Abstract
In March 2020, the coronavirus disease (COVID-19) pandemic forced schools in the Philippines to stop face-to-face learning activities and abruptly shift to modular approach. In practical sense, the modular approach situates Filipino students to learn in the comfort of their homes. Reading attitude is the feeling that results in the adoption or avoidance of positive reading habits. Along this line of thinking, the study was conducted to determine the effects of modular approach on the reading attitude and reading proficiency of Grade 3 learners in Mindanao State University- Integrated Laboratory School. The research employed a descriptive correlational research design. A standardized test questionnaire was used to gather data and distributed to 128 both learners and parents in Grade 3. Results divulged that majority of the respondents aged 10 years old. Majority of respondents’ parents’ educational attainment was high school graduate. Further the relationship between the learners’ profile and perceived effect of modular approach and their profile showed that the learners’ perceptions are not significantly related to their profile. However, the modular approach does not affect their reading attitude and reading proficiency. To address the modular approach problem encountered by the respondents, an Enhanced English Reading Module is hereby recommended.
Highlights
1 The reading attitude and proficiency are seen to be the problem among the learners of MSU- Integrated Laboratory School
What enhanced English reading module maybe drawn from the findings of the study? 1.4 Null Hypotheses Based on the statement of the problem, the following null hypothesis will be tested at 0.05 level of significance: HO1: There is no significant relationship between profiles of the respondents to their perceived effect of modular approach to reading proficiency; HO2: There is no significant relationship between the profile of the respondents and their perceived effect of modular approach to reading proficiency. 1.5 Significance of the Study This study aims to determine the reading attitude and proficiency of the learners through modular approach
5.3 Conclusion This study investigated the effect of modular approach on the reading attitude and proficiency of the learners and was able to identify the variables affecting reading attitude and proficiency of grade 3 students of Mindanao State University- Integrated Laboratory School
Summary
1 The reading attitude and proficiency are seen to be the problem among the learners of MSU- Integrated Laboratory School. They experience difficult on reading of words. The fundamental difficulties that the students in MSU-Integrated Laboratory School have experienced are self-examining, helpless web association, absence of rest and time to answer every one of the modules because of the incredible number of exercises, interruptions, and absence of core interest. McKenna, et al (2013) found that females reported more positive attitudes for academic reading while males reported more positive attitudes toward recreational readings. According to Lee and Schallert (2014), cognitive factor is related to the intellectual, practical, and linguistic values of reading; conative factor to the actual behavior of readers; and negative affect and anxiety to negative feeling about reading and self-assessment to students’ perceptions of their reading competence
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