TEACHERS’ TEACHING PEDAGOGIES, LEVEL OF LITERACY, AND READING PERFORMANCE OF GRADE 1 STUDENTS
Keywords:
Teaching pedagogy, literacy, reading performance, reading, Grade 1Abstract
The 21st Century describes a modern view of literacy that reflects multiple communication forms and contexts of cultural and linguistic diversity within a globalized society. However, teaching reading to young learners carries numerous difficulties, including diverse student backgrounds, varying levels of pre-literacy skills, and differing rates of learning. Hence, this study assessed the relationship among the teaching pedagogies of the teachers, level of literacy, and reading performance of the Grade 1 students in the District of Catbalogan III, Schools Division of Catbalogan City, during the School Year 2022-2023. Using quantitative descriptive-correlational research design, this study found a moderate level of literacy among students based on the weighted mean of 3.26, indicating that they could hardly read. Moreover, the study revealed that the teacher-respondents often used different teaching strategies in teaching literacy based on the weighted mean of 3.67, indicating that they exerted efforts in teaching literacy to Grade 1 students. Additionally, the study showed that the student-respondents performed exemplarily in reading based on the median grade of 82, with a MAD of two points.
Meanwhile, only the gross monthly family income of the student-respondents was found significantly related to their level of literacy. In contrast, the teachers’ teaching position and attitude toward teaching were found significantly related to the extent to which they use teaching pedagogies in teaching literacy. Finally, the student-respondents’ reading performance was significantly related to their level of literacy and teachers’ teaching pedagogy.
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