Philippine E-Journals

Strategies and Methods in Teaching Reading in the Mother Tongue

Nescie  Gonzales

Discipline: Education

 

Abstract:

This study sought to determine the extent of use of strategies and methods in teaching Reading in the Mother Tongue of public elementary school teachers teaching Grade I in the Districts of Mangaldan I and II. Specifically, Problem No. 1 focused on the profile of the respondents namely: age, civil status, highest educational attainment, length of service, relevant trainings and mother tongue used at home. Problem No. 2 dealt with the extent of use of strategies and methods in teaching Reading in the Mother Tongue namely: role playing method, demonstration method, hands-on method, discussion method and individualized instruction. Problem No. 3 determined the significant differences in the extent of use of the strategies and methods in teaching Reading in the Mother Tongue across their profile variables. Problem No. 4 focused on the relationships between the extent of use of the strategies and methods and the selected profile variables namely: highest educational attainment, relevant trainings and mother tongue spoken at home. The research hypothesis was tested in its null form at .05 level of significance. There is no significant differences in the extent of use of strategies and methods in teaching Reading in the Mother Tongue across their profile variables. There is no significant relationship between the extent of use of strategies and methods in teaching Reading and the selected profile variables namely: highest educational attainment, relevant trainings and mother tongue spoken at home. Further, the following were the findings of this study: 1) The age level of the respondents ranged from 30 years and below up to 51 years old, Majority are married, whose educational qualifications, majority of which are with M.A. units, with 5 years and below length of service attended trainings at the Division level and use Pangasinense as mother tongue at home. 2) The extent of use of the strategies and methods in teaching Reading in the Mother Tongue is “Often” as indicated by the grand overall weighted mean of 4.08 “Often”. The demonstrations method uses the highest overall weighted mean of 4.28 “Often” and the lowest is on role playing method 3.78 “Often”. 3) The null hypothesis of no significant difference in the extent of use of strategies and methods in teaching Reading in the Mother Tongue across the profile variable is accepted. 4) The null hypothesis of no significant relationship between the extent of use of strategies and methods in teaching Reading in the Mother Tongue is accepted. The following conclusions are hereby presented: 1) The profile variables of the teachers are adequate to qualify them in the teaching profession. 2) The extent of use of the strategies and methods is good and remarkable enough as steppingstone toward becoming better teachers from “Often” to “always” use of strategies mentions earlier. 3) The teachers are comparable in their extent of use of the strategies and methods in teaching Reading in the Mother Tongue when compared across their profile variables. The following recommendations are hereby presented: 1) All concerned teachers must be encouraged to finish their graduate school’s degree in masteral and doctoral to enhance their professional growth. 2) Teachers in Reading the Mother Tongue should be encouraged to attend higher level in-service trainings in national and international level to enhance their skills for better pupils’ achievement. 3) Recommend the program building activities in teaching Reading in the mother tongue to enhance the use of strategies and methods in different dimensions. 4) A more carefully selected variables should further be identified especially those strong indicators for very effective teaching Reading. 5) Further, research should be considered to investigate other concerns of teaching Reading not covered by the study.