ABSTRACT
The action research aims study the impact of utilization of Bukas ka program in the expected reading readiness performance of kindergarten at Rodriguez Heights Elementary School. A mix approach research design was used to examine the impact of the program.
The researcher used the quantitative and qualitative research method or mixed method for this study. Using the purposive sampling the 302 kindergarten learners and guardians of Rodriguez Heights Elementary Schools are the participants of the study.
Findings reveal that there’s an increase in every expected performance, such as a 12.91 percent increase in the number of participants that is sound reader, 43.05 percent increase in the number of participants who are syllables reader, 34.1 percent increase in word readers, and 27.16 percent increases in phrases reader. Most of the participants in kindergarten are 5 years old, and the persons involved during the intervention are their parents.
Base on the pre-assessment result of the expected reading performance of the kindergarten during the 3rd quarter of the school year have identified that there are high percentage of number of participants who need follow-up in sound reading or recognition, reading syllables, words and phrases.
After the Bukas Ka program the post-assessment result revealed that there are high increases of positive changes in number of participants in terms of their expected reading performance.
The effectiveness of the program serves as a key that help the participants and their teacher-parent to overcome the challenges in terms of expected reading performance because they are push to participate and cooperate in the Intervention. There will be a continuation of monitoring the participants reading performance once they move on to the next grade level.
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