Undergraduate thesis (Secondary Education) - University of Rizal System, Cainta 2024

Includes bibliographical references.

This study focused on the development and acceptability of reading
enhancement activities for first year students at the University of Rizal System
Cainta. It was conducted at the University of Rizal System Cainta Campus
(URSC) and Cainta Senior High School (CAISEN) during the School Year 2023-
2024. 
There was a total of eighteen (18) respondents to the study, including all
English senior high school teachers from Cainta Senior High School and all
English professors from URS Cainta. 
The study used a non-probability approach, utilizing both a census,
purposive, and convenience sampling techniques. Census was used for all
English educators in URS Cainta and Cainta Senior High School. Purposive
sampling was applied to include English teachers from Cainta Senior High
School, selected based on specific criteria to enrich the study’s data with
teachers who have particular experiences and qualifications relevant to the
study. 
The respondents evaluated the developed enhancement activities based
on their objectives, content, organization, format, and usability, using an adapted
and modified questionnaire checklist, and a five-point Likert scale.
The researchers used descriptive and developmental research methods,
using frequency, percentage and rank distribution, mean, and interval scale in
the study.
The reading enhancement activities are divided into four units: Vocabulary
with five exercises, Reading Analysis with five exercises, Comprehension with
three exercises, and Visual Mapping with two exercises. Each unit targets
different reading skills, addresses common barriers, and offers tips for
improvement, complete with objectives, overviews, directions, and examples.
On the profile of the respondents in terms of age, the majority of the
respondents are within the age of 38 years old and above. In terms of sex,
majority of the respondents are female. While in terms of highest educational
attainment, majority of the respondents have bachelor’s degree, and in terms of
years in teaching, majority of the respondents have 6-10 years teaching
experience in reading. 
The developed reading enhancement activities were evaluated for
acceptability in terms of objectives, content, organization of ideas, format and
style,
and usability, and received an average mean score of 4.54. This score is
interpreted as "very much acceptable," indicating that respondents found the
activities highly beneficial for teaching and improving the reading skills of first-
year students. Also, the high level of acceptance across these criteria indicates
that the developed reading enhancement activities have been well-received and
deemed effective in meeting their intended purpose.
The study aimed to create activities to help English teachers improve
students' reading skills and evaluate their acceptability. The study considered a
focus group discussion with English educators as the first step to identify key
reading challenges, which guided the development of the activities. These
activities were then validated for content to ensure the quality and relevance.
Based on the summary of findings, it was concluded that the developed
and evaluated reading enhancement activities are very much acceptable in terms
of objectives, content, organization of ideas, format and style, and usability, as
perceived by the respondents. Considerable evidence indicated that these
activities are likely to effectively enhance the reading skills of first-year students
and provide benefits for English educators' reading instruction, according to the
respondents' assessment.
Based on the findings, the developed reading enhancement activities are
well-suited for first year students at the University of Rizal System Cainta. This
research contributes valuable practical insights and evidence-based
recommendations for educators and curriculum developers aiming to improve
reading proficiency among first-year students. In summary, the development and
acceptability of these activities marked a significant advancement in addressing
challenges related to student reading abilities, highlighting the potential of
targeted educational interventions to promote academic success and lifelong
learning.
Respondents suggested that the Reading Enhancement Activities could
be used in academic settings and recommended the inclusion of individual, pair,
and group activities to improve student engagement. They also appreciated the
vibrant color usage in the materials and recommended the addition of objectives,
overviews, and title covers for each category of activities. Respondents also
suggested cataloging the activities for publication to enhance accessibility and
identification.