Republic of the Philippines

Zamboanga State College of Marine Sciences and Technology

COLLEGE OF EDUCATION AND LIBERAL ARTS
Fort Pilar, Zamboanga City
Tel No. (062) 992-3092 Telefax: (062) 991-07777 website: http//www.zscmst.edu.ph

CLASSROOM-BASED ACTION RESEARCH PROPOSAL

Name: Mendoza, Janrilyn M.
Course, Year and Section: BSED English 4A
Department of Education (DO 16) 2017 Model

Action Research Key Proposed title: Effective Methods in Improving learner's reading comprehension
Components
Reading comprehension is the most important cognitive ability that students must attain
I. CONTEXT AND in order to reach the academic achievement they desire across all disciplines.
RATIONALE Interpretation and critical analysis of texts form the core of formal education and
everyday life (Snow, 2002). However, there are challenges to the ability of students in
reading complex texts, and this gradually affects information retention as well as
higher-order thinking. This is a gap in reading comprehension particularly worrying in
today's society, where reading is an almost sole means of getting knowledge in nearly
every field. As such, developing effective ways to enhance reading comprehension is a
major objective for educators.
The improvement in reading comprehension is based on the need to prepare the
students for increasingly difficult academic content. As the student progresses in the
education cycle, he or she needs to read more complex and specific texts that demand
both decoding skills as well as high-level cognitive processing. Without effective
reading comprehension, learners may not be able to achieve these higher-level skills
(Cain & Oakhill, 2007). Besides, reading comprehension has an even more critical role
to play in the overall success of a school in terms of writing, critical thinking, and
problem-solving skills, so it is very important in the development of a rounded learner
(Kuhn & Stahl, 2003).

Other more traditional approaches to enhance reading comprehension are

summarization, questioning, and explicit teaching of reading strategies such as
predicting, clarifying, and inferencing (Pressley & Afflerbach, 1995). Still, all these can
be enhanced through modern technological tools and approaches suited to the needs of
learners. This technology opens up new avenues for the production of more interactive,
personalized, and engaging reading experiences that support comprehension in ways
previously not possible (Leu, Kinzer, Coiro, & Cammack, 2004). E-books, multimedia
annotations, and interactive reading platforms have shown great promise in promoting
active reading and helping students visualize abstract concepts, thus deepening
understanding (Sparapani et al., 2008).
One of the most effective technology-driven approaches is digital annotation tools.
Using these tools, students can engage in real-time interaction with texts through
highlighting, making notes, and asking questions. It has been proven that this kind of
 engagement enhances not only comprehension but also retention as students have the
urge to process and synthesize information (Van der Meer, 2017). In addition, adaptive
learning platforms, which have customized reading materials and exercises based on
individual student performance, also give feedback to students in personal ways,
allowing them to advance at their speed to improve reading comprehension (Chase et
al., 2011).
Lastly, multimedia resources like videos, podcasts, and interactive simulations provide
a visual and auditory dimension of complex ideas. Hence, abstract concepts can easily
be accessed through this form of presentation. A multimodal approach is more efficient
for engaging learners with diverse preferences because it helps learners access texts
better to foster deeper comprehension (Mayer, 2005).

II. ACTION RESEARCH This study aims to determine Effective Methods in Improving learner's reading
comprehension:
QUESTIONS
Specifically, the study aims to:
1. Do digital tools affect student’s reading comprehension?
2. Can collaborative reading and discussion influence students’ reading
comprehension?
3. Does reading aloud in class improve students’ comprehension and retention of
the material?

III. PROPOSED Proposed plan

INNOVATION, 1. Integrate technology to improve reading comprehension.
2. Identify a structured collaborative reading and discussion activity
INTERVENTION
3. Collaborative learning through peer discussion
AND STRATEGY
IV. ACTION RESEARCH Plan of Action Research
METHODS 1. Who are to participate?
a. Participants and/or other - English Teachers and students
Sources of Data and
2. What are my sources of information? (participants)
Information
- Narratives from students/ participants (scores in reading assessment)
b. Data Gathering Methods
c. Data Analysis Plan 3. How shall I gather information?
- Interview involving Teachers and Reading Assessment to students.

4. How will I analyze my data /information?

- Thematic analysis
V. ACTION RESEARCH
WORK PLAN AND Refer to the attached workplan
TIMELINES

VI. COST ESTIMATES Communication/Travel expenses – Php. 2,000

Assorted office supplies - Php. 2,000
Contingency - Php. 3, 000
Total: Php. 7, 000

VII. PLANS FOR Sharing results

DISSEMINATION 1. How will I share the result of my action research?
AND UTILIZATION
- Through research presentation.
 2. Can I collaborate with other teachers continue or replicate my study?
- I could share a copy of result to the teachers concerned.
VIII. REFERENCES References
APA 7th edition  Cain, K. (2024). Reading comprehension difficulties. www.academia.edu.
https://www.academia.edu/95855091/Reading_Comprehension_Difficultie
s

 Walkington, Candace. (2013). Using Adaptive Learning Technologies to

Personalize Instruction to Student Interests: The Impact of Relevant
Contexts on Performance and Learning Outcomes. Journal of Educational
Psychology. 105. 932. 10.1037/a0031882.

 (Kuhn, M. R., & Stahl, S.A. (2003). Fluency a Review of Developmental

and Remedial Practices. Journal of Educational Psychology, 95, 3-21. -
References - Scientific Research Publishing, n.d.)

 Leu, Don & Kinzer, Charles & Coiro, Julie & Cammack, Dana. (2004).
Toward a Theory of New Literacies Emerging from the Internet and Other
Information and Communication Technologies.

 Mayer, R. E. (2014). The Cambridge Handbook of Multimedia Learning.

In Cambridge University Press eBooks.
https://doi.org/10.1017/cbo9781139547369

 Verbal Protocols of reading: The nature of constructively responsive

reading. (n.d.). Routledge & CRC Press.
https://www.routledge.com/Verbal-Protocols-of-Reading-The-Nature-of-
Constructively-Responsive-Reading/Pressley-Afflerbach/p/book/
9780805817645?srsltid=AfmBOorRO39kV_zGRnId-
KNFnKhvSAk9ITsRxGFz7LnLZkGSd1kBfVIq

 Snow, Catherine. (2010). Academic Language and the Challenge of

Reading for Learning About Science. Science (New York, N.Y.). 328. 450-
2. 10.1126/science.1182597.

 Wright, S. & Fugett, April & Caputa, F.. (2013). Using E-readers and
internet resources to support comprehension. Educational Technology and
Society. 16. 367-379.

 The International Academic Forum. (2022, October 3). Facilitating online

reading comprehension in enhanced learning environment using digital
annotation tools - the International Academic Forum (IAFOR). The
International Academic Forum (IAFOR). https://iafor.org/journal/iafor-
journal-of-education/volume-8-issue-2/article-1/

 RESEARCH WORKPLAN
Proposed Title: Effective Methods in Improving learner's reading comprehension

Project Duration: One (1) year

Objectives Target Activities Target Accomplishment Year 1

1. Do digital tools affect  Secure a letter Q1 Q2 Q3 Q4
student’s reading of approval to  -Approved letter
comprehension? the principal.
 Draft an  -Validated Survey / /
interview questionnaire
questionnaire
for inventory of
teaching aids.
 Validation of
survey
questionnaire.
2. collaborative reading  Peer feedback  Checking of
and discussion  Reading session feedbacks
influence students’ /
reading
comprehension?
3. Does reading aloud in -check and analyze -complete data and
class improve students’ student results in the interpretation of results of /
comprehension and Reading Assessment the assessment
retention of the
material?

*Q- quarter

Prepared by:

Janrilyn M. Mendoza
BSEd English