Teaching Beginning Reading through Magic Square Activity in a Multi-Grade Classroom
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 18, Issue 6
Abstract
This study determined the contribution of magic square activity in teaching beginning reading in a multi-grade classroom. This study utilized a one group pretest-posttest experimental research design. frequency, percentage, mean and standard deviation, paired t- test, simple linear regression and independent samples t-test were the statistical techniques employed in the study. The paired samples t-test conducted to determine if there were significant differences comparing the pre-test with post-test performance of the pupils using the Magic Square activity. The results indicate a significant improvement in the performance of the pupils, with an average score of 10.87 in the pretest and 18.80 in the posttest. This suggests that the use of the Magic Square activity has a positive impact on the pupils' performance in reading and decoding words. Moreover, the attitudes of the pupils towards the activity become more positive as well as the posttest performance also tends to improve. Furthermore, the t-tests for both pretest and posttest scores were not significant, indicating that there was no significant difference in the pretest and posttest scores between male and female pupils. The study concluded that the used of magic square activity has a positive impact and significantly improved the learner’s performance in reading.
Authors and Affiliations
Janine Alivio, Vilma Arazo
Keywords
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- EP ID EP758342
- DOI doi: 10.5281/zenodo.10924839
- Views 29
- Downloads 0
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