Publication Date: 2023/08/28
Abstract: Purpose This study aimed to determine the learners’ reading skills before and after using the offline game-based intervention to Frustration Level Readers of San Jose Elementary School. Design/Methodology/Approach The study utilized experimental research and purposive sampling technique was administered. Phil-IRI was conducted to identify the pre-test and post-test results through home visitation. Frequency, percentage and T-test were used to treat the data statistically. Findings The result show that the respondents were all in Frustration Level before the implementation of the offline game-based intervention. Respondents showed progress in word recognition and reading comprehension after the implementation of the intervention. The t-value is 6.86 while the p-value is 0.001. There is a significant difference between the mean pre-test and post-test scores of the subjects of the study. Research Limitations/Implications The study is limited to 52 out of 68 San Jose Elementary School intermediate level learners who fell under Frustration Level upon the implementation of Phil- IRI English category (pre-test), and limited to learners with smartphones only to be able to participate in this study. Originality/Value This study integrated the use of Most Essential Competencies in offline game-based reading intervention which is unique among other electronic game-based activities for learners. The text-to-speech passages made the offline game-based reading intervention more interactive.
Keywords: Offline Game; Text-To-Speech; Intervention; Frustration Level, Word Recognition, Reading Comprehension.
DOI: https://doi.org/10.5281/zenodo.8288355
PDF: https://ijirst.demo4.arinfotech.co/assets/upload/files/IJISRT23AUG1469.pdf
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