Republic of the Philippines

Department of Education
Region V – Bicol
SCHOOLS DIVISION OFFICE OF CAMARINES NORTE
Dagang Elementary School
Brgy. Dagang, Paracale Camarines Norte

VIDEO LESSON AND MARUNGKO APPROACH: A READING ENHANCEMENT

PROGRAM TO ENHANCE THE PHONEMIC AWARENESS SKILL OF KINDER

PUPILS OF DAGANG ELEMENTARY SCHOOL

Title

ANTONIO R. NAING JR.

Head Teacher III
Proponent

Brgy. Dagang, Paracale, Camarines Norte

+639 39 - 5758878
daganges@gmail.com
 Republic of the Philippines
Department of Education
Region V – Bicol
SCHOOLS DIVISION OFFICE OF CAMARINES NORTE
Dagang Elementary School
Brgy. Dagang, Paracale Camarines Norte
I. Context and Rationale

Reading in progenitor of all literacy skills of a learner. Consequently, reading is a

complex skill that needs to hone in order for a learner to be considered as functionally

literate. A well-rounded reader opens a door for a room for any other literacy skill. It only

denotes how paramount is the function of reading in individual’s development particularly in

terms of knowledge acquisition and learning gains. The development of comprehension,

writing, numeracy, problem-solving skills and other educational competencies of students are

being hindered when the most important, fundamental and foundation of all academic skills-

which is reading is not well-established among the learners.

In order to achieve proficiency in reading, 7 domains of literacy should be satisfied to

achieve greater heights in reading. Phonological awareness is one of the 7 literacy domains

wherein it refers to the ability or skill to hear, and identify and manipulate sounds of speech.

This umbrella term encompasses an awareness of rhythm, rhyme, alliteration, sounds and

syllables in words. However, a poor and incompetent reader is certainly made more

vulnerable to multiple academic problems and learning disabilities.

Addressing this perennial problem can be achieved using the available technology. The

prevalent and widely popular and increasingly prominent use of video-based teaching

materials have become so paramount in achieving the noble objective. Utilization of these

digital form as a an innovative tool has been embraced as an integral part of our system of

educating our Filipino students in almost all levels of schooling since learner nowadays can

be considered as “Digital Natives”. this study was anchored on the provisions of DepED

Brgy. Dagang, Paracale, Camarines Norte

+639 39 - 5758878
daganges@gmail.com
 Republic of the Philippines
Department of Education
Region V – Bicol
SCHOOLS DIVISION OFFICE OF CAMARINES NORTE
Dagang Elementary School
Brgy. Dagang, Paracale Camarines Norte
Order No. 70, series of 2011 or the Guidelines on the Utilization of Funds for Every Child a

Reader Program (ECARP). The Every Child a Reader Program supports the thrust of the

Department of Education to make every Filipino child a reader at his/her grade level. This

small step will provide a greater leap to help the pupils become “readers”.

Dagang Elementary School conducted ECCD and based on the data collected, 4 out of 27

or 14.18% male kindergarten pupils and 2 out 27 or 7.4% female kindergarten pupil lacks

phonemic awareness of all letters. Presumably, despite the diligent efforts and teachers and

the SH, it is high time for the school to craft innovative ways in teaching phonemic

awareness since it is the progenitor of reading skill especially now that we are experiencing

pandemic.

As we battle the COVID19, school should constantly evolve to overcome the crisis and

better serve our learners. The imposition of restrictions making it impossible to learners to be

physically present in the school. Thus, this research was drawn to address the phonemic

awareness difficulties of the kinder pupils of Dagang Elementary School. The priority gaps in

literacy to be dealt with is the understanding of letter representation of sounds or phonemic

awareness skills (LLKH-00-5) of kinder pupils.

This is in consonance with the shared vision and smart goal as per crafted by the school.

In addition, the school initiated is anchored in the flagship project of SDO Camarines Norte

entitled “Operasyon Basa”.

Brgy. Dagang, Paracale, Camarines Norte

+639 39 - 5758878
daganges@gmail.com
 Republic of the Philippines
Department of Education
Region V – Bicol
SCHOOLS DIVISION OFFICE OF CAMARINES NORTE
Dagang Elementary School
Brgy. Dagang, Paracale Camarines Norte
In response to these academic problems, the proponents of this study was motivated to

introduce and produce a Video Lessons that would address the phonemic awareness skills of

kinder pupils of Dagang Elementary School. This intervention is in the form of an Video

lessons which features instructional inputs, activities and exercises which are all geared

towards phonemic awareness skills of pupils.

II. Action Research Question

This study was centered on Utilization of Video Lessons to improve the phonemic

awareness skills of kinder pupils of Dagang Elementary School. Specifically, this study

sought to answer the following questions:

1. What are the features Video lessons that can help kinder pupils in improving their

graph phonemic awareness skills:

a.) contents

b.) designed activities

c.) competencies covered and

d.) assessment?

2. What are the results of the post-test against the pre-test?

3. What is the satisfactory level of teachers’ evaluator in the developed material?

Brgy. Dagang, Paracale, Camarines Norte

+639 39 - 5758878
daganges@gmail.com
 Republic of the Philippines
Department of Education
Region V – Bicol
SCHOOLS DIVISION OFFICE OF CAMARINES NORTE
Dagang Elementary School
Brgy. Dagang, Paracale Camarines Norte

III. Proposed Innovation, Intervention and strategy

This innovation aims to make the 6 kinder pupils who lacks phonemic awareness of

all letters to be aware of the letter representation of sounds. As we experience pandemic,

delivery of instruction is suddenly tilted and challenge the status quo. The project is a

video lesson wherein phonemes will be taught explicitly. The pupil-recipient of the

project will be given a video lesson taking into consideration the maximum screen time of

kinder pupils as recommended by American Academy of Pediatrics (AAP) and World

Health Organization (WHO) that DepEd is adopting which is a maximum of 1hr.

Likewise, all the images and stories included in the Video lessons will be localized. It

will also use Marungko Strategy in introducing the sequence of letters of the alphabet.

The proponent chooses Phonemic awareness as its topic since reading is a multi-level

skill and a product of continuum. Consequently, opted to use Video as it platform since it

is the most convenient way. The lesson will be infused with GESI and SEL and will be

anchored to the existing Division Flagship Project entitled Operasyon Basa. In contrast to

Operasyon Basa, the project is a pinpointed approach to address the phonemic difficulties

of kinder pupils in school. The project is in harmony with SIP particularly in Access

wherein pupils should attain learning standard which the proponent firmly believe that

this project will be the leading step to attain the said objective.

Brgy. Dagang, Paracale, Camarines Norte

+639 39 - 5758878
daganges@gmail.com
 Republic of the Philippines
Department of Education
Region V – Bicol
SCHOOLS DIVISION OFFICE OF CAMARINES NORTE
Dagang Elementary School
Brgy. Dagang, Paracale Camarines Norte
IV. Action Research Methods

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

The respondents of this study will be the 6 kinder pupils of Dagang

Elementary School. The period of this study is January 2022 to April 2022. It also

requires two groups of respondents-the controlled group and the experimental group.

In this study the experimental group of students will be exposed in the use Video

lesson while the controlled group will only rely on the typical instructions in teaching

phonemes. Likewise, stratified sampling will be utilized to select the evaluators in the

study. It will be comprised of 1 kinder teacher, 1 Master Teacher, 1 School head and a

representative in the LR of the Division.

b. Data Gathering Methods

This study will make use of the quasi-experimental method of research. This
method makes use of pre-test and post-test design. It also requires two groups of
respondents-the controlled group and the experimental group. In this study the
experimental group of pupils will be exposed to Video lessons while the controlled will
only rely on the typical instructions on teaching phonological awareness without the use
of the innovation. This will serve to establish comparison on the effects of the video
lesson as a tool in improving the phonemic awareness of the kinder pupils. There will be
four main data gathering instruments to be utilized in this study. These are the pre-test,
post-test, rubrics and checklist. Each of the research instruments plays significant and
vital functions in collecting and acquiring valid, accurate and reliable data to support the
objectives of the study.

Pre-test will function to diagnose or identify the students’ prior knowledge in

phonemes. Post-test will serve to gather data about the improvement levels in the

Brgy. Dagang, Paracale, Camarines Norte

+639 39 - 5758878
daganges@gmail.com
 Republic of the Philippines
Department of Education
Region V – Bicol
SCHOOLS DIVISION OFFICE OF CAMARINES NORTE
Dagang Elementary School
Brgy. Dagang, Paracale Camarines Norte
comprehension skills of the students upon their intensive exposure to the utilization of the
developed mobile program. Rubrics will be the most important instrument to be used in
evaluating the developed reading material based on its contents and competencies
covered, design, activities and assessment.

c. Data Analysis Plan

After the validation of the instrument to be used in the study, the proponent
intends to seek permission to the SDS and School head for the gathering of data. A
request letter will be given to ensure that the study have authority to conduct from the
higher authority. All of the data gathered will be treated with utmost confidentiality.
Data gathered will be statistically treated using PL and weighted mean.

V. Action Research Work Plan and Timelines

Activities Time Frame Persons Involved Success Indicator

Pre-implementation January Proponent, Committees,

School Head Chairpersons and
1.Preparation of the 2022 members were
Research Proposal identified
2. Submission of the -Revised Proposal
Research Proposal for
approval
3.Revision (if any)
4.Implementation of
the Research Proposal

Implementation January 2022 School Head Informed students,

Phase: Proponents, students obtained the
1. Determining the April 2022 Respondents necessary knowledge.
final list of the
respondents.
2. Seeking for
Adviser’s consent.
3.Orientation to the
respondents
4. Administration of

Brgy. Dagang, Paracale, Camarines Norte

+639 39 - 5758878
daganges@gmail.com
 Republic of the Philippines
Department of Education
Region V – Bicol
SCHOOLS DIVISION OFFICE OF CAMARINES NORTE
Dagang Elementary School
Brgy. Dagang, Paracale Camarines Norte
Pre-test.
5. Crafting of Video
Lesson
6. Actual use of Video
Lesson
7. Administration of
Post Test Collection,
Tabulation, Analysis
and Interpretation of
Data
8. Formulation of
Conclusion and
Recommendation.

Post-Implementation April 2022 School Head, Accomplishment

Phase Proponents Report of the
  Research
1.Submission of the
2.Accomplishment
Result
3.Revision (If any)
4.Submission and
Acceptance of the
Final Report

VI. Cost Estimates

Activity Item Description Quantity Unit Cost Total

Amount
Preparation and Bond paper 1 ream 250 250
formulation of
action research
proposal
Internet Converge 1 month 1,650 1,650
Crafting of Video 5 chapters 500 2,500

Brgy. Dagang, Paracale, Camarines Norte

+639 39 - 5758878
daganges@gmail.com
 Republic of the Philippines
Department of Education
Region V – Bicol
SCHOOLS DIVISION OFFICE OF CAMARINES NORTE
Dagang Elementary School
Brgy. Dagang, Paracale Camarines Norte
Lessob
Preparation and
Formulation of
the completion
report of the
action research
project
Total 4,400

VII. Plans of Dissemination and Utilization

The researcher intended to disseminate the findings and the output through LAC Session,

School Report Card, Focus Group Discussion and the like to maximize to its full usage.

VIII. References

Armbruster, B., Lehr, F., & Osborn, J. (2006). Put reading first: The research building blocks
for teaching children to read (3rd ed.). Jessup, MD: National Institute of Literacy.

Brady, S., & Moats, L. (1997).Informed instruction for reading success: Foundations for
teacher
preparation. A position paper of the International Dyslexia Association. Baltimore:
International Dyslexia Association.

Dow, R., & Baer, G. (2006). Self-paced phonics: A text for educators (4th ed.). Upper
Saddle,
NJ: Pearson.

Ehri, L., & Roberts, T. (2006). The roots of learning to read and write: Acquisition of letters
and
phonemic awareness. In D. Dickinson & S. Neuman (Eds.). Handbook of early literacy
research Vol. 2 (pp. 113-131). New York, NY: Guilford.

Morrow, L. (2012). Literacy development in the early years: Helping children read and write

Brgy. Dagang, Paracale, Camarines Norte

+639 39 - 5758878
daganges@gmail.com
 Republic of the Philippines
Department of Education
Region V – Bicol
SCHOOLS DIVISION OFFICE OF CAMARINES NORTE
Dagang Elementary School
Brgy. Dagang, Paracale Camarines Norte
(7th ed.). Boston, MA: Pearson.

Philips, B., & Torgesen, J. (2006). Phonemic awareness and reading: Beyond the growth of
initial reading accuracy. In D. Dickinson & S. Neuman (Eds.), Handbook of early literacy
research, Vol. 2 (pp.101-112). New York, NY: Guilford.

Pullen, P., & Justice, L. (2003). Enhancing phonological awareness, print awareness, and oral
language skills in preschool children. Intervention in School And Clinic, 39(2), 87-98.

Walsh, K., Glaser, D., & Wilcox D. (2006). What education schools aren’t teaching about
reading and what elementary teachers aren’t learning. Washington, DC: National
Council of Teacher Quality. Retrieved from

Prepared by

ANTONIO R. NAING JR.G

Proponent

Recommending Approval:

ANICIA S. MADARANG
Public Schools District Supervisor

Approved:

NYMPHA D. GUEMO
Schools Division Superintendent

Brgy. Dagang, Paracale, Camarines Norte

+639 39 - 5758878
daganges@gmail.com