IMPROVING READING COMPREHENSION THROUGH MULTIMEDIA-

ASSISTED READING PROGRAM

An Action Research Submitted to the Schools Division Research Committee (SDRC)

Division of Bohol

ANNIE ROSE P. FUENTES

ROSENDA A. RASONABE

GENEVEVE G. CONDE

Hinlayagan National High School

JUNE 2022
IMPROVING READING COMPREHENSION THROUGH MULTIMEDIA-

ASSISTED READING PROGRAM

ANNIE ROSE P. FUENTES

annierose.fuentes@deped.gov.ph
ROSENDA A. RASONABE
rosenda.rasonabe001@deped.gov.ph
GENEVEVE G. CONDE
geneveve.conde@deped.gov.ph

Hinlayagan National High School

BOHOL
 Chapter 1

INTRODUCTION

Context and Rationale

Today's educational advancement is inextricably linked to the advancement of

technology. Education is evolving, and technology-enhanced lessons are a key instrument

in this process to attract learners’ attention, especially in reading. This method can be

viewed as a form of adaptation to prepare the learning process for the fourth industrial

revolution.

Currently, there is a high need for the use of technology in the learning process as

it is becoming more prevalent since research shows that it aids students' language

learning. Thus, the purpose of this research is to explore multimedia reading programs as

a method of developing reading comprehension.

 The process of comprehension with the aid of numerous media was studied in the

cognitive theory of multimedia learning. The psychological aspect of the cognitive theory

of multimedia learning (CTML) is focused on the idea that learners choose to make

meaningful connections between words and photographs that they have learned far more

profoundly than simply reading text (Kirschner, Park, Malone, & Jarodzka, 2017).

Dual coding theory and multimedia learning are closely related, as both

emphasize the value of the human brain's dual coding function as a help to the cognitive

process in reading comprehension. According to Wang & Li (2019), learners with

imagery deficits were able to recall and retain words or information better with the use of

a new multimedia application. In their study, they discovered that imagery-deficit pupils

struggled with reading comprehension due to their slow and dull imagination, which

failed to form a mental image. The student's behavior was caused by the failure to link

the text and image because they were unable to understand and recall the information.

The researcher then devised a multimedia program that helps students connect words and

pictures to their reading comprehension ability.

A study entitled "The Effect of Multimedia Blurb on L2 Reading

Comprehension of Narrative Text" revealed that MMB enhances reading

comprehension of narrative texts through the language used to make sense of the reading

material and the web-based digital tools applied to communicate meaning. The awareness

of the affordances of advanced technologies may have provided learners with the

necessary resources to enhance their understanding and also offered them rich

possibilities for expressing it. According to the New Literacies Theory, comprehension in

the technology-driven era is the outcome of producing meaning through knowledge and

the use of ICT. The MMB creation serves as a platform for expressing comprehension

through the use of information and technological skills. Higher-order thinking, such as

metacognition, may have had a role in making choices and decisions in order to meet the

reading objectives. Multiple support networks and a wealth of digital resources on the

internet may have aided pupils in their meaning-making process. As a result, the MMB is

a powerful tool for enabling learners to make sense of texts in meaningful ways

(Orencia, 2018).
 In addition, the use of interactive media was effective in enhancing the reading

skills of students, even for those who were already in Grade 7 and those who belonged to

the Frustration Level of reading comprehension. Along with the findings and

conclusions, the researchers recommended that a longer period of time could be allotted

for remedial reading instructions while using mobile-based interactive media (Gabejan,

Tejas, & Lacanaria, 2021).

Based on the Phil-IRI Pretest results of Grade 7 at Hinlayagan National High

School for SY 2021–2022, data showed that 74 (39.36%) out of 188 learners belong to

the frustration level of reading. They could not understand the content of the English

texts well. Furthermore, they could not correctly answer the questions related to the text.

The problem with reading comprehension in English among Grade 7 learners

ignited the idea of adapting a multimedia reading program. The idea led to the cognitive

theory of multimedia learning, which suggests that the use of technology in learning can

increase learners' comprehension skills in understanding and visualizing the lesson.

Therefore, a multimedia remedial reading program is perceived and proposed by the

researchers to be a supplemental tool in developing the reading comprehension of

frustration level readers. The tool includes short stories in multimedia form, an interactive

book and a talking pen. The videos have a duration of 5 to 10 minutes. The videos were

carefully chosen to meet the objectives of the remedial reading program.

In light of this premise, the researchers proposed studying how the learners’

reading comprehension in English 7 can be developed during this cyber age. The

researchers aim to improve the reading comprehension levels of the frustrated level

readers in English 7 to an instructional or independent level. The effects of the

multimedia remedial reading program will be studied to determine their impact on

developing reading comprehension in English.

Research Questions

The ultimate goal of this action research is to improve the reading comprehension

through multimedia-assisted remedial reading program among Grade 7 frustration level

readers of Hinlayagan National High School, Trinidad II District, Trinidad, Bohol, SY

2021–2022.

Specifically, this study seeks to answer the following questions:

1. What is the reading performance of Grade 7 learners before and after the
implementation of Multimedia-assisted Remedial Reading Program?
2. Is there a significant improvement of the reading comprehension of Grade 7
frustration level readers after the implementation of the Multimedia-assisted Reading
Program?
 Chapter 2

PROPOSED INTERVENTION

As an intervention to the alarming problem of low reading comprehension in

English among Grade 7 frustration level readers, a multimedia remedial reading program

will be utilized as a supplemental tool in developing the reading comprehension of the

learners. The learner-participants of the study will use the short stories in a multimedia

form, an interactive book, and a talking pen to improve their reading and comprehension

skills. 

Pre- Implementation

After the conduct of the Phil-IRI Pretest, the research team will determine the

struggling and frustrated readers through their scores on the said test. Then

communication letters will be sent to the respective parents of these identified

participants in this study for the purpose of orientation prior to the implementation of the

program. A group chat will be created to facilitate effective communication among the

participants and researchers.

In addition, the researchers will download, acquire, and adopt relevant and

reliable reading materials from online sources.

 There will be a total of 10 downloaded short stories in multimedia form, which

serve as a tool in this study. Based on the content of the downloaded material, five

comprehension questions will be formulated by the researchers to assess their level of

comprehension. The questions are composed of 2 literals, 1 inferential, 1 critical, and 1

applicative.

 The research team will divide the seventy-four participants into three groups, in

which each group will be assigned to a researcher. The researchers will facilitate and

guide the group that is assigned to them. A schedule will be posted for the participants to

be guided when to visit the school for the remedial program.

Implementation

 At every remedial session, the researchers will provide the participants with one

short story in multimedia form and allow them to watch one at a time. It is a one-on-one

interaction between a participant and the researcher. When a participant will be done

viewing, it is then his turn to read aloud the subtitles of the story. Then the

comprehension questions will follow, which will be asked by the researcher. The scores

of the participants in every session will be recorded to keep track of their progress.

Moreover, the attendance of the participants will be closely monitored for this

intervention to be fully implemented in each participant. This remedial program's

duration is within the entire third quarter.

In the fourth quarter, Phil-IRI Post-test will be conducted. Their post-test scores

will be tallied, and initial findings will be noted down.

 Post- Implementation

  Learners will be informed about the result of the Phil-IRI Post-test through a

personal message on messenger and mobile phone. Furthermore, the parents of the

participants will also be notified through a letter containing the result of their child's

comprehension development. If significant progress is evident, the school head will

receive a copy of the completed research study as a basis for rollout implementation.

Moreover, this will also be the basis for further research in the future.

 
Schematic Diagram

INPUT

PHIL-IRI PRETEST RESULTS

SHORT STORIES IN MULTIMEDIA FORM

PROCESS

PRE- IMPLEMENTATION POST-

IMPLEMENTATION IMPLEMENTATION
 Provide the
 Identify struggling & participants with a  Inform learners &
frustrated readers short story in parents about the
 Send communication multimedia form result of the Phil-
letters to the parents  Let the participants IRI Post-test
of the participants watch the story  Provide a copy of
 Orient the parents,  Let the participants the accomplished
teachers, & read orally the subtitle action research to
participants about of the story the School Head for
Multimedia Reading  Ask comprehension roll-out
Program questions to the
 Acquire/Download participants
short stories in  Record/tally the
multimedia form participants’ scores in
 Prepare every session
comprehension  Closely monitor
questions participants’
 Group the attendance
participants into 4  Use logsheet for M&E
groups to be  Conduct Phil-IRI Post
assigned to the 4 Test
teacher-researchers
 Analyze the data and
 Prepare the schedule initial findings of the
of the conduct of the
 Chapter 3

RESEARCH METHODOLOGY

This chapter deals about the procedure to be undergone in order to achieve the

desired objectives of the study. The participants being the source of information are

hereby identified and data gathered from the participants are subjected to data analysis.

Meanwhile, ethical consideration is given primary concern in the conduct of the study.

Participants

The seventy-four (74) learners in Grade 7 for the school year 2021–2022 at

Hinlayagan National High School are the participants in this study.

The participants are selected through a complete enumeration based on the results

of the Phil-IRI Pretest in English. These learners belong to the Grade 7 frustration level

readers, thus being selected as the participants.

The selected participants will be undergoing the Multimedia Remedial Reading

Program tool. Other data involves the readily available Phil-IRI Pretest results of the

participants when they took the Phil-IRI without the aid of the Multimedia Remedial

Reading Program.
Data Gathering Methods

This study will utilize a quantitative approach in gathering the data. The Phil-IRI

Pretest result and the Phil-IRI Post-test result in English will serve as the two main

variables. The pre-test result is known and readily available.

Meanwhile, the Phil-IRI Post-test result will be available after the conduct of the

Phil-IRI Post-test with the aid of the Multimedia Remedial Reading Program. The

researchers made use of the division-made Phil-IRI tool, which will constitute the post-

test in English.

These will be checked and recorded immediately upon submission to ensure data

availability for analysis.

Ethical Consideration

Informed Consent. It is made clear to the participants that their participation in

this study is voluntary and that they are not compelled to participate should they believe

detrimental to their interest. Furthermore, the participants will be informed that the

research is conducted solely for academic purposes and the data gathered shall be

exclusively used for such purposes.

 Confidentiality Pledge. The researcher ensures utmost confidentiality of the

gathered data relative to the personal information of the participants of this study and

shall not be disclosed to the public any cause. This is guaranteed by the following

activities:

The names of the participants are replaced with codes and shall be removed, kept, or

destroyed when no longer needed for the research. The researcher shall have sole access

to the code’s master list. Files containing research data shall be password protected and

encrypted to keep the data safe.

Authorization to Access Private Information. The interest of the participants is

protected by Republic Act 10173, also known as Data Privacy Act of 2012; hence, any

pertinent data or informationof the participants of this study shall not be accessed,

transported, or copied, without approval and consent of the Regional Research

Committee.

Data Analysis

The recorded Phil-IRI Pre-test and Post-test results will be analyzed

quantitatively by the researchers. To compare the Pre-test and Post-test results, data will

be tabulated and interpreted. Moreover, in order to find out significant improvement from

the Pre-test to Post-test, simple difference will be utilized..

 Chapter 4

ACTION RESEARCH WORK PLAN AND TIMELINESS

This research follows detailed action research work plans and timelines in

order to facilitate research accomplishments in a spontaneous and timely manner. A

proposed implementation scheme was developed to guide the researchers in every step

from implementation to post-implementation.

Rationale

Information comes in different formats which they must learn to read. This

situation challenges teachers to equip learners with the ability, and motivation to read

widely for their own benefit. Therefore, researchers proposed to examine how students

enhance their reading comprehension through multimedia remedial reading programs that

can help them cope during this new normal situation. The researchers target to determine

the effectiveness of Multimedia-Assisted Remedial Reading Program in the development

of reading comprehension to learners. The impact of Multimedia-Assisted Reading

Program will be subjected to analysis to determine it’s significance in the development of

learner’s reading comprehension.

Objectives

This research aims to improve the reading comprehension of Grade 7 frustration

readers through multimedia-assisted reading program in Hinlayagan National High

School, Trinidad II District, Trinidad, Bohol S.Y. 2021-2022.

Activities
ImplementationTarget
Scheme Persons Resources Budgetary Expected
Date Involved Needed Requirements Outcome
PRE-IMPLEMENTATION
Identify the January Researchers N/A
struggling and 10, 2022 Principal
frustration Learners
readers based Parents
on the PHIL- Teachers
IRI Pre-test
results
Send January Researchers Bond paper Approval
communication 17,2022 Principal Ink Letter Request
to parents of Learners
the participants Parents
of this study Teachers
Create an January Researchers Organized and
exclusive 18, 2022 Principal created an
messenger Learners exclusive
Group Chat Messenger
Group Chat
Downloading, January Researchers Internet Php299.00 Downloaded,
innovating and 11-15, Principal connection/ Wifi load acquired, &
acquiring of 2022 Learners wifi load innovated
relevant and Parents Interactive reliable and
reliable reading Teachers Books releveant
materials Laptop reading
materials
IMPLEMENTATION
Conduct of January Researchers Interactive Conducted
remedial 24-April Principal books remedial
reading 8, 2022 Learners Laptop reading
activities to Parents activities to all
identified Teachers participants
participants
Sign in Every Bondpaper Signed in
attendance/mon remedial Ink attendance/mon
itoring sheet reading Attendance itoring sheet
during the session /
remedial Monitoring
reading Sheet
session.
Conduct PHIL- April 12, Bond paper Conducted the
IRI Post-test 2022 Ink PHIL-IRI Post-
Folder test
Pens
Recording/ April 18- Bond paper (3 researchers) Recorded/
tallying of the 27, 2022 Ink tallied of the
3 pax (AM
participants’ Folder participants’
Snacks)x
scores in the Pens scores in the
P30.00x 10
Comprehension Snacks and comprehension
days=
questions. Lunch questions.
P1,200.00
Writing of the
initial Findings (Lunch)x
P50.00x 10 Written Initial
days= P Findings
2,000.00
3pax(PM
Snacks)x
P30.00x10days
=P 1,200.00
POST-IMPLEMENTATION
Send April 29- Bondpaper 3 pax x
communication May 3, Ink P180.00/travel
to the learners, 2022 Fare x 5 days=
parents, and allowance P3,600.00
principal about
the result of the
PHIL-IRI Post-
test.

Cost Estimates
DESCRIPTION AMOUNT ESTIMATE COST
WIFI LOAD 299 PhP 299 PhP
(For downloading videos
 & other relevant sources)
SNACKS 300 PhP X 10 3, 000 PhP

Grammarly Subscription 1000 1000 PhP

2 BOTTLES INK 300 300 PHP
TRANSPORTATION 150 PHP X 10 1500 PHP
EXPENSES

TOTAL 6, 099 PhP

Plans for Dissemination and Utilization

Upon the approval of this action research, the result will be cascaded to the internal

and external stakeholders of the school during the Parents-Teachers meeting, LAC

Sessions, School Management Committee and Conferences. And a copy of the final

manuscript will be submitted to the principal’s office and to the District Supervisor. The

findings of this study will be utilized and integrated in school that effect changes on the

development of every learner’s reading comprehension. Nevertheless, all schools will be

topped and encouraged to adopt the innovative tools that support to the 21st century

learners.
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