SOCIO-ECONOMIC FACTORS AND TEACHING STRATEGIES EMPLOYED IN ENHANCING READING COMPREHENSION OF GRADE 2 LEARNERS: BASIS FOR ACTION PLAN
Keywords:
reading comprehension, socioeconomic factors, teaching strategies, Grade 2 learners, CRLA, action planAbstract
This quantitative descriptive-correlational study examined the socioeconomic factors and teaching strategies associated with the reading comprehension of Grade 2 learners in District I, Division of Muntinlupa City, and used the findings as the basis for a proposed action plan. Questionnaire data were gathered from 50 parents or guardians and 50 Grade 2 teachers. Comprehensive Rapid Literacy Assessment (CRLA) records covering 6,125 learners at the Beginning of School Year (BOSY) and 6,124 learners at the End of School Year (EOSY) were also analyzed. Weighted means, frequencies, percentages, and the Pearson product-moment correlation were used in the analysis. Respondents generally agreed that parental educational attainment (M = 3.90), access to educational resources (M = 4.02), family income (M = 3.98), and nutrition and health (M = 4.12) were important factors in reading development. Teaching strategies obtained an overall composite mean of 3.84, with vocabulary-building exercises rated highest (M = 4.16) and frequent reading assessments lowest (M = 3.56). CRLA results revealed an increase in learners classified as Grade Ready from 28.57% at BOSY to 79.13% at EOSY. Correlation analysis indicated significant positive relationships between reading comprehension and parental educational attainment (r = .524), access to educational resources (r = .392), family income (r = .645), and teaching strategies (r = .62, p < .001). The relationship with nutrition and health was weak and not statistically significant (r = .155, p = .2825). Family income, parental educational attainment, access to educational resources, and teaching strategies were positively associated with the reading comprehension of Grade 2 learners, whereas the association with nutrition and health was not statistically significant. Based on the findings, an action plan was proposed to strengthen parent engagement, improve access to reading resources, promote health awareness, enhance reading instruction, and support assessment-informed interventions.
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