ICONOGRAPHIC READING MODULE IN ENGLISH LITERATURE AND STUDENTS' READING COMPREHENSION SKILLS

Abstract This study determined the level of acceptability of the developed Iconographic Reading Module which served as the basis for utilization in enhancing students' reading comprehension skills. Specifically, this study dealt with evaluating the level of acceptability of the developed Iconographic Reading Module (IRM) in terms of its content, relevance, presentation, and overall package. The quantitative research approach was used in this study. Specifically, this study utilized a true experimental design. The participants of this study were the fifty – six (56) Grade 9-Egret students of Isulan National High School. Twenty-eight students were included in the control group and twenty-eight students for experimental group which were randomly selected. The study was conducted using the pre-test and post-test in both groups. Findings revealed that there was no significant difference between the pre-test scores of both groups. However, during the post-test there was a significant difference between both groups. Further, it revealed that there was a significant difference between the mean gain score of the control and experimental groups which means that the reading comprehension skills of the experimental group improved higher than the control through using the Iconographic Reading Module than plain texts. The reading comprehension of Grade 9-Egret students in the experimental group had relatively improved from Fair to Excellent whereas the control group had relatively improved from Fair to Good. Therefore, it is recommended that the Iconographic Reading Module shall be used in learning English Literature specifically for the Grade 9 learners. Keywords: Acceptability, English Literature, Iconography, Reading, Comprehension, Reading Module