BRAIN-BASED LEARNING AND READING OUTCOME OF THE

GRADE III SPED GT LEARNERS

____________

An Action Research
Presented to
The Regional Research Committee
DepED Regional Office 02

____________

By:

ELISA S. MARCELINO
Master Teacher II
Diffun Central School

JUNE-JULY, 2016

1
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 02
SCHOOLS DIVISION OF QUIRINO
Cabarroguis
Telefax (078) 305-2425

ACTION RESEARCH PROPOSAL

PRELIMINARIES

Research Proponent : ELISA S. MARCELINO

School : DIFFUN CENTRAL

Division : SDO QUIRINO

Mobile Number : (+63)917-5400-479

Title : BRAIN-BASED LEARNING AND

READING OUTCOME OF THE
GRADE 3 SPED GT LEARNERS

Level : CLASSROOM

TARGET DATES

Proposal Approval : JULY, 2016

Data Gathering : NOVEMBER, 2016 – JANUARY, 2017

Completion : FEBRUARY, 2017

Dissemination : MARCH, 2017

Utilization :

2
Abstract

The research was conducted to determine how effectively Brain-based

Learning develop the reading skills of the Grade Three SPED GT learners of Diffun
Central School for SY 2016-2017. The study utilized experimental-research design
using pretest and posttest wherein statistical tools used in the analysis of data were
Mean and standard deviation, Paired Samples t- Test and Eta-squared. The
Statistical Package for Social Sciences version 21 was used to analyze the data.
This was conducted using the universal technique. Results showed that there was a
significant difference of the scores between Pre-Test and Post-Test. It further
revealed that Brain-based have a large effect when it was applied in the classroom to
develop the reading skills of the learners. It is highly recommended that teachers
should continually engage their learners in more meaningful and interesting activities
in the classroom to improve reading outcomes. Teachers must create an
environment that is brain-friendly and learner-centric–an environment that will cause
learners to sit up, pay attention and become actively involved in their own learning,
while taking ownership and responsibility for their learning outcomes.

3
 ACKNOWLEDGMENT

“In everything give thanks with prayer and supplication give praise unto the
Lord. In everything you do put God first and He will direct your path.”

When God works, nothing is impossible. He uses individuals to become a part

of one’s life and be a channel of blessing. The reason behind the researcher is
thankful to God for He always at her side throughout the study.

Likewise, God uses different people to be a part of this undertaking. Thus, the
researcher would like to extend thanks to the following:

The Region 02 Research Team Committee for working overnight in

evaluating this work to become a valuable one. They have been the source of
wisdom and motivation by the author;

SDO Qurino Research Committee, for their words of encouragement and

inspiration. They always push the researcher to come up with an action research;

Dr. Sonia C. Pagbilao, PSDS, for her unending encouragement and for being
available to give her comments, suggestions in the manuscripts. She is a great
administrator and a role model;

Mrs. Mely G. Claro, Principal I, for her usual support extended to the
researcher;

The Grade 3 SPED GT parents and pupils for their support and cooperation;

Valentino M. Marcelino, author’s husband, for striving hard to augment our

resources. The proponent fall short of words to describe the support he extended to
the author; and

Lavli and Elijah’s sweet embrace. They are the author’s biological children. for
They serve as the stress reliever in every tiresome moment.

To all of you, God bless you more.

ESM

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 IV. CONTEXT AND RATIONALE

Poor reading skill is manifested with poor comprehension. Numerous

researches and studies were conducted to address the problem on poor

comprehension but still intervention programs and special activities are needed to be

conducted in every classroom to cater the specific needs of pupils. As George Carlin

once said: “Don’t just teach your children to read…teach them to question what they

read. Teach them to question everything.”

In the case of the Grade Three SPED Gifted and Talented (GT) class of

Diffun Central School, a good reading habit has been a problem to them. To this

computer age, most of them neglected reading and did not know the importance that

they will derive from it. Printed materials were just nothing to them. They love online

games and playing with their gadgets rather than to read, one of the reasons they

have poor reading skills. As a teacher, the proponent does want to revive their love

for reading, hence to develop their reading skills.

Based on the result of the Oral and Silent Reading Test in English conducted

to the Grade III SPED GT Learners 1st week of June, 2016, only 4 out of 30 pupils or

13.33% were under independent level. It shows that majority of the class was under

instructional and frustration level. Again, midweek of August when a reading test was

conducted to the Grade 3 SPED GT learners and found out that 16 out of 30 learners

were under independent and instructional level. There were still 14 or 46.67% who

were under frustration level. This prompted the proponent to conduct this study to

improve the reading performance of the Grade 3 SPED GT learners of Diffun Central

School.

However, the proponent observed that most of the learners are fond of acting,

doing caricatures, some inclined to singing and still others to writing. Some may like

working on puzzles and others do monologue. In short, they possess the multiple

5
intelligences which have a big role in learning. With this, the proponent wanted to use

their skills to develop their reading comprehension skills.

It is along this premise that the researcher conducted an action research

entitled BRAIN-BASED LEARNING AND READING OUTCOME OF THE GRADE III

SPED GT LEARNERS.

This study aimed to determine the effectiveness of Brain-based Learning in

developing the reading skills of the Grade 3 SPED Gifted and Talented Learners of

Diffun Central School for the School Year 2016-2017.

Brain-based teaching emphasizes how the brain learns naturally and is based

on what we currently know about the actual structure and function of the human brain

at varying developmental stages. Brain-Based Learning is the purposeful

engagement of strategies that apply to how our brain works in the context of

education. This theory also helps explain recurring learning behaviors, and is a meta-

concept that includes an eclectic mix of techniques. This allows teachers to connect

learning to learners’ real lives and emotional experiences, as well as their personal

histories and experiences. This form of learning also encompasses such newer

educational concepts like the multiple intelligences.

According to Wilson (2013), one of the key tenets of brain-based education is

that attention follows emotion, and both music and art often tap into the emotional

areas and thus are natural conduits for remembering and connecting information. It

provides many learners with avenues of expression and emotional connection and

release.

Calhoun (2010) on her Brain-Based Teaching: Does It Really Work? states

that involving all parts of the brain in the learning process does, in fact, increase

student achievement. Gozuyesil, et.al. (2014) likewise conducted the Effect of Brain

Based Learning on Academic Achievement. The findings indicate that 35 out of

42 comparisons had positive effect sizes. It revealed that brain-based learning has a

6
positive but medium effect (d = 0.640) on students' academic achievement. Duman

(2010) likewise investigated the effects of brain based learning on the academic

achievement of students with different learning styles. The findings of the study

revealed that the Brain Based Learning approach used in the experimental group

was more effective in increasing student achievement than the traditional approach

used in the control group. However no significant difference was observed among the

achievement levels of the experimental group students with different learning styles.

Saleh (2011) also studied the effectiveness of the brain based teaching approach in

dealing with issues related to the learning motivation towards the subject of Physics

among secondary school students. The findings of the study showed that the BBTA

module was an effective teaching approach in dealing with the issues afore

mentioned.

Kiedinger (2011) examined the influence of brain based learning on reading

outcome in elementary aged students. The study found an increase in reading scores

as measured by the WKCE. There was positive correlation between brain-based

learning strategies and expected student achievement for these students.

From these, it is understood that brain based learning focuses on concepts

that create an opportunity to maximize attainment and retention of information. Also it

can be applied to the learning process to understand the structure of the brain by

considering the needs and styles of learners to evaluate and improve the course

format and content delivery. The proponent came up with Brain-based Learning

and Reading Outcome of the Grade III SPED GT Learners of Diffun Central

School for the School Year 2016-2017.

It is because Brain-based education is about eliminating barriers and

allowing the mind to work without distractions. Studies show that a traditional lecture

environment is less effective than immersion in a subject. The goal is to make the

lesson memorable so the factual elements stick as well.

7
 The following tricks were used by the proponent to help promote natural

learning during the duration of the study.

 Made use of the classroom space to arouse all senses. For example, built

a pushcart simulation in the classroom while studying the story about Efren

Peῆaflorida. By placing pushcart loaded with books, pens, tables, and chairs,

children automatically associated certain event in the story. Learners used the

pushcart as their classroom, too.

 Have learners relaxed in order to improve alertness. School is a

challenging environment that often produces a stress response that can

interfere with learning. The proponent played music; introduced soft scents

and dim lighting to promote a stress free learning area.

 Stimulated social skills to improve learners’ experience. Learners retain

better understanding of a concept when they utilize their social skills. Set up

work groups around the room for discussion. The bulletin boards reflect the

topic for total immersion. If learning about the Butterfly and the Caterpillar,

cardboard trees, grasses and flowers were placed on the walls. Played a

melody with the sound of butterfly flipping in a garden as background while

narrating the story.

 Introduced art and music into lessons. This triggered images in the

learners’ brain that reinforced them to do the task assigned to them.

 Set up a learning folder for each child. This provides reflection to their past

work assignments. This is where learners store their artwork, other elements

of the learning process. They looked through the folders to self-assess their

progress.

V. INNOVATION, INTERVENTION, AND STRATEGY

In an effort to keep up with today's advanced learners, methods and

strategies used in modern classrooms are ever-changing. Yes, we are now dealing

8
with 21st century learners who are also craving for 21st century learning-teaching

styles. The skills of learners in the cognition of concepts greatly depend on the

instructional materials or teaching strategies being used by the teacher. Hence, with

the aim to enhance/ develop the reading skills of Grade 3 SPED GT learners of

Diffun Central School, the researcher proposed the strategic intervention: Brain-

based Learning. This intervention was designed in a creative manner using the

learners multiple intelligences. Brain-based learning was implemented for 8 weeks

on the 3rd Quarter starting on November 7, 2016 to January 13, 2017.

Stories/Selections were adopted from different sources. Some of these were

copied from the Learners Materials in English 3. The reading materials were all within

the level of the grade three learners to make them easily understand the contents.

Different activities were asked to the learners as an application of their skills in

reading comprehension like: role play, draw, compose a song/ jingle, write, etc.

It was a five-day interrelated activity. Brain-based learning dealt only on

noting details, inferring the character traits, predicting outcomes, identifying main

idea, and sequencing/ arranging events in the story. During the first day, there was

a story telling and/or reading activity. A selection or a story applying any among the

different reading strategies, comprehension questions were raised after reading to

check pupils comprehension. In short, Day 1 was all on developing noting details.

The second day was for Art Activity. Learners were asked to draw the characters in

the story. They also asked to write one or two sentences about the character traits

of the characters they draw. They made scrap book on some other times, stick

puppet, and form an object out of art materials like dough/ clay. Day 2 then dealt on

the character traits of the character/s in the story through art activity. The third day

was Music - Filled Day. Learners worked in group to compose a short song or a

jingle all about what most probably happened next in the story after a certain event.

They were asked to perform and show to the class their output. Some groups have

9
accompaniment on their songs. Day 3 dealt mostly on predicting outcomes through

song. In the fourth day was a writing session. They made a graphic organizer all

about the story and prepared a journal entry about the event on the story. Each

pupil presented his/her output in class. 4th day dealt on the main idea of the story

through writing activity. Fridays was “Let’s Act it Out!” day. Learners worked on their

group mates and acted out / role played the story. 5th day were more on sequencing/

arranging events in the story through Role Play.

VI. ACTION RESEARCH QUESTIONS

This study aimed to develop the reading skills of the Grade Three SPED GT

Learners of Diffun Central School. Furthermore, the research tested the effectiveness

of using Brain-Based Learning on the reading outcome of the learners.

More specifically, this study attempted to provide answers to the following

problems:

1. What are the mean scores in pretest and posttest of the respondents

before and after the implementation of Brain-based Learning?

2. Is there a significant difference of the respondents’ reading outcome when

exposed to Brain-based Learning?

3. What is the effect size of Brain-based Learning on reading outcome of the

respondents?

VII. ACTION RESEARCH METHODS

A. Participants and/ or other Sources of Data and Information

Data used in this research obtained from the pretest and posttest scores of 30

Grade 3 learners of Diffun Central School. The researcher prepared a 25 item test

which composed on the reading skills of the learners. After the pretest, the strategic

intervention Brain-based Learning was used to reinforce the reading skills of the

Grade III SPED GT learners. Set of activities were explored by the learners. After

10
which, posttest was given to determine if there is a significant difference in scores of

the respondents before and after the implementation of Brain-based Learning.

B. Data Gathering Methods

The study utilized experimental-research design using pretest and posttest

wherein statistical tools used in the analysis of data were Mean and standard

deviation, Paired Samples t- Test and Eta-squared. Mean and standard deviation

were used in describing the pretest and posttest scores of the students while Paired

Samples t-Test was utilized to determine significant difference in the scores of

respondents before and after the implementation of Brain-based Learning. . Scores

tallied and analyzed using the SPSS Student Version 21.

Also, Eta-squared was computed to measure the effect of Brain-based

Learning to the reading skills of the respondents and its effects on reading outcome

of the Grade III SPED GT learners.

VIII. DISCUSSION OF RESULTS AND REFLECTION

The following tables present the results of the investigation:

Table 1
Scores Before and After the Implementation of Brain-based Learning
Brain-based Descriptive
n sd Mean
Learning Interpretation
Pre-test 30 3.10376 7.4333 poor
Post test 30 2.32651 25.0333 Excellent
Legend:
1-6 = very poor
7-12 = poor
13-18 = good
19-24 = very good
25-30 = excellent

Table 1 displays the scores of the learners before and after the

implementation of Brain-based Learning. It shows that pupils achieved a mean

score of 7.4333 in the pre- test with 3.10376 Standard Deviation. It also depicts that

pupils achieved a mean score of 25.0333in the posttest with 2.32651 Standard

Deviation. This provides information that learners’ skills on reading was enhanced

and fully develop after the implementation of Brain-based Learning.

11
 It can be interpreted based from the table that before the intervention was

given, learners performed poorly in their reading skills, while the learners’ skills

improved significantly from poor to moving excellent when Brain-based Learning

was introduced. Meaning, when teachers engage their learners in more meaningful

and interesting activities in the classroom utilizing their multiple intelligences, it can

improve reading outcomes of the learners.

Table 2
Paired Samples t-test on Brain-based Learning
Brain-based
n df t-value p value Remarks
Learning
Pre & Post Test 30 29 -66.589 .000 Significant

Table 2 shows the paired sample t-test on the significant difference between

the pre and post test scores of the learners after the Brain-based Learning was

implemented. It displays a t value of --66.589 and generated a p-value of .000 which

marked as Significant.

The result of the study is supported by Kiedinger (2011) who examined the

influence of brain based learning on reading outcome in elementary aged students.

The study found an increase in reading scores as measured by the WKCE. There

was positive correlation between brain-based learning strategies and expected

student achievement for these students.

Likewise, Gozuyesil, et.al. (2014), Effect of Brain Based Learning on

Academic Achievement. The findings indicate that 35 out of 42 comparisons had

positive effect sizes. It revealed that brain-based learning has a positive but medium

effect (d = 0.640) on students' academic achievement.

12
 Table 3
Effect Size of Brain-based Learning

n t value Eta-squared Remarks

30 -66.589 .9935 Large

Legend:
.20 - .49 = small effect
.50 -.79 = moderate effect
.80 – up = large effect

Table 3 shows the effect size of Brain-based Learning. It generated an Eta2

value of .9935 which signifies large effect. Thus, Brain-based Learning significantly

contributed a large effect in the performance of learners in the development of their

reading skills.

Teachers need to enhance his/her classroom/ learning environment, prepare

himself and learners more effectively for learning events, and create a workshop that

will not only meet, but exceed the learners’ needs and expectations every time. He/

she must create an environment that is brain-friendly and learner-centric–an

environment that will cause learners to sit up, pay attention and become actively

involved in their own learning, while taking ownership and responsibility for their

learning outcomes. If this happens, results will surely be quality learning outcome.

13
IX. ACTION PLAN

Strategies Programs Activities Task Resources Timeline

Physical Material Financial

Develop the Research Dissemination and  Disseminate Proponent, 2 reams Php500.0 3rd to 4th week
reading skills development utilization of the the results of School Head, Short 0 of March, 2017
of the Grade results of the the Brain- Teachers, bondpaper
III SPED Brain-based based Parents
Gifted and Learning Learning in
Talented the
Class using development
Brain-based of the reading
Learning skills of
learners
through
School
Learning
Action Cell
Sessions
(SLAC)/
meetings
 Utilize the
results of the
action
research in
teaching
gifted and
talented
learners

14
X. REFERENCES

Binulal.KR, D. A. (2013, July 7). Worldwide Journal. Retrieved July 21, 2016, from
Review of Related Literature on Brain Based Learning:
http://www.worldwidejournals.com/indian-journal-of-applied-research-
(IJAR)/file.php?val=July_2013_1372686433_45dd6_54.pdf

Calhoun, C. F. (2015, April 12). ERIC brainbased development. Retrieved July 20,
2016, from ERIC: https://eric.ed.gov/? q=brain+based+learning+
in+development+of+learners+reading+compprehension&id=ED535937

education.cu-portland.educ. (2013, February 14). Retrieved October 10, 2016, from

education.cu-portland.educ: http://education.cu-portland.edu/bog/reference-
material/bringing-brain-base-learning-theories-into-the-classroom

Gozuyesil, E., & Dikici, A. (2014). ERIC. Retrieved July 20, 2016, from ERIC
brainbased learning: https://eric.ed.gov/? q=brain+based+ learning&id=
EJ1038792

Kiedinger, R. S. (2011, May). Brain-based Learning . Retrieved July 21, 2016, from
Brain-based Learning and its Effects on Student Outcome:
http://www2.uwstout.edu/content/lib/thesis/2011/2011kiedingerr.pdf

Mil Flores Ponciano, e. (2015). Let's Get Better in English 3 Teacher's Guide. Pasig
City: Rex Bookstore,Inc.

Mil Flores Ponciano, e. (2015). Let's Get Better in English 3 Learner's Material Pasig
City: Rex Bookstore,Inc.

Wachob, D. A. (2012). Public School Teachers' Knowledge, Perception, and

Implementation of Brain-Based Learning Practices. ProQuest LLC. 789 East
Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-
0600; Web site: http://www.proquest.com/en-US/products/ dissertations/
individuals.shtml.

Wilson, L. O. (2013). The Second Principle (Brainbased Education: An Overview). t

provides many learners with avenues of expression and emotional connection
and release.

15
 XI. FINANCIAL REPORT

Activities Item Description/ Quantity Unit Unit Cost Total Amount

Particulars
Prepare the Activity Sheets/ Reading A4 Hard Copy Bond paper/ 5 Ream P145.00 P725.00
Materials for the Brain-Based Learning S-20
Ink (black & colored) 4 Set P 450.00 P1,800.00
A$ Folder 1 Ream P 350.00 P 350.00
Plastic Fastener 1 Box P 25.00 P 25.00
P2,900.00
Conduct the pretest to the respondents Glue 130g 15 Bottle P 38.00 P 570.00
and implement the Brain-based Colored Paper 5 Ream P185.00 P 925.00
Learning to the Grade 3 SPED GT Scissor 20 Pieces P 25.00 P 500.00
Learners S.Tape 18” 10 Pieces P 18.00 P 180.00
clay 30 Pieces P 18.00 P 540.00
Plastic Cover 2 Rolls P 24.00 P 48.00
Crayon 14 Boxes P 24.00 P 336.00
P3, 099.00
Provide the needs on reading skills Book Binding of the 31 Pieces P 30.00 P 930.00
instruction of grade three SPED GT Activity Sheets/ Reading
utilizing Brain-Based Learning Materials
Grand Total P6,929.00

16
APPENDICES

17
 APPENDIX A
PRE/POST TEST W/ TABLE OF SPECIFICATIONS

Republic of the Philippines

Department of Education
Region 02
Schools Division of Quirino
District 1 of Diffun
Diffun Central School

Table of Specifications

Pre/ Post Test

Objectives Percentage No. of Item Placement

Items
Get the main idea of a set of 20% 5 1,2,3,4,5
pictures
Note details and answer wh- 20% 5 6,7,8,9,10
questions
Identify character traits 20% 5 11,12,13,14,15
Sequence the events in the 20% 5 16, 17,18,19,20
story
Predict outcomes 20% 5 21,22,23,24,25
TOTAL 100% 25 25

Prepared by:

ELISA S. MARCELINO
Master teacher II

18
 Republic of the Philippines
Department of Education
Region 02
Schools Division of Quirino
District 1 of Diffun
Diffun Central School

Pre/ Post Test

Directions: Read each item carefully. Write the letter of the correct answer on your
answer sheet.

1. What does the set of pictures tell about the residents of the barangay?

A. They clean the streets.

B. They dispose the garbage properly.
C. They fix broken fences and declog canals.
D. They are united in keeping their barangay clean and green.

2. What does the set of pictures tell about the children?

A. The children love their pets and animals.

B. The children show how to feed pets and animals.
C. The children demonstrate how to bathe pets and animals.
D. The children take care of pets and animals in different ways.

3. What does the set of pictures tell about the boy?

A. The boy enjoys playing with his friends.

B. The boy gets enough sleep to keep himself healthy.
C. The boy keeps himself clean by taking a bath every day.
D. The boy does a balance of activities of work, play and rest.

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4. What conclusion can you make from the set of pictures?

A. The family goes to church every week.

B. The family enjoys a dinner at the restaurant.
C. The family works together in doing household chores.
D. The family shows unity and love in everything they do.

5. What conclusion about reading can you make from the set of pictures?

A. Reading widens your vocabulary.

B. Reading can take you to different places.
C. Reading gives you knowledge and wisdom.
D. Reading has a lot of benefits for children like you.

Read the story below and answer the questions from number 6-10..

Once upon a time, a man and his wife had the good fortune to have a
goose which laid a golden egg everyday. Lucky though they were, they soon
began to think they were not getting rich fast enough.
They imagined that if the bird must be able to lay golden eggs, its
insides must be made of gold. And they thought that if they could get all that
precious metal at once, they would get mighty rich very soon. So the man and
his wife decided to kill the bird. However, upon cutting the goose open, they
were shocked to find that its’ insides were like that of any other goose!

6. Who had the good fortune of having a golden egg-laying goose?

A. a man and his wife
B. a farmer and his wife
C. a poor man and his wife
D. a fisherman and his wife

7. Where did they think they could find more gold?

A. inside the goose
B. at the goose’s nest
C. at the goose’s wings
D. in the heart of the goose

8. How would they get more gold from the goose?

A. They would find another goose to produce golden eggs.

20
 B. They would kill the goose to get the golden eggs inside it.
C. They would give the goose more food to produce more eggs.
D. They would let the goose rest to give more eggs the following day.

9. What did they find out after they killed the bird?
A. The goose had more eggs inside
B. The bird did not have any gold inside.
C. There were small pieces of gold inside.
D. The goose was just like any ordinary goose.

10. Why did the two kill the goose?

A. They ran out of food to eat.
B. Their neighbors might steal the goose.
C. They had enough gold and were very rich.
D. They wanted more gold and get rich fast enough.

11. Jenny and her three-year old sister were left home and their mother would
come back later that night. Suddenly, the lights went out and Jenny’s sister
was very scared. Jenny comforted her and guided her through the dark until
their mother arrived. What character trait did Jenny demonstrate?
A. honesty
B. courage
C. fairness
D. determination

12. George and his dad were on their way to the park. A beggar came to them,
asking for food. George’s dad brought out their lunch box and handed to the
beggar one of the sandwiches. George’s father showed _____ to the beggar.
A. loyalty
B. diligence
C. kindness
D. sincerity

13. Lucy came from a very poor family. Although her parents could not afford to
send her to school, she made sure she wouldn’t miss the chance to get a
good education. She asked her Aunt Liza if she could work for her in
exchange of sending her to school. Aunt Liza gladly agreed. Lucy had the
______ to succeed.
A. patience
B. courage
C. responsibility
D. determination

14. Now that Lucy is studying through the help of her aunt, she makes sure that
she serves her aunt’s family well. She wakes up early in the morning to help
in the household chores. At the end of the day, Lucy offers to rub her aunt’s
arms and legs to soothe her aching muscles from her day’s work. All of these
are acts of _______ by Lucy.
A. kindness
B. gratitude
C. sincerity
D. love

21
15. Beth’s family is not rich but they are definitely happy. Even if they cannot
afford to buy the latest gadgets and appliances. Beth is satisfied knowing that
her parents love each other and she feels their love for her. When asked if
she would prefer to be born to a wealthier family, Beth answered that nothing
or nobody could replace her family. Beth shows _____ with regard to her
family.
A. contentment
B. love
C. sincerity
D. loyalty

Read the story below and do the activity that follows.

The Mice summoned a meeting to decide how they might best devise
means for obtaining notice of the approach of their great enemy the Cat.
Among the many plans devised, the one that found the most favor was
the proposal to tie a bell to the neck of the Cat. When they would do so,
they would be warned by the sound of the tinkling of the bell every time
the Cat would come. Then they would have time to run away and hide in
their holes. But when the Mice was about to decide who among them
would “bell the Cat,” there was no one found to do it.

For items 16-20, Sequence the events of the story by writing A to E on the
space before each sentence.

_________16. When they were about to decide who would tie the bell in the cat,
none of them wanted to do it.

_________17. There were many suggestions given but one of these stood out,
that was to “bell the Cat.”

_________18. The Mice had a council to decide how they could gain advantage
over their enemy, the Cat.

_________19. The bell would warn the Mice of the approach of the Cat since it
would produce a sound.
_________20. That would give time for the Mice to run away and hide in their
holes.

21. Kyla wanted to have an ipad mini. She saved as much as could in order to
buy one. One day, she passed by the store when she saw that her favorite
gadget was sale 50% off. Sarah hurriedly and excitedly went home. What do you
think will happen next?
A. Kyla will open her piggy bank and buy the ipad mini.
B. Kyla will convince her mother to buy he the gadget.
C. Kyla will have second thoughts opening her savings.
D. Kyla will tell her father to buy the gadget in the store.

22. Danilo was hungry. But it was midnight already. He went down the kitchen
and looked for food. He saw the cookie jar on top of the refrigerator. He took a
stool and stepped on it. Just as he grabbed one big cookie from the jar, he felt
the jar begin to tip. He tried to stop it with his other hand but he lost his balance.
There was a loud crash. What is most likely to happen with Danilo?

22
 A. A cat toppled a jar at the counter top.
B. The cookie jar fell before Danilo could save it.
C. Danilo fell from the stool together with the cookie jar.
D. A thief who was trying to steal the cookie landed in the floor.

23. Alex is excited to go to the movie house. Father promised him that he will
bring the family to the movie house to watch a blockbuster movie. But daddy
seems to be coming late tonight. The phone rings and mother answers. After the
call, mother said, “ I have bad news…” What do you think happened next?
A. The family couldn’t go to the movie house because it was full.
B. The movie house was closed because a fire broke out nearby.
C. Their father wouldn’t make it to the movies because of a meeting.
D. Father did not have money to bring the whole family to the movie.

24. In the story, The Crow and the Pitcher, what could be likely the ending of the
story?
A. The crow knew what to do the next he saw a pitcher with little water.
B. The crow gathered his friends and told them how wise he was.
C. The crow never thirsted for water again after what happened.
D. The crow had stones by his side all the time.

25. What could probably happen to the grasshopper that rainy day in the story,
The Ant and the Grasshopper?
A. The grasshopper would die of hunger.
B. The ant would share its food to the grasshopper.
C. The grasshopper would go elsewhere to look for food.
D. The ant would only share food with other ants and not with grasshoppers.

Prepared by:

ELISA S. MARCELINO
Proponent

23
 APPENDIX B
Scores of the Respondents on the Pretest/ Posttest

Learners Pre test Post test

1 3 26
2 4 27
3 2 26
4 5 23
5 7 25
6 8 24
7 9 28
8 9 24
9 5 25
10 7 26
11 8 23
12 9 26
13 3 23
14 4 28
15 5 29
16 8 26
17 10 25
18 9 24
19 12 28
20 4 21
21 7 24
22 11 23
23 13 27
24 5 24
25 11 28
26 6 26
27 13 23
28 6 21
29 8 20
30 12 28

24
 APPENDIX C
SPSS COMPUTATION (VERSION 21)

25
APPENDIX D
GALLERY

26
27
28
 APPENDIX E
APPROVED RESEARCH PROPOSAL

29
 BRAIN-BASED LEARNING AND READING OUTCOME OF THE
GRADE III SPED GT LEARNERS

I. RATIONALE

A. Context

Poor reading skill is manifested with poor comprehension. Numerous

researches and studies were conducted to address the problem on poor

comprehension but still intervention programs and special activities are needed to be

conducted in every classroom to cater the specific needs of pupils. As George Carlin

once said: “Don’t just teach your children to read…teach them to question what they

read. Teach them to question everything.”

In the case of the Grade Three SPED Gifted and Talented (GT) class of

Diffun Central School, a good reading habit has been a problem to them. To this

computer age, most of them neglected reading and did not know the importance that

they will derive from it. Printed materials were just nothing to them. They love online

games and playing with their gadgets rather than to read, one of the reasons they

have poor reading skills. As a teacher, the proponent does want to revive their love

for reading, hence to develop their reading skills.

Based on the result of the Oral and Silent Reading Test in English conducted

to the Grade III SPED GT Learners 1st week of June, 2016, only 4 out of 30 pupils or

13.33% were under independent level. It shows that majority of the class was under

instructional and frustration level. Again, midweek of August when a reading test was

conducted to the Grade 3 SPED GT learners and found out that 16 out of 30 learners

were under independent and instructional level. There were still 14 or 46.67% who

were under frustration level. This prompted the proponent to conduct this study to

improve the reading performance of the Grade 3 SPED GT learners of Diffun Central

School.

30
 However, the proponent observed that most of the learners are fond of acting,

doing caricatures, some inclined to singing and still others to writing. Some may like

working on puzzles and others do monologue. In short, they possess the multiple

intelligences which have a big role in learning. With this, the proponent wanted to use

their skills to develop their reading comprehension skills.

It is along this premise that the researcher conducted an action research

entitled BRAIN-BASED LEARNING AND READING OUTCOME OF THE GRADE III

SPED GT LEARNERS.

This study aimed to determine the effectiveness of Brain-based Learning in

developing the reading skills of the Grade 3 SPED Gifted and Talented Learners of

Diffun Central School for the School Year 2016-2017.

Brain-based teaching emphasizes how the brain learns naturally and is based

on what we currently know about the actual structure and function of the human brain

at varying developmental stages. Brain-Based Learning is the purposeful

engagement of strategies that apply to how our brain works in the context of

education. This theory also helps explain recurring learning behaviors, and is a meta-

concept that includes an eclectic mix of techniques. This allows teachers to connect

learning to learners’ real lives and emotional experiences, as well as their personal

histories and experiences. This form of learning also encompasses such newer

educational concepts like the multiple intelligences.

According to Wilson (2013), one of the key tenets of brain-based education is

that attention follows emotion, and both music and art often tap into the emotional

areas and thus are natural conduits for remembering and connecting information. It

provides many learners with avenues of expression and emotional connection and

release.

Calhoun (2010) on her Brain-Based Teaching: Does It Really Work? states

that involving all parts of the brain in the learning process does, in fact, increase

31
student achievement. Gozuyesil, et.al. (2014) likewise conducted the Effect of Brain

Based Learning on Academic Achievement. The findings indicate that 35 out of

42 comparisons had positive effect sizes. It revealed that brain-based learning has a

positive but medium effect (d = 0.640) on students' academic achievement. Duman

(2010) likewise investigated the effects of brain based learning on the academic

achievement of students with different learning styles. The findings of the study

revealed that the Brain Based Learning approach used in the experimental group

was more effective in increasing student achievement than the traditional approach

used in the control group. However no significant difference was observed among the

achievement levels of the experimental group students with different learning styles.

Saleh (2011) also studied the effectiveness of the brain based teaching approach in

dealing with issues related to the learning motivation towards the subject of Physics

among secondary school students. The findings of the study showed that the BBTA

module was an effective teaching approach in dealing with the issues afore

mentioned.

Kiedinger (2011) examined the influence of brain based learning on reading

outcome in elementary aged students. The study found an increase in reading scores

as measured by the WKCE. There was positive correlation between brain-based

learning strategies and expected student achievement for these students.

From these, it is understood that brain based learning focuses on concepts

that create an opportunity to maximize attainment and retention of information. Also it

can be applied to the learning process to understand the structure of the brain by

considering the needs and styles of learners to evaluate and improve the course

format and content delivery. The proponent came up with Brain-based Learning

and Reading Outcome of the Grade III SPED GT Learners of Diffun Central

School for the School Year 2016-2017.

32
 It is because Brain-based education is about eliminating barriers and

allowing the mind to work without distractions. Studies show that a traditional lecture

environment is less effective than immersion in a subject. The goal is to make the

lesson memorable so the factual elements stick as well.

The following tricks were used by the proponent to help promote natural

learning during the duration of the study.

 Made use of the classroom space to arouse all senses. For example, built

a pushcart simulation in the classroom while studying the story about Efren

Peῆaflorida. By placing pushcart loaded with books, pens, tables, and chairs,

children automatically associated certain event in the story. Learners used the

pushcart as their classroom, too.

 Have learners relaxed in order to improve alertness. School is a

challenging environment that often produces a stress response that can

interfere with learning. The proponent played music; introduced soft scents

and dim lighting to promote a stress free learning area.

 Stimulated social skills to improve learners’ experience. Learners retain

better understanding of a concept when they utilize their social skills. Set up

work groups around the room for discussion. The bulletin boards reflect the

topic for total immersion. If learning about the Butterfly and the Caterpillar,

cardboard trees, grasses and flowers were placed on the walls. Played a

melody with the sound of butterfly flipping in a garden as background while

narrating the story.

 Introduced art and music into lessons. This triggered images in the

learners’ brain that reinforced them to do the task assigned to them.

 Set up a learning folder for each child. This provides reflection to their past

work assignments. This is where learners store their artwork, other elements

33
 of the learning process. They looked through the folders to self-assess their

progress.

B. Intervention

In an effort to keep up with today's advanced learners, methods and

strategies used in modern classrooms are ever-changing. Yes, we are now dealing

with 21st century learners who are also craving for 21st century learning-teaching

styles. The skills of learners in the cognition of concepts greatly depend on the

instructional materials or teaching strategies being used by the teacher. Hence, with

the aim to enhance/ develop the reading skills of Grade 3 SPED GT learners of

Diffun Central School, the researcher proposed the strategic intervention: Brain-

based Learning. This intervention was designed in a creative manner using the

learners multiple intelligences. Brain-based learning was implemented for 8 weeks

on the 3rd Quarter starting on November 7, 2016 to January 13, 2017.

Stories/Selections were adopted from different sources. Some of these were

copied from the Learners Materials in English 3. The reading materials were all within

the level of the grade three learners to make them easily understand the contents.

Different activities will be asked to the learners as an application of their skills in

reading comprehension like: role play, draw, compose a song/ jingle, write, etc.

It is five-day interrelated activities. Brain-based learning will be dealing only

on noting details, inferring the character traits, predicting outcomes, identifying main

idea, and sequencing/ arranging events in the story. During the first day, there is a

story telling and/or reading activity. A selection or a story applying any among the

different reading strategies, comprehension questions are raised after reading to

check pupils comprehension. In short, Day 1 will all be on developing noting details.

The second day is for Art Activity. Learners will be asked to draw the characters in

the story. They will also be asked to write one or two sentences about the character

traits of the characters they draw. They will make scrap book on some other times,

34
stick puppet, and form an object out of art materials like dough/ clay. Day 2 then will

be dealing on the character traits of the character/s in the story through art activity.

The third day will be Music - Filled Day. Learners will be working in group to

compose a short song or a jingle all about what will be most probably happen next in

the story after a certain event. They will be asked to perform and show to the class

their output. They may have accompaniment on their songs. Therefore, day 3 will

deal mostly on predicting outcomes through song. In the fourth day is a writing

session. They will be making a graphic organizer all about the story and or prepare

a journal entry about the event on the story. Each pupil should present his/her

output in class. 4th day then will be dealing on the main idea of the story through

writing activity. Fridays will “Let’s Act it Out!” day. Learners will be working on their

group mates and act out / role play the story. 5th day will be more on sequencing/

arranging events in the story through Role Play.

II. RESEARCH QUESTIONS

This study aims to develop the reading skills of the Grade Three SPED GT

Learners of Diffun Central School. Furthermore, the research tests the effectiveness

of using Brain-Based Learning on the reading outcome of the learners.

More specifically, this study attempts to provide answers to the following

problems:

1. What are the mean scores in pretest and posttest of the respondents

before and after the implementation of Brain-based Learning?

2. Is there a significant difference of the respondents’ reading outcome when

exposed to Brain-based Learning?

3. What is the effect size of Brain-based Learning on reading outcome of the

respondents?

35
III. ACTION RESEARCH METHOD

A. Sources of Data

Data to be used in this research will be obtained from the pretest and posttest

scores of 30 Grade 3 learners of Diffun Central School. The researcher will prepare a

25 item test which composes on the reading skills of the learners. After the pretest,

the strategic intervention Brain-based Learning will be used to reinforce the reading

skills of the Grade III SPED GT learners. Set of activities will be explored by the

learners. After which, posttest will be given to determine if there is a significant

difference in scores of the respondents before and after the implementation of Brain-

based Learning.

B. Data Gathering Method

The study will utilize experimental-research design using pre test and post

test wherein statistical tools used in the analysis of data are Mean and standard

deviation, Paired Samples t- Test and Eta-squared. Mean and standard deviation

will be used in describing the pretest and posttest scores of the students while

Paired Samples t-Test will be utilized to determine significant difference in the

scores of respondents before and after the implementation of Brain-based Learning.

. Scores will be tallied and analyzed using the SPSS Student Version 21.

Also, Eta-squared will be computed to measure the effect of Brain-based

Learning to the reading skills of the respondents and its effects on reading outcome

of the Grade III SPED GT learners.

C. Ethical Issues

Approval of this research shall be sought first to the proper authority. Data to

be gathered from the pretest and posttest scores of the 30 Grade 3 SPED GT

learners who will serve as the respondents of this study will be treated with foremost

confidentiality.

36
D. Plan for Data Analysis

1. The mean and standard deviation will be used to analyze the results of

the learners’ scores on the pre and posttest and this will answer question

Number 1 in the Research Question.

2. To answer question Number 2, Paired t-test will be used as the statistical

treatment to determine the significant difference of the scores before and

after the implementation of the Brain-based Learning.

3. Meanwhile, eta2 will be used to measure the effect of Brain-based

Learning to the reading skills of the respondents and its effects on

reading outcome of the Grade III SPED GT learners that will lead to

answer question Number 3.

37
IV. WORK PLAN AND TIMELINES

Strategies Programs Activities Tasks Resources Implementation

Physical Materials Financial Date
Develop the Basic Outline the  Prepare the Proponent A4 bondpaper, P50.00 July, 2016
reading skills of Education research research A4 Folder with
the Grade III Research proposal proposal Fastener
SPED Gifted and
Talented  Seek approval Proponent August, 2016
Learners from authorities School
Head
District
Research
Committee
PSDS
Research
Focal
SDO
Prepare the  Prepare the Proponent August-
intervention reading September, 2016
materials materials
 Prepare the Proponent Bond paper P10,650.00 September-
Brain-based Ink (black & October, 2016
Learning Activity colored)
Sheets Folders
Stapler for
binding
Staple wire

38
 Duct tape
Conduct the  Conduct the Proponent Bond paper P600.00 November, 2016
action pretest to the Pupils Pencil, folder
research to respondents School
the 30 grade Head
3 SPED GT
learners of  Utilize the Brain- Proponent Reading November-
Diffun Central based Learning Pupils materials/ January, 2016
School to develop the School activity sheets
reading skills of Head
the Grade III Research
SPED GT Focal
learners Persons/
Team

 Conduct Proponent Bond paper P3,600.00 January, 2017

Posttest to Pupils pencil
evaluate the School folder with
effectiveness of Head fastener
the intervention Research
Focal
Persons/
Team

 Analyze and Proponent Bond paper P4,600.00 January, 2017

finalize results School fastener
Head CDRW

39
 District binding
Head expenses
PSDS
Research travel
Focal allowance February, 2017
 Submit the full SDO
blown research Proponent
manuscript to School
SDO and Head
Regional Office. PSDS
SDO
Region
Disseminate the Brain- Recommend  Provide the Proponent Bond paper P10,500.00 April, 18-22, 2017
result of the Based the utilization needs on Teachers Ink (black &
action research Learning of Brain- reading skills School colored)
Based instruction of Head
Learning in grade three
developing SPED GT
the reading utilizing Brain-
skills of the based Learning
Grade III
SPED GT

40
 V. COST ESTIMATES

Activities Item Description/ Quantity Unit Unit Cost Total Amount

Particulars
Prepare the Reading Materials for the Bond paper 7 Ream P300.00 P2,100.00
Brain-Based Learning Ink (black & colored) 2 Set P1,500.00 P3,000.00
Folders 35 Piece P10.00 P350.00
Stapler for binding 1 Piece P4,500.00 P4,500.00
Staple wire 2 Box P200.00 P400.00
Duct tape 3 Piece P100.00 P300.00
P10,650.00
Prepare the Activity Sheets intended Bond Paper 2 Ream P300.00 P600.00
for the Brain-Based Learning Ink (black & colored) 1 Set P1,500.00 P1,500.00
Folders 30 Piece P10.00 P300.00
P2,400.00

Conduct the pretest to the respondents Bond Paper 1 Ream P300.00 P300.00
Pencil, 30 Piece P10.00 P300.00
P600.00
Conduct Posttest to evaluate the Bond Paper 1 Ream P300.00 P300.00
effectiveness of the intervention Art Materials 30 Piece P100.00 P3,000.00
pencil 30 Piece P10.00 P300.00
P3,600.00

Analyze and finalize results Bond paper 2 Ream P300.00 P600.00

CDRW 3 Piece P50.00 P150.00
binding expenses 8 Piece P150.00 P1,200.00

41
Submit the full blown research travel allowance P1,000.00
manuscript to SDO and Regional Office P2,250.00
Provide the needs on reading skills Bond Paper 10 Ream P300.00 P3,000.00
instruction of grade three SPED GT Ink (black & colored) 2 Set P1,500.00 P3,000.00
utilizing Brain-Based Learning CDRW 16 Piece P50.00 P4,500.00
P10,500.00
Grand Total P30,000.00

Prepared by:

ELISA S. MARCELINO
Proponent

42
VI. ACTION PLAN

Strategies Programs Activities Task Resources Timeline

Physical Material Financial

Develop the Research Dissemination and  Disseminate Proponent, 2 reams Php500.0 3rd to 4th week
reading skills development utilization of the the results of School Head, Short 0 of March, 2017
of the Grade results of the the Brain- Teachers, bondpaper
III SPED Brain-based based Parents
Gifted and Learning Learning in
Talented the
Class using development
Brain-based of the reading
Learning skills of
learners
through
School
Learning
Action Cell
Sessions
(SLAC)/
meetings
 Utilize the
results of the
action
research in
teaching
gifted and
talented
learners

43
VI. BIBILIOGRAPHY

Binulal.KR, D. A. (2013, July 7). Worldwide Journal. Retrieved July 21, 2016, from
Review of Related Literature on Brain Based Learning:
http://www.worldwidejournals.com/indian-journal-of-applied-research-
(IJAR)/file.php?val=July_2013_1372686433_45dd6_54.pdf

Calhoun, C. F. (2015, April 12). ERIC brainbased development. Retrieved July 20,
2016, from ERIC: https://eric.ed.gov/? q=brain+based+learning+
in+development+of+learners+reading+compprehension&id=ED535937

education.cu-portland.educ. (2013, February 14). Retrieved October 10, 2016, from

education.cu-portland.educ: http://education.cu-portland.edu/bog/reference-
material/bringing-brain-base-learning-theories-into-the-classroom

Gozuyesil, E., & Dikici, A. (2014). ERIC. Retrieved July 20, 2016, from ERIC
brainbased learning: https://eric.ed.gov/? q=brain+based+ learning&id=
EJ1038792

Kiedinger, R. S. (2011, May). Brain-based Learning . Retrieved July 21, 2016, from
Brain-based Learning and its Effects on Student Outcome:
http://www2.uwstout.edu/content/lib/thesis/2011/2011kiedingerr.pdf

Mil Flores Ponciano, e. (2015). Let's Get Better in English 3 Teacher's Guide. Pasig
City: Rex Bookstore,Inc.

Mil Flores Ponciano, e. (2015). Let's Get Better in English 3 Learner's Material Pasig
City: Rex Bookstore,Inc.

Wachob, D. A. (2012). Public School Teachers' Knowledge, Perception, and

Implementation of Brain-Based Learning Practices. ProQuest LLC. 789 East
Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-
0600; Web site: http://www.proquest.com/en-US/products/ dissertations/
individuals.shtml.

Wilson, L. O. (2013). The Second Principle (Brainbased Education: An Overview). t

provides many learners with avenues of expression and emotional connection
and release.

44