Chapter 1

INTRODUCTION

Background of the Study

The United States is facing a literacy crisis. According to ProLiteracy,

more than 36 million adults in the United States cannot read, write, or do basic

math above a third grade level. The One World Literacy Foundation has found

that two thirds of learners who cannot read proficiently by the end of 4th grade

will end up in jail or on welfare. As educators, we are on the frontlines of guiding

the next generation to be literate, informed, active citizens Basis (2018).

Moreover, reading is the foundation of academic success and life learning.

One article from Philippine Star (2015) states that: “The undeniable fact remains

that majority of Filipino learners do not possess the ability and motivation to read.

In 2017, the Department of Education reported that 70 percent or our pupils are

incapable of reading within the expected level. This is the situation of reading

achievement intensifies in the Philippines as evaluated by Scholastic Inc., the

world’s largest publisher and distributor of children’s book”. Due to the fast

evolving world and changing technology it cannot be denied that sometimes

reading is taken for granted. Former DepEd Sec. Abad deplored the poor

performance of the pupils’ assessment test and said that, the low scores in

English, Mathematics and Science can be attributed to pupils’ lack of ability in

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basic reading and comprehension. In addition, he said that one of the major

problems in reading is the poor reading comprehension, which leads to poor

understanding of printed symbols. The Department of Education (DepEd)

intensifies reading literacy in schools by forcing the program called” Every Child

A Reader Program” (ECARP) D.O. (2017). The undersecretary said that the new

program aims to make every Filipino a reader at the end of Grade III. The

undersecretary is expecting that no pupil will be promoted to higher grades unless

he/she manifests mastery and basic literacy skills in particular grade Mendoza

(2012). Reading and reading comprehension are interrelated skills. In order for

learners to be able to comprehend what they are reading, they have to develop

comprehension skills in reading. By itself, the concept of reading comprehension

is vast in breadth and depth. Comprehension is the ultimate outcome of having

read. It is the most important ongoing activity of reading. These statements show

bearing to the study insofar as the ultimate objective of the developed reading

primer is towards the development of reading comprehension by integrating the

other reading skills to ensure permanency in learning. Jonhson (2011) considers

reading comprehension as building bridges between the “new and the unknown”

and the importance of prior knowledge are vital in the reading instruction.

Comprehension simply cannot occur when nothing is already “known” because

then there is nothing to which reader could link the “unknown”. Indeed, prior

knowledge is so necessary for comprehension to freely flow from easiest to the

most complicated. In support to the foregoing view, the researcher primarily

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ignited the schema of the pupils by infusing related portraits in each skill to be

developed in the reading primer Understanding the meaning of text and knowing

the author’s intentions among others are part of comprehension. Russel (2015)

claims that comprehension requires knowledge not only of words but their

relationships in sentences, paragraphs and longer passages. It involves

understanding of the intent of the author and may go beyond literal and recorded

facts to hidden meaning or implications. Hence, it entails deep thinking and

requires skills to infer and read critically. This finding was confirmed in this study

since majority of the pupils were categorized under frustration level of reading

comprehension. Likewise, according to Villamin (2014) there are four levels of

comprehension. The first level is the literal which means reading lines, getting the

information drift, answering questions on: who, what, where and when. The

second level is the interpretive or reading between the lines, combining

information and making inferences and comprehending them. In this level, the

reader will answer the how and why questions. The third level is the applied or

reading beyond the lines, using information to express opinion and form ideas and

involves application. The fourth level is the critical level where the reader will

answer an open-ended question regarding the behavior of the minor or major

character and the style of presentation. In the same vein, Gray (2019) affirms that

there are other factors that influence the reading activity. These are

comprehension, concentration, memory and personality. The teacher factor must

be considered also in the reading process. The teacher chooses her subject and the

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instructional materials to be used for the learners. The foregoing authors stress

that the learners may do better in reading with proper concentration, quick

memory and optimistic personality. This was connected to the outcome of the

study that there had been factors related to the reading comprehension of the

pupils which include absenteeism, economic status and so forth. Background

knowledge plays an essential role in reading comprehension. In an effort to

comprehend a text, learners rely on their background knowledge to link what they

already know to the text they are reading. Background knowledge includes both a

reader’s real-world experiences and literary knowledge. Drawing parallels

between background knowledge and texts helps learners become active readers,

improving their reading comprehension Al Khateed (2010). As for Atienza (2012)

whether or not learners have mastered vocabulary skills affects their reading

comprehension. Learners must be able to comprehend a familiar word and its

relationship with other words within a text. Mastering vocabulary includes

recognizing a word’s part of speech, definition, useful context clues, and how it

functions in a sentence. These vocabulary strategies can help improve

comprehension. These milieus were considered by the researcher in the

development of the reading primer by integrating local events and celebrations in

order to establish connection and consider the background knowledge of the

readers. In the long run, this piece of work was confined at determining the

factors affecting the reading comprehension of Grade 6 pupils and level of

comprehension. Included also are some recommendations to improve the reading

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level of the subject of the study. Other Grade levels such as Grade I to V pupils

with English subject were excluded in this study. It is thus limited at providing

results on factors and reading comprehension level. Other issues which may be

deemed researchable are left to future researchers.

Despite the country’s higher literacy rate at 93.4% in 2008 as reflected in

the 2009 United Nations Development (UNDP) report, Filipino learners had

dismal performance in mathematics and science for the last nine decades (Tubeza,

2009). Internationally, they were stuck at the bottom in the 1984 and 1994

International Science Study (Carido & Bautista, 2010), and performed poor in the

1996 Third International Mathematics and Science Survey (TIMSS), and in the

1998 International Assessment of Educational Achievement. Nationally, they

showed poor mastery in science and mathematics as evidenced by the results in

the 2003 to 2009 National Achievement Tests (Imam, 2010).

The assessment of children's reading progress has long been of interest to

teachers, researchers, and parents. The purposes for reading assessment include

comparing one child's progress to that of his peers, screening pupils for special

assistance, measuring an individual's progress over a period of time, diagnosing

particular areas of strength or weakness, using information for decisions about

instruction, and determining placement within a reading program or special

facility. There have been many different approaches to reading assessment based

partly upon these differing purposes, but also upon the conception of reading

development held by the test designer or user.

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 Reading is indeed a powerful tool for a pupil to communicate with then

society. The inability to read well hinders a person to grasp every meaning of

written text that he encounters. Likewise, a person who has the inability to read

finds it difficult to get along with the fast changing pace of the global community.

From this viewpoint that the researcher was motivated to conduct an action

research that will help the pupils improve their reading skills. The results of the

research will be beneficial to the pupils, teachers and the school.

Reading problems stem from several sources. First, the pupil may not be

able to read the words themselves. Indeed, word decoding development and

deficits are the concern of many researchers and educators, particularly for

younger children and children with learning deficits. However, this concern has

sometimes led to the neglect of the counterpart of word decoding: sentence

comprehension. Numerous problems can occur for the reader at the

comprehension level. Understanding how the words come together in each

sentence can be a challenge. Or, the pupil may understand each word and even

each sentence, but fail to understand the relationships between the sentences and

the meaning of the text as a whole.

Further, the stumbling block may not be sufficient reading level to

understand more familiar genres of text, but rather, the pupil may only falter when

faced with challenging, knowledge demanding text. The reader may lack the

requisite knowledge. More importantly, the pupil may lack the reading strategies

necessary to overcome such challenges.

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 It is clear that many readers lack sufficient reading abilities and knowledge to

understand the genre of texts that pervade their classroom lives. World knowledge

is particularly helpful to understanding text genres such as narratives or novels.

But pupils need domain-specific knowledge to understand their textbook material.

Domain knowledge refers to knowledge about the topic of the text such as

knowledge about science, history, or about specific topics, such as cell mitosis,

heat exchange, or World War II. Textbook materials, in particular, tend to be

challenging for most pupils because they often lack sufficient domain knowledge.

Textbooks contain unfamiliar words, unfamiliar concepts, and have structures

particularly germane to instructional textbooks. In addition, textbooks tend to

have numerous cohesion gaps, posing additional hurdles for many pupils.

Cohesion gaps occur when there is little conceptual overlap or explicit

connections between sentences. Cohesion gaps force readers to access knowledge

to make connections between sentences. Critically, making these connections

requires both general and domain knowledge. Thus, the challenges posed by

poorly written text are compounded for pupils with less knowledge about the

domain (McNamara, 2013).

Miscue analysis can be employed to assist professionals in gaining insight into

the reading process. It involves both a quantitative and a qualitative component.

Miscue analysis targets to analyze the oral reading of individual pupils to gain

insight into the linguistic knowledge and strategy use of readers while reading and

“meaning making”, and to help professionals evaluate reading material. It also

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provides an objective basis for determining whether a given selection should be

used in a reading program and for determining material’s suitability for use by

pupils. These are not considered errors or mistakes. Rather, they are considered

non-random indices of the individual’s underlying reading level, linguistic

knowledge, background knowledge and reading strategies. The interest is both on

the miscues and how the miscues change, disrupt, or enhance the meaning of a

written text (UCS, 2015).

During oral reading, pupils often say something other than what is actually

printed in the book. Such miscues can be used to help teachers make decisions

about upcoming reading instruction. Deviations from text during oral reading are

not simply random mistakes. But from patterns that reveal useful information

about children’s reading abilities. A relaxed version of miscue analysis can take

as little as ten minutes to administer and score. This kind of information provides

a profile of the reader’s strengths and weaknesses which in turn gives important

clues as to the range of strategies pupils use during reading.

Usually considered only as a part of informal reading inventory as a package,

miscue analysis is overlooked as a helpful tool in and of itself. Abbreviated forms

can be conducted on the spot with nothing more than a pencil in his own manual.

Time consuming individual diagnostic sessions are not necessary since coding can

take place anytime oral reading occurs within the school day, during reading,

social studies, and science among others.

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 In the initial oral reading test it turn out that there were seven (7) Grade 5

pupils who were diagnose under the reading level of “Frustration”. With the

prevalence of frustration readers it is a necessary to conduct an intervention

program to uplift the performance of the learners. The researcher thought of

having multi-media approach in teaching reading.

Comprehension is the ultimate goal of reading, yet it is notoriously difficult to

instruct. Multimedia environments can mirror and reinforce proven teacher-led

strategy instruction through the use of pop-ups, linked questions, online resources,

and animated reading coaches or e-tutors who engage in questioning, prompts,

and think-alouds. Struggling readers' comprehension is often impaired by a

limited reading vocabulary. Multimedia texts with supports for vocabulary

development, such as linked mini-videos demonstrating a concept or dictionaries

and thesauruses with text-to-speech capabilities can help learners achieve this

goal and improve comprehension.

Mayer (2014) names three types of aids for text comprehension: (a) aids for

selecting information; (b) aids for building internal connections; and (c) aids for

building external connections. Aids for selecting information serve mainly to

focus the reader's attention on certain aspects of the target information and thus

improve the chance that this information is processed. Following the proposed

model, this would assure that a propositional representation of the information is

in fact constructed. Aids for building internal representations are designed to

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support the reader's building of internal connections among the units of

information presented, that is, organizing the presented information into a

coherent structure of the logical relations among idea units in the text. This will

help assure a coherent structure of the propositional representations, based on

cognitive schemata. The third type of aids for text comprehension, aids for

building external connections, are designed to help the reader build connections

between the ideas in the text and an existing mental model, thus integrating these

new ideas into the existing mental model. These aids support the construction and

extension of the mental model based on the propositional representations.

The introduction of aids in presentation modes other than text can be based on

these three types of aids for text comprehension. Although the process of learning

from different sources of information, using different types of representations of

the subject matter, can engage the pupil in qualitatively different cognitive

processes, it is ultimately the function of the three different types of aids in the

process of text comprehension that is of interest. For example, the integration of

new information into the existing mental model can be supported with a concrete

advance organizer (Ausubel, 1960). This advance organizer could be presented

either as text or as a video. Although the cognitive processes involved in

comprehending the text are qualitatively different from those involved in

comprehending the video, the function of the concrete advance organizer as

support for the integration of information into the mental model remains

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unchanged, irrespective of the presentation mode. With the use of information in

multiple presentation modes, the aids for text comprehension could conceivably

be presented in textual form, in visual form, in auditory form, or in any

combination of these presentation modes. It should be emphasized that the

processing of the material is the focus of our investigation, not the stimulus

material provided to the pupil. While spoken text as an auditory form of

presenting information is perceived by the pupil through a different perceptual

channel than a written text, it is like written text in using a symbolic

representation of information, and thus involves similar cognitive processes of

text comprehension. Visual information, on the other hand, is an analog

representation of information that can be directly mapped onto the mental model

by establishing an analogy between the visual information and the corresponding

mental model.

To further investigate the about information, the action research entitled

“Minimizing the Reading Miscues among Grade 5 – Pupils Through Multi-

Media Presentations” was proposed for study.

Conceptual Framework

By definition reading comprehension is a holistic process of constructing

meaning from written text through the interaction of the knowledge the reader

brings to the text, i.e., word recognition ability, world knowledge, and knowledge

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of linguistic conventions; the reader's interpretation of the language that the writer

used in constructing the text, and the situation in which the text is read (Maria,

2010). Similarly, Aquino (2015) views reading as the interaction between the

reader and the text. The reader constructs meaning from the text by guessing and

predicting the succeeding texts based on the reader’s prior knowledge of the text

and the world. On his part, William Gray, the known Father of Reading, defined

reading as a four-step process which includes perception of the word,

comprehension of its meaning, reaction to the meaning in terms of prior

knowledge, and integration of idea into one’s background of experience

(Villamin, 2014).

For Flick and Lederman (2012), they viewed reading comprehension as the

employment of high level thinking to infer the meaning of text, consider its

implications, and decide on applications. Calahan and Clark (2018) put together

reading comprehension into three levels: reading the lines, reading between the

lines, and reading beyond the lines. These three levels encompass relevant sub-

skills such understanding vocabulary in context, getting main idea, noting specific

details (first level), making inference (second level), predicting outcome and

drawing conclusion (third level).

Word decoding, vocabulary and listening comprehension can be seen as

critical factors for developing the ability to efficiently build up text models during

reading comprehension. Moreover, verbal memory skills play a special role in

research on the relationship between language and literacy problems. Given the

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fact that linguistic knowledge and memory capacity can be seen as highly

interdependent, short term memory tasks can be seen as indirect means of

assessing the operation of language processing mechanisms (MacDonald &

Christiansen, 2012).

Pupils must learn that there are systematic and predictable relationships

between letter combinations and spoken sound. While formal phonics instruction

is important, it should not take up more than 25% of available reading instruction

time. Pupils should be engaged in actual reading much more than they are

engaged in discussing the act of reading (Allington, 2015).

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 INPUT PROCESS OUTPUT

1. Administer pre-test
examination
1. Test Scores 2. Use the multimedia 1. Difference between
before the approach for 2 months the reading
utilization of comprehension of the
3. Administer posttest
multimedia approach Grade 6 Pupils in pre-
2. Test Scores examination test and posttest
after the use 4. Test for the difference 2. Efficacy of
multimedia approach between the pre-test and multimedia approach
posttest scores

FEEDBACK
Figure 1 Paradigm of the Study

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Statement of the Problem
The study aimed to minimize the reading miscues among Grade 5 pupils through

multimedia approach at Rufino-Leal Torralba Elementary School for the academic year

2019-2020.

Hypothesis

There is no significant difference in the reading miscues of the Grade 5 pupils

before and after the utilization of multimedia approach.

Significance of the Study

This study is believed if great significance to the following:

School Heads. They will be able to relate to the strategies being utilized by the

teachers during the delivery of instruction. Their supervisory responsibility greatly

accounts to their potential of bringing up the best on every teacher by assessing them in

the classroom.

English Teachers. They are the pillars of reading level of every pupil. In their shoulders

lie the responsibility of seeing to it that very child that passed through their hands will be

able to read at the end of the school year. The result of this study will greatly help the

teachers to know more of things they can do to be of service to their pupils when it comes

to reading.

Pupils. Much is expected of them. This study is deemed to be of great help to them as

their teachers will be able to dig more on the root causes of their poor reading level.

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 Chapter 2

Methodology

Research Design

The main thrust of action research was to minimize the reading miscues of the

Grade 5 pupils through the use of multimedia presentations.

The research design to be used was the descriptive research. It was deemed as the

most appropriate research design as the research study intended to describe specific

behavior or phenomenon that occurs in the environment (Airasian, 2010). In the study of

of Polit and Beck (2008), the practical aim of employing descriptive research is to

describe the nature of situation, as it exists at the time of the study and explore the causes

of the particular phenomena studied.

In addition to Bhat (2016) define descriptive research design as a research method

that describes the characteristics of the population or phenomenon that is being studied.

This methodology focuses more on the “what” of the researcher subject rather than the

“why” of the research subject.

In this study the researcher wanted to describe the improvement if there is any in

the reading level of the Grade 5 pupils who undergo a treatment. The treatment is in the

form of multimedia approach.

Further, to be specific the researcher used the case study type of descriptive

research design to answer the main thrust of this study.

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 According to PressAcademi (2018) a case study is a research methodology that

has commonly used in social sciences. It is also a strategy and an empirical inquiry that

investigates a phenomenon within its real-life context and it also attempted to have an in-

depth investigation of a single individual, group or event to explore the cases of

underlying principles.

Thus, the descriptive case study research design to provide clear results on the

indicated variables related to minimizing the reading miscues of the Grade 5 pupils.

Sources of Data

Seven (7) Grade 5 pupils served as the respondents of the study. They are the

present pupils of Rufino-Leal Torralba Elementary School and diagnosed as “Frustration”

in their reading level. For gender profiling there were four (4) males and three (3)

females.

Instrumentation

In order to collect data, the researcher made use of the PHIL-IRI reading passages

for the Grade 5 level. It included four (4) passages with comprehension check-up.

In the implementation process, the Grade 5 pupils were asked to stay in the school

for thirty (30) minutes after class. There was a written consent to the parents done during

the whole process.

Further, intervention strategies and materials were used and implemented

throughout the study. Reading materials, audio-visual presentations, video clips, audio

materials and other related reading passages were introduced and given to the pupils.

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 After the periodic of implementation, the same set of pupils took the post-test to

assess if there was an increase in the pupils’ oral reading comprehension.

Data Collection

The present study was an experimental research. The following research

activities were performed in the data collection procedure.

1. Selecting research subjects and giving the selected subjects an orientation,

including the explanation of the research objectives.

2. Administering the pretest to the 7 grade 5 learners who were took part in the

study. The test was aimed at measuring the subjects’ reading level before

receiving the designated treatment.

3. Giving treatment to the 7 subjects selected. They were all receiving the same

lessons. Groupings were not used in the conduct of the study this means that the

respondents were thought at the same time and receive treatment. They were

subjected to multi-media instruction in teaching the reading to them.

4. Giving the oral reading test after the treatment, the posttest.

5. Carrying out the data collecting and statistical data analysis following by

reporting the research results, writing the summary of the findings and discussion.

Tools for Data Analysis

The data gathered were tabulated, analyzed and interpreted. The researcher used

the criterion below to evaluate the oral reading level of the pupils. The researcher

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prepared a 146-item words used as pre-test and another 157 –item words used as post-

test. Phil-IRI computation was used in determining the reading level of the pupils.

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 Chapter 3

Results and Discussions

Individual Profile of the Respondents

This study included the profile of the respondents relating to the reading level of

the learners which are the occupation of father and mother, number of children in the

family, birth order and age. It likewise determined the reading level of the respondents

using reading passage from Phil-IRI manual.

These variables related to the reading level of the Grade 5 learners are herewith

presented through the use of narrative interpretation of findings of the seven (7) cases

involved in this study.

Pupil 1

He is eleven (11) years old. He is the eldest of the four (4) children. He is an

active boy in class. He loves to mingle with friends. He can also run errands in class.

Oftentimes he refuses to do the different activities that involve reading.

During the pretest, out of the 146 words in the reading text, he incurred the

following miscues: repetition (15), insertion (10), omission (16), and mispronounced

word (5). This result brought his reading category under the level of Frustration.

But after the intervention, a posttest was conducted and it posted the following

results: he committed the following; for repetition (2), insertion (0), omission (3), and

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words mispronounced (0). It was observed that there was an improvement on his reading

capability which raised his reading level to Instructional.

The result of the study is similar to the study conducted by Gupta and Tyagi in

2014. In their study they revealed that posttest achievement score of the experimental

group were significantly higher than that of the control group learners. So they

concluded that multimedia is effective in enhancing the achievement of the learners.

Learner 2

He is the youngest of the four (4) children. He loves playing online games. He

loves to go to school. He is active in class discussion.

In the conduct of the pretest, his reading performance yielded the following

information: the miscues he has incurred were; (12) repetition, (11) insertion, (13)

omitted words and (9) mispronounced words. The data showed that his reading level was

categorized under the Frustration level.

After employing the intervention, a posttest was conducted, and the following

results were gathered. He has committed lesser mistakes compared from the results of his

pretest as manifested in his posttest reading performance, as he incurred these miscues;

repetition (1), insertion (0), omission (2), and mispronounced (0).

The data brought his reading level from Frustration during the pretest to

Instructional in the posttest.

The results of the study were parallel to the results of the study of Stephen,

Sowmya and Senthilkumar in 2014. They had tested the effect of multimedia as a self-

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learning material in learning English grammar. They concluded that the package

developed by them for eighth standard learners is an effective and appropriate one for use

as a supportive material to teach English language.

In addition to Angel and Viswanathappa (2013) investigated the impact of

multimedia instruction on academic achievement in Mathematics. The study reveals that

use of multimedia instruction enhances achievement in learning Mathematics. Thus

mediation of information and communication technology in the teaching learning process

enhances learning which in turn helps to provide quality education.

Learner 3

He is ten years old. He is the third child in the family. He is sweet with his

classmates and loves to play with them. He is talkative in class.

In his case, the researcher has noted the following data in the pretest conducted.

The subject has manifested the following miscues; repetition (19), insertion (10),

omission (13), and mispronounced words (6).

Records showed that out of 146 words in the reading text, the subject has

committed 48 miscues thus recognizing him under Frustration level.

After implementation of the intervention a posttest was administered, and it

resulted to the following data; repetition (1), insertion (0), omission (1) and

mispronounced words (3) which led the subject’s reading level under the Instructional

level.

In the research of Khasnis in 2013 he found that multimedia is effective in

improving the reading level of the pupils were improve after they were exposed to

22
multimedia instruction aside from that they showed positive outcomes in the learners’

immediate achievement in reading level and attitude towards mathematics. The

investigator concludes that multimedia should be integrated into the delivery of

instruction.

Krishnan (2013) developed and tested a multimedia package for learners at

primary level with dyslexia. The findings revealed that the package is effective in

reducing the reading miscues. Significant enhancement was seen in the reading

attainment scores and reading capacity of dyslexic learners after the intervention of the

multimedia package.

Learner 4

He is eight years old. He is the youngest child in the family. He always goes to

school with his sister. He loves to be with his friends but at times he is shy in class

discussions.

It was noticed during the pretest that he was hesitant to read the text. But upon the

researcher’s prodding, the subject finally obeyed. However, he was unable to recognize

a single word from the text. A few extra times was given for him, allowing him to utter

or sound out any word correctly, but to no avail. Thus the researcher placed him under

the level of frustration based on his reading level.

For two months, he was subjected to the intervention. After which, a posttest was

administered bearing the following results; repetition (2), insertion (0), omission (2),

23
and mispronounced (2). Out of the 45 words from the text, he has made 6 reading

miscues putting him under the level of Instructional reader.

A study conducted by Mehar and Kumar in 2013 is similar to the findings of the

present study. Mehar and Kumar investigated the effect of multimedia on achievement in

Physics in relation to Creativity. He arrived at the conclusion multimedia were found to

contribute significantly to higher achievement scores and Creativity of learners.

Significant interaction was also found to exist between the two variables.

Meanwhile Nirmavathi (2013) conducted a study to test the effectiveness of

multimedia for the development of scientific attitude. The sample consisted of Secondary

School learners of ninth standard. The multimedia package, prepared by researcher for

teaching science, was found to be more effective than the conventional method on the

scientific attitude of ninth standard learners.

Learner 5

She is ten (10) years old. She is the only child in the family. She loves to go

school. She loves music and dancing. She enjoys with her friends.

After having read the passage during the pretest, she has posted the following

results: repetition (9), insertion (5), omission (12), and mispronounced words (7). It was

noted that she committed 33 reading errors from a text composing of 146 words. This

was placed her reading level to Frustration.

Thus, the researcher has included her as among the subjects in her study. After

implementing the intervention for two months, a posttest was administered bearing the

following data repetition (0), insertion (0), omission (2), and mispronounced (2).

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 A study conducted by Tyagi in 2013 was similar to the present study. He

developed and validated a computer-assisted instruction learning module on reading. The

study revealed that computer-assisted instruction provides greater opportunities for

learners to learn and is better than the traditional method of learning. It enhances

achievement and is capable of providing novel multisensory learning experiences.

Meanwhile Abbas (2012) developed and tested a metacognition integrated science

learning package for learners at Secondary School level. She found that the prepared

package is effective in enhancing achievement in Chemistry, metacognitive ability, self-

efficacy, scientific creativity, social skills and retention capacity as well as in reducing

anxiety of secondary school learners. The study implies application of modern

technologies embedded with metacognition in the teaching-learning process in our

classroom.

Learners 6

She is twelve (12) years old. She is the third child in the family. She is a recipient

of Pantawid Pamilya Pilipino Program. She is a shy type girl but she wears a beautiful

smile in the class.

During the pretest these were the determined reading miscues committed by

learner 6: repetition (13), insertion (7), omission (8), and mispronounced words (6).

Record showed that the learner has thirty-four (34) reading miscues for a passage

containing 146 words. The generated data has reading level under the Frustration level.

25
 After employing the use of multimedia approach for two months for those

learners belonging to the Frustration level and the non-readers, a posttest was conducted.

“Lyka” performance has resulted to the following information; repetition (0), insertion

(0), omission (1) and for words mispronounced words (4). Her word recognition

percentage was 90% placing her under the Instructional after the posttest.

Anboucarassy (2010) conducted a study to find out the effectiveness of

multimedia approach over the conventional method in teaching Biological science among

ninth standard learners. The study revealed that there was a significance difference in the

achievement of the experimental group over the control group. It was also found that

multimedia helped the learners in the experimental group to sustain their interest and also

their retention power as compared to the traditional method of teaching. The investigator

concluded that the multimedia approach is considered to be one of the best techniques for

teaching Biology at ninth standard level.

In the study conducted by Kumar and Habtemariam (2010) undertook a study

entitled Learning with Multimedia: A constructive cooperative approach in education and

concluded that most of the multimedia programs for educational purpose create situations

that enable learners to interpret information for their own

understanding.

Learner 7

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 She is the fifth child in the family of six. Her father is a carpenter and her mother

is a plain housewife. She is twelve (12) years old. She is an active girl. She is industrious

and thoughtful child. She is the only rose among the thorns.

When the pretest was being conducted, the researcher observed that she somehow

refused to pronounce or sound out the words at the beginning of the assessment. She also

inserted series of words which were not found in the reading passage. Upon reaching the

midway, she stopped and refused to continue reading. Since major reading miscues were

noted, she was placed under the level of Non-reader.

For two months the learner was subjected to a reading intervention using the

mother tongue.

After having covered all the lessons under this study a posttest was conducted,

and it depicted the following results: repetition (1), insertion (1), omission (0), and

mispronounced word (3). Likewise, her percentage of word recognition was 90.45 which

mark her reading level to Instructional.

The findings of the study are similar to the study conducted by Anilakumari in

2012. He conducted a study on multimedia remedial tracking package for dysgraphia

among primary school learners with specific learning disabilities and found that the

package is more effective on the performance of primary school learners with specific

learning disabilities having different learning styles with respect to different aspects of

dysgraphia and with respect to different aspects of dysgraphia characteristics.

In another study conducted by Sangeetha in 2015 she identified the impact of

multimedia and co-operative learning in enhancing the writing competence of High

27
School learners. She found out the existing level of writing competence of High School

learners and identified the impact of multimedia and cooperative learning on it. She also

compared the relative efficacy of multimedia and cooperative learning on the writing

competence of learners. The study revealed that both the approaches are effective in

improving learners‟ performance, but it cannot be said that one of the two approaches is

more effective. Also, small group interactions and use of multimedia enhances language

learning by making it more interesting.

28
 Chapter 4

Summary, Conclusions and Recommendations

Summary

The main thrust of this study is to minimize the miscues among Grade 5 pupils

through multimedia approach at Rufino-Lael Torralba Elementary School for the

academic year 2019-2020. The researcher used descriptive case study research design to

provide clear results on the indicated variables related to minimizing the reading miscues

of the Grade 5 pupils.

There were seven (7) Grade 5 pupils served as the respondents of the study. They

are the present pupils of Rufino-Lael Torralba Elementary School and diagnosed as

“Frustration” in their reading level. For gender profiling there were four (4) males and

three (3) females.

Multimedia approach was utilized in the teaching and learning process for two

months. Reading materials, audio-visual presentations, video clips, audio materials and

other related reading passages were introduced and given to the pupils. The pretest

composed of 146-item words while in the posttest there were 157-words in the reading

passage. Phil-Iri computation was used in determining the reading level of the pupils.

Based on the findings of the data gathered, the results are hereby summarized as

follows; first the respondents are on the frustration level readers making them a perfect

sample for the study. Mispronunciation was the most common miscues committed by the

Grade 5 pupils followed by omission and reversal of words. No pupil on the frustration

29
level during the posttest. There were also significant increases in the reading level of the

respondents from frustration to instructional level.

Conclusions

Based on the data gathered, analysis, and interpretation, it is concluded that the

Grade 5 pupils’ reading level have greatly improved based from their performance during

the pre-test over the posttest.

With that, it could be concluded that the intervention program used, the

multimedia presentation became useful in improving the oral reading level of the pupils.

Recommendations

The following are recommended to minimize the reading miscues of the Grade 5

pupils.

Based from the results, findings and conclusions of the study, the researcher

highly recommends the following;

1. Teachers should use different strategies and methodologies in improving the

oral reading level of the pupils by using audio-visual presentations, audio

presentations, video clips, reading materials and reading sheets.

2. Teachers could also try-out some strategies in improving the reading level of

the pupils.

30
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 Appendix A

Letter to the Principal to Conduct a Study

COLEGIO DE DAGUPAN
School of Teacher Education
INSTITUTE OF GRADUATE STUDIES
Dagupan City, Pangasinan
Philippines

Date

_____________________
Principal
Rufino-Lael Torralba Elementary School
___________, Pangasinan

Mam:

Warmest greetings!

The undersigned is undertaking a study entitled, “Minimizing the Reading

Miscues among Grade 5 Pupils through Multimedia Presentation”, in partial
fulfillment of the degree of Master in Education at Colegio de Dagupan, Dagupan City.

In this regard, the researcher earnestly solicits your permission to conduct a study
to the 7 pupils in Grade 5 in connection to her action research.

Your kind and favorable consideration of this request will be highly appreciated.

Respectfully yours,

CHERRY P. TAJON
(Researcher)
Approved:

_______________________________
Principal

34
 Appendix B

PRE-TEST

Pedrito’s Snack

The bell rang. “It’s snack time!” Pedrito shouted and ran out of the room. He sat

on a bench under a tall tree.

In Pedrito’s lunch bag were three soft buns. He got the first one and took a bite.

“Mmmm,” said Pedrito. Just then, a sparrow sat on the bench. It was looking at him.

Pedrito didn’t mind. He went on and finished his bun.

Then Pedrito got his second bun. He took a big bite and said “Mmmm!” The

sparrow was still looking at him. It also moved closer. But still, Pedrito did not mind. He

went on and finished his bun.

Finally, Pedrito got his last bun. He was about to take a bite when the sparrow

flew up to his shoulder. Pedrito smiled, cut the bun in two and said to himself, “I think

someone also likes bread and butter.”

35
 Appendix B

POSTTEST

The Cow and the Carabao

Long ago, a farmer had a carabao and a cow. The carabao was bigger but

the cow worked just as hard.

One day the farmer said, “I can get more from my farm if my carabao

works all day and my cow works all night.” This went on for a month till finally,

the carabao cried, “It is just too hot to work all day!” “Want to go for a swim?”

asked the cow. “It will cool you off.” The carabao happily agreed. They went off

without the farmer’s consent.

Before swimming, they hung their skins on a tree branch. But it wasn’t long till

the farmer went looking for them. Upon seeing the farmer, they rushed to put on

their skins. In their rush, the carabao had worn the cow’s skin and the cow had

worn the carabao’s skin.

From then on, cows have sagging skin while carabaos have tight skin.

36
 Appendix C

COLEGIO DE DAGUPAN
School of Teacher Education
INSTITUTE OF GRADUATE STUDIES
Dagupan City, Pangasinan
Philippines
RESEARCH QUESTIONNAIRE

A. Profile of Respondent
Direction: Answer the following questions.

Name: _____________ ___ ___________ ____________

(Family name) (First name) (Middle name)
Address:______________________Gender:: __________________
Date of Birth:_______________Place :_______________________

Age: ____________ Grade level:_____________________

Name of Father:____________________Age:___________________
Educational Attainment:____________________________________
Occupation:______________________________________________
Name of Mother:___________________Age_:__________________
Educational Attainment:____________________________________
Occupation:______________________________________________
No. of children in the family:___________

37
Minimizing the Reading Miscues among Grade 5 Pupils
through Multimedia Presentations

Cherry P. Tajon

Institute of Graduate Studies

Colegio de Dagupan
Arellano St., Dagupan City

Master in Education – Major in Educational Leadership

November 2019

38
 Approval Form

In partial fulfillment of the requirements for the degree Master in Education, the
completed practicum paper entitled Minimizing the Reading Miscues among Grade 5
Pupils through Multimedia Presentation prepared and submitted by Cherry P. Tajon
is hereby indorsed for approval and acceptance.

__________________________
Adviser

This is to certify that the completed practicum paper mentioned above submitted
by Cherry P. Tajon has been examined and approved on November ____, 2019 by the
Oral Examination Committee.

FELIZA ARZADON-SUA, EdD

Chairman

_____________________________ ____________________________
Member Member

____________________________
Member

APPROVED and ACCEPTED as a partial fulfillment of the requirements for

the degree of Master in Education-Major in Educational Leadership on November____,
2019 with a grade of _____.

FELIZA ARZADON-SUA, EdD

Dean

ii
39
 Abstract

Cherry P. Tajon., “Minimizing the Reading Miscues among Grade 5 Pupils through
Multimedia Presentation” Master in Education, Institute of Graduate Studies, Colegio
de Dagupan, Arellano Street, Dagupan City, Pangasinan, Philippines, November 2019.

Adviser: ________________________

This study aimed to investigate the effectiveness of multimedia presentation in

minimizing the reading miscues of Grade 5 pupils.
Case study was used in this study. There were seven (7) Grade 5 pupils who
served as the respondents of this study. A 146-item word was used for pre-test and 157-
item word in the posttest. Mispronunciation was the most common miscues committed
by the Grade 5 pupils which were followed by omission and reversal of words. It was
concluded that the Grade 5 pupils’ reading level have greatly improved based from their
performance during the pre-test and posttest. It is recommended that teacher should use
different strategies and methodologies in improving the oral reading level of the pupils
using audio-visual presentations, audio presentations, video clips, reading materials and
reading sheets. Teachers could also try-out some strategies in improving the reading
level of the pupils.

Keywords: Reading Miscues, Multimedia Presentation, Grade 5 Pupils

Acknowledgement

iii

40
The researcher would like to express extreme gratitude and earnest appreciation to the
following that provides assistance, support, encouragement and prayers extended for the
accomplishment of the output.

To her research advisers, _________________ who rendered his time and guidance and
suggestions that served as his motivation to do his best.

To the researchers’ families for their financial and moral support that helped them to
successfully finish this research.

Most of all, to our loving Father, for answering her prayers, for the guidance, strength
and protection despite all the obstacles that she met on her way to accomplish her output.

All praise and glory are raised to Him.

Dedication
iv

41
This work is dedicated to my parents: _________and _______________, my
wife _________________ ___________ and, my daughters ____________ and
_______________________God bless you.

42
 Table of Contents

Page
Title Page. i
Approval Form ii
Abstract iii
Acknowledgment iv
Dedication v
Table of Contents vi
List of Tables vii
List of Figure viii
Chapter
1 INTRODUCTION 1
Background of the Study 1
Conceptual Framework 4
Paradigm of the Study 5
Statement of the Problem 7
Significance of the Study 7
2 METHODOLOGY 9
Research Design 9
Sources of Data 9
Instrumentation and Data Collection 10
Tools for Data Analysis 10
3 RESULT AND DISCUSSION 11
4 SUMMARY, CONCLUSION, RECOMMENDATION 15
Summary 15
Conclusions 15
Recommendations 16
Bibliography 17
Appendices 18
A Permit to Conduct an Action Research 19
B Pre-test and Posttest 20
C Results of the Pre-test and Posttest 22
Curriculum Vitae 23

List of Figure
vii
vi

43
Figure Title Page

1.1 The Research Paradigm 5

viii

44