TABLE OF CONTENTS

TITLE PAGE

Title Page i

Research Approval Sheet ii

Evaluation Tool for Action Research Proposal iv

Action Research Application Form vii

Declaration of Anti-plagiarism ix

Declaration of Absence of Conflict of Interest x

Memorandum of Agreement xi

Table of Contents xvi

Context and Rationale 1

Proposed Innovation 2

Action Research Questions 25

Action Research Methods 26

Research Design 26

Participants of the Study 26

Data Collection Methods 27

Data Analysis 27

Action Research Work Plan and Timelines 28

Cost Estimates 31
Plans for Dissemination and Utilization 32
References 33
Annexes 34
 CONTEXT

Reading achievement is critical to success in school and reading difficulties will

impact every facet of a child’s academic performance. This is why early reading is so

important. Children who learn to read early go on to develop exceptional reading skills, and

achieve greater academic success in school. When kids fall behind in reading, they also lag

behind in other subject areas, and will struggle with school work. They become discouraged,

lose motivation, fall further behind, and it becomes a vicious cycle downwards.

The Department of Education has initiated programs to address the reading problems of

children. DepEd Order No. 45 s. 2002 or the Every Child A Reader Program (ECARP) is a

national program that has its goal that every child will be a reader by the time they finish

grade three. Several intervention and remediation programs had been conducted by teachers

in order to address the call of the DepEd. However, data showed that most of the pupils

reaching grades four and above still have difficulties in their reading proficiency level.

In fact, the Philippine – Informal Reading Inventory (Phil-IRI) English Post–Test result in

Kibacania Elementary School for the academic year 2018–2019 revealed that 24% of the

grades four to six pupils were frustrated readers, 31% were instructional readers, and 36%

were independent readers. When examined closely by the class advisers through the

individual oral reading of graded passages, it was found out that the frustrated readers were

having word recognition problems on words with consonant blends and consonant digraphs.

It was also found out that both frustrated and instructional readers had problems on fluency,

vocabulary and reading comprehension. This result transpires and reflects a dismal level of

reading proficiency by the grades four to six pupils.

According to Berns & Erickson (2005), contextual learning theory assumes that learning

make sense if the learners can deal with novel data within their own frame of reference.
Through this learning approach, the learner’s mind will look for the meaning of the text

within the context, that is the reader’s mind will associate what is written in the page to

his/her previous knowledge and experiences so that the text will emerge valuable.

Bonganciso, 2016 conducted a study on the effects of Contextualized Teaching and Learning

on reading comprehension performance of the thirty-three (33) Bachelor of Science in

Information Technology students. Results revealed that there was a significant increase of the

reading comprehension performance of the students from pretest to posttest. Hence,

contextualizing the reading tasks of the learners had positive effects on their comprehension

performance. Contextualized teaching and learning is recommended in helping learners

improve their performance in reading.

Consequently, this gave light to the researcher to design a Contextualized English Reading

Proficiency Toolkit (CERPT). This is to address the gap in English reading proficiency levels

of the learners. Reading resources shall be within the concern and within the context of the

learners to foster higher performance in reading proficiency.

Particularly, the purpose of this study is to see if the use of CERPT greatly enhances the

English reading proficiency level of grades four to six pupils in Kibacania Elementary School

for the academic year 2019 – 2020. Thereby making them independent readers.

PROPOSED INNOVATION

Conceptual and Theoretical Framework

Contextualization is known to have a great impact to the students’ academic performance. It

promotes positive learners’ engagement and improves learning skills among learners. Berns

& Ericson (2005) defines contextualization as the notion in teaching and learning which

relates the lesson or the content of a subject matter into a real world setting. Mazzeo, Rab, &

Alssid (2003) described contextualization as instructional strategies developed to smoothly

connect the learning of basic skills to career-related content through teaching and learning

solely on real applications in a particular context.

Moghaddas (2013) explained that contextualization is a profound learning which occurs by

connecting the thoughts and principles within and across disciplines. This means that in

teaching, the teacher must place the target skill in authentic situation to make the process of

learning significant to the learners. Context should not be taken for granted and should be

considered when a teacher plans, designs, and develops instructional learning activities.

The theory on Social Constructivism by Lev Vygotsky (Aljasan, 2011 in Bonganciso, 2016)

states that the social milieu is responsible in the first conception of one’s knowledge. Social

constructivists said that, learning is a dynamic process, finding of principles, theories, and

realities should be discovered by the learners themselves. Thus, the importance and

promotion of critical learning in reading is encouraged.

According to Curpoz & Salandan (2006 in Bonganciso, 2016), constructivists view learning

as a dynamic practice that results from self-constructed meanings, a meaningful connection is

established between prior knowledge and the present learning activity. They further

elaborated that this is anchored on the belief that every learner constructs and reconstructs

meanings depending on past experiences. They continue reflecting and evaluating

accumulated knowledge with an end in view of constructing new meaning.

Social Constructivism Theory relates to the teaching of reading comprehension, focusing on

the experience and background knowledge of the learners. To understand the text, readers

must also rely on prior knowledge to fully grasp what the text is trying to say (Kukla, 2000).

Contextual learning theory which states that learning happens when one is able link between

the content of the text and the context. In other words, the lesson or the reading text must be

related to the learners’ interest and are familiar to them. Since this study is for elementary

pupils, contextualized learning is needed in order to arouse their interest and attain greater

achievement in reading. Their instruction must be specific and pupils must relate the content

to the world through many different avenues.

Resnick (n. d.) states that symbol manipulation and conceptualization were emphasized by

the education department, instead of learning things which are useful outside the classroom or

in the real world. She added that, decontextualizing the lesson makes the content of the lesson

futile because it has no meaning for the students.

Moghaddas (2013) has cited different sources of the elements of contextualization. There

sources involve interdisciplinary teaching and learning in which varieties of instructional

content are put together to cater the needs of the students; the experiences of the learners

outside from the school which acknowledges the significance of the students’ out-of-the-

school experiences inside the classroom; the cooperation and collaboration among teachers to

determine authentic materials in teaching which applies teachers teamwork in distinguishing

the real materials and activities to be included in the lesson; student-focused learning that

deals with putting the students in the center of the educative process; use of clear learning

strategies that emphasizes the simple instructional plans which suits student’s level of interest

; and authentic assessment which tries to avoid the traditional paper pencil evaluation.
Description of Contextualized English Reading Proficiency Toolkit (CERPT)

The Contextualize English Reading Proficiency Toolkit (CERPT) is a teacher–made English

reading resource. This is an initiative to address the gap in English reading proficiency levels

of the Kibacania Elementary School’s grades four to six pupils as well as of the grades two

and three pupils. It focuses on the development of word recognition, fluency, vocabulary and

reading comprehension skills. It aims to enhance the English reading ability level of our

pupils. Thereby making our pupils an independent reader.

The CERPT consists of FOUR Word Recognition and Comprehension Toolkit (WRACT) as

well as the Graded English Reading Comprehension Toolkit (GERCT).

The Word Recognition and Comprehension Toolkit (WRACT) includes short vowel

words in CVC pattern, consonant blends, consonant digraphs, long vowel words ending in

silent e, words with vowel digraphs, and words with vowel diphthongs. This toolkit is

designed for the grades two and three pupils as well as of the frustration readers in grades

four, five and six.

Frustration readers have difficulty in word recognition, fluency, and their reading

comprehension are usually at three grade levels below their current grade level. Frustration

reader cannot read and understand the passage of his own. His/her oral reading score

performance is at 89% and below in Word Reading and 58% and below in Comprehension.

The Graded English Reading Comprehension Toolkit (GERCT) includes graded reading

comprehension passages that addresses the literal, inferential and critical skills. This toolkit is

design to augment the English reading proficiency level of frustration and instructional

readers.
Instructional readers have difficulty in fluency and their reading comprehension are usually at

two grade levels below their current grade level. Instructional readers can read with the

support of a teacher. This is the level where learners make the most progress in reading. Their

performance is at 90% to 96% in word reading and 59 to 79% in comprehension.

Outline of CERPT Contents

Volume 1. Word Recognition and Comprehension Toolkit (WRACT)

Part 1. Short Vowel Words in CVC Pattern (Grade 2)

Short a
Short e
Short i
Short o
Short u

Part 2. Initial Consonant Blends (Grade 3)

l blends
r blends
s blends

Part 3. Final Consonant Blends (Grade 3)

Part 4. Consonant Digraphs

Initial Consonant Digraphs
Final Consonant Digraphs

Part 5. Long Vowel Sound (Grade 3)

long e
long i

Volume 2. Graded English Reading Comprehension Toolkit (GERCT)

Part 6. Reading Comprehension Passages for Grade 4

Part 7. Reading Comprehension Passages for Grade 4

Part 8. Reading Comprehension Passages for Grade 5

Part 9. Reading Comprehension Passages for Grade 5

Part 10. Reading Comprehension Passages for Grade 6

Part 11. Reading Comprehension Passages for Grade 6

Part 12. Reading Comprehension Passages for Grade 7

Part 13. Reading Comprehension Passages for Grade 7
Part 14. Reading Comprehension Passages for Grade 7
General Directions in the Implementation of Contextualize English Reading Proficiency

Toolkit (CERPT)

1. Conduct the Phil-IRI Pretest to determine the reading ability level of the pupils in

English.

2. Determine the pupils’ reading starting point using the Phil-IRI pretest graded reading

passages.

The starting point refers to the grade level passage where the learner can independently read

at. The starting point is very important since this is the basis in order to know the

Contextualize English Reading Proficiency Toolkit to administer to the learner.

If the learner’s score in English Group Screening Test is 0 – 7, he/she must be given a

passage that is 3 grade levels below his current level. Example: During the Group Screening

Test, he reads Grade 6 Graded Passage since he is a grade 6 pupil. He got a score of 6. So, his

graded passage starting point is Grade 3.

If the learner’s score in English Group Screening Test is 8-13, he/she must be given a passage

that is 2 grades below his current level. Example: During the Group Screening Test, he reads

Grade 4 Graded Passage since he is a grade 4 pupil. He got a score of 10. So, his graded

passage starting point is Grade 2.

Refer to table 1 for guidance in determining the pupils’ reading starting point in every grade

level.

Table 1. Determining the Pupil’s Starting Point

Pupil’s Reading Ability Level Per Grade Passage Startin

Curren Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 g Point
t Grade
Level
- - Frustration Frustration Frustration Grade 1
- - Frustration Frustration Instructiona Grade 1
Grade 4 l
 - - Frustration Instructiona Independen Grade 2
l t
- - Instructiona Instructiona Independen Grade 2
l l t
- - Instructiona Independen - Grade 3
l t
- - Independen - - Grade 4
t
- Frustration Frustration Frustration Frustration Grade 1
- Frustration Frustration Frustration Instructiona Grade 1
l
Grade 5 - Frustration Frustration Instructiona Independen Grade 2
l t
- Frustration Instructiona Independen - Grade 3
l t
- Instructiona Instructiona Independen - Grade 3
l l t
- Instructiona Independen - - Grade 4
l t
- Independen - - - Grade 5
t
Frustration Frustration Frustration Frustration Frustration Grade 1
Frustration Frustration Frustration Frustration Instructiona Grade 1
l
Grade 6 Frustration Frustration Frustration Instructiona Instructiona Grade 1
l l
Frustration Frustration Instructiona Instructiona Independen Grade 2
l l t
Frustration Instructiona Instructiona Independen - Grade 3
l l t
Instructiona Instructiona Independen - - Grade 4
l l t
Instructiona Independen - - - Grade 5
l t
Independen - - - - Grade 6
t

3. Determine the CERPT to be administered on the learners

After identifying the reading ability level and the reading starting point of the grades four to

six pupils, they will be given with the CERPT toolkit according to their needs to be used

every reading period. Refer to table 2 for guidance on what reading toolkit will be given to

every pupil. The reading period is conducted every Tuesday and Thursday, 7:45 to 8:35 in the

morning on July 1 to December 6, 2019.

The grade two pupils will be given automatically with the Word Recognition and

Comprehension Toolkit (WRACT) Grade 2, while the grade three pupils will be given with

the Word Recognition and Comprehension Toolkit (WRACT) Grade 3.

Table 2. CERPT to Administer based on the Pupils’ Reading Starting Point

Pupil’s Pupil’s GST Pretest Reading Intervention

Current Score Reading Starting Point (CERPT to
Grade Level Ability Level Administer)
< 14 Frustration Grade 1 CBR Module 1
& 2, WRACT
Grade 2 & 3,
Grade 4 GERCT Grade
4
< 14 Frustration Grade 2 WRACT Grade
2 & 3, GERCT
Grade 4
< 14 Instructional Grade 2 WRACT Grade
2 & 3, GERCT
Grade 4
< 14 Instructional Grade 3 WRACT Grade
3, GERCT
Grade 4
< 14 Independent Grade 4 GERCT Grade
4 to Grade 6
< 14 Frustration Grade 1 CBR Module 1
& 2, WRACT
Grade 5 Grade 2 & 3,
GERCT Grade
4 to 5
< 14 Frustration Grade 2 WRACT Grade
2 & 3, GERCT
Grade 4 to 5
< 14 Frustration Grade 3 WRACT Grade
3, GERCT
Grade 4 to 5
< 14 Instructional Grade 3 WRACT Grade
3, GERCT
Grade 4 to 5
< 14 Instructional Grade 4 GERCT Grade
4 to Grade 5
< 14 Independent Grade 5 GERCT Grade
5 to Grade 7
< 14 Frustration Grade 1 CBR Module 1
& 2, WRACT
Grade 2 & 3,
GERCT Grade
 Grade 6 4 to 6
< 14 Frustration Grade 2 WRACT Grade
2 & 3, GERCT
Grade 4 to 6
< 14 Frustration Grade 3 WRACT Grade
3, GERCT
Grade 4 to 6
< 14 Instructional Grade 4 GERCT Grade
4 to Grade 6
< 14 Instructional Grade 5 GERCT Grade
4 to Grade 6
< 14 Independent Grade 6 GERCT Grade
6 to Grade 7

4. Group the grades four, five and six pupils according to their reading starting

point.

The learners whose reading starting point are grades 1 and 2 will be grouped together and

will be classified as group A. The master teacher will take charge of them. While the learners

whose reading starting point are grade 3 and grade 4 level will be grouped together as well

and will be classified as group B. The grade 6 English teacher will be responsible on them.

Then those whose reading starting point are grade 5 and grade 6 will also grouped together

with the grade 5 English teacher as their mentor and they will be group C.

5. Implementation of CERPT.

The implementation of CERPT on group A, B, and C will be done simultaneously every

English reading instruction which is every Tuesday and Thursday, 7:45 to 8:35 in the

morning. The grades two and three pupils will stay in their classrooms and their respective

English teacher will take charge of them every reading period.

5.1. Implementation of CERPT on Group A

a. Secure a list of learners in Group A.

b. Secure a copy of the CBR Module 1 & 2, and Word Recognition and

Comprehension Toolkit (WRACT) Grade 2.

 c. Divide group A into two, the group A1 and group A2. Group A1 are those

whose reading starting point is grade 1, while group A2 will be those whose

reading starting point is grade 2. Hence, the teacher will be having a

combination class every English reading instruction.

d. Give every pupil a copy of their CBR Module and or CERP Toolkit.

e. Inform the pupils about the objectives in using the reading toolkit.

f. Do group oral reading on the given activity for group A2 three times. Then let

them answer the questions that follow.

g. While the group A2 are answering the activity, do group oral read on the given

activity for group A1 three times.

h. Then conduct an individual oral reading for group A1 then rate their reading

performance using the rubrics in table 3. Indicate their rating on their toolkit

for easy monitoring of their progress. If the pupil gets a rating of 4 and 5,

he/she can proceed to the next activity on the next session.

Table 3. Rubrics in Reading

Points Indicators
5 Can read all the words/phrases/sentences/passages clearly and
correctly with fluency.
4 Can read most of the words/phrases/sentences/passages clearly
and correctly with fluency.
3 Can read some of the words/phrases/sentences/passages
correctly.
2 Have difficulty reading the words/phrases/sentences/passages
correctly.
1 Cannot read the given words/phrases/sentences/passages.

i. Conduct remedial reading to the group A1 pupil who got a rating of 3 and

below. Preferably do the remedial on the same day during lunch break and on

the next day. Strive that he/she gets a rating of 4 or 5 on that certain activity so

he/she can join to the group in the next activity.

 j. Check the work of group A2. If the learner got a score of 4 or 5, he/she can

proceed to the next activity in the following session.

k. Conduct remedial reading to the group A2 pupil who got a score of 3 and

below. Preferably do the remedial on the same day during lunch break and on

the next day. Strive that he/she gets a score of 4 or 5 on that certain activity so

he/she can join to the group in the next activity.

l. Repeat steps f to k until the group A1 completed all the activities assigned to

them. The same is true for group A2.

5.2. Implementation of CERPT on Group B

a. Secure a list of learners in Group B.

b. Secure a copy of WRACT Grade 3 and GERCT Grades 4 to 7.

c. Divide group B into two, the group B1 and group B2. Group B1 are those

whose starting point is grade 3, while group B2 are those whose starting point

is grade 4. Hence, the teacher will be having a combination class every

English reading instruction.

d. Give every pupil a copy of their respective CERP Toolkit.

e. Inform the pupils about the objectives in using the CERPT.

f. Do group oral read on the given activity for group B1 three times. Then let

them answer the questions that follow silently.

g. While the group B1 are answering the activity, do group oral read on the given

activity for group B2 three times. Then let them answer the questions that

follow silently.
 h. Check the work of group B1 while the group B2 are answering on their

activity. If the pupil gets a score of 4 and 5, he/she can proceed to the next

activity on the next session.

i. Conduct remedial reading to the group B1 pupil who got a score of 3 and

below. Preferably do the remedial on the same day during lunch break and on

the next day. Strive that he/she gets a rating of 4 or 5 on that certain activity so

he/she can join to the group in the next activity.

j. Check the work of group B2. If the learner got a score of 4 or 5, he/she can

proceed to the next activity in the following session.

k. Conduct remedial reading to the group B2 pupil who got a score of 3 and

below. Preferably do the remedial on the same day during lunch break and on

the next day. Strive that he/she gets a score of 4 or 5 on that certain activity so

he/she can join to the group in the next activity.

l. Repeat steps f to k until all the pupils completed the activities in the toolkit

given to them.

5.3. Implementation of CERPT on Group C

a. Secure a list of learners in Group C.

b. Secure a copy of Graded English Reading Comprehension Toolkit (GERCT)

for grades 5 to 7.

c. Divide group C into two, the group C1 and group C2. Group C1 are those

whose starting point is the GERCT Grade 5, while group C2 are those whose

starting point is GERCT Grade 6. Hence, the teacher will be having a

combination class every English reading instruction.

d. Give every pupil a copy of their respective CERP Toolkit.

 e. Inform the pupils about the objectives in using the CERPT.

f. Do group oral read on the given activity for group C1 three times. Then let

them answer the questions that follow silently.

g. While the group C1 are answering the activity, do group oral read on the given

activity for group C2 three times. Then let them answer the questions that

follow silently.

h. Check the work of group C1 while the group C2 are answering on their

activity. If the pupil gets a score of 4 and 5, he/she can proceed to the next

activity on the next session.

i. Conduct remedial reading to the group C1 pupil who got a score of 3 and

below. Preferably do the remedial on the same day during lunch break and on

the next day. Strive that he/she gets a rating of 4 or 5 on that certain activity so

he/she can join to the group in the next activity.

j. Check the work of group C2. If the learner got a score of 4 or 5, he/she can

proceed to the next activity in the following session.

k. Conduct remedial reading to the group C2 pupil who got a score of 3 and

below. Preferably do the remedial on the same day during lunch break and on

the next day. Strive that he/she gets a score of 4 or 5 on that certain activity so

he/she can join to the group in the next activity.

l. Repeat steps f to k until the group C1 completed all the activities in GERCT

Grade 5, Grade 6, Grade 7. The same is true for group C2.

6. Administration of the Phil-IRI Graded Passages Post Test

After receiving specialized instruction using CERPT, the pupils will be re-assessed using the

Phil-IRI Posttest Forms. Again, it shall be noted that only the identified frustration and

instructional readers during the pretest will be given with the Phil – IRI posttest. Using the
Phil – IRI posttest graded passages, the test administrator must again identify the student’s

reading ability level. The teacher records the score of each student and compares the result of

the posttest against the pretest. Likewise, the behavior during the reading of the selection is

compared to the student's behavior during the pretest. The result of the posttest and the

improved behavior while reading will indicate the pupils' improved reading skills. The Phil –

IRI Post Test will be conducted on December 12, 2019.

ACTION RESEARCH QUESTIONS

The study aims to help the grade nine of Bukidnon National School of Home Industries in the

academic year 20121 – 2022 enhance their English reading comprehension level through the

Reflective Paragraph Mobile Reading. Thereby making them independent readers.

The research questions providing focus for this study are:

 1. What is the English reading comprehension level of grade nine students in

Bukidnon National School of Home Industries before and after using the

Reflective Paragraph Mobile Reading?

2. Is there a significant increase in the English reading comprehension level of grade

nine students after using the Reflective Paragraph Mobile Reading?

Hypothesis of the Study

The hypothesis of this study will be tested at 0.05 level of significance.

There is no significant increase in the English reading comprehension level of grade nine

students after using the Reflective Paragraph Mobile Reading.

ACTION RESEARCH METHODS

This chapter serves as an orientation and explanation of the research methodology of our

action research. It further presents the research design, participants, data gathering procedure

and instruments as well as the data analysis.

Research Design
A pre-experimental research design will be utilized in this study. All the participants in the

study will be exposed to the innovation which is the use of Reflective Paragraph Mobile

Reading. The Phil–IRI Reading Assessment tool pre-test and post-test result will be used for

the analysis of documents.

Participants of the Study

The participants of this study will be the grade nine students of Bukidnon National School of

Home Industries for the academic year 2021-2022. There will be 40 male and 40 female

students for a total of 80 students with ages ranging from 13-16 who will participate in the

study.

Data Collection Methods

The research study will employ the reading comprehension test. The comprehension test

questionnaire will be an adopted questionnaire that assess the students’ reading

comprehension. The questionnaire was reading exercises for speed, comprehension, and

development of values from Testing Reading Power for high school. The reading

comprehension questionnaire consists of 50- item test that will be used for the pretest and

posttest.

In addition, students’ reading comprehension level was measured based on the following

criteria adopted from PHIL-IRI DepEd Reading Assessment tool.

RANGE COMPREHENSION LEVEL

90%-100% Independent

75-%-89% Instructional

74% and below Frustration

Furthermore, to track and account the learning of the students, Reflective learning log will be

used in the study. The Reflective learning log included three parts: Before reading, During
reading and After reading. Moreover, this Reflective learning log employed three

comprehension strategies: Preview the paragraph and activate prior knowledge; Get the Gist,

identify the main idea of the paragraph; and Wrap Up, reflect on their learnings about the key

concepts.

Data Analysis

Descriptive statistics particularly mean will be employed to answer the comprehension and

level of the students. While, inferential statistics specifically paired t–test will be utilized to

treat the significance increase after using the intervention.

ACTION RESEARCH WORK PLAN AND TIMELINE

Objectives Activities/ Responsible Estimated Desired

Strategies Person Time Outcomes
Allotment/
Completion
Date
I. Pre-Implementation Stage
1. Make an -Research -Researchers November to Approved
action research related studies December 2021 Action
proposal. -Writing and Research
 finalization of Proposal
research
proposal
-Seek approval
from the division
office
2. Determine the -Conduct -Researchers/ January 1– 30, Pre-Test
reading Comprehension Grade 9 2022 Reading
comprehension Pre-Test with students comprehension
level of the Phil IRI parents level
grades nine Assessment Tool (Frustration,
students before Instructional,
the Independent) of
implementation Grade nine
of Reflective students
PaMore. Reading
II. Implementation Stage
3. Implement the -Reflective -Researchers/ February 1 – Answered the
Reflective Paragraph Grade 9 July 30, 2022 Reflective
PaMore. Mobile Reading students and Reading Log
intervention parents based on the
every Monday given
and Friday paragraph

III. Post – Implementation Stage

4. Determine the Conduct -Researchers/ August 1 - 30, Post Test
reading Comprehension Grade 9 2022 Reading
comprehension Pre Test with students comprehension
level of the Phil IRI level
grades nine Assessment Tool (Frustration,
students after the Instructional,
implementation Independent) of
of Reflective Grade nine
PaMore. students

5. Analyze the -Do document -Researchers September 1 – -Mean Scores

data gathered. analysis on the October 30, -Paired T-test
quantitative data 2022 results
gathered using
descriptive and
inferential
statistics
particularly
mean and paired
t-test.

6. Make the -Writing and - Researchers November 1 – -Completed

completed finalization of 30, 2022 Action
research report. research report Research
Report
7. Disseminate -Attend SLAC, -Researchers December 1- -Published
the action research 30, 2022 completed
research results. conferences and action research
research report
congress to
disseminate the
research
findings.
-Publish the
completed action
research.

COST ESTIMATES

Item Unit Quantity Description Unit Cost Total

Supplies and Materials
ream 50 A4 size bond paper 190 9,500
bottle 6 Epson Ink (black) 380 2,280
bottle 6 Epson Ink (red) 380 2,280
bottle 6 Epson Ink (blue) 380 2,280
bottle 6 Epson Ink (yellow) 380 2,280
pcs 100 A4 size report folder 30 3,000
 box 6 Paper fastener 70 420
box 2 Staple wire (standard size) 160 320
roll 10 Duct tape 120 1,200
gb 100 Mobile Data 50 5,000
Total Php 28, 560

PLANS FOR DISSEMINATION AND UTILIZATION

The result of the study will be communicated to the internal and external stakeholders of the

school, district office, division office, regional office as well as in the national office and

even in the international education sectors.

The study will give baseline data for the planning and formulation of more enhanced reading

tools in for the improvement of the students’ reading comprehension level. The findings will
be presented both local and abroad. This will be published in both online and print journals of

publications.

REFERENCES

Berns, R. G. & Erickson, P. M. (2005). Contextual teaching and learning: Preparing students
for the new economy. Retrieved from http:// www.cord.org/uploadedfiles/.

Bongancisco, R. (2016). Effects of Contextualization on the Reading Comprehension

Performance of Filipino Learners. ASIA Pacific Higher Education Research Journal. Volume
3, Issue No. 1. Retrieved from https://www.researchgate.net/publication/310671685

Kukla, A. (2000). Social constructivism and the philosophy of science. New York:
Routledge.

Mazzeo, C., Rab, S. Y., & Alssid, J. L. (2003). Building bridges to college and careers:
Contextualized basic skills programs at community colleges. Brooklyn, NY: Workforce
Strategy Center.

Moghaddas, B. (2013). The effect of contextualization on the iranian efl learners’

Performance in reading tasks. International Journal of Educational Science and Research
(IJESR). 3(2), 11-20. Retrieved from https://www.researchgate.
net/publication/236665438_the_ effect_of_contextualization_on_the_
iranian_efl_learners’_performance_ in_reading_tasks.

Pappas, C. (2013). The adult learning theory-andragogy. eLearning Industry. Retrieved from
http:// elearningindustry.com/the-adultlearning-theory-andragogy-ofmalcolm-knowles.

Phil – IRI Manual (2018)

Resnick, L. (n.d.). Learning in school and out. Retrieved from http:// methodenpool.uni-
koeln.de/ situierteslernen/Resnick2.htm.
APPENDICES
Sample Activites in Contextualized English Reading proficiency Toolkit (CERPT)