CLASSROOM READING CORNER AND READING

COMPREHENSION OF GRADE IV-JUPITER

CRISALDO M. PONTINO
Teacher III
Sixto Babao Elementary School

Abstract
This study was conducted to come up with profiles of classroom reading corner and reading comprehension: and determine if a significant
relationship between these two variables exists. This study made use of the descriptive and correlation method, and 39 Grade Four-Jupiter pupils of
Sixto Babao Elementary School (SBES), Tibungco District were the respondents. The data obtained were analyzed using SPSS 17.0 software. The
finding of the study is that, classroom reading corner showed significant correlation with pupils reading comprehension.

INTRODUCTION
In some parts of the globe like Great Britain and the USA, schools continue to introduce and implement educational programs to bring down
illiteracy rates and at the same time achieve quality education. According to Calvert (1994) as cited by Hollis (1995), American education is a system
searching for solutions.
The K-12 Basic Education Program has been implemented in the Philippines. It is an educational reform for quality basic education which is a right
of every Filipino and it is provided by the government for free in public schools. It is worth mentioning that the Department of Education has embarked on
Education For All (EFA) and such other program as Every Child A Reader Program (E-CARP), and teacher trainings. It is the goal of basic education to
provide the school age population and young adults with skills, knowledge, and values to become caring, self reliant, productive, and patriotic citizens
(Phil. Panorama, 2006).
In Davao City, the Schools Division top management collaborates with parents and the community for its basic education initiatives (Vasay, 2010).
Parents can have them read from milk cartons, labels and the like (Educator: Magazine for Teachers, 2006). Children need a lifestyle thats healthy for
kids lifestyle thats stable, non-rushed, and relaxed (Health and Home, 2003). In 2006, the Division was launching the Division Project PAIR (Parents
Assistance in Improving Reading) in support of the READ-DAVAO Program.
One indicator of school performance is the level of learners academic achievement. Reading as both a tool and a strategy in learning depends on
the skills of the reader as influenced by varied factors (Teric, 2008). Functional reading is the object of the school system. Children are taught to read
and understand what they read. More tests are given to measure it and more effort is spent in diagnosing and tutoring children on the subject (Barsales,
2002). Talamayan (2000), as cited by Teric (2008), points out that there is no reading when there is no comprehension. Reading comprehension refers to
the ability to understand texts and printed materials. Reading has been defined as process of thinking, evaluating, judging, imagining, reasoning and
distinguishing between tasks of learning how to read as young children do and daily reading as mature readers use it (Miles Zints, 1990).
Classroom reading corner projects a class home atmosphere, displays a bulletin of information, provides enough tables and chairs for reading,
clean, organized, and conducive for students readers. It is an area inside the classroom which provides a silent and oral reading tool, reading materials,
passages, and text. All of these are readily available and accessible to learners for their reading development. Before the classroom reading corner was
installed, the Grade IV-Jupiter pupils were given a pre-test in reading. When the reading corner is readily available for the pupils, they were advised by
the teacher to spend time reading in the said corner. Two weeks after, the teacher gave a posttest to the pupils expecting that their reading skills were
improved.
In view of the foregoing developments, the researcher was prompted to find out if the reading corner helps improve the reading comprehension of
the pupils, thus this study. Teachers will be apprised of the academic strengths and weaknesses of their pupils. With the results, they will come to know
how much more effort should be exerted in order for the pupils to achieve academic excellence.

METHOD
This study made use of the descriptive and comparative methods. This method was used in describing the classroom reading corner and reading
comprehension of Grade IV Pupils of SBES. Correlation method was used to determine the relationship between the pretest and post test scores in
reading. Data were taken from results of the reading comprehension test administered twice to the pupil-respondents. The data collected were analyzed
accordingly as needed. Standard deviation, mean scores and Eta2 were used in data analysis.

RESULTS AND DISCUSSION

Results of this study are presented and discussed in this part, which are the analysis a nd the interpretation of data sequenced according to the
order: pretest scores, post test scores, paired sample test and effect size.
Table 1. Pre Test scores
Test

Mean

Sd

Descriptive
Interpretation
Pretest
39
8.06
2.40
Average
Table 1 shows the pretest scores of pupils. It shows a mean of 8.06 with a descriptive interpretation of average.
Table 2. Post Test scores
Test

Mean

Sd

Descriptive

Interpretation
Post test
39
9.90
2.63
High
Table 2 shows the scores of pupils after the intervention. It shows a mean of 9.90 with a descriptive interpretation of high.
Table 3. Paired Sample Test on Reading Comprehension
Test
N
df
t-value
p-value
Pretest and Posttest
39
38
-4.198
.000
Table 3 shows the Paired sample test on reading comprehension. It shows that the pretest and post test scores generated a
t-value of -4.198 with a p-value of .000 which is interpreted as significant.
Table 4. Effect Size of Classroom Reading Corner
N

t-value

ETA squared

Remarks

39

4.198

0.291

Moderate

Table 4 shows the Test of Effect size of classroom reading corner. It generated an ETA squared value of 0.291 which signifies small effect,
thus identifying the non-cognitive factors by having functional reading strategy is effective in improving the reading comprehension.

CONCLUSION AND RECOMMENDATION

1.
2.
3.
4.

The pretest result on reading comprehension is average.

The post test result on reading comprehension is high.
There is a significant difference on the pretest and post test scores.
Classroom reading corner has small effect on the reading comprehension of Grade IV-Jupiter pupils of SBES.

Classroom reading corner and reading comprehension of Grade IV pupils of SBES is recommended to be adopted by the Grade IV teachers of
Sixto Babao Elementary School, Tibungco District, for School Year 2015-2016.