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.