The Level of Teachers’ Knowledge in Teaching and Pupils’ Comprehension in Reading

https://doi.org/10.70228/CBJ2022034

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ABSTRACT

The study aimed to assess the level of teachers’ knowledge in teaching reading in terms of the subject matter, the learners, and the instructional technique. It also aimed to assess the comprehension level of pupils and their experiences in learning reading. Using a quantitative-descriptive research design, the study was conducted in eight public elementary schools in District IV, Division of Bacolod City. Results show that teachers are ‘knowledgeable’ in teaching reading, regarding instructional techniques, and about their learners. The result, ‘higher level of knowledge’ is exhibited more by female teachers than males. The level of teacher’s knowledge is the same regardless of school classification or teachers’ experience. The educational attainment of teachers is found to be a significant factor in their instructional knowledge, as is the teachers’ knowledge in teaching reading. In addition, the reading comprehension level of the intermediate students in District IV is at the Instructional Level. The sex and grade level of the students do not have an effect on their reading level while the educational attainment of their parents influences the students’ reading comprehension level. These results will help in the design and conduct of a series of training programs for teachers, as well as in the allocation of reading remedial time for struggling readers.

Keywords: reading comprehension, teacher’s knowledge, reading level, teaching reading