Statistical modeling of panel data on Philippine informal reading inventory of public elementary schools in Navotas City

• Main Authors: Arellano, Cherrie Mae R., Tobias, Sundae N.
• Format: text
• Language: English
• Published: Animo Repository 2017
• Subjects: Physical Sciences and Mathematics
• Online Access: https://animorepository.dlsu.edu.ph/etd_bachelors/18579
• Institution: De La Salle University

The main purpose of this study is to build panel models for the different levels of oral reading. Subsequent to this, it is also the objective of the study to determine if there exists a development in the different levels of oral readers in public elementary schools in Navotas City as well as find significant factors that affects the development of reading skills or lack thereof. Data from Philippine Informal Reading Inventory were gathered over time and roughly over the same students. The data was aggregated to create a model that best predicts the proportion of oral readers. In this study, among three of the independent variables, only the speed level of reading and silent reading performance became significant factors. The computed estimate entails an increase in the proportion of independent oral readers for every increase in the proportion of independent silent readers. Similarly, there is an increase in the proportion of oral readers in the instructional level for every increase in the proportion of average speed level readers. On the other hand, for oral readers in the frustration level, its significant determinant was identified as slow readers that resulted to an indirect relationship with each other. Holding all factors constant over the same school, the most recent school year (i.e. 2017-2018) acting as a base category, it would seem that there is a decrease in proportion, in comparison with its preceding school years for both frustrational and independent oral readers. Moreover, there is an increase in proportion for more than half of the schools compared to the base category of school which is Tangos I Elementary School, holding all factors constant over the same school year.