Modular Distance Learning Modality: Its Effect on Reading and Comprehension Skills of Grade II Pupils in Mantagbac Elementary School

Abstract

This study primarily focused on determining the effects of modular distance learning in Grade II pupils of Mantagbac Elementary School, Daet North District, Camarines Norte for the school year 2022 – 2023. The study used the descriptive comparative method of research with 30 Grade II pupils as respondents. The pupils were under Full Refresher based on the CRLA pre-test. The researcher utilized the Comprehensive Rapid Literacy Assessment (CRLA), The CRLA materials and results of the pre and post tests were analysed to identify the least mastered reading and comprehension skills of the respondents. T-test was used to determine the significant difference in Grade II pupil’s pre-test and post-test scores. The findings of the study were summarized as follows: 1) The grade II pupils with the age of seven has a frequency of 16 or 53.3 percent. Males make up more than 50 percent of the respondents with a frequency of 17 or 56.7 percent, while the females have a frequency of 13 or 43.3 percent. Furthermore, most of respondents have three to four siblings, with a frequency of 12 or 40 percent, and laborers made up the most of the parents’ employment with a frequency of 15 or 50 percent. Additionally, in terms of their family’s monthly income the highest frequency was no monthly income, 3,000–4,000, and 5,000–6,000, with a frequency of seven or 23.3 percent. Respondents who received assistance from their parents had the highest frequency of 16 or 53.3 percent and those who received assistance from their relatives had the lowest frequency of two or 6.6 percent. In terms of reading proficiency level, all the respondents in CRLA pre-test were in full refresher level, whereas the results of the post-test showed that pupils’ reading level were grade-ready. 2) The results of the CRLA pre-test in reading words showed that majority of the pupils (63.3 percent) correctly identified five to six words whereas in the CRLA post-test, majority of the pupils (90 percent) were able to read nine to ten. However, in terms of reading sentences, the CRLA pre-test showed that none of the pupils were able to read a sentence while in the CRLA post-test, 16 or 53.33 percent were able to read out one to two sentences. 3) The mean score of the pupils in the pre-test is 9.27 with standard deviation of 1.26 while the mean score for the post test is 17.90 with a standard deviation of 1.12. This means that there is an increase of 8.63 in the average scores of the pupils in the post test. In addition, the standard deviation of the results has a significant decrease of 0.14. The computed value is -26.998 with p-value>0.05 which means that there is a significant difference between the pre-test and post test results of Grade II pupils. Thus, the null hypothesis will be rejected. 4) The least mastered reading and comprehension skills in the CRLA pre-test is sentence reading with a frequency of zero or 0 percent while the post-test result showed sentence reading is the least mastered skill with the frequency of six or 20 percent. 5) An intervention plan was proposed to improve the reading and comprehension skills of the grade II pupils.