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CHAPTER IV

RESULTS AND DISCUSSION

This chapter presents the results and discussions of the descriptive developmental

study conducted to know the contextualized reading lessons: its effect to the

comprehension level of grade 7 indigenous learners of Joroan High School. The

discussions were based on how the specific problems of the study were presented.

1. The Comprehension Level of Grade 7 Indigenous Learners Prior to the

implementation of reading lessons.

Table 4.1

The Results of the Comprehension Level of IP Learners Prior to the

Implementation of Contextualized Reading Lessons
Total Score Mean Score Performance Adjectival Rating
Level

40 15.4000 38.5 % Frustration Level

The table above reflects that the comprehension level of Grade 7 IP learners is

“Frustration Level” prior to the implementation of reading lessons. As the data show that

the respondents pretest results the obtained mean score = 15.4000 and 38.5% with total

score of 40. The comprehension level of the respondents prior to the implementation of

reading lessons falls under “Frustration Level” in matters of their comprehension level.

Based on pretest results it signifies that the respondents need an effective

supplements of contextualized reading lessons to improve their comprehension level.

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Knowing that all twenty respondents were in the difficulties, the researchers decided to

develop a contextualized reading materials with twelve contextualized stories that

underwent validation process using the tools that were used by the “Learning Resource

Management and Development System” (LRMDS).

The results in pre-test anchored by Zuhra (2015) found that the students faced

difficulties to comprehend English texts because they did not have sufficient prior

knowledge to understand the given texts. The related phenomenon occurred since the

lessons had not been appropriately learned and they had never read similar reading

passages previously as articulated by Zhura (2015). Additionally, Tomas et. al. (2021)

stated that one of the underlying that affects the poor reading skills of learners is their

non-mastery of the elements of reading.

2. The Acceptability Level of Developed Contextualized Reading Lessons

Table 4.2
Acceptability Level of the respondents to the Contextualized Reading Lessons

Clarity of Presentation and Teaching Style

4 3 2 1
Very much Accepted Uncertain Not accepted
accepted

Statement 7 70% 30% 0% 0%

Statement 10 65% 30% 5% 0%
Average 67.5% 30% 2.5% 0%
Percentage

Alignment with Interest and Engagement

4 3 2 1
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Very much Accepted Uncertain Not accepted

accepted

Statement 1 50% 45% 5% 0%

Statement 8 50% 45% 5% 0%
Statement 9 50% 45% 5% 0%
Average 50% 45% 5% 0%
Percentage

Effectiveness of Teaching Process and Content Quality

4 3 2 1
Very much Accepted Uncertain Not accepted
accepted

Statement 3 45% 50% 5% 0%

Statement 4 60% 35% 5% 0%
Statement 5 50% 50% 0% 0%
Statement 6 45% 40% 15% 0%
Statement 2 50% 50% 0% 0%
Average 50% 45% 5% 0%
Percentage

The table above presented the acceptability level of the respondents towards the

developed contextualized reading lessons. The researchers categorized all the 10

statements into 3 categories: clarity of presentation and teaching style, alignment with

interest and engagement, and effectiveness of teaching process.

Statement 7 and 10 fall in the category of clarity and teaching style, according to

the rating results of the respondents it signifies that they accepted the statements 7 and 10

with an average percentage of 67.5% which means very much accepted.

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The statement 1, 8, and 9 were fall in the category of alignment with interest and

engagement. According to the rating result of the respondents, it also indicates that the

given statement in number 1, 8, and 9 were also accepted with an average percentage of

50% which means very much accepted.

Additionally, the statements 3, 4, 5, 6, and 2 were fall in the category of

effectiveness of teaching process and content quality. According to the rating results of

the respondents, it shows that the given statements in number 3, 4, 5, 6, and 2 were

accepted with an average percentage of 50% which means very much accepted.

Overall, it indicates that all the statements in line with 3 categories were fall under

the accepted level. Moreover, the results implies that the contextualized reading lessons

must be applied in a classroom or in a learning process as it was accepted by the

respondents.

As evidenced by its acceptability level or accepted level Nur et. Al (2023)

articulated the importance of acceptability level of contextualized reading lessons:

contextual teaching and learning helps students understand teaching materials based on

personal, social, and cultural context, it also enables students to actively build their

understanding of materials, leading to improve reading comprehension.

3. The Effects of the Developed Contextualized Reading Lessons in the

Comprehension Level of Grade 7 IP Learners

To determine whether the use of contextualized reading lessons is effective or

not, it is important to determine the significant difference between the pre-test and post-
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test results of the respondents. The table 4.3 below shows the difference on the

performance of the subjects in pre-test and post-test.

Table 4.3
Test of Difference on the Comprehension Level in the Pre-Test and Post-Test
Descriptive Developmental Group

N Mean Std. Minimum Maximum

Deviation

PreTest 20 15.4000 6.56466 6.00 31.00

PostTest 20 24.5500 7.45142 11.00 38.00

It is presented in the table that there is a significant difference in the

comprehension level between the pre-test and post-test results. There were twenty

(20) respondents in this study. The data show that the one-group pretest and posttest

descriptive developmental design obtained mean = 15.4000 and sd = 6.56466 with a

“Frustration Level” in the mastery of reading lessons in the pre-test compared to the

comprehension level in the post-test, which obtained = 24.5500 with the percentage of

61. 375% and sd = 7.45142 with that the comprehension level of the respondents is in

“Instructional Level” as the results in their adjectival rating. The results of the study

show that there is an improvement in the comprehension level in contextualized

reading lessons in the pre-test with the minimum score value 6.00 and the maximum

value as 31.00 while in the post-test the minimum value 11.00 and the maximum

value is 38.00. Therefore, the level of achievement of the one-group pre-test and post-

test is statistically different.

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The results of the analysis of the Wilcoxon signed rank test were shown in Table

4.4.

Table 4.4:

Posttest-pretest N Mean Sum of Ranks Z P

Rank

Negative Rank 1 2.00 2.00 -3.848 .000

Positive Rank 19 10.95 208.00

Wilcoxon Signed Rank Test Results

Where N is pertains to the total number of students and it indicates that only one

out of twenty students got a lower score during posttest compared to his or her pretest,

and nineteen out of twenty students got a higher score during their posttest compared to

their pretest. The Mean Rank is the average of the ranks of all observations within each

sample and the Sum of Ranks is the corresponding to a positive difference or sum all

ranks corresponding to a negative difference while P is referred to the p-value and is less

than or equal to your significance level and lastly is Z which is based on Negative ranks.

The results of the study revealed that 1 out of 20 student-respondents got a pre-

test score higher than post-test and 19 out of 20 students got a post test result higher than

their pre-test score. This indicates that most of the student-respondent had higher scores

in the post-test compared to the pre-test. The results underscored an improvement in

students’ comprehension level after the contextualized reading lessons.

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The results further revealed that there is a significant difference between the pre-

test and post-test results in comprehension level of the student-respondents. This

improvement in comprehension level was associated with the utilization of

contextualized reading lessons to the respondents. The intervention appears to be

effective in enhancing the reading comprehension level, as evidenced by the significant

increase in post-test scores compared to the pre-test scores.

This is also implied that the contextualized reading lessons gives a positive effect

in terms of improving the comprehension level of the students considering the result that

1 out of 20 students got a lower score in the post test result maybe one of the students

preferred the existing curriculum learning material rather than contextualized design.

However, this might also indicate that still, there is a positive change to the

comprehension level of the respondents after the implementation of the contextualized

reading lessons. The valid results of the posttest may also give a better insight to the

future researchers and other school to consider contextualized reading lesson as a design

to the dissemination of lessons.

According to Abad (2020), reading materials are often the source of knowledge,

and content vocabulary is necessary for comprehension and other higher thinking skills.

Thus, when these are contextualized, it would be easier for the learners to engage

themselves in the content and increase their comprehension despite the language barrier.

The results supported by Sambayon et al. (2023), articulated that the learners are

placed in an engaging, significant and real scenario when reading comprehension

teaching is contextualized. Contextualization can be achieved by focusing reading

lessons and exercises on the context and area of interest of the learners. Contextualized
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reading lessons as a way of teaching is more effective as compared to ordinary teaching

methods in teaching the indigenous people’s learners. The contextualized reading

lessons help to maximize the chances of student participation as the reading lessons is

based on the cultural background of the learners and the active participation is present

during the lesson proper in the classroom.

References

Sambayon, J. T., Luceñara, D. P., Luceñara, C. P., Bayron, Q. M., Peñaloga, R. A., &

Larombe, E. A. (2023). Effectiveness of contextualized learning materials in

improving the reading skills and comprehension level of the students. Zenodo

(CERN European Organization for Nuclear Research).

https://doi.org/10.5281/zenodo.7702258

Wilcoxon Signed-Rank Test - 1411 words | Research paper example. (2020, January 20).

IvyPanda. https://ivypanda.com/essays/wilcoxon-test/
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Wilcoxon Signed-Rank Test: Definition | StudySmarter. (n.d.). StudySmarter UK.

https://www.studysmarter.co.uk/explanations/psychology/data-handling-and-

analysis/wilcoxon-signed-rank-test/