Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 8 no. 8 (2023)

Reading Experiences of the Junior High School Students in Modular Distance Learning: Basis for Intervention

Judith Valena

Discipline: Education

 

Abstract:

The study aims to determine the reading experiences of Junior High School students in Modular Distance Learning and its relationship to the demographic profile and assessment result. The study used the quantitative-qualitative research design. This was conducted in four selected secondary schools in the Torrijos district in the First Quarter. The research used random sampling with 230 Grade 9 and 250 Grade 10 students. A structured survey questionnaire was used to determine the reading experiences in three categories: emotional reading engagement, cognitive reading engagement, and reading motivation. More so, the researcher also investigated the significance of the demographic profile and the summative assessment scores to the determined reading experiences of the students in Modular Distance Learning. The study results indicated that the Grade 9 and Grade 10 students had negative reading experiences in Modular Distance Learning which gained an overall mean of 2.29, described as disagree. The reading experiences categories were rated disagree as follows: emotional engagement (2.04), cognitive engagement (2.56), and reading motivation (2.33). Meanwhile, the findings of this research on the test of the significant difference between the reading experiences and the demographic profile of the respondents proved no significant difference which resulted in the acceptance and affirmation of the null hypothesis. Likewise, the results found insignificant relationship between the determined reading experiences and how well they will perform on the assessment test.



References:

  1. Abbas, K.-D. A. (2021). Factors Influencing Students Reading Comprehension Difficulties Amidst the Use of Modular Distance Learning Approach in Mindanao State University Sulu – Senior High School. https://doi.org/10.37275/oaijss.v4i2.78
  2. Abusamra, V., Difalcis, M., Martínez, G., Low, D., & Formoso, J. (2020). Cognitive skills involved in reading comprehension of adolescents with low educational opportunities. Languages, 5(3), 34. https://doi.org/10.3390/languages5030034
  3. Aksan, N., & Kisac, B. (2009). A descriptive study: Reading comprehension and cognitive awareness skills. Procedia - Social and Behavioral Sciences, 1(1), 834–837. https://doi.org/10.1016/j.sbspro.2009.01.149
  4. Albor B., Gatchalian, A., & Delumen, (2021). A. Distance Learning Landscape in Bulan Districts. https://uijrt.com/articles/v2/i7/UIJR TV2I70013.pd
  5. Alghonaim, Ali S. (2020). Impact of Related Activities on Reading Comprehension of EFL Students . https://doi.org/10.5539/elt.v13n4p15
  6. Ambayon E.E., Millenes C., (2020) Modular-Based Approach and Students’ Achievement in Literature. https://files.eric.ed.gov/fulltext/EJ1 264560.pdf
  7. Almeida A., Gaerlan A., & Manly N. (2016). Research Fundamentals from Concept to Output. A Guide for Researchers & Thesis Writers. Adriana Publishing Co.,Inc.pp18-19
  8. Anzaldo, G. D. (2021). Modular distance learning in the new normal education amidst covid-19. International Journal of Scientific Advances, 2(3), 263–266. https://doi.org/10.51542/ijscia.v2i3.6
  9. Arnado, J. M., Jabal, R. F., Poa, M. R. J. A., & Viray, T. C. (2021). Trust in pandemic-induced online learning: Competitive advantage of closure and reputation. International Journal of Sociology of Education, 10(2), 193–217. https://doi.org/10.17583/rise.2021.7088
  10. Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College StudentPersonnel,40(5),518–529. https://www.middlesex.mass.edu/tutoringservices/downloads/astinin v.pdf
  11. Development of a Theoretical and Empirical Understanding. In Plotting the reading experience: Theory/practice/politics (pp. 37–53). essay, Wilfrid Laurier University Press.
  12. Balling, G. (2016). What is a Reading Experience? The Barber, A. T., & Klauda, S. L. (2020). How reading motivation and engagement enable reading achievement: Policy implications. Policy Insights from the Behavioral and Brain Sciences, 7(1), 27–34. https://doi.org/10.1177/2372732219893385
  13. Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental involvement and adolescents’ educational success: The roles of prior achievement and socioeconomic status. Journal of Youth and Adolescence, 45 (6), 1053–1064. https://doi.org/10.1007/s10964-016-0431-4
  14. Boutelier, S. (2020). Using students' emotional responses to texts to boost literacy . https://www.edutopia.org/article/using-students-emotional-responses-texts-boost-literacy
  15. Cabrera, A. F., Peralta, A. M., & Kurban, E. R. (2018). The invisible 1%: A comparison of attaining stepping stones toward college between military and civilian children. Journal of Higher Education, 89(2), 208–235. https://doi.org/10.1080/00221546.2017.1368816
  16. Calmorin, L. P. (2016). Research and Thesis Writing with Statistics Computer Application. Rex Book Store, Inc. pp 133-139
  17. Castroverde, F., & Acala, M. (2021). Modular Distance Learning Modality: Challenges of teachers in teaching amid the covid-19 pandemic. International Journal of Research Studies in Education, 10(8), 7–16. https://doi.org/10.5861/ijrse.2021.602
  18. Chapman, C., Laird, J., & Kewalramani, A. (2011). Trends in high school dropout and completion rates in the United States: 1972–2008. Population. Washington, DC: National Center for Educational Statistics.
  19. Conrad, D. L., & Kanuka, H. (1999). Learning in safety and comfort: Towards managing online learning transactions. https://doi.org/10.1207/s15327752jpa8502
  20. Cossid, R. (2021). Language Contents of Modules and Grade 7-10 Students’ Engagement during the COVID 19. Asian Journal of Education and Social Studies. 23 (3). 2581-6268
  21. Cromley, J. G., Azevedo, R. (2007). Testing and refining the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology, 99, 311 325. https://doi.org/10.1037/0022-0663.99.2.311
  22. Currin, S., & Pretorius, E. J. (2010). The culture of the sharp pencil: Can a literacy intervention lever school change? Reading & Writing, 1(1), 23-46. https://doi.org/10.4102/rw.v1i1.3
  23. Dangle, Y. P., & Sumaoang J. D. (2020) The implementation of modular distance learning in the Philippine secondary public schools . https://www.dpublication.com/wpcontent/uploads/2020/11/27-427.pdf
  24. Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19(2), 294–304. https://doi.org/10.1037/0893-3200.19.2.294
  25. Davis Y.T., Datulayta F.C., Dacalos J.S., Cordova B.B., Clerigo K.A., Canoy N.E., & Inocian R.B. (2016). Effective teaching practices in handling nonreaders. Asia Pacific Journal of Multidisciplinary Research. 2016[4(3):50-61.
  26. Dong, Y., Wu, S., Dong, W.-Y., & Tang, Y. (2020). The effects of home literacy environment on children’s reading comprehension development: a meta-analysis. Educ. Sci.: Theory Pract. 20, 63–82. doi: 10.12738/jestp.2020.2.005
  27. Dubow, E. F., Boxer, P., & Huesmann, L. R. (2009). Long-term effects of parents’ education on children’s educational and occupational success. Merrill-Palmer Quarterly, 55(3), 224–249. https://doi.org/10.1353/mpq.0.0030
  28. Department of Education (2020). DepEd Order No. 12s. Adoption of the basic education learning continuity plan for school year 2020-2021 in the light of the covid 19 public health emergency. https://www.deped.gov.ph/wpcont ent/uploads/2020/06/DO_s2020 _012.pdf
  29. Garbe, A., Ogurlu, U., Logan, N., & Cook, P. (2020). COVID-19 and Remote Learning: Experiences of Parents with Children during the pandemic. https://doi.org/10.29333/ajqr/8471
  30. Garrett, J. (2012). "The Reading Experience: How Struggling and Non-struggling Readers Differ". Education Masters. Paper 226.
  31. Greene B. A. (2015). Measuring cognitive engagement with selfreport scales: Reflections from over 20 years of research. Educational Psychologist, 50(1):1430. https://doi.org/10.1080/00461520. 2014.989230
  32. Greller W., Santally M. I., Boojhawon R., Rajabalee Y., & Sungkur R.K. (2017). Using learning analytics to investigate student performance in blended learning courses. Journal of Higher Education Development– ZFHE, 12(1):37–63.
  33. Guthrie, J. T., Hoa, L., & Wigfield, A. (2006). From Spark to Fire: Can Situational Reading Interest Lead to Long-term Reading Motivation?. Reading Research & Instruction, 45(2), 91-117
  34. Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In P. B.
  35. Karmil, & P. D. Mosenthal (Eds.), The handbook of reading research (Vol III, pp.403-420). Mahwah, NJ: Lawrence Erlbaum.
  36. Halverson, L., & Graham C. (2019). Learner Engagement in Blended Learning Environments: A Conceptual Framework. https://files.eric.ed.gov/fulltext/EJ1218398.pdf
  37. Hußmann, A., Stubbe, T. C., & Kasper, D. (2017). “Soziale Herkunft und Lesekompetenzen von Schülerinnen und Schülern [Social background and reading skills of students],” in IGLU 2016. Lesekompetenzen von Grundschulkindern in Deutschland im internationalen Vergleich [IGLU 2016: Reading Competencies of Primary School Children in Germany in International Comparison]. eds. A. Hußmann, H. Wendt, W. Bos, A. Bremerich-Vos, D. Kasper and E.-M. Lankes et al. (Münster, Germany: Waxmann), 195–217
  38. Hyde, J. (2014). Gender similarities and differences. Annu. Rev. Psychol. 65, 373–398. https://doi:10.1146/annurev-psych-010213-115057
  39. Jingblad, J., & Johansson, H. (2017). How to Create an Environment in which Students are Self-Motivated to Read Fiction in English in the ESL-classroom: A Quantitative Study from Students' Point of View Analyzed with the Self-Determination Theory.
  40. Kalil, A., Ryan, R., & Corey, M. (2012). Diverging destinies: Maternal education and the developmental gradient in time with children. Demography, 49(4), 1361– 1383. https://doi.org/10.1007/s13524-012-0129-5
  41. Komiyama, R., & McMorris, A. (2017). Examining International Students' Motivation to Read in English from a Self-Determination Theory Perspective. CATESOL Journal,29(2), 61-80.
  42. Konold T., Cornell D., Jia Y., & Malone M. (2016). School climate, student engagement, and academic achievement: A latent variable, multilevel multi-informant examination. https://doi.org/10.1177/233285841 8815661
  43. Kumschick, I. R., Beck, L., Eid, M., Witte, G., Klann-Delius, G., Heuser, I., Steinlein, R. Ã., & Menninghaus, W. (2014). Reading and feeling: The effects of a literature-based intervention designed to increase emotional competence in second and third graders. https://doi.org/10.3389/fpsyg.2014.01448
  44. Lareau, A. (2002). Invisible inequality: Social class and childrearing in Black families and White families. American Sociological Review, 67(5), 747–776.
  45. Libre III, S., & Decano R. (2021). Experiences and Challenges of Struggling Readers in the Framework of Modular Distance Learning. International Journal of Research and Innovation in Social Science, 5, 2454-6186
  46. Lepper, C., Stang, J., & McElvany, N. (2021). Gender differences in text-based interest: text characteristics as underlying variables. https://doi: 10.1002/rrq.420
  47. Malaya, B. (2021). Modular Distance Learning: Here's what you need to know . What A Life!. https://www.whatalife.ph/modular-distance-learning-heres-what-you -need-to-know/
  48. McBride, M., & Sweeney, M. A. (2019). Frustration and hope: Examining students’ emotional responses to reading. Journal of Basic Writing , 38(2), 38–63. https://doi.org/10.37514/jbw-j.2019.38.2.03
  49. McElvany, N., Kessels, U., Schwabe, F., & Kasper, D. (2017). “Geschlecht und Lesekompetenz [Gender and reading competence],” in IGLU 2016. Lesekompetenzen von Grundschulkindern in Deutschland im internationalen Vergleich IGLU [2016:Reading Competencies of Primary School Children in Germany in International Comparison]. eds. A. Hußmann, H. Wendt, W. Bos, A. Bremerich-Vos, D. Kasper and E.-M. Lankes et al. (Münster, Germany: Waxmann), 177–194.
  50. Meyer, N. K., & Bouck, E. C. (2014). The impact of text-to-speech on expository reading for adolescents with LD. Journal of Special Education Technology, 29(1).
  51. Miller, D., (2010). The book whisperer: Awakening the inner reader in every child. John Wiley & Sons.
  52. Noble, K. G., Houston, S. M., Brito, N. H., Bartsch, H., Kan, E., Kuperman, J. M., et al. (2015). Family income, parental education and brain structure in children and adolescents. Nat. Neurosci. 18, 773–778. doi: 10.1038/nn.3983
  53. Palma, A. J., & Madrigal, D. (2021). An Exploratory Inquiry into the Second Language Acquisition of Junior High School NonReaders. Technium Social Sciences Journal, 17, 235–243. https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=nonre aders+academic+achievement+in+the+philippines&btnG
  54. Pardede, P. (2008). A review of reading theories and its implication to the teaching of reading. https://parlindunganpardede.wordpress.com/articles/language-teachi ng/a-review-on-reading-theories-and-its-implication-to-the-teachingof-reading/
  55. Pekrun, R., & Linnenbrick-Garcia, L. (2012). Academic emotions and student engagement. Handbook of research on student engagement (pp.259-282). New York, NY: Springer. https://doi.org/10.1007/978-1-4614-2018-7
  56. Pretorius, E. J. (2010). Complexity in reading: Leaving aside Occam’s razor for now. Southern African Linguistics and Language Studies, 28(4), 339-356. https://doi.org/10.2989/16073614.2010.548016.
  57. Protacio, M. S. (2017). A Case Study Exploring the Reading Engagement of Middle Grades English Learners. https://doi.org/10.1080/19404476.2017.1280586
  58. Poornima, H., & Adithya K. (2015). Reading habit of students of distance education at karanataka state open university (ksou): a study. International Journal of Academic Library and Information Science, 3, 269–278. https://doi.org/10.14662/IJALIS2015.026
  59. Roomy, M., & Alhawsawi, S. (2019). Understanding Reading Strategies of EFL Saudi
  60. Students. English Language Teaching, 12(6), 33-44. https://doi.org/10.5539/elt.v12n6p33
  61. Rotgans, J.I., & Schmidt, H.G. (2011). Cognitive engagement in the problem-based learning classroom. Adv in Health Sci Educ 16, 465–479. https://doi.org/10.1007/s10459-01-9272-9
  62. Ruddell, R. B., & Unrau, N. J. (1994). Reading as a meaningconstruction process: The Reader, the text, and the teacher
  63. Schunk, D. H., and Zimmerman, B. J. (2016). Influencing Children’s self-efficacy and self regulation of reading and writing through modeling. Read. Writ. Q. 23, 7–25. doi:10.1080/10573560600837578
  64. Schwippert, K. (2019). Was wird aus den Büchern? Sozialer Hintergrund von
  65. Lernenden und Bildungsungleichheit aus Sicht der international vergleichenden
  66. Erziehungswissenschaft. J. Educ. Res. Online 11, 92–117. doi: 10.25656/01:16789
  67. Toste, J. R., Didion, L., Peng, P., Filderman, M. J., &McClelland, A. M. (2020). A metaanalytic review of the relations between motivation and reading achievement for K12 students. Rev. Educ. Res. 90, 420–456. https://doi: 10.3102/0034654320919352
  68. Tofade, T., Elsner, J., & Haines S. T. (2013). Best practice strategies for effective use of questions as a teaching tool. American Journal of Pharmaceutical Education, 77(7).
  69. Tufekci, A. (2017). Literacy Experiences of Good and Poor Readers. https://www.researchgate.net/publication/314137597_LITERACY_EXPERIENCES_OF_GOOD_AND_POOR_READERS
  70. Vera, B. O. de. (2022). Lockdown's impact: UNICEF cites poor reading skills among PH kids. INQUIRER.net. https://newsinfo.inquirer.net/1576573/lockdowns-impact-unicef-cite s-poor-reading-skills-among-ph-kids
  71. Wagner, S. (2002). The reading habits of teams. Journal of Reading Today, 46, 3-4
  72. Wigfield, A., Gladstone, J., & Turci, L. (2016). Beyond cognition: reading motivation and reading comprehension. Child Dev. Perspect. 10, 190–195. doi: 10.1111/cdep.12184
  73. What is cognitive ability? how to improve your cognitive skills. Indeed Career Guide. (2021, October 29). https://www.indeed.com/career-advice/career-development/cognitiv e-skills-how-to-improve-them
  74. Van Staden, S., & Bosker, R. (2011). Factors that affect South African reading literacy achievement: South African Journal of Education, 34(3), 1-9. https://doi.org/10.15700/201409161059
  75. Yang, G., Badri, M., Al Rashedi, A., & Almazroui, K. (2018). The role of reading motivation, self-efficacy, and home influence in students’ literacy achievement: A preliminary examination of fourth graders in Abu Dhabi. Large-Scale Assessments in Education, 6(1). https://doi.org/10.1186/s40536-018-0063-0

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic