EFFECT OF “ONE WORD A DAY APPROACH” ON THE READING SCHEMA OF INTERMEDIATE LEARNERS IN THE FRUSTRATION LEVEL

Abstract

This study made use of quasi-experimental research design, which is a non-equivalent control group pretest-posttest design. Non-equivalent design is a good design when the researcher has access to one group for experimentation (Vockel 1983). The researcher opted to use this design because the subjects of the study are intact group of learners. This study was conducted in Dolo Elementary School, Bansalan West District. The subjects of this study were the 98 Grade five pupils – 50 are from section A which comprised the controlled group and 48 are from section B composed the experimental group. The composition of these two sections is heterogeneous therefore pupils of sections A and B have identical range of performance. This study made use of the non-random assignment of subjects where all learners of both sections A and B were involved as subjects of the study. This study revealed that the utilization of localized materials has an effect on the instructional effectiveness in teaching science five. It also revealed that there is magnitude of difference between the post test scores of the controlled and experimental groups. KEYWORDS: One Word A Day, Reading Schema, Intermediate Learners