GRADUATE-SCHOOL-PPT-FOR-FINAL-DEFENSE (1) (1).pptx

THESIS FORMAT POWERPOINT PRESENTATION

1. NON-ACADEMIC FACTORS AFFECTING READING READINESS OF K-6 LEANERS OF LANGIDEN DISTRICT Your Photo Master of Arts in Education Administrative Support Staff MALAPAAO ELEMENTARY SCOOL DONNA KAREN B. MADRIAGA

2. Table 1a reveals the factors affecting the reading readiness of learners of Baac Elementary School with the use of Survey Questionnaire in terms of Socio-Economic Status. Table 1a reveals the factors affecting the reading readiness of learners of Baac Elementary School with the use of Survey Questionnaire in terms of Socio-Economic Status.   BES LCS MaES MES QES Over All Socio-Economic Status Factor x̄ DR x̄ DR x̄ DR x̄ DR x̄ DR x̄ DR The family has sufficient financial resources to provide books and other reading materials for the child. 4.55 VM 4.18 M 4.50 VM 4.28 VM 4.12 M 4.33 VM They have the knowledge and skills to help the child develop reading readiness at home. 4.45 VM 4.21 VM 4.54 VM 4.19 M 4.14 M 4.31 VM There is a designated space in their home for reading and learning activities. 4.30 VM 4.25 VM 4.46 VM 4.19 M 4.13 M 4.27 VM Their child has regular access to educational digital tools (such as tablets, e-books, or learning apps) to support reading. 4.45 VM 4.25 VM 4.46 VM 4.60 VM 4.15 M 4.32 VM Their child is frequently exposed to conversations and materials in the language used for reading instruction. 4.40 VM 4.19 M 4.54 VM 4.19 M 4.00 M 4.27 VM They often read books, stories, or educational materials with the child. 4.40 VM 4.19 M 4.59 VM 4.19 M 4.03 M 4.30 VM Storytelling or reading activities are part of their family or cultural routines. 4.40 VM 4.18 M 4.54 VM 4.29 VM 4.02 M 4.28 VM Their community provides accessible reading programs or library services for young children. 4.40 VM 4.17 M 4.52 VM 4.23 VM 4.05 M 4.29 VM The child's interest in reading has been influenced by the learning environment and resources available at home. 4.55 VM 4.17 M 4.52 VM 4.22 VM 4.07 M 4.31 VM Single-parent households are likely to be low-income, and low-income households are more likely to suffer from domestic violence and child neglect. 4.50 VM 4.17 M 4.46 VM 4.25 VM 4.09 M 4.30 VM Composite Mean 4.44 VM 4.19 M 4.51 VM 4.26 VM 4.08 M 4.29 VM

3. Table 1b reveals the factors affecting the reading readiness of learners of Langiden District with the use of Survey Questionnaire in terms of Physical Health Environment. Table 1b reveals the factors affecting the reading readiness of learners of Langiden District with the use of Survey Questionnaire in terms of Physical Health Environment. Physical Health Environment Factor BES LCS MaES MES QES Over All x̄ DR x̄ DR x̄ DR x̄ DR x̄ DR x̄ DR The child is in good physical health, which positively influences their learning and reading readiness. 4.55 VM 4.09 M 4.45 VM 4.22 VM 4.01 M 4.29 VM The child has no vision or hearing issues that hinder their ability to engage in reading activities. 4.45 VM 4.18 M 4.48 VM 4.20 VM 4.12 M 4.30 VM The child gets enough sleep every night to maintain focus and energy during reading sessions. 4.35 VM 4.11 M 4.55 VM 4.14 M 4.17 M 4.30 VM The child receives a balanced and nutritious diet that supports their cognitive development and reading readiness. 4.45 VM 4.20 VM 4.61 VM 4.45 VM 4.20 VM 4.34 VM The child engages in regular physical activities that help maintain their overall health and readiness to learn. 4.35 VM 4.21 VM 4.52 VM 4.18 M 4.15 M 4.29 VM The lighting and ventilation at home provide a comfortable environment for reading and other learning activities. 4.30 VM 4.20 VM 4.54 VM 4.13 M 4.15 M 4.28 VM The designated reading space at home is clean, safe, and conducive to focus learning. 4.40 VM 4.19 M 4.48 VM 4.09 M 4.04 M 4.27 VM The child is not exposed to health hazards (such as smoke, pollution, or toxic substances) that could affect their learning. 4.40 VM 4.20 VM 4.52 VM 4.15 M 3.96 M 4.26 VM The child does not experience recurring illnesses that disrupt their learning or reading activities. 4.50 VM 4.19 M 4.54 VM 4.18 M 4.02 M 4.30 VM Their family practices health habits (such as regular medical check-ups and hygiene) that support the child's reading readiness. 4.40 VM 4.18 M 4.55 VM 4.20 VM 4.06 M 4.29 VM Total 4.42 VM 4.17 M 4.52 VM 4.29 VM 4.09 M 4.29 VM

4. Table 1c reveals the factors affecting the reading readiness of learners of Langiden District with the use of Survey Questionnaire in terms of Home Literacy Environment. Table 1c reveals the factors affecting the reading readiness of learners of Langiden District with the use of Survey Questionnaire in terms of Home Literacy Environment. Home Literacy Environment Factor BES LCS MaES MES QES Over All x̄ DR x̄ DR x̄ DR x̄ DR x̄ DR x̄ DR There are plenty of books, magazines, or other reading materials available at home for the child. 4.69 VM 4.20 VM 4.26 VM 4.61 VM 4.07 M 4.39 VM They frequently read with the child at home. 4.30 VM 4.19 M 4.55 VM 4.17 M 4.01 M 4.26 VM The child is encouraged to read independently or with family members regularly. 4.55 VM 4.23 VM 5.27 VM 4.10 M 4.10 M 4.47 VM Storytelling is a common activity in their household. 4.50 VM 4.18 M 4.52 VM 4.19 M 4.08 M 4.31 VM Reading is considered a fun and enjoyable activity in our family. 4.35 VM 4.16 M 4.46 VM 4.21 VM 4.09 M 4.27 VM The child engages in literacy-related activities (like reading books, drawing, or tracing letters) at least a few times a week. 4.50 VM 4.10 M 4.50 VM 4.20 VM 4.07 M 4.30 VM They assist their child in learning letters, sounds, or new words at home. 4.35 VM 4.16 M 4.57 VM 4.19 M 4.06 M 4.28 VM The child has access to educational media (e-books, educational TV programs, or reading apps) that support reading readiness. 6.80 VM 4.20 VM 4.57 VM 4.17 M 4.09 M 4.78 VM They regularly have meaningful conversations that help my child develop language and comprehension skills. 4.45 VM 4.20 VM 4.52 VM 4.25 VM 4.05 M 4.29 VM The home environment supports focused and enjoyable reading sessions for the child. 4.50 VM 4.23 VM 4.52 VM 4.17 M 4.06 M 4.30 VM Total 4.69 VM 4.18 M 4.61 VM 4.28 VM 4.07 M 4.36 VM

5. Table 1d reveals the factors affecting the reading readiness of learners of Langiden District with the use of Survey Questionnaire in terms of Extent of Participation of the Parents. Table 1d reveals the factors affecting the reading readiness of learners of Langiden District with the use of Survey Questionnaire in terms of Extent of Participation of the Parents. Extent of Participation of the Parents Factor BES LCS MaES MES QES Over All x̄ DR x̄ DR x̄ DR x̄ DR x̄ DR x̄ DR They actively participate in the child’s reading activities at home 4.65 VM 4.25 VM 4.52 VM 4.65 VM 4.25 VM 4.52 VM They regularly tell stories to the child to promote language development and interest in reading 4.45 VM 4.19 M 4.61 VM 4.45 VM 4.19 M 4.61 VM They help the child read and understand new words or texts 4.35 VM 4.25 VM 4.50 VM 4.35 VM 4.25 VM 4.50 VM They consistently encourage the child to read books and other learning materials 4.45 VM 4.19 M 4.54 VM 4.45 VM 4.19 M 4.54 VM They ensure the child has access to appropriate books and other educational materials at home 4.55 VM 4.14 M 4.45 VM 4.55 VM 4.14 M 4.45 VM They set aside specific time daily or weekly for reading activities with the child 4.55 VM 4.14 M 4.48 VM 4.55 VM 4.14 M 4.48 VM They regularly check and monitor the child’s reading development and progress 4.30 VM 4.17 M 4.48 VM 4.30 VM 4.17 M 4.48 VM They participate in school-organized activities or workshops related to improving children’s reading readiness 4.30 VM 4.20 VM 4.39 VM 4.30 VM 4.20 VM 4.39 VM They make sure that the home environment is conducive to reading and learning 4.45 VM 4.16 M 4.50 VM 4.45 VM 4.16 M 4.50 VM They provide praise and rewards when the child successfully completes reading tasks or shows improvement 4.50 VM 4.23 VM 4.54 VM 4.50 VM 4.23 VM 4.54 VM Total 4.46 VM 4.19 M 4.50 VM 4.46 VM 4.19 M 4.50 VM

6. Table 1e reveals the factors affecting the reading readiness of learners of Langiden District with the use of Survey Questionnaire in terms of Engagement with the Gadgets and Social Media. Table 1e reveals the factors affecting the reading readiness of learners of Langiden District with the use of Survey Questionnaire in terms of Engagement with the Gadgets and Social Media. Engagement with Gadgets and Social Media Factor BES LCS MaES MES QES Over All x̄ DR x̄ DR x̄ DR x̄ DR x̄ DR x̄ DR Their child spends a significant amount of time using gadgets daily 4.50 VM 4.23 VM 4.59 VM 4.50 VM 4.23 VM 4.59 VM Their child primarily uses gadgets for educational activities, including reading apps or e-books 4.35 VM 4.22 VM 4.61 VM 4.35 VM 4.22 VM 4.61 VM Social media content positively contributes to the child’s vocabulary and language development 4.40 VM 4.21 VM 4.68 VM 4.40 VM 4.21 VM 4.68 VM Gadget use often distracts the child from reading books or engaging in literacy activities 4.50 VM 4.15 M 4.63 VM 4.50 VM 4.15 M 4.63 VM They closely monitor and manage the child’s gadget usage to balance reading and screen time 4.50 VM 4.22 VM 4.64 VM 4.50 VM 4.22 VM 4.64 VM The child benefits from interactive educational content available through digital media 4.55 VM 4.18 M 4.57 VM 4.55 VM 4.18 M 4.57 VM There are clear rules at home limiting the child’s screen time to encourage reading activities 4.25 VM 4.17 M 4.52 VM 4.25 VM 4.17 M 4.52 VM Their child prefers using gadgets over reading traditional books 4.25 VM 4.26 VM 4.57 VM 4.25 VM 4.26 VM 4.57 VM Excessive use of gadgets affects the child’s ability to concentrate on reading tasks 4.45 VM 4.18 M 4.55 VM 4.45 VM 4.18 M 4.55 VM They guide the child in selecting appropriate digital content that supports reading readiness 4.40 VM 4.20 VM 4.55 VM 4.40 VM 4.20 VM 4.55 VM Total 4.42 VM 4.20 VM 4.59 VM 4.42 VM 4.20 VM 4.59 VM

7. The reading level of the K-6 pupils of Langiden District in the third quarter based on the results of the Philippine Informal Inventory ( Phili IRI) Reading Levels MALE FEMALE OVERALL F F% F F% F F% Independent Level 60 15.23 68 17.26 128 32.49 Instructional 133 33.76 105 26.65 238 60.41 Frustration 21 5.33 7 1.78 28 7.11 Non-reader - - - - - - Total 214 54.31 180 45.69 394 100

8. The Significant relationship between the non-academic factors and the reading level of pupils in K-6 of Langiden District Non-Academic Factors Reading Levels of Pupils as Observed by Teachers Reading Levels of Pupils based on Phili IRI Results Socio-Economic Status; .930 ** .790 ** Physical Health Environment .901 ** .784 ** Home Literacy Environment; .893 ** .756 ** Extent of Participation of the Parents .940 ** .781 ** Engagement of the students in gadgets and length type of social media .900 ** .755 **

9. SUPPORT PROGRAM PLAN (A) Initiatives Month Activity Title Objective Materials Needed Persons Involved Estimated Budget (₱) Timely Schedule January Gulayan sa Paaralan Program (For Socio-Economic Status) To supplement the nutrition of identified learner-beneficiaries and promote food sustainability at home Seeds, gardening tools, compost soil, containers Teachers, identified learner-beneficiaries, parents, barangay officials 10,000 2nd week of January February School-Based Feeding Program (For Physical Health Environment) To address short-term hunger among identified learner-beneficiaries and improve their nutritional status Rice, vegetables, feeding utensils, clean water School nurse, feeding coordinators, PTA members 25,000 Daily (whole month) March Bawat Bata Bumabasa (For Home Literacy Environment) To strengthen literacy support at home by engaging parents and identified learner-beneficiaries in regular guided reading sessions Storybooks, reading logs, bookmarks English/Filipino teachers, parents, identified learner-beneficiaries 8,000 Every Friday April Parenting Seminar: Gabay sa Magulang (Extent of Participation of the Parents) To encourage parent involvement and equip them with strategies for supporting their identified learner-beneficiaries' education Handouts, projector, snacks Guidance counselor, guest speaker, parents 7,000 3rd week of April May Digital Literacy Week: Taming Tech Together (Gadget Use and Social Media Engagement) To promote responsible gadget use and social media habits among identified learner-beneficiaries Brochures, projector, interactive media tools ICT teacher, identified learner-beneficiaries, parents 6,500 2nd week of May

10. SUPPORT PROGRAM PLAN (B) Reading Readiness Program Month Activity Title Objective Materials Needed Persons Involved Estimated Budget (₱) Timely Schedule April -May Documentation and Preparation Prepare letter for approval Printed letter Teachers, LGU leaders, Parents, Guidance Counselor 500 8:00 – 4:00 June Literacy Launch & Goal-Setting Day Motivate learners to set reading goals and understand literacy importance Goal charts, motivational bookmarks, television Teachers, Guidance Counselor, Parents 10,000 8:00–9:00: Exercise 9:00–11:30: Literacy goal setting & sharing 11:30–1:30: Meal Time 1:30–2:00: Light Exercise 2:00–4:00: Personalized reading sessions 4:00–4:30: Dismissal July Reading and Emotions: Book & Feelings Talk Build emotional awareness through reading Storybooks, art materials, television Teachers, Guidance counselor, Parents 10,000 8:00–9:00: Exercise 9:00–11:30: Emotion-themed story reading and reflection 11:30–1:30: Meal Time 1:30–2:00:Light Exercise 2:00–4:00: Art journaling & sharing 4:00–4:30: Dismissal August Family Literacy Day Strengthen home-school literacy partnerships Parent guides, shared books, television Parents, Teachers, Volunteers, guidance counselor 10,000 8:00–9:00: Exercise 9:00–11:30: Parent-child storytelling sessions 11:30–1:30: Meal Time 1:30–2:00: Light Exercise 2:00–4:00: Family reading games 4:00–4:30: Dismissal September Community Reading Partners Broaden learners' exposure through community storytelling Local books, name tags, television LGU Leaders, Teachers, parents, guidance counselor 10,000 8:00–9:00: Exercise 9:00–11:30: Guest reader storytelling 11:30–1:30: Meal Time 1:30–2:00: Light Exercise 2:00–4:00: Group reading discussions 4:00–4:30: Dismissal

11. SUPPORT PROGRAM PLAN Month Activity Title Objective Materials Needed Persons Involved Estimated Budget (₱) Timely Schedule October Health & Hygiene through Storytelling Integrate health education through literacy Books on hygiene, soap kits, television School Nurse, Teachers, Parents 10,000 8:00–9:00: Exercise 9:00–11:30: Hygiene storytime & demonstrations 11:30–1:30: Meal Time 1:30–2:00: Light Exercise 2:00–4:00: Roleplay & reading rotation 4:00–4:30: Dismissal November Read & Reflect: Mindfulness and reflection Promote wellness and literacy via mindfulness reading & writing Journals, prompts, soft music, television Guidance Counselor, Teachers, Parents 10,000 8:00–9:00: Exercise 9:00–11:30: Guided reflection & quiet reading 11:30–1:30: Meal Time 1:30–2:00: Light Exercise 2:00–4:00: Silent reading & sharing circle 4:00–4:30: Dismissal December Year-End Literacy Showcase & Recognition Celebrate literacy growth through performances and awards Certificates, exhibit materials, Principal, Teachers, Parents, Guidance counselor 15,000 8:00–9:00: Exercise 9:00–11:30: Reading performance & gallery walk 11:30–1:30: Meal Time 1:30–4:00: Recognition program

12. FINDINGS 1. The reading readiness is very much affected by the non-academic factors such as Socio-Economic Status having a high score with a mean rating of 4.29 with a descriptive rating “VERY MUCH”, Physical Health Environment having a high score with a mean rating of 4.29 with a descriptive rating “VERY MUCH”, Home Literacy Environment having the highest score with a mean rating of 4.36 with a descriptive rating “VERY MUCH”, Extent of participation of the Parents having a high score with a mean rating of 4.29 with a descriptive rating “VERY MUCH”, Engagement with Gadgets and social media having the second highest score with a mean rating of 4.31 with a descriptive rating “VERY MUCH”. Overall, it shows that the learners reading performance/level when it comes to the factors, they significantly affect the reading level of the learners.

13. FINDINGS 2. The reading level of the pupils of Langiden District exhibits a combination to the three levels where majority are instructional with a frequency percentage of 60.41%, and by independent readers composing of 32.49%. While, the remaining 7.11% of 28 students out of 394 are on the frustration level.

14. FINDINGS 3 . There is a significant relationship between the non-academic factors and the reading level of the pupils exhibiting significant relationships in all the factors at 0.01 level of significance. 4. A literacy support program, Tulong -Basa is prepared and suggested to address non-academic barriers affecting students reading performance.

15. CONCLUSIONS Based from the findings of this study, the following conclusions are stated: In conclusion, the findings clearly show that reading readiness is significantly influenced by various non-academic factors. Among these, the Home Literacy Environment had the highest impact, followed closely by Engagement with Gadgets and Social Media, Socio-Economic Status, Physical Health Environment, and Parental Participation—all receiving a descriptive rating of “Very Much” in terms of their effect. These results highlight the strong relationship between a learner’s environment and their reading development, emphasizing the need to address these non-academic aspects to effectively support and improve students' reading performance.

16. CONCLUSIONS The reading level of the pupils in Langiden District shows a combination of three levels. The majority, 60.41%, fall under the instructional level, while 32.49% are classified as independent readers. Meanwhile, the remaining 7.11%, or 28 out of 394 students, are at the frustration level. There is a significant relationship between non-academic factors and the reading levels of the pupils, with all factors showing statistically significant correlations at the 0.01 level of significance.

17. CONCLUSIONS A literacy support program, Tulong -Basa, is proposed to help address non-academic barriers that affect students’ reading performance.

18. RECOMMENDATIONS In light of the significant influence of both academic and non-academic factors on the reading readiness and development of K-6 pupils in Langiden District, it is recommended that a comprehensive, multi-faceted reading intervention program be implemented. This program should: Enhance Socio-Economic and Physical Health Support – Collaborate with local government units and health agencies to provide basic health and nutritional support for pupils, especially those from disadvantaged backgrounds.

19. RECOMMENDATIONS Strengthen the Home Literacy Environment – Conduct workshops and distribute resource materials to parents and guardians, emphasizing the importance of reading at home, letter and sound recognition, and reading aloud. Promote Parental Involvement – Establish regular parent-teacher literacy meetings and create opportunities for parents to participate in school-based reading activities.

20. RECOMMENDATIONS Regulate Digital Engagement – Educate both students and parents about the impacts of excessive gadget use and social media, and encourage balanced screen time that supports educational purposes. Target Core Reading Skills – Implement classroom strategies and interventions focused on letter recognition, phonemic awareness, vocabulary building, and comprehension skills.

21. Thank you for your time and guidance!