Reading Proficiency of Grade Two Learners Using Big Books with Historical Content

Abstract

This experimental research entitled “Reading Proficiency of Grade Two Learners Using Big Books with Historical Content” is a scientific study on the reading proficiency of grade two learners in Banago Elementary School I when using Big Books with Historical Content during the teaching-learning process especially in reading. It mainly utilized mother tongue language, Hiligaynon, as medium of instruction. Forty (40) grade two learners who were equally distributed into two groups, the control group and experimental group with twenty (20) learners, made up the subject-respondents of the study. Data were collected through experimental procedure where the experimental group was exposed to the use of big books with historical content while the control group used the regular big books. Mean, Frequency and Percentage, T-test and Spearman rho were used as statistical tools. Based on the scientific results of this study, a proposed reading enhancement program was crafted to further enhance reading performance of learners benefiting the implementers, teachers, and learners of the program. Findings of the study recommends on the use of big books with historical content to improve reading proficiency levels of primary learners when using Hiligaynon as medium of instruction in assessments and reading remediation. Results further suggested the development of additional localized and indigenized big books with historical content as well as big books across disciplines as supplementary learning materials in the delivery of instruction in Elementary Social Studies and reading remediation in Hiligaynon for Key Stage 1. Implementation of the proposed program in school and division level will be beneficial to the stakeholders, administrators, teachers, and learners in the primary level.