Action Research

Republic of the Philippines
Department of Education
Region IV-A
SCHOOLS DIVISION OF QUEZON PROVINCE
DEPEDQUEZON-SGO-PAR-04-004-004
“Creating Possibilities, Inspiring Innovations”

Address: Sitio Fori, Brgy. Talipan, Pagbilao, Quezon
Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Email Address: quezon@deped.gov.ph
Website: www.depedquezon.com.ph
Region IV-A
PROJECT EAR: AN INTERVENTION IN IMPROVING THE READING LEVELS OF GRADE 8

STUDENTS OF VILLA PEREZ NHS
ALVARO MONZON B. FLAVIER

Teacher III
Villa Perez National High School
Gumaca West District
Abstract
PURPOSE: This study aimed to improve the reading levels of Grade 8 students of Villa Perez
National High School.
DESIGN/METHODOLOGY/APPROACH: The researcher used quasi-experimental research

design. This design was commonly used when the researchers implemented a pretest
and posttest in their study. This study was conducted to all grade 8 students at Villa
Perez National High School.
FINDINGS: There were 8 non-readers before the implementation of Project EAR and found out that
there were reading issues among Grade 8 students who require an intervention program
to improve their reading ability. After the implementation of the intervention, the non-
readers turn to 4 and there was an increase in the number of independent readers.
RESEARCH LIMITATION/IMPLICATION: The goal of the study was to improve the reading
levels of the Grade 8 students in Villa Perez National High School. In this research, the
researcher used the intervention program called Project EAR. Also, this study was
quantitative and used a quasi-experimental research methodology. Project EAR has been
implemented since the first quarter of School Year 2022-2023. The researcher employed
the results of both the Phil-IRI pretest and first quarter posttest to assess the students’
reading levels.
ORIGINALITY/VALUE: The developed teacher-created modules and the QUELTA-crafted

reading passages for Grade 8 learners were utilized to improve the reading levels of the
students. Correspondingly, the novelty of this reading intervention program originated
from the teacher-prepared hot soup which the teacher and students partake with their
packed lunch.
KEYWORDS: reading, reading levels, struggling readers, reading intervention program

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
PARTS OF A COMPLETE GUIDE POINTS FOR MAKING A COMPLETE ACTION
ACTION RESEARCH RESEARCH
TITLE OF ACTION PROJECT SPELL: AN INTERVENTION TO IMPROVE THE

RESEARCH SPELLING AND VOCABULARY SKILLS OF GRADE 10
Republic of the
LEARNERS ATPhilippines
VILLA PEREZ NHS
I. INTRODUCTION Department of Education

Region IV-A
A. Research Questions This study aimed to determine the effectiveness of Project

SPELL or Strengthening the Power of English Language
Literacy among the Grade 10 learners of Villa Perez National
High School. Specifically, this sought to answer the following
questions:
1. What are the test scores of learners before and after

the implementation of Project SPELL?
2. Is there a significant difference in the test scores
before and after the implementation of Project
SPELL?
3. How effective is Project SPELL as experience by the
Grade 10 leaners in terms of spelling?
4. What program enhancement could be made from the
results of this study?
5. What school policy could be suggested from the
results of the study?
B. Hypothesis There is no significant difference in the test scores before and

after the implementation of Project SPELL.
II. BRIEF REVIEW OF Nothing tops spelling activity for teaching English vocabulary.
RELATED LITERATURE Reciting words and interpreting its meanings are two
AND STUDIES techniques. When it comes to learning vocabulary, teaching
English vocabulary comes second to reading classical
literature (Nation, 2018). Listening and speaking aid in the
retention of the language read aloud in class. Since the late
1800s, the direct procedure has been flouring. The direct
technique requires listening to each word and then reviewing
the student's spelling.
Because of the drawbacks of the direct approach, numerous

British and American academics began to embrace more
modern ways for language learning (Hapsari, 2019). The
listening-talking approach was developed using structural
linguistics and behaviorist psychology. According to structural
linguists, -language is governed by a set of rules.
This, in turn, will spark a strong desire to study. Teachers

DEPEDQUEZON-SGO-PAR-04-004-004 may demonstrate how to use English in a variety of ways,
including
“Creating showing
Possibilities, Inspiringstudents
Innovations”films, listening to audio, and
Address: Sitio Fori, Brgy.using
Talipan,other effective
Pagbilao, Quezon strategies to excite their interest in the
Trunkline #: (042) 784-0366, (042) 784-0164,
language. (042) 784-0391,
Teachers' (042) 784-0321
extraordinary abilities, such as their
command of a large vocabulary in reading, listening,
speaking, and writing, can be utilized to pique a student's
enthusiasm in learning. There are a few criteria that a teacher
should follow while trying to stimulate pupils' interest in
learning English vocabulary. The instructor should gradually
Region IV-A
JOYCE A. AGUILAR
SIGNATURE OVER PRINTED NAME OF THE RESEARCHER

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A
MATERIALS USED IN RESEARCH
These are examples of video lessons used by teachers as interventions when presenting
lessons to students through Printed Modular Distance Learning. He posted his self-created
video lessons on the nominee's Facebook page.

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A
PROJECT CLASH (Learning Materials)

Sample learning materials used by the research in the implementation of modular distance
learning at Villa Perez NHS.

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A
PHOTO DOCUMENTATIONS

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321
Region IV-A
Researcher’s Bionote
Dennis San Felipe Agudo is a Secondary School Teacher III who is currently
pursuing his doctorate in Curriculum Development and Management at
Marinduque State College. He is the current District Research Coordinator
of Gumaca West District. He was chosen as Natatanging Guro 2022 by
the Gumaca Local Government Unit. He was also nominated for Gawad
Gintong Binhi 2022 and advanced to the second stage of the search. He
was recently recognized as an Outstanding Teacher by Embracing the
Culture of Research (ETCOR).

Trunkline #: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321

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Republic of the Philippines

“Creating Possibilities, Inspiring Innovations”

PROJECT EAR: AN INTERVENTION IN IMPROVING THE READING LEVELS OF GRADE 8

ALVARO MONZON B. FLAVIER

DESIGN/METHODOLOGY/APPROACH: The researcher used quasi-experimental research

ORIGINALITY/VALUE: The developed teacher-created modules and the QUELTA-crafted

KEYWORDS: reading, reading levels, struggling readers, reading intervention program

“Creating Possibilities, Inspiring Innovations”

TITLE OF ACTION PROJECT SPELL: AN INTERVENTION TO IMPROVE THE

I. INTRODUCTION Department of Education

A. Research Questions This study aimed to determine the effectiveness of Project

1. What are the test scores of learners before and after

B. Hypothesis There is no significant difference in the test scores before and

Because of the drawbacks of the direct approach, numerous

This, in turn, will spark a strong desire to study. Teachers

SIGNATURE OVER PRINTED NAME OF THE RESEARCHER

“Creating Possibilities, Inspiring Innovations”

“Creating Possibilities, Inspiring Innovations”

“Creating Possibilities, Inspiring Innovations”

“Creating Possibilities, Inspiring Innovations”

“Creating Possibilities, Inspiring Innovations”

“Creating Possibilities, Inspiring Innovations”

MATERIALS USED IN RESEARCH

“Creating Possibilities, Inspiring Innovations”

“Creating Possibilities, Inspiring Innovations”

“Creating Possibilities, Inspiring Innovations”

“Creating Possibilities, Inspiring Innovations”

“Creating Possibilities, Inspiring Innovations”

“Creating Possibilities, Inspiring Innovations”

PROJECT CLASH (Learning Materials)

“Creating Possibilities, Inspiring Innovations”

“Creating Possibilities, Inspiring Innovations”

“Creating Possibilities, Inspiring Innovations”

“Creating Possibilities, Inspiring Innovations”

“Creating Possibilities, Inspiring Innovations”

“Creating Possibilities, Inspiring Innovations”

“Creating Possibilities, Inspiring Innovations”

“Creating Possibilities, Inspiring Innovations”

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