ABSTRACT

This study was conducted to come up

with profiles of classroom reading corner
and
reading
comprehension:
and
determine if a significant relationship
between these two variables exists. This
study made use of the descriptive and
correlation method, and 39 Grade FourJupiter pupils of Sixto Babao Elementary
School (SBES), Tibungco District were the
respondents. The data obtained were
analyzed using SPSS 17.0 software. The
finding of the study is that, classroom
reading
corner
showed
significant
correlation
with
pupils
reading
comprehension.

References

Performance in the National

Achievement Test. Davao City.

Anderson, C. B. (2003). Should Mothers

Work Outside the Home? Health & Home
, 24-25.
Barsales, M. (2002). Socio-economic
Background and Reading
Comprehension of Grade VI Pupils of Lt.
C. Villafuerte, Sr. ES. Davao City.
Ben F. Rodriguez. (2002). Providing
Education to Every Filipino. Philippine
Panorama , 1.
Hollis, J. L. (1995). Effect of Technology
on Enthusiasm for Learning Science.
Lake City, Florida, USA.
Ivy F. Zara. (2006). My Child A Reader.
Educator: Magazine for Teachers , 54-55.
Teric, D. C. (2008). Socio-economic
Profile and Reading Comprehension of
the Intermediate Pupils of Tamugan ES.
Davao City.
Vasay, M. G. (2010). Instructional
Leadership of Principals and School

Crisaldo Marin Pontino

Teacher III
Sixto Babao Elem. School
Tibungco District

Hotel Elena
Bo. Pampanga, Davao
City
March 22, 2016

Introduction
In some parts of the globe like Great Britain and the USA, schools
continue to introduce and implement educational programs to bring down
illiteracy rates and at the same time achieve quality education. According to
Calvert (1994) as cited by Hollis (1995), American education is a system
searching for solutions.
The K-12 Basic Education Program has been implemented in the
Philippines. It is an educational reform for quality basic education which is a
right of every Filipino and it is provided by the government for free in public
schools. It is worth mentioning that the Department of Education has
embarked on Education For All (EFA) and such other program as Every
Child A Reader Program (E-CARP), and teacher trainings. It is the goal of
basic education to provide the school age population and young adults with
skills, knowledge, and values to become caring, self reliant, productive, and
patriotic citizens (Phil. Panorama, 2002).
In Davao City, the Schools Division top management collaborates with
parents and the community for its basic education initiatives (Vasay, 2010).
Parents can have them read from milk cartons, labels and the like
(Educator: Magazine for Teachers, 2006). Children need a lifestyle thats
healthy for kids lifestyle thats stable, non-rushed, and relaxed (Health
and Home, 2003). In 2006, the Division was launching the Division Project
PAIR (Parents Assistance in Improving Reading) in support of the READDAVAO Program.
One indicator of school performance is the level of learners academic
achievement. Reading as both a tool and a strategy in learning depends on
the skills of the reader as influenced by varied factors (Teric, 2008).
Functional reading is the object of the school system. Children are taught to
read and understand what they read. More tests are given to measure it
and more effort is spent in diagnosing and tutoring children on the subject
(Barsales, 2002). Talamayan (2000), as cited by Teric (2008), points out
that there is no reading when there is no comprehension. Reading
comprehension refers to the ability to understand texts and printed
materials. Reading has been defined as process of thinking, evaluating,
judging, imagining, reasoning and distinguishing between tasks of learning
how to read as young children do and daily reading as mature readers use
it (Miles Zints, 1990).
Classroom reading corner projects a class home atmosphere, displays
a bulletin of information, provides enough tables and chairs for reading,
clean, organized, and conducive for students readers. It is an area inside

the classroom which provides a silent and oral reading tool, reading
materials, passages, and text. All of these are readily available and
accessible to learners for their reading development. Before the classroom
reading corner was installed, the Grade IV-Jupiter pupils were given a pretest in reading. When the reading corner is readily available for the pupils,
they were advised by the teacher to spend time reading in the said corner.
Two weeks after, the teacher gave a posttest to the pupils expecting that
their reading skills were improved.
In view of the foregoing developments, the researcher was prompted
to find out if the reading corner helps improve the reading comprehension of
the pupils, thus this study. Teachers will be apprised of the academic
strengths and weaknesses of their pupils. With the results, they will come to
know how much more effort should be exerted in order for the pupils to
achieve academic excellence.

Results of this study are presented and discussed in this part, which
are the analysis and the interpretation of data sequenced according to the
order: pretest scores, post test scores, paired sample test and effect size.

Paired
Table 1. Pre Test scores
Test

Mean

Sd

Descriptive
Interpretation
Pretest
39
8.06
2.40
Average
Table 1 shows the pretest scores of pupils. It shows a mean of 8.06 with
a descriptive interpretation of average.

Mean

Sd

Table 2. Post Test scores

Problem Statements:
1. What is the pretest result on reading comprehension?
2. What is the posttest result on reading comprehension?
3. Is there a significant difference on the pretest and posttest scores?
4. What is the effect of the classroom reading corner on the reading
comprehension of Grade IV-Jupiter pupils?
Further, the following terms were operationally defined:
Classroom reading corner refers to an area inside a classroom where
pupils spend time for reading.
Reading comprehension refers to the ability to understand texts and
printed materials

Method
This study made use of the descriptive and comparative methods.
This method was used in describing the classroom reading corner and
reading comprehension of Grade IV Pupils of SBES. Correlation method
was used to determine the relationship between the pretest and post test
scores in reading. Data were taken from results of the reading
comprehension test administered twice to the pupil-respondents. The data
collected were analyzed accordingly as needed. Standard deviation, mean
scores and Eta2 were used in data analysis.

Results and Discussion

Test

Descriptive

Interpretation
Post test
39
9.90
2.63
High
Table 2 shows the scores of pupils after the intervention. It shows a
mean of 9.90 with a descriptive interpretation of high.
Table 3. Paired Sample Test on Reading Comprehension
Test
N
df
t-value
p-value
Pretest and Posttest
39
38
-4.198
.000
Table 3 shows the Paired sample test on reading comprehension. It
shows that the pretest and post test scores generated a t-value of -4.198
with a p-value of .000 which is interpreted as significant.
Table 4. Effect Size of Classroom Reading Corner
N

t-value

ETA squared

39

4.198

0.291

Remarks
Moderate

Table 4 shows the Test of Effect size of classroom reading corner. It

generated an ETA squared value of 0.291 which signifies small effect, thus
identifying the non-cognitive factors by having functional reading strategy is
effective in improving the reading comprehension.

Conclusion
1.

The pretest result on reading comprehension is average.

2.
3.

The post test result on reading comprehension is high.

There is a significant difference on the pretest and post test
scores.

4.

Classroom reading corner has small effect on the reading

comprehension of Grade IV-Jupiter pupils of SBES.