Abstract

Reading is vital in the lives of every person, which holds true to all
aspects in the realm he/she is in. The reading process requires continuous
practice, development, and refinement. Communication Skills is the core
value in teaching beginning reading. The Auditory Discrimination, Visual
Discrimination, Listening Comprehension, Speaking and Viewing can lead a
child to Reading Readiness. Having a solid foundation in the early years of
school is much an advantage in understanding the language of all applicable
disciplines. Many if not most of the pupils today can still barely read and
hardly understand what they are reading especially in their primary and
intermediate years.

The team conducted this Continuous Improvement Program (CIP) to

enhance the reading skills of the grade 6 pupils of Vicente N. Chaves Memorial
Central School, Villanueva, Misamis Oriental through ICT integration. It
started last January 17, 2019, after the forum at the district on January 15,
2019. The activity lasted on February 25 at the same year.

The group used a purposive sampling approach since the respondents

have already been identified (i.e. the highest percentage of frustration level
readers among the grade 6 classes. Based on the Phil-Iri Pretest result of the
present school year, 17 pupils or 89% out the 19 frustration level readers are
from Grade 6 – Peace. They were then validated by letting them take a reading
comprehension test from one of the old passages from Phil-Iri. The result has
made the group realized to put all 34 pupils as the respondents, since 88% or
32 out of 34 pupils failed the passing score of 6-8 or 80%-100%.

During the individual interview and focus group discussion, it was

found out that reading is best learned when associated with pictures. The how
and why questions were hardly answered by the pupils because they lack
vocabulary, such that pupils have had a difficulty expressing their answers
to Higher Order Thinking Skills (HOTS) questions. The group then made an
intervention with the use of ICT. Any application that can aid interactive
learning among learners. The team call it E-Teaching or Electronic Teaching,

A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 1

an interactive ICT application that is manipulative. Pupils do hands on
activities where pictures can be seen in every slide and every scene of the
story as well as the parts of the lessons where ICT can be applied for. (see
appendices)

After the series of activities and upon observation of the lessons, there
were good increase on the reading comprehension skills among the Grade 6 –
Peace pupils. In day 1, twenty-eight out of 34 or 82% got the passing score (8 –
10). In day 2, thirty out of 34 or 88% got the passing score (8 – 10). In day 3, thirty-
two out of 34 or 94% got the passing score (8 – 10).

Therefore, the E-teaching (Electronic Teaching) Approach is effective

method that makes learning more fun coupled with an animated teacher,
thus, adhering their request take a profound meaning now.

A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 2

 I. GET ORGANIZED

The CIP Team is composed of the Grade VI Advisers with the elementary
school principal and two (2) facilitators who are both teacher III from the same
grade level.

Based on the Phil-IRI results of the grade 6 level for three (3) consecutive
school years, S.Y. 2017 – 2018 has no frustration level readers while there are
nineteen (19) for S.Y. 2018 – 2019. Meanwhile, S.Y. 2016 – 2017 has
skyrocketed to two hundred eighty-five (285) with the same reading level.

Figure 1. Grade 6 three consecutive school years of Phil-Iri result

500
NUMBER OF PUPILS

400
400
300
272 285 285
200
171 150
100
45 0 19
0
2016-2017 2017-2018 2018-2019

Independence Instructional Frustration

On the above figures at present school year, Grade 6 Peace has the most
number of frustration level readers with seventeen (17) pupils out of thirty-
four (34), which is 50% of the class.

This was then validated by letting them take an 8-item reading

comprehension test from one of the old passages of Phil-Iri tool.

Based on the data gathered, it was observed that 88% of the class are
in frustration level. This made the group realized to make the whole class the
respondents. (See figures 2 and 3 for details)

A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 3

Figure 2. Validation Result

12
10
10
8 8
Number of pupils

8
6
4 3
2
2 1 1
0
0
1 2 3 4 5 6 7 8
scores

The graph shows that only 4 out of 34 pupils or 12 % got the score of 6 – 8 or
80% – 100%.

Figure 3. Comparative pretest result over passing rate on reading comprehension test

100%
80%
80% 68%
60%

40%

20% 12%

0%
Category 1

Passing Rate Pretest Difference

The graph shows that the pre-test result 12% (i.e. 4 pupils) is way far behind
from the passing rate (i.e. 80%) with a difference of 68%.

A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 4

 I. TALK WITH THE CUSTOMERS

In order to find out the cause of these alarming number of frustration

level readers, the team has conducted an individual interview and focus group
discussion to all the respondents. The group used a survey questionnaire,
which were all laid out in vernacular so that they can express their answers
better.
The following are the graphical presentation to every question of the
survey.

Graph 1. Aduna ka bay panahon sa pagbasa sa libro sa inyong balay?

14
12
12
10
10
35% 8
8
29%
6
24% 4
4
2 12%
0
Always Sometimes Rarely Never

The results show that less than half of the pupils always have time to read. It is
also evident that there are pupils who never read at all in Grade 6 Peace class.

Graph 2. Nasabtan ba nimo ang imong gibasa?

12 11

10 9

8
8
32%
6 24% 26% 6

4 26%
2

0
Always Sometimes Rarely Never

The findings of the data means that less than half 32% of the pupils do sometimes
understand what they read.

A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 5

Graph 3. Unsa gusto nimo buhaton ni teacher aron makasabot ka?

12
11
10
32%
8 18%
15% 6
6
5
12%
9%
6% 4 6%
4
3 3%
2 2
2
1
0
Ipabasa kada- Tudluan Kusgon ang Mugamit ug Dili pasagdan Binisay-on Gamitan ug Hinayon para
adlaw insakto sa tingog ni picture kung pagbasa stick masabtan
maestra teacher magpabasa hangtud
mahibalo

The result prevails that 32% of the respondents are visual learners. Based on the
data, picture association on a story read has the highest percentage among other
responses.

Graph 4. Nasabtan ba nimo ang buot ipasabot sa What, When, Where, Why ug
How?

25
19 20
20 17
15
27% 29% 24 10
10

5
% 14% 4
6%
0
What When Where Why How

The figures on the graph show that critical thinking is very low in Grade 6 Peace
class since why and how questions have the least responses among the
respondents with 14% and 6%, respectively.

A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 6

Graph 5. Ngano galisud kaman ug basa?

16 14
14
12
11
10 41%
8
7
3% 32% 3%
6
4 21% 1 1
2
0
Dili kabisado nga Dili kalitok Hanap pagkasulat Kulbaan Walay gatudlo
pulong

The graph reveals that 41% of Grade 6 Peace class has the difficulty in word
recognition because of unfamiliar words.

Graph 6. Unsa imong gabuhaton sa bakante nga oras sa eskwelahan?

12 11
10
8 7 7 32%
6 5
4 21% 21%
2
15% 2 2
0 6% 6%
Magdula Magkaon Gatabi Study/Basa Magpuyo Stand by

To study/ read during their vacant time shows prevalence on the graph with
32%, while doing nothing and by standing both have 6%.

Graph 7. Gi-angay kaba sa pwesto sa imong lingkuran sulod sa imong klasrum?

35 30
30
25
88%
20
15
10
4
5
12%
0
YES NO

The data show comfortableness of the sitting arrangement in the class. It reveals
that most of the pupils are comfortable on where they are seated with 88%
against 12%.

A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 7

 Graph 8. Ngano maulaw kaman ug basa?

10
9 9 9
8

6
26.5% 26.5% 26.5% 5
4

2
2 14.7%
0
5.8%
Masayop Kataw-an Maulaw Dili maulaw Kulbaan

The presentation is vividly showing that among the respondents, only very few
(i.e. 5.8% - 2) can read with confidence, while the rest are destructed to
possibilities to either be laughed at, commit mistakes or being nervous.

Graph 9. Unsay imong gabatiun kung gaipabasa ka sa imong maestra?

25
20
20

15 59%
10
9

5 3 26% 2 6%
9%
0
Kulbaan Maulaw Kahilakon Kataw-an

Nervousness displays how they feel whenever they are asked to read (i.e.
59%). To laugh at by bullies comes last among the responses as shown on the
graph.

A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 8

 Graph 10. Unsa imong ganahan nga pabasahon ka, atubangan sa imong mga
klasmeyt o ikaw nga atubangan sa maestra?

35 32
30
25 97%
20
15
10 3%
5 2
0
Atubangan sa klasmeyt Atubangan sa maestra/ maestro

The data shows that almost all of the respondents prefer to read in front of the
teacher rather than in front of their classmates having 32 (97%) against 2 (3%).

Based on the data gathered from both the individual interview and FGD,
it is ironic to find out that 35% of the class read or study during their free
time. This may be true, however, 52% of them do not understand what they
read. It was proven when the respondents were asked on the why and how
questions that only 14 of them understood what it meant. Further, to
associate pictures during the story reading (i.e. 32%) and unlocking of
difficulties (lack of vocabulary 41%) is deemed necessary to address to.

A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 9

 II. WALK THE PROCESS

CURRENT STATE - SIPOC

SUPPLIE INPUTS PROCES OUTPUTS CUSTOME

RS S RS
Principal Flash cards Answered
Worksheets/Activ
ity Sheets
Teacher Chart Reading Filled-out Class 34 Grade VI
Learning record - Peace
Parents Worksheets/Activ Process Filled Pupils’ Pupils
ity Sheets Portfolio
Answered
Reading
Assignment
Notebook

In this program, the supplier does not merely refer to the teacher
alone, but rather, it is partnered with the principal and the cooperation of
the parents themselves for the project be a successful one.

Process Steps
Preparation Drill/Review Pre-Reading

During
Reading

Evaluation Post
Reading

In reading, the above diagram is followed where there is only one

reading materials being used to provide mastery of the lesson.

A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 10

A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 11
 The current state flowchart of teaching reading in Grade 6-Peace class
is composed of the Reading-Learning Process with its corresponding time
limit, the teacher with the comments upon observation, and the Pupils with
the comments during class observation. The bulb lights represent the gaps of
both the teacher and the pupils.

A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 12

 IV. PRIORITY IMPROVEMENT AREAS

A comparative data of the 3-day class observations during the actual

lesson of the teacher. The number of comments do not follow how the teacher
deliver her lessons, instead, it is for recording purposes on the part of teaching
demonstration.

A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 13

 FORMATIVE TEST RESULTS OF
GRADE 6 - PEACE CLASS
CURRENT STATE

A 3-day formative test result on the current state of teaching-

observation on January 16, 17 and 18, respectively.

6Day 1
5 5
5
4 4 4 4
4
3
3
2 2
2
1
1
0
1 2 3 4 5 6 7 8 9 10

7 out of 34 or 21% got the passing score (8 – 10)

8
Day 2
6
6 5 5
4
4
2
2 1 1 1
0 0
0
1 2 3 4 5 6 7 8 9 10

12 out of 34 or 35% got the passing score (8 – 10)

20
Day 3 16
15

10

5 4
3 3
2 2 2 2
0 0
0
1 2 3 4 5 6 7 8 9 10

23 out of 34 or 68% got the passing score (8 – 10)

A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 14

 FOCUS PROBLEM STATEMENT

Based on the three-day Reading-Learning Process observations, 27

out of 34 (Day 1); 22 out of 34 (Day2); and 11 out of 34 (Day3) pupils
obtained a score of 0-7 or 70% and below. An average of 20 out of 34
pupils failed to get the passing score of 8 – 10 or 80-100% in reading
comprehension skills.

V. ROOT CAUSE ANALYSIS

Twenty-seven (27) out 34 or 79% of the pupils failed the passing score
of 8-10 item reading comprehension test, because pupils are poor in reading
comprehension. This is due to no retention and the lack of vocabulary words.
Their reading comprehension is poor because the details and the background
of the story were failed to discuss, where motive questions were not asked
that is why pupils are not motivated. Moreover, because of lack of vocabulary
pupils cannot express their ideas both oral and written. Pupils have no focus
during the discussion because they lack interest.

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A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 16
VI. DEVELOP SOLUTIONS

ROOT CAUSE VALIDATION

RECOMMENDED IMPROVEMENTS

Priority Root Cause Recommended Improvement

Teacher supplied the meaning of Develop the art of questioning for the
the words to unlock instead of pupils to come up with correct word
the pupils. meaning and answer questions asked

Discussed the details of the story Apply differentiated instructions such

but the pupils failed to that during reading, use Directed
comprehend Reading, Thinking Activity (DRTA) and
Watch-Listen-Learn (WLL) Strategy.
After oral reading of the story, important
details should be discussed before
pupils’ silent reading activity.

Materials used are cartolina, Use tag boards for flash cards
bond paper

Idle moments were evident on Use variety applications on ICT

the use of ppt. integration. Not relying to one
presentation to prevent boredom among
pupils.

Picture-illustration was not used Associate pictures in reading for better

in reading the story understanding of the story.

This table shows the priority root cause and its recommendation for
improvements.

A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 17

 RECOMMENDED IMPROVEMENT
SIPOC - FUTURE STATE

PROCES CUSTOME
SUPPLIE INPUTS S OUTPUTS RS
RS
Flash cards with Answered
Principal 2” font size Worksheets/Activ
ity Sheets
Chart with 2’ font Filled-out Class
size Reading record
Worksheets/Activ Learning Filled Pupils’ 34 Grade VI
ity Sheets Process Portfolio - PEACE
Teachers Developing Answered Pupils
Reading Power Reading Journal
Book Notebook
Big books Read Big books
e-TV episodes Watched e-TV
episodes
e-Classroom Watched English
English video video lesson
lesson

The SIPOC – Future State now includes the use of varied ICT application
integration instead of a power point presentation only. The pupils now a days
are indeed a visual learners. E-TV episodes, e-classroom English videos or
animated power point presentations are advised to be used to avoid boredom
among pupils and their attention will be diverted to the lessons.

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A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 19
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 20
VII. FINALIZED IMPROVEMENT PLAN

Activity Output Responsibility Due Date Resources/

Budget
Proficient Grade VI – PEACE
Readers
A. Preparation of 40 copies of CI Head MOOE
Pretest Selection CI Facilitators
Materials CI Team
1. Printing of 40
Copies of
Reading
Material
B. Preparation of Pupils’ 40 copies Pupils' CI Head MOOE
Profile Forms Profile Form CI Facilitators
1. Printing of 40 CI Team
copies of
Pupils’ Profile
Form
C. Administration of Scores/Achievem CI Head January MOOE
Reading Assessment ent Rate CI Facilitators 16, 2019
for Grade VI-PEACE CI Team January
1. First 17, 2019
Assessment January
2. Second 18, 2019
Assessment
3. Third
Assessment
D. Agree on the Parent • Letters of CI Head January MOOE
Orientation Invitation CI Facilitators 21, 2019
1. Make a Letter CI Team
of Invitation
for the
Parents
Orientation
2. Send the
Letters of
Invitation for
the
Orientation
E. Orientation of • Memoran CI Head February MOOE
Stakeholders/Adminis dum of CI Facilitators 22, 2019
tration of Pupils’ Agreemen CI Team
Profile t
1. Orientation • Pupils’
2. Interview of Profile
Parents for
Pupils’ Profile

A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 21

 Activity Output Responsibility Due Resources/
Date Budget
G. Class Instructional CI Head January MOOE
Observation Supervisory Form CI Facilitators 26 –
1. Pre-Implementation CI Team February
Observation of Pilot 5, 2019
Class
F. Preparation of • Drill Cards CI Head February MOOE
Instructional/Reading • Video Drill CI Facilitators 8 – 12,
Materials • Jazz Chants CI Team 2019
1. Purchase of Grade III-
materials for Adviser
the production
of Reading and
Instructional
Materials
2. Printing of
Reading
Materials
3. Production of
Instructional
Materials
G. Implementation of C.I. • Test results CI Head February MOOE
Project • Instructional CI Facilitators 13 – 15,
1. Apply Supervisory CI Team 2019
improvement Form
plans
• Conduct
regular drill on
wh-questions
and their
possible
answers and
vocabulary
building
-using information
technology ( ETV,
Interactive
White Board )
-using Jazz Chants
• Use Big Books
and other
colorful
Reading
Materials
• Use Basic Sight
Words
• H.O.T.S. Type
of Questioning
2. Class
observation

A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 22

VIII. PILOT THE SOLUTION

Potential Problem Probable Cause L I RF Preventive Action

(1-5) (1-5) (L x I)
1. Teacher will not Time constraint 2 4 8 Teacher must be
cooperate Hesitant to updated on the CI
changes project and its
positive impact on
the development of
the pupils’ reading
comprehension skill
2. Insufficient Insufficient 3 2 6 Allocate budget from
materials to be school supplies MOOE and other
used school funds
available
3. Uninterest Poor in 5 5 25 Use readable drill
ed/Uncoop vocabulary cards , books with
erative illustrations and
pupils information
technology available
in school
4. Uncoopera Busy with their 5 5 25 Conduct Parents
tive work Forum on Parenting,
parents No follow up at Orient parents with
home, parents the CI project, its
rely on teachers importance and its
value to their
children

L – Likely
I – Impact
RF – Risk Factor

A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 23

A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 24
 The 3- day learning process observation comments that were
implemented after the improvements made by the teacher.

Post Test Results

DAY 1
20
18
18
16
14
12
10
10
8
6
4 3
2
2 1
0 0 0 0 0 0
0
` 1 2 3 4 5 6 7 8 9 10

28 out of 34 or 82% got the passing score (8 – 10)

A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 25

 DAY 2
18
16
16

14 13
12

10

4 3
2
2
0 0 0 0 0 0 0
0
0 1 2 3 4 5 6 7 8 9 10

30 out of 34 or 88% got the passing score (8 – 10)

DAY 3
20
18
18
16
14
12
10
10
8
6
4
4
2
2
0 0 0 0 0 0 0
0
0 1 2 3 4 5 6 7 8 9 10

32 out of 34 or 94% got the passing score (8 – 10)

A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 26

A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 27
 Pilot Learnings/ Reflection

This CIP has reminded the team and us teachers to passionately

conduct regular drill on vocabulary building and Wh- questions, the HOTS in
particular. Time allotment for Drill Activity must be made 5 instead of 3
minutes to prepare the pupils for the lesson. Teaching reading strategies and
activities must be varied, e.g. Tongue Twister; Jazz Chants; Think and Read
Aloud Strategy; Shared Reading, Listen and Learn (L2 ); Peer Reading or
Tutoring, Silent Reading, etc. In making drill cards it should be readable, font
size must be at least 2” so that the pupils seated at the back can visibly see
what’s being flashed in front or posted on the board. In unlocking of
difficulties, words should not only be given but must also be associated with
pictures to better understand by the pupils for them to come up with correct
meaning and be able to use it in a sentence.

Moreover, pupils are more interested to read stories using big books,
ETV, Interactive White Boards, AVP, and other illustrated reading
materials, speech laboratory or social media tools that are most likely
associated with pictures. An interactive applications that can be downloaded
from the web.

With these being put into action, our pupils will all be an instructional
if not all independent level readers.

“Batibot”, basa tinguhang makasabot plays a vital role in the lives of

every pupil in Vicente N. Chaves Memorial Central School (VNCMCS)
especially Grade 6 that they are to graduate in their elementary years and get
promoted to grade 7.

It is such a fulfillment in the part of the teachers if and when his/her

pupils are able to read with comprehension. The team still believes that the
illiterates of today are those who cannot read and write. With high hopes, no
pupils of VNCMCS will finish grade 6 who cannot comprehend what they are
reading with the involvement of the parents and cooperation of the pupils
themselves.
A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 28
IX. ROLL OUT THE SOLUTION
It is important that the following are to be considered in rolling out the
solutions;
a. Communication
i. The exchange of information from you to others and
from others to you.
b. Participation
i. Involve the teachers in the planning and execution of a
change so they can develop shared ownership and
commitment.
c. Education
i. Provide the teachers with what they need to know so
they can successfully implement the desired changes.

d. Commitment and covenant

i. Photograph and post in Facebook
ii. Have a commitment wall inside the school
iii. Pictures of signed commitments of the other teachers
must be placed in the commitment wall
e. Standardization
i. Ensures that important elements of a process are
performed consistently in the best possible way.
ii. Documentation is the key
Up to date
Being used
f. Flowcharts are useful

X. CHECK THE PROGRESS

What you need to check

a. Results
 Gather data on the same measures identified in Assess Stage
 Use the same data collection procedures
b. Methods
 Did you follow the plan?
 Document what steps are followed during implementation
c. Improvement must be continuous, but individual initiatives and
project teams come to an end.
d. Develop managerial systems to capture learning and enable the
organization to address system issues.
e. Documentation and recognition are two critical aspects of project
team closure.
Note: Make a new team for the next School Year
f. Conduct regular meeting with the parents concerned to inform them
about their children’s academic and extracurricular performances in
the school.

A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 29

 g. Conduct General Assembly to inform the parents about the CI
Project “BATIBOT” Rollout Implementation Plan for the whole school

Prepared by:

Sgd. MELBA Z. SAILAGO Sgd. SHARON A. REGULAR

Teacher III Teacher III

Sgd. EMMANUEL RUEL C. RECENTE Sgd. VERGIE ANN J. CABACTULAN

Teacher I Teacher I

Sgd. EMILIA S. LUBGUBAN Sgd. JOEL V. BOYBANTING

Teacher II Teacher I

Sgd. JOANNE MARY M. PUTIS Sgd. JASMINE F. HALLAZGO

Teacher I Teacher I

Sgd. BERNARD M. ABAPO Sgd. ALLADINE P. TUTAS

Teacher I Teacher I

Sgd. MARIA ESPERANZA S. SALARDA Sgd. CHARLOTTE MAE Z. SAILAGO

Teacher I Teacher I

Noted by:
CYDEL P. VALMORES
Public Schools District Supervisor

Recommending Approval:

ERLINDA G. DAEL, Ph.D

CID Chief

ROWENA H. PARAON
Asst. Schools Division Superintendent

Approved:

RANDOLPH B. TORTOLA
Schools Division Superintendent

A CIP of VNCMCS, ‘Batibot’ Basa Tinguhang Makasabot | 30