Reading and writing proficiency level of Graduate students for an enhanced skills training program / Erlinda Abletes-Cayao. 6

Thesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 2011.;A dissertation presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Doctor of Education major in Educational Administration. 56

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ABSTRACT: This descriptive-correlational study was conducted to evaluate the reading and writing proficiency level of selected graduate students who are presently enrolled in the program Master of Arts in Education majoring in Educational Administration or Educational Management in selected higher education institutions during second semester of academic year 2010-2011. The researcher made use of the following instruments to carry out the purpose of the study: reading and writing proficiency inventories, critical reading and writing tests and rubrics for evaluating composing skills of graduate students. Experts in the area of language education and communication served as validators of the instruments used and they also evaluated the writing prompt of the respondents. Self-assessed reading and writing proficiency level were determined through the use of weighted mean while simple mean average was used to determine the critical reading test scores and also the experts' assessments of respondents writing prompt. Spearman's rho was used to determine the relationship between respondents self-assessed reading proficiency level and their critical reading test scores; self-assessed writing proficiency level and experts' assessment of the respondents' writing prompt; self-assessed reading and writing proficiency level and; critical reading test scores and experts' assessment of respondents' writing prompt. After which, T-test was used to check if the Spearman's correlation coefficient is significant. Based on the findings, the following conclusions were drawn: (1) It can be concluded from the results that the respondents assessed their reading and writing proficiency level as very satisfactory. (2) The respondents critical reading test scores are fair for identifying syntactic meaning of words, pointing out details from the text and determining logical relationship. They got a satisfactory rating for the skills detecting evidences, predicting outcomes and making informed judgment. The over-all mean for the critical reading test score is 16.34 with a verbal interpretation of satisfactory. (3) The respondents writing proficiency level as rated by the experts is fair. (4)There is no significant relationship between the respondents self-assessed reading proficiency level and their scores in the critical reading test. (5) There is no significant relationship between the correspondents self-assessed writing proficiency level and the experts' assessment of their writing prompt. (6) There is a significant relationship between the respondents' self-assessed reading and writing proficiency level. (7) There is a significant relationship between the respondents scores in the critical reading test and the experts' assessment of their writing prompt. The following recommendations are hereby proposed: (1) A careful introspection on the part of the graduate students must be advised particularly pertaining to their self-assessment of their reading and writing proficiency level. (2) Since the reading and writing proficiency level of the respondents has not met the standards set by the CHED and presumably of their respective institutions, a more in-depth look at the policy and curricular offerings is needed. (3)The instruments crafted by the researcher may be used by other institutions in assessing the reading and writing proficiency level of their graduate students. After which, a possible remediation may be done. (4)The proposed training enhancement program of this study may be utilized by the respective institutions. (5)Monitoring and feedback system is also recommended to the proper authorities specifically once they implemented the suggested program which is an output of this study. (6)Institutions of higher learning must take into consideration the result of this study and they may be able to carefully plan specific actions pertaining to the reading and writing needs of their respective students. (7)Parallel study should be conducted by other researchers' study possibly exploring on the reading-writing connection across levels.

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