THE EFFECTIVENESS OF CARTER AND LONG’S PERSONAL GROWTH MODEL IN ENHANCING READING COMPREHENSION AMONG GRADE 5 PUPILS

Education

This study was conducted to determine the effectiveness of Carter and Long's Personal Growth Model in improving the reading comprehension of the Grade 5 pupils at Poo Elementary School. This study employed a quasi-experimental design, where a researcher-made instrument that underwent validity and reliability was used to collect data. The study's results revealed that the control group's pretest scores did not meet the expected standard, whereas the experimental group performed satisfactorily. The pretest scores differ significantly between the two groups. Moreover, the results revealed that the control group had a consistent performance, where they failed to meet the expectations based on the post-test scores between the two groups. Based on the K-12 Grade Percentage description, the experimental group's post-test scores were deemed outstanding after the intervention. In addition, the difference in results between the pretest and post-test scores differ significantly. Furthermore, it was observed that the students' interest increased after the intervention as they carried out their responses, and the teaching and learning process became more interactive and engaging. The study found that choosing stories must stimulate learners' interests and increase their comprehension. Further, teachers should provide and expose students to various reading activities, including effective reading comprehension techniques, to improve the learners' skills and make the teaching and learning process engaging, interactive, and interesting. These led to the enhancement of the learners' skills, especially their comprehension skills.

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