Activity 1

Identify and define your own research problem by responding to the following items.
1. (WHAT IS) The conditions which gave rise to my research question are (Present evidences
from service statistics or related literature that will confirm the existence, seriousness and
distribution of your problem.)

The Manila Times(August 10,2022 12:01AM) As the Philippines prepares for the opening of
school this month, we are presented with a World Bank report that 9 out of 10 children in the
Philippines at late primary age are not proficient in reading. The report, "The State of Global
Learning Poverty: 2022 Update," sent many online communities into a frenzy. And rightfully
so. There has been a learning crisis in low- and middle-income countries even before the
Covid-19 pandemic.The global education crisis is a priority for the United Nations and the
World Bank. Unicef estimates that as many as 70 percent of all children in low-income
countries cannot read a simple sentence by the age of 10.

PISA 2018 data shows that 15-year-old students in Grades 9 and 10 who repeated a grade
at least once at the elementary level scored at least 52 points less in reading than non-
repeaters, while those who repeated a grade at least once in the junior high school level
scored at least 71 points less in reading than non-repeaters. This illustrates that reading
fundamentals must not have been learned in the early grades.

2. (WHAT SHOULD BE). The ideal situation would have been: (standard, rule, expected,
mandated, recommended)

Department of Education (MANILA BULLETIN)

Education Secretary Leonor Briones, in DepEd memorandum no. 173 s. of 2019, said that the
3Bs initiative will help strengthen the Every Child a Reader Program (ECRAP) which primarily
aims to “equip learners with reading skills to make them proficient and independent readers
in their grade level.”In an effort to strengthen the reading proficiency of every learner and
help nurture a culture of reading which considered a requisite skill in all content areas, DepEd
announced the “Hamon: Bawa’t Bata Bumasa” (3Bs) initiative.

Briones asked all offices at the Central, Regional and Schools Division Offices as well school
levels to respond to the 3Bs initiatives by “intensifying their advocacy for reading” and by
“pledging their commitment to make every learner a reader at his of her grade level.”
Moreover, she also directed all DepEd offices and school levels to “align their priorities
towards the promotion of culture of reading as a key step in closing achievement
gaps.”Recognizing that there are still many Filipino learners that are struggling to meet the
learning standards in early language, literacy, and numeracy, the Department of Education
(DepEd) has “strongly encouraged” all elementary and secondary public schools to intensify
their advocacy particularly for reading.

3. DISCREPANCY (State possible reasons for the discrepancy.)

Despite of the initiatives of the DepEd in order to strengthen child's reading abilities,
there are still students who finds difficulties in reading and there are students who are
already in higher grade levels are not proficient in reading even a simple sentence.

4. WHAT IS ALREADY known about the problem (based on literature?)

According to Alayon (2014) in the Philippines, the problem of Students in reading is not
a new issue. In fact, certain studies reveal that the reading problems of Filipino students
seemed to be perennial.

Children with reading throughout school and into adulthood, said how embarrassing
and devastating it was to read with difficulty in front of peers and teachers, and to
demonstrate this weakness on a daily basis. It is clear that this type of failure affects children
negatively earlier than we thought. By the end of first grade, children having difficulty
learning to read begin to feel less positive about their abilities that when they started school (
Reid Lyon, 2003).

According to Lyon (2003), if pupils in basic schools do not learn to read, understand, write and
use language to communicate their ideas and perspectives, their favourable conditions for a
fulfilling and rewarding life are seriously compromised. From the global perspective,
reading difficulties have been estimated to be at two to five percent among school-going
children (Owu-Ewie, 2003)

5. Questions that remain unanswered (INFORMATION GAPS)

What are the factors that affects the reading difficulties of pupils during their first grade?

What are the teaching strategies to improve reading proficiency of grade 1 pupils?

6. Possible Research Title

Factors Affecting Reading Difficulties of Grade 1 Pupils

 ENH2
THESIS WRITING AND ORAL DEFENSE
ACTIVITY 1
Submitted to: Dr. Samuel B. Talves

Submitted by: BEED 4A SET A

Members:

Aguanta Kristel Aguanta

Arnado Eva

Babayen-on Mica

Laraño Mhyla

Sargado Lowel