Extent Of Utilization of Instructional Approaches in Reading by Grade 1 Teachers

AUTHOR(S)

LAWRENCE SOLIDIO LELIA V. MEIMBAN, EdD

ABSTRACT

——Eighty-One (81) Grade I Teachers from the DepEd City Schools Division of Urdaneta City were involved in this study as respondents. The study was conducted during the SY 2025- 2026. The following are conclusions drawn from the salient findings: The respondent-Grade I Teachers are typical teachers qualified to teach at this grade level; they are middle-aged, female, married, BS degree holders, with units leading in-service trainings, and are rated Very Satisfactory in performance. The respondent-Grade I Teachers are “very extensive” in their utilization of the instructional approaches in Reading. They obtained a grand overall mean (GOWM) of 4.782, equivalent to “very extensive” on the transmuted rating scale. Further, their utilization of instructional approaches in Reading is generally not significantly different across the profile variables considered in this study. Furthermore, it is concluded that the extent of utilization of the instructional approaches in Reading by the respondent-Grade I Teachers is moderately correlated with the variables Age and Sex in the “operant conditioning” and “language experience” approaches, and with the variable number of years teaching in Gr I, and several relevant in-service trainings, in a “bottom-up” approach. The indicator statements with the lowest WMs identified areas for improvement. Thus, these were the basis for the formulation and development of the “Proposed Training for Enhancing the Extent of Utilization of the Instructional Approaches in Reading for Grade I Teachers. The following recommendations are forwarded: An incentive program, in the form of a scholarship grant, should be established to encourage deserving, high-performing Grade I Teachers to pursue their master’s degrees at accredited graduate institutions in the area. The Grade I Teachers maintain their “very extensive” utilization of the instructional approaches in Reading. That further studies on the utilization of the instructional approaches in Reading by other Teachers in other grade levels, using more independent variables, and a wider venue, be conducted under the auspices of accredited graduate institutions in the area. Furthermore, the “Proposed Training for Enhancing the Extent of Utilization of the Instructional Approaches in Reading for Grade I Teachers” should be implemented in the City School Division of Urdaneta City. Keywords: Instructional approaches in Reading, Scaffolding approach, Bottom-Up approach