AR On SWAB

Republic of the Philippines Document No.
BULACAN AGRICULTURAL STATE COLLEGE BASC-EO-QSF-02
Research, Extension Production and Development Office
Pinaod, San Ildefonso, Bulacan 3010 Revision No.: 00
Title: Effectivity Date:
06/01/19
DETAILED PROPOSAL FORMAT

FOR INTERNALLY-FUNDED RESEARCH PROJECT
A. BASIC INFORMATION
1. Title of the Project

Action Words Recognition: Basis for Introducing Project SWAB
(Stories, Word Recognition, Accordion Book) at Bagong Silang
Elementary School
2. Proponent (s)
2.1. Name Mansour A. Loma
2.2. Designation MAED Student
2.3. Institute Institute of Education- Graduate Program
2.4. Address San Juan, San Miguel, Bulacan
2.5. Telephone Number (s) 09063401371
2.6. Email Address mansouraustria@gmail.com
2.7. Name Solaiman A. Loma

2.10. Address San Juan, San Miguel, Bulacan
2.12. Email Address solaiman.loma@deped.gov.ph
2.13. Name Marinela DJ. San Juan

2.16. Address San Jose, San Miguel, Bulacan
2.18. Email Address marinela.sanjuan@deped.gov.ph
2.19. Name Marietta DG. Magtalas

Republic of the Philippines Document No.:
06/01/19


2.22. Address Camias, San Miguel, Bulacan
2.24. Email Address marietamagtalas@gmail.com
3. Implementing Agency
3.1. Lead Agency: Bulacan Agricultural State College
3.2. Collaborating Agency: Bagong Silang Elementary School
4. Project Duration
October 2022-February 2023
5. Project Location
Bagong Silang Elementary School, Bagong Silang, San Miguel,
Bulacan
6. Total Budget Requested

6.1. Budget Requested
6.2. Agency Counterpart
6.3. Other Sources
B. TECHNICAL DESCRIPTION
RATIONALE
The 2018 PISA results, which were released on December 3, revealed that the
Philippines scored 340 points in Overall Reading Literacy, which was significantly
lower than the OECD average of 487 points. Only one in every five Filipino
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students (19.4%) achieved the minimum proficiency level (Level 2) in Overall

Reading Literacy.
Although the loss of learning has not been fully quantified, the United Nations
Children’s Fund (UNICEF), the United Nations Educational, Scientific and
Cultural Organization (UNESCO), and the World Bank stated in a joint report
published in March that schools in the Philippines are closed for more than 40
weeks which was significantly longer among the 122 countries that responded to
the survey. The global average ranged from 20 to 21 weeks. Moreover, less than
15% of Filipino 10-year-olds can read a simple text. Long-term school closures
have exacerbated already-existing educational disparities. The most vulnerable
children suffer the greatest loss of learning.
To determine learning losses in various learning areas, regional offices in the

Philippines issued a regional memorandum entitled 2022 Simultaneous
Administration of Various Assessments Regionwide. The Regional Diagnostic
Assessments are among the assessments that will be administered regionally.
From September 12 to 16, 2022, elementary and secondary teachers throughout

Central Luzon administered the Regional Diagnostic Assessment. The results
determined the percentage of learners who met the minimum level of proficiency
in various learning areas in their previous grade level, as well as the
competencies that were most and least mastered.
The results of the Regional Diagnostic Assessment conducted at Bagong Silang

Elementary School show that English was one of the learning areas with the
lowest level of proficiency. Grade 2 students were selected among other grade
levels considering that the learning competencies and standards taught in this
level served as the foundation and prerequisites of the succeeding competencies.
In Grade 2, seven out of thirty test takers achieved an MPL of 23.33%, while
76.67% did not achieve the given MPL in English. The scores range from 3 to 21,
with 21 being the highest score.
Based on the analysis of test items, it was found out that the least learned
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competency was the students’ ability to recognize common action words in

stories listened to. Students got low scores in test questions under this
competency.
To address the learning losses in the identified least learned competency, the
researchers will conduct an intervention among Grade 2 students in Bagong
Silang Elementary School. The SWAB Approach (Stories, Word Recognition, and
Accordion Book) will be used to help the students recognize action words in
contexts, such as in sentences and in short stories. This approach will benefit the
students to become strategic in their ability to locate information within a text, and
search and select relevant words. It will also increase their ability to comprehend
sentences or short stories and construct their own answer. Furthermore, it will
help them evaluate and reflect measures skills in assessing words within the text
and in detecting and handling conflict when faced with contradicting multiple
words in a text.
This approach will also serve as the foundation for an effective and efficient
strategy used in this research, which will benefit teachers in their remedial
instruction as well as schools in general in addressing their literacy problem.
REVIEW OF RELATED LITERATURE
Diagnostic Test
A twenty-five-item test (Regional Diagnosis Assessment Result, September
12-16, 2022) was used to measure different components for students’ prior
knowledge which also serves as the basis for the intervention and action
research to be conducted by the researchers upon approval of the proposed
project.
According to a study conducted by the California Department of
Education, diagnostic tests are designed to assist teachers in determining what
knowledge and skills students possess in various domains to promote their
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students' learning. To build on the students' strengths and meet their individual
needs, teachers may find it useful to use these types of exams to find out what
the kids understand.
Impact of Pandemic on Learning among Students in the Earliest Grades
A study by researchers at Stanford Graduate School of Education (GSE)
provides new evidence about the pandemic’s impact on learning among
students in the earliest grades, showing distinct changes in the growth of basic
reading skills during different time periods over the past year. Results from a
reading assessment given to first- through fourth graders nationwide show that
the students’ development of oral reading fluency – the ability to read aloud
quickly and accurately – largely stopped in spring 2020 after the abrupt school
closures brought on by COVID-19. Gains in these skills were stronger in fall
2020, but not enough to recoup the loss students experienced in the spring.
Many kids have been impacted by the epidemic due to increased stress,
disruptions, and barriers to learning, but experts believe the youngest students,
those still in the early stages of learning to read, may be most affected.
Teachers have found it challenging to create a language-rich environment on
Zoom, and this may have an influence on reluctant readers who might not read
enough at home. (D’Souza, 2021)
Word Recognition
As demonstrated in the study made by Murray, M. (2016), for students to

achieve automatic and effortless word recognition, there are three fundamental
components—phonological awareness, letter-sound correspondences for
decoding, and sight recognition of familiar words with irregular spellings—must
be taught to the point where they, too, become automatic for students to
achieve automatic and effortless word recognition. One of the two essential
elements in the Simple View of Reading that must be attained is word
recognition, which is the process of seeing a word and automatically
recognizing its pronunciation. Both works together to create the complex ability
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of reading comprehension. Reading comprehension is compared to a two-lock

box with two "keys" since they are both so essential to reading (Davis, 2006).
Automatic word recognition and strategic language understanding, the two
key elements of the Simple View of Reading, lead to the result of reading
instruction: proficient reading comprehension. Garnett (2011) claims that
effective application of the fundamental concepts covered in this chapter entails
"teaching...accompanied by supported and appropriately framed interactive
practice" (p. 311). Word recognition should become effortless and automatic so
that the reader can focus their attention on understanding the text rather than
having to concentrate on reading the words. Reading words with accuracy and
ease, or with fluency, makes it easier to understand what is being read.
Students must be able to read the words on the page in order to grasp
literature when reading. Teachers who understand the significance of
phonological awareness, decoding, and sight recognition of irregular words are
more likely to make sure that each of these skills is taught to their pupils so that
word reading becomes automatic, correct, and effortless. In order to facilitate
word recognition in their classrooms, teachers today are privileged to have
access to a well-established library of research and instructional activities. The
Simple View of Reading’s two essential components, automatic word
recognition and strategic language comprehension, combine to allow for skilled
reading comprehension. Students who can both recognize the words on the
page and understand the language of the words and sentences are much more
likely to enjoy the resulting advantage of comprehending the meaning of the
texts that they read.
Students can study, gain knowledge, and acquire new abilities by making
reading a habit (Olivar, 2014). The Department of Education (DepEd), realizing
the value of reading and in accordance with the K–12 Basic Education
Program, developed the "Every Child A Reader Program" (ECARP) through
DepEd Memorandum No. 402 from 2004 and Administrative Order No. 324.
With organized instruction in reading and writing, this program strives to
develop independent young readers and writers among public elementary
school students. Additionally, ECARP is one of President Simeon Benigno
Aquino III's ten-point education agenda to guarantee that the nation's public
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schools generate graduates who are well-equipped to handle various problems

in life.
A reading assessment is conducted to determine the level of the students'
reading competency in order to create an effective plan for teaching reading
skills to public school students. Philippine Informal Reading Inventory is one of
the evaluation tools employed (Phil-IRI). It particularly determines the
proportion of word recognition accuracy and the percentage of right responses
to comprehension questions based on a set of criteria for reading levels in
order to assess students' reading proficiency in both English and Filipino. The
children are divided into four stages based on the Phil-IRI scale: nonreader,
frustrated, instructional, and independent. Students that struggle with reading
prefer to avoid it by refusing to do so.
Conceptual Framework
Independent Dependent
Variable Variable
Stories, Word Grade 2 pupils’
Recognition, level of
Images through proficiency in
Accordion Action Words
Books Recognition
This study will utilize IV-DV model to explain how the Intervention Materials
(Independent Variables) listed above will affect and contribute to the level of
proficiency in Action Words Recognition of Grade 2 pupils at Bagong Silang
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Elementary School (Dependent Variable).
Objectives
The general objective of the study is to identify the level of proficiency in

action words recognition of Grade 2 pupils at Bagong Silang Elementary
School by implementing Project SWAB (Stories, Word recognition, and
Accordion Book). Specifically, the study aims to:
1. Describe the level of proficiency of Grade 2 pupils in action words

recognition with regards to the utilization of stories, picture analysis and
Accordion Book before and after undergoing the series of intervention activities.
2. Determine the significant difference in the level of proficiency of Grade
2 pupils in action words recognition with regards to the utilization of stories,
picture analysis and Accordion Book before and after undergoing the series of
intervention activities.
3. Discover the significant learnings the pupil-participants acquired in
relation to the intervention given.
4. Create program, plan or recommendation based on the results of the
given intervention.
METHODOLOGY
Research Design
The purpose of this study is to evaluate the level of action words

recognition proficiency of Bagong Silang Elementary School students in Grade
2 using a mixed method design.
According to Abraham S. Fischler a mixed method study design is a

process for gathering, examining, and combining both quantitative, qualitative,
and other approaches in one study to comprehend an issue for research.
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The quantitative method will be taken into consideration by the researcher

in order to describe the students' degree of competence in action words
recognition in terms of pre and post outputs before and after the intervention.
The verbal description of the rating scale that will be utilized will next be
provided using a qualitative manner. To collect information that will help
support the conclusions of the study regarding the learning they will receive
from the intervention offered to them, they will also be interviewed utilizing
interview guide questions.
Sources and materials
Conducting this research will determine the Grade 2 pupils’ level of

proficiency in Action Words Recognition. So, the resources needed in conducting
this research are the following:
1. Instruments such as semi-structured interview questionnaires.
2. Outputs such as instructional materials, assessment tools to be
produced by the teacher participants from the Bagong Silang Elementary
School.
3. Data charts will be used in analyzing gathered data .
Intervention/s to be done/used
The researchers will utilize intervention materials such as Stories, Word

Recognition, and Images through Accordion Book. The said intervention
materials will be validated first by a master teacher at Bulualto Elementary
School and will be used at Bagong Silang Elementary School as an
intervention upon approval of this proposed research. The basis for the said
intervention was taken from the result of the Regional Diagnostic Assessment
(RDA) last September 12-16, 2022.
Data collection techniques

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A semi-structured questionnaire will be used to interview Grade 2 participants before

and after the SWAB Approach is administered in the intervention program. The data
collected will be presented in graphs. The level of proficiency of the participants will
be described using a rubric scale with verbal descriptions.
Sampling procedure
This research study will utilize purposive sampling method because based on the
result of RDA among Grade 2 pupils, we found out that 22 out of 29 pupils will be
undergoing an intervention. This sampling method will be used because the aim is to
identify the level of proficiency in action words recognition of Grade 2 pupils at
Bagong Silang Elementary School by implementing Project SWAB (Stories, Word
recognition, and Accordion Book).
Statistical analysis
The researchers will use descriptive statistics to describe the relationship between
variables in a sample or population. It will provide a summary of data in the form of
mean, median and mode.
References:
Guidance on Diagnostic and Formative Assessments Retrieved
from:
https://www.cde.ca.gov/ls/he/hn/documents/guidanceonassessmen
ts.pdf
06/01/19

New Stanford study finds reading skills among young students stalled
during the pandemic. Retrieved from:
https://news.stanford.edu/2021/03/09/reading-skills-young-students-
stalled-pandemic/
What impact will the pandemic have on early literacy? Retrieved from:

https://edsource.org/2021/what-impact-will-the-pandemic-have-on-
early-literacy/659758
Murray, M. (2016). Word Recognition Skills: One of Two Essential

Components of Reading Comprehension. An E-book. MILNE
Library. Retrieved from: https://milnepublishing.geneseo.edu/steps-
to-success/chapter/3-word-recognition-skills-one-of-two-essential-
components-of-reading-comprehension/
Mauldin, R. (2020). Foundations of social work research. An

Ebook. ISBN 978-L- 64816-9915.Retrieved from
https://uta.pressbooks.pub/foundationsofsocialworkresearch/
06/01/19

SURVEY QUESTIONNAIRE/S (if applicable)
Project Summary
Budget Summary
Workplan Schedule

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Republic of the Philippines Document No.

BULACAN AGRICULTURAL STATE COLLEGE BASC-EO-QSF-02

Research, Extension Production and Development Office

Pinaod, San Ildefonso, Bulacan 3010 Revision No.: 00

Title: Effectivity Date:

DETAILED PROPOSAL FORMAT

1. Title of the Project

2.7. Name Solaiman A. Loma

2.13. Name Marinela DJ. San Juan

2.19. Name Marietta DG. Magtalas

BULACAN AGRICULTURAL STATE COLLEGE BASC-EO-QSF-02

Research, Extension Production and Development Office

Pinaod, San Ildefonso, Bulacan 3010 Revision No.: 00

Title: Effectivity Date:

DETAILED PROPOSAL FORMAT

2.21. Institute Institute of Education- Graduate Program

6. Total Budget Requested

BULACAN AGRICULTURAL STATE COLLEGE BASC-EO-QSF-02

Research, Extension Production and Development Office

Pinaod, San Ildefonso, Bulacan 3010 Revision No.: 00

Title: Effectivity Date:

DETAILED PROPOSAL FORMAT

students (19.4%) achieved the minimum proficiency level (Level 2) in Overall

To determine learning losses in various learning areas, regional offices in the

From September 12 to 16, 2022, elementary and secondary teachers throughout

The results of the Regional Diagnostic Assessment conducted at Bagong Silang

BULACAN AGRICULTURAL STATE COLLEGE BASC-EO-QSF-02

Research, Extension Production and Development Office

Pinaod, San Ildefonso, Bulacan 3010 Revision No.: 00

Title: Effectivity Date:

DETAILED PROPOSAL FORMAT

competency was the students’ ability to recognize common action words in

REVIEW OF RELATED LITERATURE

BULACAN AGRICULTURAL STATE COLLEGE BASC-EO-QSF-02

Research, Extension Production and Development Office

Pinaod, San Ildefonso, Bulacan 3010 Revision No.: 00

Title: Effectivity Date:

DETAILED PROPOSAL FORMAT

As demonstrated in the study made by Murray, M. (2016), for students to

BULACAN AGRICULTURAL STATE COLLEGE BASC-EO-QSF-02

Research, Extension Production and Development Office

Pinaod, San Ildefonso, Bulacan 3010 Revision No.: 00

Title: Effectivity Date:

DETAILED PROPOSAL FORMAT

of reading comprehension. Reading comprehension is compared to a two-lock

BULACAN AGRICULTURAL STATE COLLEGE BASC-EO-QSF-02

Research, Extension Production and Development Office

Pinaod, San Ildefonso, Bulacan 3010 Revision No.: 00

Title: Effectivity Date:

DETAILED PROPOSAL FORMAT

schools generate graduates who are well-equipped to handle various problems

BULACAN AGRICULTURAL STATE COLLEGE BASC-EO-QSF-02

Research, Extension Production and Development Office

Pinaod, San Ildefonso, Bulacan 3010 Revision No.: 00

Title: Effectivity Date:

DETAILED PROPOSAL FORMAT

Elementary School (Dependent Variable).

The general objective of the study is to identify the level of proficiency in

1. Describe the level of proficiency of Grade 2 pupils in action words

The purpose of this study is to evaluate the level of action words

According to Abraham S. Fischler a mixed method study design is a

BULACAN AGRICULTURAL STATE COLLEGE BASC-EO-QSF-02

Research, Extension Production and Development Office