Image Creation Intervention: Effectiveness on the Reading Comprehension of Learners
Abstract
Image Creation Intervention is a method that emphasizes the use of mental images in comprehending the written texts. Learners draw the characters, sequence the events, and extract essential activities in the story. It aids the reading comprehension of the pupils by providing a tangible and vivid outcome that will help them recall the happenings in the story. This study aimed to determine the effectiveness of Image Creation Intervention on the reading comprehension of the pupils. This study applied a quasi-experimental design conducted for 10 sessions to 60 subjects that were selected though criterion sampling and equally distributed to control and experimental groups. The researchers developed a comprehension test to collect data on the test performance of the subjects conducted through pretest and posttest method. The data were analyzed using percentage rate, frequency count, percentage mean, and t-test for independent samples. Results revealed that learners in both groups have moderately mastered the reading comprehension before and after applying image creation intervention. There is no significant difference in the reading comprehension of the pupils in both groups before and after using image creation intervention. Hence, the application of Image Creation Intervention is not significantly effective in enhancing the reading comprehension of the pupils. Based on the result, teachers should continue to facilitate the imagery method for an extended period to practice familiarization to children who prefer spatial activities while teachers can use other strategies to facilitate learners’ multiple intelligences and learning styles.
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