Interna-tional Journal of Multidisciplinary: Ap-plied Business and Education Research, 4(10), 3766-3776. https://doi.org/10.11594/ijmaber.04.10.27
The Nations Report Card (2022, October 24). 2022 NAEP Reading Assessment: High-lighted Results at Grades 4 and 8 for the Nation, States, and Districts. Retrieved from https://www.nationsreportcard.gov/highlights/reading/2022/.
Toyong, P. J. A., & Toyong, M. E. (2021). Choice Of Reading Materials And Reading Achievement Of Junior High Students. In-ternational Journal of Multidisciplinary: Applied Business and Education Re-search, 2(5), 401-405. https://doi.org/10.11594/ijmaber.02.05.05
UNESCO Institute for Statistics. (2017). 6 out of 10 children and adolescents are not learning a minimum in reading and math [UNESCO Institute for Statistics (UIS)]. News, Sustainable Development Goals. Retrieved from https://uis.unesco.org/en/news/6-out-10-children-and-adolescents-are-not-learning-minimum-reading-and-math
UNESCO Institute for Statistics. (2021, March 26). 100 million more children fail basic reading skills because of COVID-19 [UN News]. Retrieved from https://news.un.org/en/story/2021/03/1088392
Urbano, C. M., Gumangan, M. A., Gustilo, L., & Capacete, M. P. (2021, June 30). Reading and Writing Needs of Senior High School Students: The Case of Filipino Students in the Philippines | Modern Journal of Stud-ies in English Language Teaching and Lit-erature. https://connect.academics.education/index.php/mjselt/article/view/54