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Reflection

1. The study aimed to develop a big book of selected Ilocano short stories to be used as an instructional material for Grade 1 students in an MTB-MLE curriculum. Data was collected using a face validation tool to gather feedback on the big book from respondents. 2. It was found that using the students' native language (Ilocano) in teaching aided their understanding and that the big book was an effective learning tool for enhancing reading comprehension. Students performed well on a comprehension check after using the big book. 3. Recommendations included continued exposure to reading comprehension skills in the native language, engagement of parents in children's reading habits, and use of attractive instructional materials like big books to

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287 views2 pages

Reflection

1. The study aimed to develop a big book of selected Ilocano short stories to be used as an instructional material for Grade 1 students in an MTB-MLE curriculum. Data was collected using a face validation tool to gather feedback on the big book from respondents. 2. It was found that using the students' native language (Ilocano) in teaching aided their understanding and that the big book was an effective learning tool for enhancing reading comprehension. Students performed well on a comprehension check after using the big book. 3. Recommendations included continued exposure to reading comprehension skills in the native language, engagement of parents in children's reading habits, and use of attractive instructional materials like big books to

Uploaded by

Mar Sebastian
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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1. The article is authored by Annie Arce-Daet, Assistant Professor II, Apayao State College.

It is
sponsored by International Journal of Advanced Research in Management and Social Sciences,
and was conducted in 2016. The purpose of the study was to develop a Big Book in selected
Ilocano short stories as an instructional material for Grade I MTB-MLE Curriculum.
The Research and Development (R&D) design was used in this study since it aimed to
develop mother-tongue based assessment tools for Ilocano children to capture their early
literacy achievement. Data was gathered through the use of face validation tool as guide in
knowing the respondents' feedback regarding the big book after exposure.
The paradigm of this study showed the relationship between the three variables: the
input, the process and the output. The input involved the selection of Ilocano short stories used
in the development of the big book as an instructional material in teaching Grade I. During the
process, the developed big book was evaluated by experts to determine its effectivity as a
learning tool for teaching reading comprehension for Grade I. The output was the pupils reading
comprehension ability using language one (L1. The researchers conducted a comprehension
check – up after teaching the pupils using the big book to determine their levels of reading
comprehension.
It was observed that the pupils understood the selection better using vernacular
because the use of vernacular/language one (L1) was already implemented to be used in the
teaching – learning process.

2. The research and development (R and D) design was used in this study, since it aimed to
develop mother-tongue based assessment tools for Ilocano children to capture their early
literacy achievement, according to the article. The study particularly employed Strickland’s
(2006) ADDIE model, a generic and simplified instructional systems design model which stands
for Analyze, Design, Develop, Implement and Evaluate.
This study considered the first three phases and a part of the last phase of the model to
develop early literacy assessment tools.
For the tryout of the assessment tools for validity, the Grade I pupils of Pudtol Central
School, Poblacion, Pudtol, Apayao for School Year 2014-2015 were selected. The said grade
school pupils were tested on the first four assessment tools: the material used, rules, questions,
and the big book itself. Space for comments and suggestions was also included below the
questionnaire. This ensured validity of the data gathered. Face validation tool was designed by
the writer wherein questionnaire was used to evaluate the book.
Data was gathered through the use of face validation tool as guide in knowing the
respondents’ feedback regarding the big book after exposure. The face validation tool was then
administered for the purpose of the big book’s validity. After which, the answered
questionnaires were collected then tabulated, analyzed and interpreted. The weighted mean
was solved then the grand mean was used for the general interpretation of the responses. The
pupils score in the comprehension check – up was also tabulated for easy interpretation. Its
mean and standard deviation were computed to determine their level of comprehension. The
table shows the limits of description and its verbal description for the scales used in the study.

3. The respondents strongly agreed that the use of big book is an effective learning tool to enhance
the pupil’s reading comprehension; thus, the concept behind this big book as an instructional
material can easily be learned and understood by the learners. With regard to the pupils’ score
in the comprehension check – ups, the computed mean value of the reading comprehension is
9.32. This means that pupils easily learned the concepts taught to them using the big book as an
instructional material. The standard deviation of 3.21 implies that the pupils’ score is not
dispersed. They have almost the same level of understanding.
Based from the findings of the research, the researcher recommended the following:
a. School administrators must see to it that pupils always are exposed to the different reading
comprehension skills in order to become an effective reader who can comprehend better.
One way is with the use of language one in teaching.
b. Parents should monitor the reading habits of their children which might help improve their
reading and comprehension skills.
c. Reading materials given to the pupils should be carefully chosen in such a way that these
will encourage and challenge them to give varied reactions and interpretation based on
their understanding of the text.
d. The use of attractive and interesting instructional materials can help stimulate the desire of
the pupils to keep their focus on the lesson, hence, development and use of big books are
very much encourage among schools and teachers.
4. The study followed the IMRAD approach in thesis presentation, a simple design wherein only
the important parts are presented. The research has an impact factor of 6.284, an average score
according to international standards. It is a well-researched article, though biases are observed
as regards the quality and efficiency of the big book. It is further suggested to conduct an
objective research as regards the use of these literacy materials.

5. Big books are an important aspect of literacy education, as provided by the research material. It
is very important, however, to present the study of its validity with utmost care and objectivity,
as it will determine how efficient the tool will be in its use to the basic education. The colorful
illustrations in big books help students develop their listening comprehension skills as they
develop their reading skills. From captivating stories of adventure to classic tales of animals and
humans alike, children enjoy the interactive, award-winning books that spur creativity and invite
play for elementary pupils, that is why these studies about their validity is very vital in the quest
for literacy.

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