| Summary, etc. |
The construction of learning culture is not only the internal requirement of improving the quality of students' cultivation, but also the requirement of the connotation construction of Shandong Yingcai University. In the campus culture of Shandong Yingcai University, there are a large number of students who have no strong learning initiative, absenteeism, cheating, and not listening carefully in class. These problems have seriously troubled the quality of student cultivation of Shandong Yingcai University. This research used the quantitative-descriptive-correlational research design, survey questionnaire was the main instrument, and 403 respondents were selected by stratified sampling .The data were processed by frequency and percentage, weighted mean and descriptive equivalent, Pearson product moment correlation coefficient. Through data analysis, the quality of learning culture of Shandong Yingcai University is occasionally, and it is influenced by society, family, school, teacher and student, there is a significant relationship between the extent of students practice and the level of factors affecting the quality of learning culture. In view of the current situation of the learning culture, this research points out that school should integrate the resource advantages of society, family, teacher, student and school to promote the construction of learning culture. Implementation of the four components of ECARP. Product variables were the reading performance of Grade Ill and perceived level of attainment of ECARP goals. Using a questionnaire, interview guide and document analysis guide as tools for data gathering, the study found out that there is a moderate need to develop the reading competencies of Grades I-III pupils in both English and Filipino which can be met to a high extent by ECARP as perceived by the school heads and teachers. The administrators and teachers were very much aware of the program Ninety percent of the Grade I entrants were not ready for regular reading classes at the start of the school year. The teachers were perceived by their administrators as having very satisfactory in teaching reading, however instructional materials for classroom and library use are just enough. All the activities in the four components of ECARP, namely: staff development, instructional materials development, instructional strategies and activities, and monitoring and evaluation, were very highly implemented. The outputs of the program were very satisfactory because although majority of the pupils were either non-readers or frustration level readers when they entered Grade I, many developed into instructional and independent readers two years later when they entered Grade III. All the goals and objectives of CARP were perceived by the respondents to be highly implemented.<br/>Based on the results of the study, a reading development plan was formulated which integrates other reading programs to help ensure a more successful attainment of reading goals. The plan is composed of various activities at every quarter of the school year like assisted and paired oral reading and silent reading, word repetition, vocabulary words development using context clues, phrase repetition, computer aided reading instruction, direct instruction, finding the main ideas, sequencing events, and making conclusions. When the reading development plan is successfully implemented, it can be assured that pupils are able to read words and sentences fluently, read aloud passages with ease, comprehend reading selections which they read orally and silently, and read independently for academic success and for pleasure. It can be concluded that through a careful and detailed description of the components of a program and an in-depth analysis of the relationship of these components, guided by the CIPP model, ECARP is being satisfactorily implemented in the Division of locos Norte due to the very high awareness of implementers of the objectives and activities of the program and the competence of teachers, and in spite of the minimal instructional materials. The reading competency needs of the Grades I to III pupils can be adequately met through a high level of awareness and a diligent implementation of the different components of the ECARP. The continued implementation of the program could lead to the improvement in the literacy level of citizens of the country. Nevertheless there is a need to coordinate the objectives and activities of all existing reading programs in the DepEd and to improve the availability and adequacy of instructional materials. The implementation of the proposed reading development plan would help realize all these aspirations. |
