Reading comprehension is a skill that can aid pupils in grasping the meaning of a text or gaining new insights from it. This study investigated the influence of multiple variables on reading comprehension and identified the key factors that contribute to reading comprehension. It utilized the descriptive-correlational method to describe the relationship between multiple independent variables and reading comprehension. It was conducted in one of the elementary schools in Himamaylan City during the school year 2022-2023, utilizing 50 Grade 6 students (...) who were selected using total enumeration. The researcher utilized the Philippine Informal Reading Inventory to determine students’ reading comprehension and standardized instruments in measuring various variables in reading. It was revealed that out of the ten variables considered, it was reading fluency (t=-2.197, p=0.034), nonsense word fluency (t=-2.018, p=0.050), phonological awareness (t=2.923, p=0.006) and phonemic awareness (t=-2.809, p=0.08) were found significantly related to the reading comprehension of the students. These four variables are the key factors that impact reading comprehension and help them better build an understanding of the text. Using multiple regression analysis, it was found that reading fluency, nonsense word fluency, phonological awareness, and phonemic awareness are the influential variables in the students’ reading comprehension indicating the essence of primary language development. Moreover, phonological awareness is significant in developing the student's reading comprehension. It is recommended that the development of reading comprehension in the primary grades be given a focus through proper intervention. (shrink)

Coronavirus Disease-19 (COVID-19) pandemic greatly affected the education system and led West Visayas State University-Himamaylan City Campus to modular distance learning. The purpose of this study is to find out the challenges of elementary-pre-service teachers in the use of modular distance learning modality. It employed a qualitative-phenomenological approach deemed most applicable in discovering students' lived experiences in modular distance learning modality amidst the pandemic. The participants of the study were the ten (10) Bachelor of Elementary Education (BEEd) students on the (...) Campus. Two semi-structured interviews were conducted using an interview guide was used in this study. The trustworthiness of the data collected was established through triangulation and member checking. It was discovered that students have difficulty understanding the modules, trouble connecting to the internet, complications in managing time, obstacles in retrieving and submitting the modules, and endure uncomfortable learning places. Considering that face-to-face mode is slowly returning to normal, it is recommended that teachers teach students how to work collaboratively with their peers and manage their time efficiently. (shrink)

Introduction: When Coronavirus Disease (COVID-19) pandemic was declared, West Visayas State University-Himamaylan City Campus opted to adopt flexible learning to continue the learning of tertiary education students at home by using Modular Distance Learning to accommodate students living in far-flung areas without internet access. This study aimed to discover the Bachelor of Elementary Education (BEEd) students' coping strategies and insights into using modular distance learning modality. Theoretical framework: This qualitative study is anchored on constructionism. The fundamental assumption of constructionism that (...) reality is constructed which means reality is not an ontologically objective, given reality. Human invents models, concepts, and schemes to better understand or make sense with the experience and continually test and modify these constructed reality with the new experience. Humans do not construct interpretation separately, but with careful consideration of the shared practices and understanding. Methodology: Data were gathered using the qualitative phenomenological approach by conducting two semi-structured interviews with ten (10) Bachelor of Elementary Education (BEEd) university students. Participants were selected using the purposive sampling method, specifically the criterion sampling method. Thematic Analysis was done using NVIVO to analyze the data collected. Results and discussion: It was discovered that students built various coping strategies like motivating themselves to survive, taking a break after stressful days, praying to conquer difficulties, trusting God`s plan, setting up schedules to manage time effectively, and collaborating with friends and classmates to understand the complex lesson better. Appreciating the value and elements of traditional learning and realizing that everything they do is for the love is self, dreams, and family are two important insights for the students. Conclusion: Teachers may foster an environment that promotes self-motivation among students. Students may recognize their strengths, set goals, find intrinsic motivation, and develop a positive mindset to succeed academically. The school may organize activities to further enhance the spirit of collaboration, perseverance, and resilience among students. (shrink)