Republic of the Philippines

Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF LAGUNA

ACTION RESEARCH PROPOSAL

Research Title: THE EFFECTIVENESS OF DIGITIZED READING MATERIALS: IN THE

IMPROVEMENT OF READING ABILITIES OF GRADE II PUPILS
I. Context and Rationale
Learning to read is an essential part of the basic education. Reading, after all, is
an important gateway to the other disciplines. It has been said that reading is the
primary avenue to knowledge. It is the cornerstone of education and the foundation of
lifelong learning. It equips the person with varieties of knowledge which he can use in his
daily living. A person who loves to read understands any phenomenon easily. He is well-
informed, educated, and well-adjusted to the events around him.

The Every Child A Reader Program (ECARP) is a national program that supports the
thrust of the Department of Education (DepEd) to make every child a reader and writer
at his/her grade level. It is supporting the attainment of Education for All (EFA) target of
universal school participation and elimination of dropouts and repetition in the first
three- grades.
A cognitive theory of multimedia learning based on three main assumptions: there
are two separate channels (auditory and visual) for processing information; there is
limited channel capacity; and learning is an active process of filtering, selecting,
organizing, and integrating information (Mayer,2014). Humans can only process a finite
amount of information in a channel at a time and they make sense of incoming
information by actively creating mental representations. Mayer also discusses the role of
three memory stories: sensory (which receives stimuli and stores if for the very short
time), working (where we actively process information to create mental constructs), and
long-term (the respiratory of all things learned).
The researcher’s station, Mayatba Elementary School is a child-friendly school
headed by Mrs. Rose Marie A. Sandoy, Head Teacher I and has a teaching force consisting
of nine (9) dedicated teachers. From this teaching staff, handling a multi grade class and
who are teaching English and usually encounter pupils who struggle in their reading
abilities. It is an alarming case that they are in the foundation stage of the learning phase

Address: Provincial Capitol Compound, Santa Cruz, Laguna

Telefax: (049) 831-9062 | 566-5013
Email: laguna@deped.gov.ph
Website: www.depedlaguna.com
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF LAGUNA

and they should lean the basic skills in reading particularly on word recognition. It is a
scenario which typically calls for the right action in order to help our pupils to become
readers first before they would be promoted to the next grade level. Based on the
researcher’s interview from her co- teachers, it is the common problems seen in their
class of the said school. And the researcher targets the Grade II class which has difficulty
in reading. Based on the researcher’s experience as a multi grade teacher, learners should
learn that basic skills in reading before giving a more complex reading exercises.
Providing reading materials in an innovative way is one of the solutions that the
undersigned thinks in order to help her pupils to be motivated to learn. Learning would be
more fun and meaningful in a sense that they are playing while learning to read the words
gradually. Each learner would actively involve in the advent of technology in practicing
reading. We want every pupils in our school are all readers and develop a strong sense
of passion in reading.

Reading skills is a major concern of the Philippine Educational System and one of the
problems that needs to be addressed (Philippine Education for All 2015). In the year
2008, only 86.4% are functionally literate or those with basic reading, writing, and
computational skills (NSO, 2018). In public schools, reading skills of the pupils is one of
the problems. There are pupils who are having difficulty in reading and there are those
who can read but are having difficulty understanding what they are reading. These
pupils are characterized as struggling readers.

It is challenging for these pupils to encounter words they cannot read and understand
because it would be hard for the pupils to understand the lessons and what the lessons
are all about ( McElvain, 2017). Eventually, because of the difficulty in reading the pupils
would not be able to cope up with their lessons and would lack interest towards their
subjects. This often leads to dropping out of school. One of the reasons for dropping out
is having difficulty coping up with school work (Orbeta 2018). The pupils are not
encouraged to go to school because of difficulty understanding the lessons which boil
down from difficulty in reading. Low quarterly test results, achievement tests and
diagnostic tests prove that there are pupils who have difficulty in reading.

Address: Provincial Capitol Compound, Santa Cruz, Laguna

Telefax: (049) 831-9062 | 566-5013
Email: laguna@deped.gov.ph
Website: www.depedlaguna.com
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF LAGUNA

To track the levels of reading ability of the school children, the Department of
Education has implemented the Philippine Informal Reading Inventory (PHIL-IRI) Program.
The program has categorized the reading levels of pupils as follows: non-reader,
frustration, instructional, and independent.

According to Dr. Felicitas E. Pado, one of the best tools in gauging pupils’ reading
abilities in the country is the Philippine Informal Reading Inventory (PHIL-IRI). This is an
inventory tool that assists in determining the reading strengths and weaknesses of an
individual learner. This program is conducted twice a year (pre-test and post-test). The
pre-test is usually conducted in the month of August and the post-test is usually
conducted in the month of January. It is not alarming that during the conduct of the pre-
test there are pupils, especially in Grades I and II fall under the non-reader and
frustration levels while some of the pupils in Grades III to VI fall under the frustration
level and only few of them fall under the instructional and independent levels.

However, after the conduct of the post-test, there are still some pupils in Grades I
and II who fall under the non-reader and frustration levels while there is only very slight
reading improvement that can be noticed among pupils in Grades III to VI, hence, some
of them are still found to be under frustration level.

According to Gertrude Hildreth (2017), reading difficulties is a state wherein a

person lacks the skills of a fluent reader. From the findings of the research conducted by
Bacal (2017), oral reading difficulties can be corrected by providing different activities
suited to the pupils’ level employing different techniques for remediation and intensive
supervision of teachers, parents and school administrators.

If pupils who fall under the non-reader level and frustration level are being
constantly taught and mentored even by their peers who are good readers, these pupils
can positively improve their reading comprehension and, after some process of time,
they would fall under either instructional level or independent level. Hence, utilizing
reading buddies (pupils who are average or fast readers used as mentors of the pupils
who are non-readers or slow readers - the mentees) can serve as an effective
intervention to solve the poor reading comprehension of pupils.

Address: Provincial Capitol Compound, Santa Cruz, Laguna

Telefax: (049) 831-9062 | 566-5013
Email: laguna@deped.gov.ph
Website: www.depedlaguna.com
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF LAGUNA

II. Action Research Questions

1. What is the status of reading comprehension of Grade II- Pineapple pupils before
and after using Digitized Reading Materials?
2. Is there a significant effect on the reading comprehension after using Digitized
Reading Materials?

III. Proposed Innovation, Intervention, or Strategy

The researcher proposed the Digitized Reading Materials to intensify the
comprehension of pupils in reading. This said material can be a scaffolding to catch the
attention, motivate the learners and help them to clearly understand the passage that
they read. It is ideally designed to 21 st Century learners which could easily use digitized
materials with or without the supervision because young children of today are exploring
the technology. It is easy to operate and soft copies are provided to follow the designed
time frame. The said material can be played on televisions, laptop, and cellular phones.
Before giving directions, this Digitized Reading Materials will have proper orientation
about how to use and the limitations of the said innovation.

IV. Action Research Methods

A. Participants and/or other Sources of Data and Information
The researcher chooses to use her class Grade II- Pineapple class of Mayatba
Elementary School consisting a total of 33 pupils for the Academic Year 2024-
2025.
B. Data Gathering Methods

The researcher will create reading materials to be used in assessing the

reading level in Reading Assessment of Grade II pupils and based on the result
learners will be diagnosed and will undergo the use of the said intervention
material as part of the conduct of the research. Post- assessment will also be
conducted to verify the results.

Address: Provincial Capitol Compound, Santa Cruz, Laguna

Telefax: (049) 831-9062 | 566-5013
Email: laguna@deped.gov.ph
Website: www.depedlaguna.com
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF LAGUNA

C. Data Analysis Plan

Digitized Reading Materials will be prepared to follow a certain schedule
cycle of administration. After the formulation of observation checklist and
interview guide questionnaire, the researcher plans to accomplish the
observation tool during her vacant period. When the Digitized Reading Materials
is properly administered it can be a way to provide reading intervention for every
Grade II-Pineapple pupils of Mayatba Elementary School and to those struggling
readers by analyzing and interpreting the data gathered. The result will serve as
basis on the effectiveness of the said innovation and then if it is approved to the
School Head, it can be utilized to the researcher’s school and later on within
Famy Sub-Office.

V. Action Research Work Plan and Timelines

Plan of Activities Mont Mont Mont Mont Mont Mont

h1 h2 h3 h4 h5 h6

A. Planning and Design

 Drafting of Proposal

 Finalizing Proposal

 Submission of Proposal to SDO

thru SDRC
 Preparation of Digitized
Reading Materials
 Evaluation of Digitized Read-
ing Materials
B. Data Collection

Address: Provincial Capitol Compound, Santa Cruz, Laguna

Telefax: (049) 831-9062 | 566-5013
Email: laguna@deped.gov.ph
Website: www.depedlaguna.com
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF LAGUNA

 Pre-Test Administration

 Post-Test Administration

C. Data Analyses

 Quantitative Analysis of Data

 Translate and Transcribe Data

D. Research Evaluation

 Research Presentation of
Results to SDRC
 Research Editing with
Plagiarism Results
 Research SDO Congress
Presentation of Results
E. Dissemination

 Intervention Briefs

 Intervention Dissemination

 Intervention Workshops

VI. Plans for Dissemination and Utilization

Plan of Activities Description Time Frame Resources

Needed

SLAC (School- The result of the study Desired Schedule PowerPoint

based Learning will be disseminated Presentation.
Action Cell) through LAC session to Completed Paper
inform the teachers
about the findings of the

Address: Provincial Capitol Compound, Santa Cruz, Laguna

Telefax: (049) 831-9062 | 566-5013
Email: laguna@deped.gov.ph
Website: www.depedlaguna.com
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF LAGUNA

study.

SLAC ( School- The result of the study Desired Schedule PowerPoint

based Learning will be disseminated Presentation.
Action Cell) through SLAC/LAC Completed Paper
session to inform the
teachers about the
findings of the study.

Research Bulletin The findings of the study Desired Schedule PowerPoint

will be presented through Presentation.
research bulletin posted Completed Paper
in the different
transparency boards of
the school.

Research The results of the study Desired Schedule PowerPoint

Colloquium will be presented during Presentation.
the different colloquium Completed Paper
in the district, division, or
regional conferences.

Research The results of the study Desired Schedule Research Abstract

Publication will be publish to a
reference journal and
educational magazine
related to the theme.

VII. References

Beringer, (2009, October 20) For Kids,pens mightier than keyboard,

futurity.org.Retrieved February 25th 2013 from http://futurity.org/society-culture/for-
kids-pens-mighthier-than-keyboard/#more-4909.

Address: Provincial Capitol Compound, Santa Cruz, Laguna

Telefax: (049) 831-9062 | 566-5013
Email: laguna@deped.gov.ph
Website: www.depedlaguna.com
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF LAGUNA

Bransford,J.,Brown,A.,& Cooking,R.(2000).How people learn:Brain,

mind,experience,and school.Washington DC:National Academic Press.
Franco,T.,(2016,December) The Modern Teacher, “Teknolohiya sa Pag-aaral Ko”,
Volume 65,No.07, Decemember Issue

DO 50, S. 2012 – GUIDELINES ON THE UTILIZATION OF FUNDS FOR THE

EVERY CHILD A READER PROGRAM (ECARP)
June 15, 2012

 https://k12teacherstaffdevelopment.com/tlb/the-peer-assisted-learning-strategy-in-the-
classroom/

Address: Provincial Capitol Compound, Santa Cruz, Laguna

Telefax: (049) 831-9062 | 566-5013
Email: laguna@deped.gov.ph
Website: www.depedlaguna.com
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF LAGUNA

VIII. Appendices
 With proper labels, append to this research proposal the following deliverables:
o result of root cause analysis on identifying the research problem;
o research blueprint/s reviewed by the SRC;
o detailed copy of innovation, intervention, or strategy;
o declaration of anti-plagiarism and absence of conflict of interest; and
o curriculum vitae of researcher/s
[Note: Please delete the guidepost above after reading.]

Lead Researcher [insert]

Submitted by:
(Signature Over Printed
Co-researcher 1 [insert]
Name)

Co-researcher 2 [insert]

[Note: Please indicate N/A to above name fields that are not applicable, e.g. in case of
sole researcher. Delete this after reading.]

Decision
Accept Research Proposal: With minor editing
Without editing or revision
Return Research Proposal: With minor revision
With major revision

Reviewed by: SDRC Content Expert

Address: Provincial Capitol Compound, Santa Cruz, Laguna

Telefax: (049) 831-9062 | 566-5013
Email: laguna@deped.gov.ph
Website: www.depedlaguna.com
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF LAGUNA

(Signature Over Printed

Name)
SDRC Technical Expert

[Note: Please leave blank the above name fields. Delete this after reading.]

[Disclaimer: The content of this Action Research Proposal Template was adapted from DepEd Order No. 43,
s. 2015 – Revised Guidelines for the Basic Education Research Fund (BERF); DO 16, s. 2017 – Research
Management Guidelines; and DepEd IV-A CALABARZON’s BERF Action Research Proposal Application
Template.]

Address: Provincial Capitol Compound, Santa Cruz, Laguna

Telefax: (049) 831-9062 | 566-5013
Email: laguna@deped.gov.ph
Website: www.depedlaguna.com