ABSTRACT
This study determines the effectiveness of performance tasks in improving the reading comprehension skills of Grade 6 learners in Filipino at San Antonio Integrated School, Ormoc City District II, Ormoc City Division. Utilizing a quasi-experimental research design through pre-test and post-test evaluation, the study involved 37 Grade 6 learners as participants. A researcher-made 30-item reading comprehension test aligned with the Most Essential Learning Competencies (MELCs) served as the main instrument, while performance tasks such as dramatization, read-aloud, debate, and storytelling were utilized as instructional interventions to enhance learners’ comprehension. The pre-test results revealed a weighted mean of 9.27 (Fair), showing that most learners struggled with understanding reading texts. After the intervention, the post-test results showed a weighted mean of 23.03 (Very Good), demonstrating substantial improvement in learners’ comprehension and analytical skills. Statistical analysis using a t-test produced a computed t-value of 22.46, which was higher than the critical t-value of 2.03 at the 0.05 significance level, leading to the rejection of the null hypothesis. This indicates a significant difference between the pre-test and post-test scores, confirming that the use of performance tasks positively influenced learners’ reading comprehension in Filipino. The study concludes that performance-based learning strategies are effective in improving literacy, promoting critical thinking, and enhancing engagement among learners. Based on these findings, an instructional supervision plan was proposed to guide teachers and school leaders in implementing performance task-based interventions to strengthen reading comprehension instruction in Filipino.
Keywords: Effectiveness, Performance Tasks, Reading Comprehension, Learners, Filipino, Instructional Supervision Plan
INTRODUCTION
In the advent of literacy gaps among learners in public schools, numerous intervention and remediation programs have been launched by the Department of Education particularly in schools to help students who struggle with reading. Reading proficiency is essential for academic success, and issues with reading will have an impact on all facets of a child's academic performance. Early literacy is crucial for this reason. Early readers go on to excel in their reading abilities and have more academic success in school. Students who are struggling in reading also suffer in other subject areas and have a hard time keeping up with their schoolwork. It turns into a downhill spiral as they grow demoralized, lose motivation, and fall further behind (Culaste-Quimbo, 2021).
DepEd has made programs available to help students with their reading needs. The DepEd Order No. 45 s was established. To ensure that every child is a reader by the end of third grade, Every Child A Reader Program (ECARP) was established in 2002. Teachers ran many intervention and remediation programs in response to the DepEd's demand. Most students who make it to grades four and above, however, still struggle with reading at a proficient level, according to the research.
As observed, based on the result of the oral reading conducted by the school, it was revealed that most of the learners find difficulty in understand Filipino language. In fact during Filipino lessons, seldom that teachers hear learners speaking the language. And this is the reason why the researcher conducted this study. As a grade 6 Filipino teacher, it is the hope of the researcher that when the learners finish the elementary education, all learners will be equipped with the knowledge and skills in Filipino. Not only to equip them but to master the skills and be able to use it in their day-to-day activities. Hence, this intervention program formulated by the researcher is come into realization to determine the effectiveness of performance tasks in improving the reading comprehension skills of learners in Filipino. A proposed instructional supervision plan will be formulated to guide the school heads and teachers the appropriate activities to be provided to the learners to help them improve their performance in Filipino most especially their reading comprehension.
Reading with comprehension lays the foundation for future learning and understanding across all areas of the curriculum. Without this foundation, pupils will struggle to achieve academically not only in reading and writing, but also in areas such as math, science and social studies. The Western world of today is said to be a reading world. To be able to enjoy life completely, an individual has to read. Everybody must read to have both mental and cultural growth for it is believed that most knowledge comes from reading. Eighty percent of the things we do every day involves reading. This is why reading is universally recognized as one of the most important activities in school as well as in life.
Nobody can deny that a pupil who is able to comprehend well has an advantage over the others who are unable to comprehend. A person who is good to read with comprehension has the very essential equipment for acquiring more knowledge. A pupil who cannot comprehend what his reading is blocked in his learning. It is a known fact that one of the most important problems in our school is the improvement of the quality of instruction. Improvement of the quality of instruction depends upon the children’s ability to read and comprehend various printed materials. The child’s feeling of inadequacy, fear and dread about his comprehension difficulties could be changed to a desire for power to explore, to attain success in school.
This study evaluates the effectiveness of performance tasks in improving the reading comprehension skills of learners in Filipino of San Antonio Integrated School, Ormoc District II, Ormoc City Division. The findings of the study were basis for the proposed improvement plan.
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