International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue XI, November 2021 | ISSN 2454–6186

Learning Experiences of Frustrated-Level Readers in the Implementation of Self-Learning Modules in the New Normal Education

Honey Lyn P. Valentos¹, Ronald S. Decano^2
1Graduate Student, Doctor of Philosophy in Educational Management, Davao del Norte State College, Philippines
²Dean, Institute of Advanced Studies, Davao del Norte State College, Philippines

Abstract – The turn of a single page is the beginning of knowledge. Reading is known as one of the most vital skills that a person should have. The aim of this descriptive qualitative phenomenological study was to explore the learning experiences of Frustrated -Level Readers in the implementation of self-learning modules. Insights, opinions and ideas were sought from ten (10) Grade 8 students through Key Informant Interview. Responses were recorded, transcribed, coded analyzed, and categorized into themes. Six emergent themes were generated, namely: (1) Increasing reading comprehension (2) Providing Filipino-English Dictionary (3) Enhancing interest in reading (4) Repeated reading (5) Acquiring support from teachers and parents (6) Providing supplemental learning resources. Findings revealed that the most challenging experiences met by the Frustrated -level Readers are the lack of comprehension and insufficient learning resources. With these findings, the school administrator and reading teachers should provide necessary learning strategies and supplementary resources to increase reading comprehension.

Keyword: Reading comprehension, Self-paced learning, New Normal Education

I. INTRODUCTION

We all read regularly. It’s done for both fun and learning. Reading skills are critical for people since they help them understand what they’re reading. It’s impossible to expect kids to be good readers if they don’t know how to read. As a result, individuals cannot pass examinations at their speed because they lack understanding (Kaya E., 2015).

For this reason, Brevik (2019) claims that reading comprehension is a multi-faceted process that involves interactions among many variables such as context, reader activity, and the text itself. Reading comprehension is defined by Snow (2002) as a process in which the reader extracts and derives meaning while interacting with written material.

The reader, text, and activity are all mentioned by Snow (2002) as being essential components of reading comprehension. According to Urquhart and Weir (1998), reading is a process through which people acquire and understand information. According to Anderson (1999), the reader is an active participant in the interaction with the reading material throughout the reading comprehension process (Sepehr Safaie, 2020).