Republic of the Philippines

Department of Education (DepED)

Region VI -Western Visayas
DIVISION OF GUIMARAS
District of San Lorenzo
SAN LORENZO NATIONAL HIGH SCHOOL- SUCLARAN ANNEX
Suclaran, San Lorenzo, Guimaras

ACTION RESEARCH PROPOSAL

Project Title: I CARE Project

(Integrating Comprehension Activity for Reading Enhancement)

Proponent: ArnenTanaleon-Rivera

Project Location: San Lorenzo National High School-Suclaran Annex

Proposed Date

I. Rationale

English is the medium of instruction in all of the subjects in high school, thus,
comprehension is a vital tool in processing the bulk and complexities of knowledge,
information, and skills in various learning activities that endeavours the learners’
progress.
It has been noted that in the last school years the prevalent concern among
English teachers and other subject teachers who use English language as a medium of
instruction, is poor comprehension.
The Elementary teachers had conducted a series of assessment to ascertain if
students’ comprehension level suit to their grade level based on the results had been
found out t have low reading levels.
Public secondary schools have conducted a Reading Remediation Program in
their respective schools to answer such reading deficiency but because of some
constraints, like time and materials, it had not yield satisfactory results among
remediation students.
Since reading comprehension is indispensable tool in learning and understanding
other subjects, therefore intervention must be provided to enhance reading
comprehension among secondary students.
Also, with the implementation of the K to 12 Basic Education curriculum with an
aim to produce graduates that are globally competitive, enhancing reading
comprehension is a must, so this Action Research was conceptualized.

II. Project Objective

This Action Research has the following specific objectives:

1. Enhance the reading ability of the students;

2. Develop among students the importance of reading and its benefits;
3. Increase students’ participation.
4. Increase comprehension level among student-respondents;
5. Ease of lesson delivery among subject teachers, and;
6. Increase student’s performance.
 III. Project Description

This Action Research will be conducted by the proponent among the 55 Grade 7-
Ruby students as the researcher’s English 7 subject. The San Diego Quick
Assessment Tool will be used in determining the respondents grade level in areas of
word recognition and reading comprehension.
This research will be conducted similar to the conduct of the regular reading
remediation activity but since the respondents are already in high school, the activity
will focus more on reading comprehension, therefore, reading selection will be used.
The effectivity of this research will be determined by comparing the means of
the pre-test and post-test in areas of both the reading comprehension and word
recognition.

IV. Project Outcome

As the specific objectives of this research, its outcome will be beneficial among
the student-respondents by increasing their comprehension level through decoding
meaning and by using short selections that could capture their attention. It is
therefore, projected that there will be positive result in students’ participation in
other subject areas, since they are likely to be motivated to participate in the class
lectures and activities since most of the subjects uses English as the medium of
instruction.

V. Methodology

The Adult Placement Indicator ( API), the reading comprehension test of the San
Diego Quick Assessment Tool ( SDQAT) will be used to assess the reading
comprehension level of Grade 7 students before and after the implementation of the
I CARE Project. Students will be subjected to a pre-test and they will be classified if
they are frustration, instructional or independent readers
The researcher will select five (5) reading selections of not more than two (2)
paragraphs and will construct three (3) - five (5) comprehension questions for every
selection.

Five (5) to ten (10) minutes prior to the presentation of the lesson proper
during the English class will be allotted for oral reading of the selection and the
answering of the comprehension questions. The researcher will read/facilitate in the
reading of the selections before the lesson proper.
Scores will be recorded to ascertain the trend of the students comprehension
level.
The Post-test will then be conducted in December after the 10-week
implementation of the I CARE Project.
Simple statistics, the mean, will be used to identify the average
comprehension level of the subjects before and after the implementation of the I
CARE Project. The difference will be computed by only subtracting the pre-test
mean of subjects to their mean post-test result.

VI. Schedule of Activities

ACTIVITIES TIME FRAME PERSONS

RESPONSIBL
E
Conduct the pre-test July 2013 Researcher
Determine students’ reading level July 2013 Researcher
Selection, preparation and reproduction of August 2013 Researcher
reading selections
Implementation of the I CARE Project September to Researcher
December 2013
Conduct the post-test December 2013 Researcher
Reporting and Evaluation January 2014 Researcher

Prepared by:

Arnen T. Rivera
Teacher I/Proponent

Noted:

MA. PORTIA G. GALANTO

Education Program Supervisor I

Attested:

VICTOR G. DE GRACIA, Jr., CESO V

Schools Division Superintendent
 Republic of the Philippines
Department of Education (DepED)
Region VI -Western Visayas
DIVISION OF GUIMARAS
District of San Lorenzo
SAN LORENZO NATIONAL HIGH SCHOOL- SUCLARAN ANNEX
Suclaran, San Lorenzo, Guimaras

ACTION RESEARCH ACCOMPLISHMENT

Project Title/Title: I CARE Project

(Integrating Comprehension Activity for Reading Enhancement)

Proponent:ArnenTanaleon-Rivera

Project Location: San Lorenzo National High School-Suclaran Annex

Proposed Date

I. Rationale

English is the medium of instruction in all of the subjects in high school, thus,
comprehension is a vital tool in processing the bulk and complexities of knowledge,
information, and skills in various learning activities that endeavours the learners’
progress.
It has been noted that in the last school years the prevalent concern among
English teachers and other subject teachers who use English language as a medium of
instruction, is poor comprehension.
The Elementary teachers had conducted a series of assessment to ascertain if
students’ comprehension level suit with their grade level and based on the results, it had
been found out that students have reading deficiency.
Public secondary schools have conducted a Reading Remediation Program in
their respective schools to answer such reading deficiency but because of some
constraints, like time and materials, it had not yield satisfactory results among
remediation students.
Since reading comprehension is indispensable tool in learning and understanding
other subjects, therefore intervention must be provided to enhance reading
comprehension among secondary students.
Also, with the implementation of the K to 12 Basic Education curriculum with an
aim to produce graduates that are globally competitive, enhancing reading
comprehension is a must, so this Action Research was conceptualized.

II. Project Objective

This Action Research had the following specific objectives;

1. Enhance the reading ability of the students;

2. Develop among students the importance of reading and its benefits;
3. Increase students’ participation.
4. Increase comprehension level among student-respondents;
5. Ease of lesson delivery among subject teachers, and;
6. Increase students performance.
 III. Project Description

This Action Research was conducted by the proponent among the 41 Grade 7-
Ruby students as the researcher’s English 7 subject. The San Diego Quick
Assessment Tool was used in determining the respondents reading level in areas of
word recognition and reading comprehension.
This research was conducted similar to the conduct of the regular reading
remediation activity but since the respondents are already in high school, the activity
was focused more on reading comprehension, therefore, reading selection was
used.
The effectivity of this research was determined by comparing the means of
the pre-test and post-test in areas of both the reading comprehension and word
recognition.

IV. Project Outcome

As the specific objectives of this research, its outcome will be beneficial among
the student-respondents by increasing their comprehension level through decoding
meaning and by using short selections that could capture their attention. It is
therefore, projected that there will be positive result in students’ participation in
other subject areas, since they are likely to be motivated to participate in the class
lectures and activities since most of the subjects uses English as the medium of
instruction.

V. Methodology

The Adult Placement Indicator( API), the reading comprehension test of the San
Diego Quick Assessment Tool ( SDQAT) was used to assess the reading
comprehension level of Grade 7 students before and after the implementation of the I
CARE Project. Students were subjected to a pre-test and they were classified if they
were frustration, instructional or independent readers

The researcher selected twenty reading selections composed of two-three(3)

paragraphs and constructed five (5) comprehension questions for every selection.
Five (5) to ten (10) minutes prior to the presentation of the lesson proper
during the English class was allotted for oral reading of the selection and the
answering of the comprehension questions. The researcher then read/facilitated in
the reading of the selections before the lesson proper.
Scores was recorded to ascertain the trend of the students comprehension
level.The Post-test was conducted after the 10-week implementation of the I CARE
Project.
Simple statistics, the mean, was used to identify the average comprehension
level of the subjects before and after the implementation of the I CARE Project. The
difference was computed by only subtracting the pre-test mean of subjects to their
mean post-test result.

VI. Schedule of Activities

ACTIVITIES TIME FRAME PERSONS

RESPONSIBL
E
Conduct the pre-test July 2013 Researcher
Determine students’ reading level July 2013 Researcher
Selection, preparation and reproduction of August 2013 Researcher
reading selections
Implementation of the I CARE Project September to Researcher
December 2013
Conduct the post-test December 2013 Researcher
Reporting and Evaluation January 2014 Researcher

VII. Accomplishment

ACTIVITIES TIME FRAME PERSONS

RESPONSIBL
E
Conducted the pre-test July 2013 Researcher
Determined students’ reading level July 2013 Researcher
Selection, preparation and reproduction of August 2013 Researcher
reading selections
Implemented of the I CARE Project September to Researcher
December 2013
Conducted the post-test December 2013 Researcher
Reporting and Evaluation January 2014 Researcher

Table 1: Pre-test Reading level of the Respondents

Frustratio % Instructiona % Independen % Total

n l t
19 46.34 22 53.65 0 0 100

Table 1 shows that there were 19 frustration readers comprising 46.34 % of the
total 41 students translated as readers who have a reading ability of two (2) grades
lower than their actual grade level and 22 instructional readers comprising 53.65 %
which means that almost 100 % of this readers read one (1) grade lower than their
actual reading level, and before the implementation of the ICARE Project there were no
independent readers or readers that can read at their own corresponding grade level.
The actual reading level of students is the corresponding level they are also enrolled,
and since the student-respondents are in Grade 7, therefore the expected reading
ability of students should be Grade 7.

Table 2: Post-test Reading level of the Respondents

Frustration % Instructiona % Independent % Total

l
4 9.76 33 80.48 4 9.76 100

Table 2 shows that after the implementation of the ICARE Project, there were 4
frustration readers; readers still reading two (2) grades lower than their actual reading level,
comprising 9.76 % of the total student-respondents; 33 instructional readers or equivalent to
80.48 %of the total respondents can read one (1) grade lower to their actual reading level; and
there are 4 or about 9.76 % who can read at their actual reading level or considered as
independent readers.

Table3: Mean Between Pre-test and Post-test Results of the Respondents

in Word Recognition

Pre-Test Post-Test Mean

Mean Mean Difference
4.96 5.91 0.95

Table 3 showed that the pre-test mean of the reading level scores of the total 41
respondents in the area of word recognition before the implementation of the ICARE Project is
only 4. 96 or a reading level of Grade 4 and more or less 9 months. The table also manifested
that after the implementation of the I CARE Project, the mean reading level of the respondents
is 5.91 or a reading ability of Grade 5 and more or less 9 months. It further indicates that mean
difference between the pre-test and the post-test mean reading abilities of the student-
respondents.

Table 4: Mean Between Pre-test and Post-test Results of the Respondents

in Reading Comprehension

Pre-Test Post-Test Mean

Mean Mean Difference
4.56 5.51 0.95

Table 4 revealed the mean difference between the pre-test and the post-test results of the
41 respondents in areas of reading comprehension. it further displays that before the
implementation of the ICARE Project, the respondents has a reading comprehension level to
that of Grade 4 and more or less 5 months in grade level, and the table also manifested that
there the post-test mean of the respondents in the area of reading comprehension showed a
and increase of . 95 which means that from previous reading level of 4.96 the respondents now
has the reading comprehension of Grade 5 and more or less 5 months.

VIII. Conclusion/Recommendations

The ICARE Project was found effective specifically in students’ reading level as
manifested in the mean difference between the pre-test and post-test results of the
respondents.

It showed that the reading comprehension as well as with the word recognition of
the students-participants in this research had improved after a ten-days implementation
of the said research. It also showed that students’ attendance to the said project is
positive, this further implies that if constant intervention or implementation of an activity
in engaging to any reading activity may help improve if not compensate the backlog
years of reading deficiency among students.

The preceding tables also manifested that students’ reading comprehension is

lower with their word recognition, this may imply that the reading comprehension of
students is greatly affected by their ability to recognize or decode words.

During the implementation of the research, the researcher find difficulty in the
attendance of students, since the respondents are only her subject load for Grade 7 and
not her own advisory. She also finds that aside from engaging students in a 5-minute
reading comprehension sections, it would be best if spelling and unlocking of
vocabularies be introduced, since some of the students asked meaning of some words
or may even ask the teacher to translate it in the vernacular.
In all, the research has manifested an improvement in the students’ reading
comprehension and word recognition, therefore the ICARE Project should be
implemented and/or adopted by other sections in the school.

Prepared by:

Arnen T. Rivera
Teacher I/Proponent

Noted:

MA. PORTIA G. GALANTO

Education Program Supervisor I

Attested:

VICTOR G. DE GRACIA, Jr., CESO V

Schools Division Superintendent