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Vertical Teaming in Teaching Reading Comprehension Skills

A School – Based Action Researchof

Magugpo Pilot Imelda Elementary School SPED Center

Background of the Study

Without comprehension, reading is simply

following words on a page from left to right while

sounding them out. The chief goal of reading is

to derive some understanding of what the writer

is trying to convey and make use of that

information – whether for fact gathering, learning

a new skill, or for pleasure.

The lack of strong reading comprehension

skills affects students’ academic success in school

and found out to be the number cause of the low

performance of the Grade III pupils in the National

Achievement Test for three consecutive years in

Magugpo Pilot Imelda Elementary School SPED

Center.

Teachers in school often have a student for

just one year, and the way that year operates is

based on a series of assumptions. Teachers assume

that any given student enters their class with a

certain set of skills learned the previous year.

Teachers also assume that the skills they

teach their students will set up those students for

what they will need to enter the next year.

If teachers do not truly know what skills their

students received the previous year or will need the

subsequent year, then they have very little

information about what they ought to be focusing on

this current year. Their class exists in an educational

vacuum.

The way to solve this dilemma is

through vertical teaming which means using

of activities that bring together teachers from

various grade levels for the purpose of

improving student learning. 

Statement of the Problem

This study aimed to find out the effect of

vertical teaming instruction in teaching

reading comprehension skills to the selected

grade III pupils of Magugpo Pilot Imelda

Elementary School SPED Center, Tagum

City Division this school year 2014-2015.

Theoretical Framework

O Early in the 1980s, the Danforth Foundation of St. Louis, Missouri initiated the concept of the vertical team (Cunningham & Gresso, 1993).

O Teaming can be a foundational tool in the development of teamwork and collaboration on your campus. In addition, the use of vertical teaming will build the instructional capacity on your campus (Kowal, 2002). This is very important in

the quest to improve student learning.

Conceptual Framework

Effects

of

Vertical Teaming

Effects

of

Vertical Teaming

RespondentsRespondents

Scores

on

Pre-test and Post-test

Scores

on

Pre-test and Post-test

PosttestPosttest

*Vertical Teaming

* Identified

Reading Strategies

*Instruction

*Vertical Teaming

* Identified

Reading Strategies

*Instruction

Pre-testPre-test

Research Hypothesis

O  The hypothesis raised in the study was

tested at 0.05 level of significance.

O Ho: There is no significant difference on the

pre-test and post-test scores of the controlled

and experimental groups after the vertical

teaming instructions.

This study utilized the quantitative

experimental design to find out the effect of vertical

teaming in teaching reading skills to the selected

grade III pupils of Magugpo Pilot Imelda Elementary

School SPED Center. Significant difference in the

pre-test and post-test of the controlled and

experimental groups were sought.

Research Design

The researchers focused mainly on the controlled and experimental groups of grade III regular pupils of Magugpo Pilot Imelda Elementary School SPED Center.

Number of Pupils Number of Teachers

Total

Controlled Group 50 1 51

Experimental Group

50 1 51

Total 100 2 102

Respondents

Planning session with the principal

Selection of the members of the vertical team.

Identifying the best common strategies the Grades I and II teachers were using.

Identifying the reading skills to be taught for the controlled and experimental group.

Research Procedure

Selection of pupils-teachers respondents.

Preparation of the pre-test and post-test.

Orientation of the teachers chosen to handle the controlled and experimental group.

Conduct of the Pre-test

Intervention Classes

Conduct of the Post-test

Gathering of Data

Presentation, Analysis and Interpretation of Data

GENDER

Frequency Percent

ValidMALE 48 48.0

FEMALE 52 52.0

Total 100 100.0

Table 2a.- presents the profile of the respondents in terms of gender and age. It implies that 48 or (48%) are male and 52 or (52%) were female out of 100 pupils. This means that majority of the respondents of the controlled and experimental groups were female.

Table 2.a Demographic Profile According to the Gender of the Respondents in Grade III

In terms of age, out of the 100 respondents 92 or (92%) were at 8 years old bracket while 8 or (8%) belonged to 9 years old. This means that majority of the respondents were at the right age for Grade 3 level while the 8% was supposedly in Grade 4 now.

Table 2.b - Demographic Profile According to the Age of the Respondent in Grade 3.

Group Statistics

GROUP N Mean Std. Deviation Std. Error Mean

PRE TESTEXPERIMENTAL 50 7.9000 2.76457 .39097

CONTROLLED 50 6.5600 3.42952 .48501

POST TESTEXPERIMENTAL 50 15.2200 3.61567 .51133

CONTROLLED 50 7.1600 2.85971 .40442

This table shows that after administering the post-test the mean of the experimental group (15.222 against 7.9000 ) is high as the by-product of vertical teaming instructions compared to controlled group which has a minimal increase over its pre-test mean score (7.1600 againts 6.5600).

This implies that vertical teaming instruction is an effective strategy in increasing the comprehension level of the Grade 3 pupils considering the short span of time for this experimental procedure which was only three weeks.

Table 3- Test scores of the respondents when grouped according to experimental and controlled groups.

Independent Samples Test

Levene's Test for

Equality of Variances

t-test for Equality of Means

95% Confidence

Interval of the Difference

F Sig. T df Sig. (2-tailed)

Mean Differenc

e

Std. Error

Difference

Lower Upper

PRE TEST

Equal variances assumed

.205 .652 -1.076 98 .284 -.68269 .63428-

1.94140

.57601

Equal variances not assumed

-1.074 96.319 .285 -.68269 .63560-

1.94429

.57890

POST TEST

Equal variances assumed

4.165 .044 -.197 98 .845 -.20513 1.04366

-2.2762

4

1.86598

Equal variances not assumed

-.198 96.894 .843 -.20513 1.03583-

2.26099

1.85073

This table indicates that both pre-test and post-test yielded a p value greater than the level of significance showing no significance on the test scores. Hence, null hypothesis is accepted.

Furthermore, it suggests that gender has no influence on the efficacy of the intervention program , both male and female shall be in advantage of the intervention.

P>.05 (sig (2 tailed)Table 4a- Test Scores of the Respondents According to Gender

Independent Samples Test

Levene's Test for Equality of

Variancest-test for Equality of Means

95% Confidence Interval of the

Difference

F Sig. t dfSig. (2-tailed)

Mean Differenc

e

Std. Error Difference

Lower Upper

PRE TEST

Equal variances assumed

3.302 .072 .561 98 .576 .65761 1.17306 -1.67029 2.98550

Equal variances not assumed

.893 11.251 .390 .65761 .73623 -.95843 2.27365

POST TEST

Equal variances assumed

2.311 .132 -2.514 98 .014 -4.68478 1.86317 -8.38219 -.98738

Equal variances not assumed

-3.341 9.585 .008 -4.68478 1.40229 -7.82772 -1.54185

The table describes that the pre-test (.567 and .390) for both groups yielded more than the significance level thus showing no significant difference in terms of their age.

However during post- test (.014 and .008), a lesser p value was derived which shows that there is a significant difference according to the age after the intervention program.

This further explains that after the utilization of the vertical team strategies in teaching reading comprehension to the 8 years old and 9 years old Grade 3 pupils, it showed significant difference between the test scores of the respondents when grouped according to age.

P>.05 (sig (2 tailed)Table 4b- Test Scores of the Respondents According to Age

By this stage 9 – 10 year olds know what ‘good readers’ do. By this stage children are very aware of the behaviours of ‘good readers’. Children will have developed a range of strategies to use and the focus in on learning to apply them correctly. They know they can re-read, look up the meaning of an unfamiliar word, keep reading and then reread, look for support information in pictures/charts/diagrams, consult an expert on the information, or try another strategy. ( Michelle Barrington, Literacy Milestones, 9-10)

ANCOVA Tests of Between-Subjects Effects

Dependent Variable: POST TEST

Source Type III Sum of Squares df Mean Square F Sig.

InterceptHypothesis 7862.159 1 7862.159 444.770 .000

Error 333.402 18.861 17.677a

GroupHypothesis 1088.186 1 1088.186 98.570 .000

Error 138.805 12.573 11.040b

PreHypothesis 298.961 14 21.354 1.922 .130

Error 135.300 12.176 11.112c

group * preHypothesis 116.023 10 11.602 1.467 .169

Error 585.170 74 7.908d

a. .711 MS(pre) + .055 MS(group * pre) + .233 MS(Error)

b. .848 MS(group * pre) + .152 MS(Error)

c. .867 MS(group * pre) + .133 MS(Error)

d. MS(Error)

At the level of significance, P>.05 (sig (2 tailed),the ANCOVA yielded a .000 p value showing that there is a significant difference between the test scores of both controlled and experimental group thus rejecting the null hypothesis.

This further means that the intervention administered in the experimental group showed statistically significant difference, thus revealing that the vertical teaming as an intervention program addressing reading comprehension problems is effective

Table 5.a- Difference between the pre-test and the post-test of the controlled and experimental group after the vertical teaming instructions

Conclusion and Recommendation

Based on the findings of this study, the following conclusions are drawn:

That gender has no influence in the efficacy of the intervention.

That difference in age has influence in the efficacy of the intervention.

That vertical teaming as an intervention is effective in addressing reading comprehension problems.

Conclusions

Based on the findings and conclusions, the following recommendations are offered:

•Vertical teaming method should be used in teaching reading comprehension skills to improve the instructional capacity of teachers and academic performance of students.

•Vertical teaming method should be applied in other subject areas to sustain the teaching and learning of students as they transition from one educational level to the next.

•Further action research should be conducted with a bigger number of respondents in a longer period of time using the quantitative and qualitative methods.

Recommendations

Thank You!

Nila L. DigalResearcher