Teachers’ Use of Strategies in Teaching Reading Skills

Abstract

"This study aimed to find out the extent of teachers’ use of strategies in teaching reading skills. The respondents in this study were the 49 Grade 5 teachers teaching English in the 48 schools of North and South districts of Sibalom, Antique, Philippines. The data on the extent of teachers’ use of strategies in teaching reading skills was determined using a jury validated researcher-made questionnaire. The questionnaire was subjected to pilot testing to ascertain face and content validity and reliability. Frequency, percentage, mean, rank, and standard deviation was used for descriptive statistics while t-test for Independent Samples, One –way ANOVA, Scheffe, and Pearson’s –r for inferential statistics. The findings of the study revealed that when teachers are taken as an entire group and when they were classified according to educational qualifications, length of service, level of language enhancement experiences, and type of school, the extent of their use of strategies in teaching vocabulary, comprehension, and study skills was “to a slight extent”. Results further showed that there was no significant difference in the extent of teachers’ use of strategies in teaching vocabulary, comprehension, and study skills when the teachers were grouped according variables. Highly significant differences also existed in the vocabulary and study skills when respondents were grouped according to length of service in favor of those who are “long” in service. "