Improving Reading Ability of Grade Three Learners in the New Normal Education through IPITM (Intensive Parental Involvement and Teacher Monitoring)

Abstract

The learning crisis of the learners especially in reading nowadays was even worse. In order to address the aforementioned challenge, this research investigation identified and analyzed the improvement of reading ability of Grade Three Canary learners of Binulasan Integrated School for the School Year 2020-2021 in the new normal education through IPITM (Intensive Parental Involvement and Teacher Monitoring). The participants of this study were Grade Three Canary pupils who fall under “Frustration” level in the assessment of reading at Binulasan Integrated School located in Binulasan, Infanta, Quezon, Philippines. Therefore, there were 17 learners was served as the respondents. Thus, this research was quantitative in nature as it utilized quasi-experimental method and purposive sampling method was employed. Hence, data gathered were statistically treated using weighted mean, mean and the paired t-test. Also, the IPITM used as a tool to improve the performance level in reading of Grade Three Learners. The findings revealed that the performance level in reading of grade 3 Canary learners of Binulasan Integrated School before was frustrated and after the implementation of IPITM, they were considered as instructional in the new normal education. It also revealed that there was significant improvement in reading ability of grade 3 pupils, since the Mean in pre-test increased from 36.76 to 47.53 in the post-test. Therefore, there was significant difference in the performance level in reading of learners before and after the implementation of IPITM in the new normal education. Hence, the findings of the study implied that the implementation of Intensive Parental Involvement and Teacher Monitoring was effective. The study recommends that the respective authorities should work collaboratively to intensify parental involvement and teacher monitoring to address the learners’ competencies in reading.