Diaz, Generosa F.2026-01-261973-02Diaz, G.F.(1973).The Performance of grades IV, V and VI pupils of the public elementary schools of Baguio on the speed and comprehension tests.(Unpbulished master's thesis).University of the Cordilleras, Baguio City.https://dspace.uc-bcf.edu.ph/handle/123456789/216The division of city schools of Baguio prepared a set of tests on silent reading speed and comprehension as one means of evaluating the reading program. Since the tests were first used in the school year 1970-1971 no information has been obtained from the test results for the improvement of reading instruction. This study of the performance on the above-mentioned tests of the grades IV, V, and VI pupils of the public elementary schools of Baguio is a step in that direction. This study aims to analyze the performance of grades IV, V, VI pupils on the speed and comprehension tests prepared by the division of city schools, Baguio. It seeks to answer the following questions: 1. What was the average speed in silent reading for a grade IV pupil, a grade pupil, and a grade VI pupil at the end of the school year? 2. How do the obtained norms compare with those of prewar standards? 3. What is the grade placement of the pupils tested based on prewar standards? 4. How does speed in silent reading correlate with comprehension? There are no norms for speed in silent reading except those established before the war. There is a need therefore of setting up norms as a basis of comparison of the performance of various groups of pupils on the tests. One outcome of the study of the pupils’ performance on the tests is the establishment of speed norms in silent reading for Baguio. Data for this study was obtained from thirty-one grade four classes, twenty-nine grade five classes and twenty-four grade six classes representing twelve schools in the division of city schools, Baguio City during school year, 19771-1972. The following steps were taken to answer the questions presented: 1. What was the average speed in silent reading for a grade IV, a grade V and a grade VI pupil at the end od the school year? To find the average speed in silent reading the investigator computed for the means. 2. How do the obtained means compare with those of prewar standards? The computed means were compared with the prewar norms. 3. What is the grade level of the pupils tested based on prewar standards? Grade level was determined by comparing the obtained speed with the prewar speed norms. 4. How does speed in silent reading correlate with comprehension? The person product-moment formula was used in computing for the coefficient of correlation. a. The reliability coefficients of the tests range from .75 to .68. b. The validity of the tests, measured in terms of the index of reliability, ranges from .75 to .83. 5. The correlation between speed and comprehension is low. a. The coefficient of correlation of .23 and .21 for grades IV and V respectively are low but significant on the .01 level of confidence. b. The coefficient of correlation of -.065 for grade VI is insignificant. 1. On the average the pupils tested had good speed rates. Their speed rates exceeded the prewar norms in silent reading. 2. a. Two factors contributing to the satisfactory rate of reading of the pupils are the instructional program in reading and the pupils’ environment. b. There was a marked improvement in the speed rates in silent reading of the pupils tested from the first grading period to the sixth. 2. The mean comprehension scores were satisfactory. a. Except for that of the first grading period in grade V all mean scores exceeded the passing score of 5 (equivalent to 75%). b. The type of questions used in the tests affected the scores. 3. The low correlation between speed and comprehension indicates the presence of fast readers who did not understand what they read and slow readers who comprehended the material satisfactorily. 4. The selections were not well graded as to difficulty. 1. The test results should be used to advantage. a. The underachievers are identified early and helped to overcome their deficiencies. b. The pupils are motivated to greater effort when they know their standing in the test. c. The pupils are grouped for instruction on the basis of their reading difficulties. 2. To improve the speed and comprehension tests: a. Unsuitable selections should be replaced. b. A uniform type of test questions should be adopted for all the tests. c. The test for each grading period should have an objective.en-USThesis