Reading and writing competency of high school learners through individualized instruction

Abstract

This descriptive research study aimed to determine the reading and writing competency among forty-nine (49) YS11 learners of Angelicum School of Iloilo (ASIL) who had undergone individualized instruction for four years. Two (2) facilitators were also involved in the study to determine their feedback on the implementation of Individualized Instruction. The data were obtained through the researcher- made test duly validated by the 3 jurors who were experts in the English language. Means, standard deviation, t- test and the one-way ANOVA were the statistical tools employed, findings showed that as an entire group, the respondents were above average in reading and writing competence. The respondents had an excellent performance in reading and they were above average in writing. When classified according to sex, both males and females had an excellent performance in reading. However, males had average while females had above average performance in writing. The results revealed that there was disparity among the respondents' writing performance as to sex. No significant difference was seen among the respondents' use of learning materials. This may be attributed to the learners' flexibility in maximizing the use of the learning materials whether printed, electronic copy or both printed and electronic copy. Results further revealed that individualized instruction was effective as viewed by the facilitators.