The relative effectiveness of two methods in teaching reading in the vernacular in grade one: Analytic-synthetic and Cartilla method

Abstract

The purpose of this experiment was to compare the effectiveness of the Cartilla method and the Analytic-Synthetic method in teaching reading in the vernacular in Grade I and to find out whether there is any difference in the resulting variability of the two groups. Answers to these questions were sought: Which of the two methods is more effective, Cartilla method or the Analytic-Synthetic method? Is there any difference in the resulting variability of the two groups, one taught by the Cartilla method and the other by the Analytic-Synthetic method? Which of the two methods is more effective for the high I.Q. group? Which of the two methods is better for the low I.Q. group?

The study was conducted in Puro Elementary School, Placer District. Division of Masbate. The subjects involved were Grade I pupils— forty boys and thirty-four girls— divided into two parallel groups based on the following criteria: age, sex, intelligence test, reading readiness, and socio-economic status.