Effectiveness of Asset-Based Teaching Approach in Enhancing the Reading Proficiency of Senior High Learners

Abstract

This research aimed to investigate the effectiveness of Asset-based teaching approach in increasing the reading comprehension of graduating senior high students from TVL and HUMSS strands during the School’s District Reading Remediation Reading(SDRRP) at Bulacao National High School, to find out whether, after the intervention program given to them,they were able to apply any of these Asset-based strategies to their reading processes. The data were collected from questionnaires and reading tasks. The statistical techniques used were the mean value and standard deviation. The analysis of quantitative data were lifted from the results of Pre-test and Post-test assessments of the participants and the Teacher-Made Feedback tool adapting the 3-Likert Scale. The findings were that Asset-based teaching approach had a positive effect on the students’ reading proficiency. The students had favorable responses toward the Asset-based reading strategies utilized in skimming, scanning, making predictions and questioning and they could apply these strategies to their reading processes and they helped them to comprehend the text better.