Undergraduate Thesis Bachelor in Elementary Education Content Course University of Rizal System, Rodriguez, Rizal 2013

This study aimed to develop, validate and determine the acceptability of the Modules for Reading Comprehension for Grade V students.

The respondents of this study were 50 randomly selected Grade V students of Rodriguez Heights Elementary School Rodriguez, Rizal who were enrolled during School Year 2013-2014. Twenty faculty respondents from University of Rizal System Rodriguez and Rodriguez Heights Elementary School, Rodriguez, Rizal respectively were selected to evaluate the acceptability of the modules

The study made use of the experimental method utilizing the pretest- posttest single group design and a descriptive evaluative design. The instruments used in the study were the researchers made pretest and posttest, developed modules and questionnaires used to evaluate the acceptability of the material in terms of the objectives, content, activities, creativity, organization, style and presentation and evaluation. To find the level of performance of the students in the pretest and posttest frequency, percentage and mean were utilized. To determine the significant difference between the performance of the students in the pretest and posttest t-test for dependent means were applied and to determine the acceptability of the modules as perceived by faculty respondents in terms of objectives, content, activities, creativity, organization, style and presentation and evaluation, weighted means was used.

The following significant findings were obtained based on thorough analysis of data gathered. The mean score of the respondents in the pretest is 27.6, while the mean score in the posttest is 40.5. The t-test between the pretest and posttest showed that the p- value 0.0000 is less than 0.05 level of significance, the null hypothesis was rejected. The level of acceptability of the developed modules as evaluated by the faculty respondents was "highly acceptable" wherein the following obtained their corresponding weighted means: objectives has 4.612, content has 4.515, activities has 4.577, creativity has 4.53225, organization has 4.5308, style and presentation has 4.567 and evaluation has 4.48 respectively.

The following conclusions were arrived at based on the findings presented: the developed modules increased the learning of the students and improved their skills in reading comprehension, there was significant difference between the mean score of the pretest and posttest of the respondents and the level of acceptability of the modules as instructional materials in the learning process of the students is highly acceptable. Therefore, it can be used as reference or supplemental materials.

Based on the result of the study, the researchers highly recommend the following:

To the students, since acquiring a good quality and well-developed comprehension skills is a must for students to have in order to cope with the modern times, they should continuously seek to improve and enhance their skills through the help of modules, such as this, and other related materials. To the teacher, they should use different methods and activities to develop and enhance the level of comprehension of their students and to make sessions more meaningful and learning holistically given that each child is different from the other with various intelligences and learning styles. To the school administrators and policy makers, they should provide programs and activities as well as supplementary materials which will encourage and support the improvement of the students' comprehension skills. To the parents, they should invest in buying instructional materials such as modules to increase learning and improve the skills of their child in reading comprehension. Lastly, to the researchers, they may conduct the same study using other possible variables in order to deepen the finding of this study.