Chapter 1

THE PROBLEM AND ITS BACKROUND

Introduction

Technology that appeared in every area of human life has also brought improvements

and changes to the field of education. Selwyn (2007) validates that computers and other

aspects of Information and Communication Technologies (ICTs) allow children,

students, and young people a wide variety of activities and experiences that can support

learning, yet many of these transactions do not take place in traditional educational

settings points out that the use of the pictorial form of communication leads humans to

improved comprehension and retention. Animation appeals to the power of the human

visual system (Rieber, 2010). Animation assists learners to visualize a dynamic process

which otherwise may be technology should be integrated into education. Review of

studies on animation in education visual aids are found to have a positive effect on

learning if certain conditions of in that it has prominent roles in instructional activities.

Equipping students with language skills is the most important among these roles.

Reading and visualizing in particular is of significance for individuals to acquire and

develop reading comprehension skills. Using animation and graphic in advance CASA

students have an important function in teaching students reading comprehension skills.

The reading comprehension process is about understanding the opinions or messages

that the author wants to deliver intentionally (May, & Rizzardi 2002). Reading

comprehension skills are those that individuals can not only use in their academic life,

but also their whole life. Besides, these are the skills that they can use in all course, not
only the course related to their mother tongue. Students' achievement in reading

comprehension forms the base for their success in other courses (Bloom, 2003). In an

attempt to teach reading comprehension skills that are regarded as having great

importance, educators and teachers can use animation and graphic in reading

comprehension activities. Reading comprehension is among the basic skills that should

be taught to children in the first years of elementary school. If they can acquire reading

comprehension skills, they can be successful in both school and life. Students have

negative attitudes and poor motivation towards, and they have serious problems in

reading comprehension. Besides, it was seen that one of the major problems regarding

mother tongue education is reading comprehension, and the problems experienced in

reading comprehension negatively affect other students as well. With the developments

in technology particularly, the idea to use animation and graphic in improving reading

comprehension has to come up. Consequently, the researchers thought that the use of

animation and graphic in reading comprehension activities should be studied. Although

there are many studies on the use of technology in education, those that focus on using

animation and graphic to improve reading comprehension skills have been limited

(Berthas- Turkmen, 2001; Brown, 2006; Doty, 1999; Maddox, 2013; Stevens, 2014;

Thooft, 2011). There have been efforts to make animation and graphic for advance

CASA students and use them more effectively. In this process, Animation and graphic

have been developed which would be suitable to advance CASA students and enhance

reading comprehension. Animation and graphic can effectively use in education,

advance CASA students' attention can be easily drawn to the lesson, their reading

motivation can be increased, and their skills of using technology can be developed. The
animation and graphic are suitable to advance CASA students. Furthermore, students

who have problems in reading comprehension should be identified, and taught reading

comprehension skills. In this regard, it was contemplated how the animation and graphic

can be used to improve the reading comprehension skills of advance CASA students

who have problems in reading comprehension. This study aims to reveal the

effectiveness of using animation and graphics on improving reading comprehension in

advance CASA students. We will see how much they good at analyzing and explaining

what they read. The goal of this study is to make advance CASA students realize that

having excellent reading comprehension skills is crucial.

Background of Study

Do students fully understand what they are reading? Are they able to express verbally

or written communication what they have read? Professional teachers need to guide

students

to become independent and effective in our fast-paced, fast-growing society. To do this

we need to start with the basic still that is used throughout life and that skill is reading

comprehension. Reading comprehension is a still that is critical in the educational

success of all individuals.

Without adequate reading comprehension still, students can struggle in many subjects&

areas. Reading comprehension is an important still needed for all areas of school. In

Learn and Explore Montessori School year-2019 85% of advance CASA students are

not good in reading comprehension. Poor reading comprehension skills lead to poor
grades, when students don’t understand what they read, it affects their ability to

succeed in school. All subjects, including science and math require reading

comprehension. Even tests and exams require good reading comprehension which

results in low grades and poor test scores if a student has poor reading comprehension.

Without comprehension, reading is a frustrating, pointless exercise in word calling. It is

no exaggeration to say that how well students develop the ability to comprehend what

they read has a profound effect on their entire lives. A major goal of reading

comprehension instruction, therefore, is to help students develop the knowledge, skills,

and experiences they must have if they are to become competent and enthusiastic

readers. Over the past few decades, research has revealed a great deal of information

about how readers get meaning from what they read and about the kinds of instructional

activities and procedures that are most successful in helping students to become good

readers. Reading is the most important component in learning process and social

interaction because, first reading is an indispensable communication tool in a civilized

society.

Second that the reading materials produced in any period of time in history most

influenced by social background. Third developments that over the period of the

recorded history of reading has led to two very different poles. Sometimes students

think they can read. After all, they know all the words. But that doesn’t mean they

understand what they read. A learning disability in reading comprehension affects the

learner apposes ability to understand the meaning of words and passages. Students

with a learning disability in reading comprehension may also struggle with basic reading

skills such as decoding words, but comprehension is the greater weakness. Limited
vocabulary can cause poor reading comprehension. In this phenomenon the advance

CASA student’s needs to improved their reading comprehension to level up their

performance in school, by using animation and graphics. Reading comprehension is a

key to increasing reading scores. Solving problems, preparing for college and illiteracy

are very credible reasons for the improvement of reading comprehension skills. This

study will be conducted determine the effectiveness of animation and graphics in

improving reading comprehension. Improving reading comprehension for advance

CASA students at Learn and Explore Montessori School Inc., Taguig City. There are

many positive results that can come to this study.

Theoretical Framework

Cognitive Learning Theory

Jean Piaget's theory of cognitive development suggests that children move through four

different stages of mental development. His theory focuses not only on understanding how

children acquire knowledge, but also on understanding the nature of intelligence.1 Piaget's

stages are:

 Sensorimotor stage: birth to 2 years

 Preoperational stage: 2 to 7

 Concrete operational stage: ages 7 to 11

 Formal operational stage: ages 12 and up

Piaget believed that children take an active role in the learning process, acting much

like little scientists as they perform experiments, make observations, and learn about

the world. As kids interact with the world around them, they continually add new

knowledge, build upon existing knowledge, and adapt previously held ideas to

accommodate new information.

Cognitive development involves changes in cognitive process and abilities. In Piaget's

view, early cognitive development involves processes based upon actions and later

progresses to changes in mental operations.

Conceptual Framework

Technology Integration Reading Comprehension

Skill
is the use of technology tools
in general content areas in is the ability to process text,
education understand its meaning, and
to integrate with what the
 Software based reading reader already knows
comprehension
programs help enhance  reading
this ability. Some of comprehension is the
those programs include, ability to read,
ReadWorks, a free, understand, process,
online program for and and recall what was
students. It teaches just read
students to build their  It increases the
knowledge and enjoyment and
vocabulary to achieve a effectiveness of
greater understanding of reading and helps not
what they read. It relies only academically, but
on research-based professionally, and in a
classroom strategies to person's personal life.
strengthen literacy skills
including phonics,
fluency, vocabulary, and
comprehension.

The paradigm above shows that the technology integration is the independent variable

and reading comprehension skill is the dependent variable. The researchers ought to

see any possible correlation between two variables and reveal if the independent

variable gives effect to dependent variables.

Hypothesis

H0: There is no significant relationship between animation and graphics

H1: There is a significant relationship between animation and graphics
Statement of the Problem

This study determines the effect of utilizing animation and graphics in literary devices

towards the reading comprehension skill.

Specifically, it seeks the answers to the following questions;

1. What is the profile of the students in terms of?

1.1 Age

1.2 Gender

1.3 Grade level

2. What is the reading habits of the students?

2.1 Rereading

2.2 Reading slower

2.3 Whisper reading

3. Is there a significant relationship between the utilization of animation graphics and the

student’s reading comprehension?

Scope of Limitation

This study was conducted to determine the effects of animation and graphics in

improving reading comprehension, this study only covered Learn and Explore

Montessori School in Taguig City where the respondents (Advance CASA students)

were chosen.
Significance of the Study

Student,

This research will extend the knowledge of students who are dealing problems in

reading, and it can help boost the background knowledge and critical thinking of the

students.

Parents,

This research may help the parent to know the level of reading skills of their children.

Teachers,

This research may help some teachers to manage the reading skills of the students.

School,

This research will give more information for the school admins to provide more

technology in teaching students.

Future Researchers,

The result of this study would provide a basis for the new issues related to the ways of

teaching that the researcher went to study in the future.

Definition of Terms

Technology

Used to set a purpose for the reading experience that followed, to enrich literacy

lessons with visuals and increased background knowledge, to motivate response, and

to teach technology skills within the literacy lesson.

Animation

The technique of photographing successive drawings or position of puppets or models

to create an illusion of movement when the movie is shown as a sequence.

Graphics

The use of diagrams in calculation and design.

Schema

Is a cognitive framework or concept that helps organize and interpret information.

Macrostructure

A large scale or overall structure of something an organism a mechanical construction

or written text.

Retention

The continued possession uses or control of something.

Mother Tongue The language which a person has grown up speaking from early

childhood.
Non-Spatial

Having to do with empty space contrast with temporal which deals with time.

Comprehension

Refers to your ability to understand something or your actual understanding of

something.

Anchored

Provide with a firm basis or foundation.