Maryhill College, Inc.

INVIEW APPROACH E-MODULE AS AN ALTERNATIVE PEDAGOGICAL

TOOL IN ENHANCING READING COMPREHENSION

A Thesis
Presented to the Faculty of the
College of Teacher Education
Maryhill College
Lucena City

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Secondary Education
Major in English

DYAN LYN H. ALABASTRO

MARICAR C. CARTINA
JACQUELINE MAY N. MANRIQUE

March 2018
 Maryhill College, Inc.
CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

Two decades ago, communication arts in English has introduced the four macro

skills: Speaking, Reading, Writing and Listening. The breakthrough of technology has

come with the fifth macro skill in English and Filipino subjects which is viewing. Estroga

(2012) defined viewing as a process of understanding visual images and connecting them

to accompanying spoken or written words. Moreover, he stated that although viewing is

not a skill to be taught, this skill will provide the students with increased information

about the material.

Additionally, Roe and Ross (2010) indicated that viewing is one of the most

important skills in communication because it is a way of portraying information in the

record, thus, giving more emphasis on the importance of mental faculty that allows a

perceiver to give details about a target that is difficult to get to normal senses due to time,

distance or shielding. Also, viewing involves interpreting images for which word stand,

and connecting visual images in videos, computer programs, and websites with

accompanying printed or spoken words.

In line with this, Carry (2010) specified that reading and viewing form a single

strand of the English profile because visual texts, like written texts, involve the use of

language to make meaning. Many of the skills and understandings relevant to the study of

written and visual language are the same. Hence, the researchers want to see the

effectiveness of viewing in improvement of reading comprehension of students.

 Maryhill College, Inc.
In the result of the National Achievement Test (NAT) on 2012, Grade 3 students

got a Mean Percentage Score of 54.42% in English reading Comprehension and 58.61%

in Filipino. This shows that Filipino children are considered as average readers in general.

It also shows that Filipino students have problem understanding what she/he is reading

whether the text is written in English or Filipino.

As a result, the researchers discerned that there is a problem in the reading

comprehension of students; a lot of things can be attributed to this situation such as lack

of interest among students; limited vocabulary; the challenging literary texts that are

being assigned to students; and the failure to create visual images on their mind while

reading. Creating visual images while reading comes naturally to proficient readers, if

this does not happen then there is a breakdown in comprehension. To activate the creation

of mental images while reading, the researchers came up with an idea of using videos

inside the classroom.

Statement of the Problem

This study aims to determine if the InView Approach can improve the reading

comprehension of students. Specifically, the researcher seeks to provide answers to the

following questions:

1. What is the level of reading comprehension of Grade-10 students in QNHS before

using the InView Approach in terms of:

a. Sequencing of events

b. Distinguishing between facts and opinions

 Maryhill College, Inc.
c. Getting the main idea and supporting details

2. What is the level of reading comprehension of Grade-10 students after exposure

to InView Approach in terms of:

a. Sequencing

b. Distinguishing between facts and opinions

c. Getting the main idea and supporting details

3. Is there a significant difference in the level of reading comprehension of Grade-10

students before and after exposing them to InView Approach?

4. What are the implications of the findings of this classroom-based research in the

enhancement of comprehension of students?

Hypothesis

Considering the general view that reading is important and this skill is

prerequisite for effective learning, it appeared that viewing is likely to have an adverse

relationship in the student’s reading comprehension. In the light of the sub-problem, the

null hypothesis below was established:

a. There is no significant difference in the level of reading comprehension of Grade-10

students before and after exposing them to InView Approach.

 Maryhill College, Inc.
Significance of the Study

This study will be greatly important to the students, teachers, principal or

administrator, and the researchers themselves in determining new way of enhancing

reading comprehension.

To the Students

Results of the study will aid them to develop their reading comprehension skills

in accessible way through incorporation of the concepts with the use of technological

device. Students’ interest regarding a certain topic will be enhanced through exposing

them to a modern way of teaching.

To the teachers

This study will provide new strategy in improving the reading comprehension of

the students that will help them in teaching-learning process. The teachers will also be

guided with the new strategy towards more effective delivery of learning. It will help

them formulate steps in developing the comprehension skills of their students in language

communication.

To administrator

This study will give appropriate information to Quezon National High School as

they develop curricula and syllabus for respective academic levels for students. Through

this, program regarding strengthening of comprehension will be developed and the

designers of instructions will be encourage to create and provide materials that will

help teachers in improving the reading comprehension of the students and in providing

fine instructions that can contribute in developing their comprehension skills.

 Maryhill College, Inc.
To future researchers

As future educators, it will give them an idea to continue in discovering new

strategies in enhancing reading comprehension especially for those students who have

difficulties due to various factors. It will also be a useful material for future studies in a

sense that it will impart findings about the comprehension level of the students.

Theoretical Framework

The study focused on determining if the InView Approach can improve the

reading comprehension of students. The following literatures serve as the backbone of the

study:

This study was guided by Piaget’s (1983) Theory of Cognitive Development.

Cognitive development is that aspect of development that deals with thinking, problem

solving, intelligence and language. According to Piaget, cognitive development is a

combined result of the maturation of the brain and nervous system and the experiences

that help individuals adapt to the environment. He contends that cognitive development

in all children will follow predictably and qualitatively distinct levels or stages. These

stages are from concrete operational thought to formal operational thought. These stages

are useful in this study in that adolescents’ reading abilities and social/emotional

adjustment in secondary schools depend on how successful they went through these early

steps (Lerner, 2000).

Also to support this study Bartlett 's Schema theory states that all knowledge is

organized into units. Within these units of knowledge, or schemata, is stored information.
 Maryhill College, Inc.
A schema, then, is a generalized description or a conceptual system for understanding

knowledge - how knowledge is represented and how it is used. According to this theory,

schemata represent knowledge about concepts: objects and the relationships they have

with other objects, situations, events, sequences of events, actions, and sequences of

actions. When a student reads, he can activate prior knowledge about a topic or use

context clues to determine the meaning of a word while remembering what has just been

read (Sanford, 2015).

This study is also based on the Mental Model Theory which states that

comprehension is consists of multiple levels of understanding. The mental model theory

suggests that readers move back and forth between the text information and the images

(mental model) created; as they read they continually check their mental model against

the text information to make certain that the mental model accurately reflects what the

text says. The text is the foundation of the mental model. And so, the comprehension of

everything that is learnt in school depends on the learner’s good reading skills

(Mwanamukubi, 2013).
 Maryhill College, Inc.
Conceptual Paradigm

InView Approach

Before exposure to After exposure to

InView Approach: InView Approach:

1. Sequencing 1. Sequencing

2. Distinguishing 2. Distinguishing
between facts and between facts and
opinions opinions

3. Determining the 3. Determining the

main idea and main idea and
supporting details. supporting details.

A Proposed InView
Approach E-Module

Figure 1. Paradigm describing the effectiveness of InView approach in enhancing ng

reading comprehension with the aim of developing a proposed InView Approach E-
Module
 Maryhill College, Inc.
The figure above presents the different phases that the researcher will use in

conducting the study. The input includes the Pre-test and Posttest that will be

administered to the students and the downloaded videos that the students will watch.

The actual process included the administration of the pretest and post-test to two

groups which are the experimental group and the controlled group, implementation of the

InView Approach and the interpretation of the results as to whether there is a significant

difference between the pretest and post test results.

The last phase which is the output includes the InView Approach as a strategy in

enhancing reading comprehension of the students.

Scope and Limitations of the Study

This study aims to determine if the InView Approach can improve the reading

comprehension of students. Specifically, it aims to determine the level of reading

comprehension of Grade 10 students before and after exposing them to InView Approach.

The subjects of this study were the Grade 10 students from two (2) sections in

Quezon National High School. The respondents of the study were thirty (30) males and

thirty (30) females with a total of sixty (60) Grade 10 students.

The main instrument will focus on the reading comprehension that will be

enhanced by using videos. It will determine the improvement of reading comprehension

of the Grade 10 students based on videos that will be presented.

 Maryhill College, Inc.
Statistical treatment to be used by the researches includes percentage rubrics and

T-test dependent.

Definition of Terms

Due to the interdisciplinary nature of this study, it is beneficial to define some key

terms operationally and conceptually in order to attain better understanding of the

research.

Interrupted Viewing (InView)- is an approach of interrupting the time of viewing and

read the continuation of the story.

Reading Comprehension- is as the level of understanding of a text/message. This

understanding comes from the interaction between the words that are written, and how

they trigger knowledge outside the text/message.

Viewing- is the ability to interpret the meaning of visual images. As students are used to

visual messages, they need to use a range of viewing skills and strategies to make sense

of the visual images that come together with oral and print language Rojas (2013).
 Maryhill College, Inc.
CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

In conducting and writing a research study, it is significant to do a review of

related literature and studies about the problem to give more light to present phenomena.

It helps the researchers and the readers to have a deeper grasp about the present study.

Reviewing the related literature and studies will give more knowledge to the researchers

by linking past studies to current research. Furthermore, it will stimulate the researchers

mind and widen the scope of their cognition about the topic because of exposure to these

materials.

This chapter presents the literature and studies related to the current research. The

researcher refers to all possible source of information relevant to the present undertaking

to substantial to this presentation. The first part is a discussion of related literatures lifted

from various sources that are related to the present study. The second part presents the

findings of studies already undertaken which have direct bearing on the current study.

Related Literature

According to Estroga (2012), viewing enhances listening skills when students

attend to non-verbal communication and visual elements of performance, video,

television, film and multimedia presentation. It supports the abilities of the students to

improve their reading comprehension.

 Maryhill College, Inc.
Same as above citation, Isidor (2007) stated that students encounter thoughts,

ideas, and feelings by viewing, as well as listening and reading. By this, students should

be given opportunities to view a variety of formats including visuals, drama, and media.

In addition, Kathie Johnson and Connie McDonald (2007) indicated that just as

listening, reading, writing and speaking, viewing entails giving attention to facts and

relationships, inferences, and to critical analysis.

In line with Roe and E.P.Ross(2010) statement that viewing involves interpreting

images for which word stand, and connecting visual images in videos, computer

programs, and websites with accompanying printed or spoken words.

Furthermore, Kwan (2010) identified that the school system must react to the

technological advances in a way that benefits the students. Thus, there is really a need for

educators to continue exploring technology so as to help students achieve optimum

learning inside the classroom. There is also a need for the educational system to take

advantage of the positive uses of these technological advances and using videos inside

the classroom is one of these.

Andreasen (2009) stated that video can be a powerful mechanism for engaging

older struggling readers in active comprehension processing, and it can be used as a

starting point for in-depth comprehension and writing activities. Furthermore, she added

that video presentations play an important role in assisting those readers who lack the

necessary background knowledge to promote comprehension, especially among children

who are at-risk with respect to literacy skills.

 Maryhill College, Inc.
Vanderplank (2009), in a review of research on multimedia in the second-

language classroom setting, accepts that new technologies can have a general benefit on

comprehension, but is concerned with the challenges and choices facing teachers who

want to fully exploit digital technology in the language classroom and laboratory.

Herron, York, Corrie, and Cole (2006) compared two foreign-language classes:

one that used a packaged curriculum with a video component as its primary means of

teaching new material, and a second course that relied on a more traditional textbook

with supplementary media enrichment.

Similarly, Yovanoff, Duesbery, Alonzo, and Tindal(2005), cited as readers mature

in their comprehension skills, they are able to progress efficiently from the stage of

learning to read to the ultimate goal of reading to learn.

Moreover, they specified that comprehension also requires effective use of

strategic processes, such as metacognition and comprehension monitoring. As readers

mature in their comprehension skills, they are able to progress efficiently from the stage

of learning to read to the ultimate goal of reading to learn.

Comprehension skills defined by Cadavido (2014) are the abilities to use the

context and the prior knowledge to aid reading and to make sense of what one reads and

hears. He also stressed that reading comprehension is largely based on the knowledge that

reading makes sense, reader's prior knowledge, information presented in the text and the

use of context to assist recognition of words and meaning.

 Maryhill College, Inc.
As cited by van den Broek & Espin (2012), reading comprehension is a complex

interaction among automatic and strategic cognitive processes that enables the reader to

create a mental representation of the text.

As mentioned by Basaraba (2013), reading comprehension is a complex process

that requires different building-block skills. One model of reading comprehension

proposes that understanding what we read is really the result of three levels of skills:

literal comprehension, inferential comprehension and evaluative comprehension.

Rayner (2001) presented reading comprehension as the level of understanding of

a text or message. This understanding comes from the interaction between the words that

are written and how they trigger knowledge outside the text or message.

Reading comprehension is a skill that can be strengthened and improved through

more reading practice. Pressley (2003), as cited by Pardo (2004), stated that increasing

vocabulary, extensive reading and critical reading are some of the practices that can be

used to strengthen and refine the person’s ability to comprehend any text.

In addition, Al- Khateeb (2010) emphasized that reading comprehension is

considered the real core for the reading process; and a big process around which all other

processes are centered. Comprehension is the peak of the reading skills and the basis for

all reading processes. It is viewed by some researchers as the ultimate objective of the

reading process, since he who does not comprehend what he reads is considered as if he

has not read.

 Maryhill College, Inc.
Consequently, Cadavido (2014) stated that reading comprehension skills are the

abilities to use the context and the prior knowledge to aid reading and to make sense of

what one reads and hears. He also stressed that reading comprehension is largely based

on the knowledge that reading makes sense, reader's prior knowledge, information

presented in the text and the use of context to assist recognition of words and meaning.

Lastly, Wolf (2008) extrapolated that reading comprehension is the heart and goal

of reading.

Related Studies

This study is patterned and based after the following studies such as:

Michael Rogers (2013), “English language learning through viewing television:

An investigation of comprehension, incidental vocabulary acquisition, lexical coverage,

attitudes, and captions”, comprised of five studies investigating aspects of language

learning through viewing television. The results show significant comprehension gains

from the first to the final episode viewed. This is parallel to the present study which aims

to enhance reading comprehension through viewing. However, the videos that will be

used are focus only in Greek literature.

This conclusion supports the study of Khan (2012) “The Impact of Television

Viewing on the Academic Achievements of Students”. It explores the major influence of

television and relationship between children relative amount, nature, and extent of

television viewing and their academic achievement in the schools. The study found that

the impact of television has been instant and profound. This just reveals that the current
 Maryhill College, Inc.
study of the researchers supports viewing as one of the tool that can improve the

comprehension of students. However, the viewing will be interrupted and the

continuation will be read by the students.

Another study supporting that viewing has a great impact on reading

comprehension with Mekheimer (2011), “The Impact of Using Videos on Whole

Language Learning in EFL Context”. Mekheimer’s study is set to measure improvement

gains in aural/oral, reading and writing skills using data from an experiment that was

conducted over a period of one academic year. With the conclusion of demonstrating that

authentic video, inducing satisfactory viewing comprehension as well as presented in an

integrated language skills instruction, is a valuable approach to whole language teaching.

Matching the current investigation of the researchers that downloaded videos can be a

great help in the instructional materials of the teachers. The study of Mekheimer ended in

recommendations and pedagogical implications insightful for curriculum design and

teaching theory. However, the present study will only focus on reading comprehension

with the exception of oral skills and writing skills of the students and will be done in

three sessions only.

Similar to the above studies, Finch (2008) “Children's film viewing practices: a

qualitative investigation into engagement with a feature film” aims to provide insights for

educators by demonstrating the range and nature of the educationally significant

understandings, about film, that children construct. The findings provide evidence that

children construct a range of educationally relevant understandings through their repeated

home viewing of favorites, although structural and critical engagement was not well
 Maryhill College, Inc.
developed in this group. Similar to the present study, the researchers would like to

construct better understanding of the texts by viewing, however, the viewing will be

conducted in school and the videos that will be presented are integrated to the curricula in

their current grade level.

Consequently, the study of Fernandez (2010) “Controlled Film Viewing: A Tool in

Reading Comprehension and Writing Proficiency” aims to determine if integrating the

Controlled Film in the classroom is effective as an alternative tool in improving Reading

Comprehension and Writing Proficiency. The results reveal that there was an

improvement in the Reading Comprehension and Writing Proficiency when the

controlled film was employed. It was proven that integrating film or videos in the

classroom is effective as an alternative tool in teaching Reading Comprehension and

Writing Proficiency to the students. Therefore, it is a good strategy which the teachers

could implement in existing strategies in teaching the English language to students.

Similarly, the present study would also like to determine if the reading comprehension

will be improved with the use of videos in the classroom. On the other hand, the present

study will only give emphasis in comprehension excluding the writing proficiency of the

students.

Moreover, Ludewig (2015) “Constructing knowledge from interactive

visualizations. How data viewing strategies influence comprehension of complex

relations” shows participants that interpreted the data were hypothesized to focus more

on task-relevant information; ignore task-irrelevant information and, therefore, deselect

 Maryhill College, Inc.
less task-irrelevant information from the display. The results suggest that users’ tendency

to choose representations with task-irrelevant information was moderated by their level

of understanding of the specific external display. In the same way, the current study aims

to help the students attain relevant information about the text through viewing,

nevertheless, researchers will choose what to be presented to determine the

comprehension level of the students.

The study “A Cognitive Theory of Multimedia Learning: Implications for design

Principles” by Moreno (2007) examines the implication for design principles in

multimedia learning in reference to the Cognitive Theory of Multimedia learning. The

study is related to the present study because both studies examines about the effectiveness

of multimedia as an instructional technology for the advancement of students to learn.

Though, the present study will examine the implication of the findings in enhancement of

comprehension of the students.

“Using Video to Develop Writing Fluency in Low-Proficiency ESL Students” by

Wolf (2006) is a study which also found out that viewing is not just enhancing the

reading comprehension but as well as the writing proficiency of the students. This study

discovers that activities using engaging and popular video materials are highly effective

in bringing out creative, fluent and expressive writing from students. Correspondingly,

the current study aims to bring out the understanding of the students in certain literary

text and enhance their comprehension skills but not in writing fluency.
 Maryhill College, Inc.
Synthesis

Viewing as an alternative pedagogical tool in enhancing reading comprehension

states that viewing is an experience from hindsight often puts an interesting spin on the

event and assists in the discovery of unique and innovative solutions that an individual

had not previously arrived upon. It is the ability to construct effective visuals in order to

convey ideas to others. As students are used to visual presentations, they need to use a

range of viewing skills and strategies to make sense of the visual images that come

together with oral and print languages.

Based on the review of related literature and studies, the researches

conceptualized the impact of viewing in reading comprehension of the students. The

reading comprehension is a part of the communicative skills. It is very important because

a large number of the texts which students have to read and understand are essential for

the life with a language. This means that students should be able to understand the

meaning of what is written as well as the idea behind the text. In this reason, the concept

of this study lies on the fact that students will perform well if they are expose with the use

of technologies specifically video presentations.

 Maryhill College, Inc.
CHAPTER III

METHODOLOGY AND RESEARCH DESIGN

As previously stated, the purpose of this study is to determine the level of reading

comprehension of the students before and after exposing them to InView Approach. This

chapter describes the research methodology. It includes discussions of the sampling

method that will be used, and the format of the data and how it will be collected. The

chapter is divided into the following sub-sections; research design, respondents of the

study, research locale, instrumentation, data gathering procedure, and statistical treatment

of data.

Research Design

The study will use the experimental research design, a method of research in

which a controlled experimental factor is subjected to special treatment for

purposes of comparison with a factor kept constant . This design will help in

addressing evaluation questions about the effectiveness and impact of Inview Approach

as an alternative tool in enhancing reading comprehension of the students. This study will

consists of one (1) control group which will undergo in a full text reading of the selected

literary text and one (1) experimental group which will be subjected to the InView

Approach where in the students will watch a video of the selected literary then will be

interrupted to continue by reading.

 Maryhill College, Inc.
Respondents of the Study

The researchers will use purposive sampling procedure where in the subjects will

be given criteria to be the participants of the study. These criteria include the following:

those enrolled in grade 10 currently enrolled and those who obtained an average grade of

80 and above. The researcher will be administering this study to the two (2) sections of

Grade 10 of QNHS. One group will be the experimental group, while the other group will

be the controlled group.

Research Locale

The researchers will conduct their study in Quezon National High School,

formerly Tayabas High School, founded in October 1902, a public secondary science

high school in Brgy. Iyam, Lucena City, Philippines with more than 11,000 enrollees

from Grade 7 to Grade 10, placing it as the second most populated school in the country.

Instrumentation

The instruments that will be used in this study are: Pretest and Post Test which

will be validated by one of the Secondary School Teacher from the English Department

of Quezon National High School. Another material that will be used is the downloaded

video that the students will watch.

This will consists of activities which will test the comprehension skills of the

students such as sequencing, distinguishing between the facts and opinions and getting

the main idea and supporting details about the selected literary text. The aim of these
 Maryhill College, Inc.
questions was to assess how well the students will be able to comprehend the material

he/she had read with the help of video presentation.

Data Gathering Procedure

Before gathering of data for the study, permission from the school principal and

Grade 10 students will be secure. The pretest will be then distributed to the respondents

and will be retrieved by the researches. The researcher will analyze the gathered data by

computing the weighted mean of the acceptability of the material.

To gather the needed data, the researches will ask for the approval of research

adviser and seek permission from the principal of Quezon National High School. Then,

the letter of approval will be shown to the teacher of the selected Grade 10 students.

Prior to this, the researchers will inform the students that they will be the

respondents of the study. Before giving the pretest, the researcher will explain first the

purpose of the test. After the brief discussion, the researcher will give the pretest to the

students.

One group of students will be asked to simply read a text; while the other group

will watch an animated video of literary texts from Greek Mythology. Then, there will be

an interruption in the watching of the video and they will read the continuation of the

story.
 Maryhill College, Inc.
Statistical Treatment

In order to analyze the data that will be gathered, various treatments on the

collected data will be used. This part presents the way the researchers will analyze the

collected data in each question as well as the different statistical tool that will be applied

on the study.

For sub-problem number 1, to determine the performance of the students after

exposure to InView Approach, the researchers will use percentage rubrics.

f X 50 + 50
n

Where:

f = Raw Score

n = Total no. of Items

The results will be interpreted using the following scale:

Scale Descriptor

90 - 100 Outstanding
80 - 89 Very Satisfactory
70 - 79 Satisfactory
60 and below Poor
 Maryhill College, Inc.
b. For sub-problem number 2, to determine if the InView Approach will improve

the level of reading comprehension of the students, T-test dependent will be utilized.

Where:

t - t-value

D - mean of difference

Σd² - sum of difference of square

N - number of observation
 Maryhill College, Inc.
Bibliography

Articles
Estroga, I. J. (2012), Viewing Skill

Isidor, M. (2007) Viewing Comprehension

Johnson, K. Ed. D., McDonald, C. Ph.D. (2007), Visual literary: Viewing skills and
Method of Visually Representing

Roe, B. D., Ross, E.P. (2010), The Language Arts

Andreasen, H. (2009), Combining Comprehension reading instruction with Video

Anchors

Vanderplank (2009), International Journal of Learning & Development ISSN 2164-4063

2013, Vol. 3, No. 1

Van den Broek, Espin (2012),A Research Review of Cognitive Skills, Strategies, and -
LearningRx

Alonzo (2005),Reading Comprehension - LearningRx

Riofrio, R. S. (2014), An Online Reading Comprehension NAT Reviewer for 4th Year
High School Students

Tizon, M. N. (2010), Reading Comprehension Ability of Grade VI Pupils of Kinangay

Sur Elementary School

Thesis

Ludewig, U. (2015), Constructing knowledge from interactive visualizations. How data

viewing strategies influence comprehension of complex relations

Finch, B. T. (2008), Children's film viewing practices: a qualitative investigation into

engagement with a feature film: a thesis presented in partial fulfilment of the
 Maryhill College, Inc.
requirements for the degree of Doctor of Education at Massey University, New Zealand,
Retrieved from http://mro.massey.ac.nz/handle on March 14, 2017

Rodgers, M. P.H. (2013), English language learning through viewing television: An

investigation of comprehension, incidental vocabulary acquisition, lexical coverage,
attitudes, and captions, Retrieved from http://webcache.googleusercontent.com from
March 10, 2017 7:26 pm

Khan, G. M. (2012) The Impact of Television Viewing On the Academic Achievements

of Students, Retrieved from https://ideas.repec.org/a/iih/journl/v6y2012i1p38-63.html on
March 10, 2017

Fernandez, I. M., (2010), Controlled Film Viewing: A tool in reading comprehension and
writing proficiency

Mekheimer, M. Ph. D. (2011) ,The Impact of Using Videos on Whole Language Learning in
EFL Context, AWEJ Volume 2, number 2, April 2011 pp. 5- 39