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All Journal Randwick International of Education and Linguistics
Liquido, Ma. Gloria E.
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Arts Education Languange, Linguistic, Communication & Media Other

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The Development and Validation of Picture Clues as Media for Developing Reading Comprehension Skills Among Grade 5 Learners Cabalan, Ron Gay Marie P.; Liquido, Ma. Gloria E.
Randwick International of Education and Linguistics Science Journal Vol. 6 No. 1 (2025): RIELS Journal, March
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v6i1.1142

Abstract

Observations of poor reading comprehension highlight the critical nature of learners at a stage where they are transitioning from “learning to read to reading to learn”. Providing effective strategies, such as utilizing picture clues, is essential to support learners in understanding and analyzing texts independently. While picture clues are commonly used in early childhood education, this study was undertaken to determine the efficacy of picture clues as media for developing reading skills among Grade 5 learners. The descriptive-evaluative research design was employed in this study. This study utilized an intact group which composed of the class to which the picture clues were utilized. The data gathered in this study were treated using arithmetic Mean and percentage and the level of ability of comprehension was determined using the Phil-IRI tool. The Paired Samples t-test was used to determine if there was a significant difference between the pre-assessment and post-assessment scores of the learners. Results revealed that the utilization of picture clues facilitated a significant advancement in the learners' reading comprehension skills. The use of picture clues was found effective in improving learners’ engagement with the text as well as their ability to identify the main idea, make predictions, and draw conclusions. Specifically, the transition from literal skills to critical skills level demonstrated the effectiveness of incorporating visual aids like picture clues in the learning process of the learners. This suggests that utilizing such instructional media can effectively support and foster the development of higher-order thinking abilities, thereby enhancing their overall reading comprehension proficiency.
Pedagogical Competence in Brigada Pagbasa: Basis for A Proposed Training Manual Catarman, Marylyn B.; Liquido, Ma. Gloria E.
Randwick International of Education and Linguistics Science Journal Vol. 6 No. 2 (2025): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v6i2.1166

Abstract

This study investigated the pedagogical competence of teachers in decoding, phonics instruction, and contextual understanding and its relationship with the FLAT performance of Grades 1, 2, and 3 learners in Las Nieves District 1. The study utilized secondary data from the FLAT performances during the 1st and 2nd quarters of SY 2023-2024, involving 250 Grade 1, 100 Grade 2, and 100 Grade 3 pupils. A researcher-made instrument validated by experts and tested for reliability was used to assess the pedagogical competence of teachers. The results showed that teachers' competence in developing decoding skills and phonics instruction was excellent across all grades. The competence in contextual understanding was rated as very satisfactory. A significant relationship was found between the FLAT performance of Grade 1 pupils and teachers' competence in decoding (ρ= .238; p=.000), phonics instruction (ρ=.209; p=.001), and contextual understanding (ρ=.235; p=.000. Similarly, for Grade 2 pupils, their FLAT performance showed a very significant relationship with teachers' competence in decoding (ρ= .238; p=.000), phonics instruction (ρ=.209; p=.001), and contextual understanding (ρ=.235; p=.000). However, for Grade 3 pupils, no significant relationship was found between their FLAT performance and teachers' pedagogical competence, as indicated by p-values beyond the .05 level of significance
The Level of the Disaster Risk Reduction and Management (DRRM) Preparedness of Elementary Schools in Southeast Butuan District Luminarias, Genryl H.; Liquido, Ma. Gloria E.
Randwick International of Education and Linguistics Science Journal Vol. 6 No. 2 (2025): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v6i2.1168

Abstract

This study assessed the Disaster Risk Reduction and Management (DRRM) preparedness of elementary schools in Southeast Butuan District, focusing on practices, manifestations, and challenges faced by DRRM coordinators. Anchored on Emergency Management Theory, employing a descriptive-correlational research design, the study reveals a commendable commitment to preparedness efforts, reflecting a proactive stance towards disaster management and fostering resilience within the school community. The challenges confronting the coordinators, like insufficient training and education on DRRM concepts, limited awareness and understanding of DRRM principles, constrained budget and resources for preparedness activities, difficulties in procuring and maintaining necessary equipment and supplies, and obstacles in conducting regular drills and simulations, highlight the areas for improvement. Correlation analysis shows a significant relationship between DRRM practices and preparedness levels, emphasizing proactive engagement. The "Building Resilient Schools" program offers a structured approach to address these challenges. Recommendations highlight the importance of enhancing disaster resilience to create a safer and more resilient learning environment in the Southeast Butuan District.
Development and Validation of Digitalized, Contextualized Reading Materials for Grade 3 Learners Macatigue, Dyvalinluz Galgo; Liquido, Ma. Gloria E.
Randwick International of Education and Linguistics Science Journal Vol. 6 No. 2 (2025): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v6i2.1172

Abstract

This study developed and evaluated digitalized contextualized reading materials in English for Grade 3 learners of Libas Elementary School in the Division of Agusan del Norte during the school year 2024-2025. The descriptive-development method of research was used in the study, as it was most appropriate to use since the study concentrated with the development and evaluation of the digitalized, contextualized reading materials in Grade 3. Based on the findings, there are (3) three competences namely; homonyms, homographs, and hyponyms in English 3 that could be developed into digitalized contextualized reading materials based on the least learned skills in the third quarter examination of school year 2024-2025. In addition, the five experts evaluated the materials as Very Satisfactory in terms of content quality, instructional quality, technical quality and other finding includes conceptual, factual, grammatical and/or typographical errors. Comments and suggestions were offered by the five respondents to further improved the developed digitalized, contextualized reading materials for Grade 3 learners.
Co-Authors Cabalan, Ron Gay Marie P. Catarman, Marylyn B. Luminarias, Genryl H. Macatigue, Dyvalinluz Galgo