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_aGutierrez, Judith V.
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_aThe competency and mastery level and learning reading difficulties in English of Grade two pupils at Maypajo Elementary School /
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_cJudith V, Gutierrez.
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_a73 pages
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_aThesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2002.;A thesis presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Master of Arts in School Principalship.
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_aABSTRACT: This study on the competence level of Grade two (2) pupils in learning how to read in English and the pupil, parent and teacher-related factors that cause difficulties/ problems is descriptive-inferential in method of research. It involved a random sample or 140 boys and girls of the 280 pupils enrolled and clustered into six sections under the one-teacher, one-class plan. The data used to answer the questions raised were obtained on oral and written comprehension tests using the DOLCH Sight Word Test and a questionnaire checklist on the teachers' perception of the pupils' difficulties regarding the pupil, parent and teacher-related factors. For statistical analysis and interpretation, the data were transmitted into mean, weighted average, percentage and subjected to a t test of relationship/ correlation at 5% level of significance. The findings showed that the pupils' competence level was below 50% competence and 75% mastery levels. Their reading ability was found to be on the frustration level. The variables found to have perfect correlation to comprehension level were age, sex, ethnic origin, parents' educational attainment and occupation. The pupil, parent and teacher-related factors were not significantly related to comprehension level. The researcher recommended that the school leadership, teacher empowerment and initiative and the cooperation of PTA, NFE, Home Rooms, the experience and expertise of Master Teachers, Guidance Coordinators, EPP teachers, and parent and barangay leaders to involve them in planning, organizing and implementing programs and activities both pupils and parents through: Parent and Non-formal Education, manpower development, training of the unemployed, home management, food preservation, cooking, family budgeting, organizing classroom libraries among the many others. School / class visitation, demonstration classes, school exhibits/ fairs maybe cooperatively planned, organized and implemented with parents and PTA, Homeroom and community members.
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