Development and acceptability of reading enhancement activities for first year students Hazeline S. Borja [and four others]. - xii, 101 leaves : color illustrations ; 28 cm
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.