Effectiveness of Programmed Readings for English Proficiency of First Year College Students

Lilibeth  S. Galvez,

Effectiveness of Programmed Readings for English Proficiency of First Year College Students

Discipline: Education

Abstract:

Reports of Grades in English 1 courses from 1995 — 1999 showed an average of 52.39% passing and 47.61% failing. Considering that cause of failure is their deficiency in language and reading skills, an instructional material called programmed reading, was developed to increase the percentage of passing in English 1. This study determined the effectiveness of-programmed reading, to improve the English proficiency of first year college students in Davao Oriental State College of Science and Technology (DOSCST), Mati City, Davao Oriental. Using the quasi-experimental design, this was tested in two sections of English 1 (Study and Thinking skills) classes, where one was the experimental group (using the programmed reading) while the other was the control group (not exposed to programmed reading). Pre-test mean scores of the control group and the experimental group showed no difference in their English proficiency skills which implied that both groups were comparable at the start of the experiment. In contrast, post-test scores of the two groups proved significant indicating that the programmed reading significantly improved the performance of the experimental group in English 1. Wien the mean scores of the pre-test versus the posttest of the control group were tested, it too was found to be significant, which implied that even without the programmed reading, the control group had somehow improved their skills in language and reading but not as high as that of the experimental group. However, the mean scores of the experimental group in the pre-test versus the post-test had increased significantly after being taught using the instruction of the programmed reading materials, as shown in their English 1 final grade. This proved that the language and reading skills of students in the experimental class improved twice as much as of those who were not exposed to the programmed reading instructional material, hence said programmed reading instruction proved to be effective.

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