| dc.description.abstract | The study was primarily conducted to determine the significant difference of the use of worksheet in teaching reading comprehension lesson in terms of literal, interpretive and critical comprehension. A descriptive-comparative design was used in the study and simple random sampling technique in determining the number of respondents. The primary data were gathered from a total number of 70 respondents with the aid of validated questionnaire. Data were analyzed and interpreted using the average weighted mean and t-test as statistical tools. Based on the findings of the study, data revealed that; first, the result of the pre-test mean score of the control group has a descriptive equivalent of poor while in the experimental group has a descriptive equivalent as fair. Second, the result of the post-test mean score of both control and experimental group has a descriptive equivalent of fair. Third, there is no significant difference of the use of worksheet in the reading comprehension lesson of Grade 5 pupils in Angel Villarica central Elementary School in terms of literal, interpretive and critical comprehension, as revealed by the computed p-value of 0.302 at 0.05 level of significance. hence, similar study needs to be conducted in higher grade level (Grade 6) with wider range of respondents. Moreover, school administrator need to suggest to their teachers that the use of worksheet is not effective compare to the traditional method but it can be used as another strategy in teaching reading comprehension. | en_US |
