yp ANNEX A OSAL SAMPLE ACTION RESEARCH PROP! “Mental Models: Ald In Improving Reading De atalades of Grado 6 Struggling Reader | CONTEXT AND RATIONALE lives, Pe Reading Is a life-long process and It Is a part of our daily People read elther for entertainment and pleasure or for in of knoe and Information, In the leaching ~ leaming process, rede fe i a ie role to leamers, if leamers do not have the reading 5} Kills, ine Ee - ie ! by them to comprehend Ideas and concepts. The Departmen a ae 105 given focus on the development of reading skills among ee omer, through IIs varlous reading enhancement programs. Varlous Z ni oe and workshops on reading have been undertaken fo equip teac! ie wit the necessary skills In teaching reading fo the leamers, However, despite the efforts to Improve the reading skills of the learners, recent results of the reading Inventories show high percentage of non-readers and frustrated readers among the leamers as revealed by the standardized fool known as Philippine Informal Reading Inventory (Phil-IRI). In SDO Masbate Province, the Identified learners under frustration leve during the Phil - iRI tes! In June 2019 reached as high as 15, 879. The data indicated alarming state of reading abilities of most of the leamers. This scenario Is not only true to Masbate but similar challenge is confronting all other parts of the country specially In public schools. During the SY 2019-2020 in Masagana Elementary School, the Phil-l®! fest result of Grade 6 class showed that only 6 out of 35 pupils or 17% scored 14 and above In the Group Scteening Test (GST) in English; which means that only 6 are independent readers while 7 out of 35 or 20% is instructional level and 22 out of 35 pupils or 63% are at frustration level. The result Is alarming considering that they are already in Grade 6 and are not yet reading at their grade level. Nevertheless, If the problem Is no! given due and Immediate action, the problem would affect pupils’ leaming and level of achievement in other subject areas due to thelr very limited! lack of reading comprehension skills. They are having difficulty in learning 38yr 7 the lessons of the different learning areas since comprehension skill is needed in all subjects. These circumstances can be narrowed down fo the lack of comprehension among the leamers in the frustration level, Though learners canread fluently, they are finding difficulties in grasping Ideas and concepts about what they are reading. And these problems need Immediate action for these greatly affect the transfer of learning. Reading and comprehension are very significant fo one another. Comprehension is the essence of reading and it is an active Process of constructing meaning from a passage or a text (Durkin, 1993), Thus, comprehension is very significant among leamers for the pursuit of knowledge. There is a relationship between reading comprehension and reading strategies. Reading strategies affects teading comprehension, reading comprehension affects reading strategies (Muijselaar, et al, 2015), Kelly (2019) emphasized also that the importance of teading comprehension cannot be understated. According to Kelly (2019), effective reading strategies that would help develop the reading comprehension skills of the leamers include generating questions before reading and answering It after the reading process, reading aloud and monitor, Promoting cooperative talk, giving attention to text structure, taking notes or annotate texts to create vocabulary list, using context clues, using graphic organizers, practicing PQ4R Method (Preview, Question, Read, Reflect, Recite and Review, summarizing and monitoring their understanding. With the seven strategies that may contribute to a successful reading comprehension, visualizing is considered as one. Visualizing which may be in the form of images, pictures, drawings, videos or models. Thus, the Use of mental models such as pictures can greatly contribute to the reading comprehension of leamers. Mental models are visual representation Consisting of both structure and process (a flow chart of sorts) that helps 4G student comprehend content knowledge. Leamers who are taught and tained on developing mental models in mind are found to demonstrate Much better understanding and comprehension. Itis in this juncture that the proponent will conduct this action roe Study entitled "Mental Models: Aid in Improving Reading Comprehen: Of Grade 6 Struggling Readers”. 39RESEARCH QUESTION This study aims to reduce the number of leamers In frustration Tead, level from 22 to 0 In Grade 6 pupils of Masagana Elementary Scho School Year 2019 - 2020 through teaching strategies using Mental Mode, Specifically, it will seek answers to the following questions: 1. What teaching strategies can be applied In using the meni Models to Improve the reading comprehension of the leamers j, frustration reading level? 2. How do mental models improve comprehension? 3. How effective mental models are In reducing the number of Grade 6 learners under frustration reading level? ll, PROPOSED INNOVATION, INTERVENTION AND STRATEGY As an intervention to the emerging problem on the alarming number ‘of leamers in frustration level, this study will utilize Mental Models like pictures and videos as aid on reading comprehension. The participants» of the study will be subjected to a daily class session utilizing reading Materials with picture-counterpart or video-counterparl for one hour during schooldays to be facilitated by the teacher-researcher for 3 months. There will be weekly reading assessments to be conducted using Phil-IRI tools in order to measure the progress of the leamers. The weekly progress of the readers in frustration level will be recorded using the Tracking of Weekly Progress Template. \V. ACTION RESEARCH METHODS A Participants and/or Other Data Sources of Information The twenty-two Grade 6 pupils of Masagana Elementary Scho Whose reading abilities are at frustration level are the subjects of this study. Their reading level is determined after the conduct of individud Treading inventory pre-test using the standardized PhiI-IRI tools, Eact pupil's word recognition level, teading speed and comprehension skis are tested and measured. All of them were able to recognize the words well having word reading scores of 90%-100% and able to read the Passages alt varying speed. However, they failed in the comprehensio" test which made their reading levels fall under frustration level garnering comprehension scores of 58% and below. >»3. Data Gathering Methods ' ’ This study will utilize a combination of quantitative {pre-experimental) and qualitative research methods. To see the effect of the Intervention which Is the use of mental models in teaching reading, the Phil-IR| tool will be used before, during and after the duration, The results of which will be tabulated and graphed to further Convey the effect. An observation will also be conducted once a week in order to look into the effect of the intervention in terms of learners’ behavior and class participation. The researcher will request a co-teacher who could do the observation using the tool that will be formulated by the researcher which may include participation during class discussion, presentations and other class engagements. The observer will be oriented on the process ahead of time. Furthermore, a checklist of desired behavior will be utilized fo objectively capture the improvement on the Performance of the identified participants. The researcher will also conduct an interview from randomly selected participants of the study. Two Participants every week shall be interviewed. This will be done in order to elicit opinions, feelings and experiences from them. The data gathered will be utilized by the researcher as a feedback mechanism that would help her in navigating the flow of the study specially in the conduct of the teading session. C Data Analysis Plan The recorded raw scores using the Phil-IRI fools before, during and after the intervention will be tabulated, graphed and analysed quantitatively by the researcher. This will serve as the main measure of the effectiveness of the use of mental models in reducing the number of the identified struggling readers in the class, However, the weekly interview to wo randomly selected participants will be utilized in getting feedback as to the appropriateness of the Strategy in addressing the problem. The responses also during interview will be further used in the discussion of the final analysis of the study. The data gathered though observation using the designed observation tool Gnd observation checklist shall be also part of the progress monitoring Of the intervention, The data will give the researcher a grasp of the effect Intervention while the study is on process. This will also lead a Some adjustments to the implementation of the intervention, whenever Necessary, 4| All the data gathered during observation, interview and Teadin, assessment will be compared and Itangulated to surface the holistic effect of the intervention to the teading abilities of the participants, they, Classtoom behavior as well as the effect of the Intervention to the well. being of the patiicipants as a reader, D. ACTION RESEARCH WORK PLAN AND TIMELINES The action research activities are outlined in the table below: ST = ACTIVITIES TARGET DATE | PERSONS INVOLVED, PRE RESEARCH ACTIVITIES: Researcher * Making of proposa! | June 2019 School Head * Approval of proposal Schools Division Research Committee (SDRC) RESEARCH ACTIVITES: * Implementation of the study July to Researcher * Tabulation and Ocotober, Respondents anaiysis of data 2019 * Interpretation of the gathered data * Preparation of the research paper POST RESEARCH ACTIVITIES: * Printing of the tesearch report November Researcher * Submission of the 2019 Schools Division fesearch report to the Research Division Research Committee (SDRC) Committee for review BERF committee + Submission of the final copy Table 1 Work Plan and TimelinesYr ACTIVITES; Making Approval RESEARCH Impleme analysis tesearch ACTIVITES. par RISTARCH the study Tabulation and Interpretation of the gathered dala Preparation of the Month } Month | 2 of proposal of proposal ACI Ntatlon of of data Paper Month | Month | Monit $ 4 4 Month 6 ACTIVITIES: POST RESEARCH fesearch Submis! Printing of the fesearch report to the SDRC for review Teport lon of the Submission of the final copy Table 2 Gani! Charl of Actio n Research Activilles— COST ESTIMATES ACTIVITIES RESOURCE NEEDED Preparation and printing of Bond paper tesearch proposal Internet connection Printing of the reading Reproduction fee Materials and other related documents Snacks/meals duting Interview | Food a Printing and binding of Printing a - completion results binding a ar Travel Expenses (submission | Van and tricycle WW of proposal and completion report) — Publication of research results | Journal Publication 4,000.00 fee TOTAL 30,000.00 F. PLANS FOR DISSEMINATION AND UTILIZATION The result of the study will be shared to fellow teachers during School and District Leaming Action Cell sessions for possible adoption of the strategy employed. To further disseminate the result of the study, the researcher will Present the study in a research conference and Publish it through reliable research joumal. G. REFERENCES Durkin, D. (1993), Teachin ig them fo read (6th Ed). Boston: Allyn and Bacon, Kelly, M. (Updated January 16, 2019), 10 Strategies All Students Need. Wh Comprehension Is Ne Reading Comprehension YY Addressing Reading Cessary@htips://www.thoughtco.com Muijselaar, M. M, L, & de Jong, P. F, (2015), Developmental Relations Between Reading Comprehensi Retrieved September 24, 2019 from 8438,2017.12787, 3.