RESEARCH-BASED SERVICE-LEARNING ON

A TEACHER’S PURPOSE: Creating a Community of Competent Readers

Oribello, Charles Joferson
Mara, Kerry Mae B.
Laroya, Nikki Rose

Rationale

Service-learning is an experiential learning approach that takes students outside of the

classroom to engage them in their study and help them build civic knowledge and skills.

Students learn the course subject, work directly on a community issue, and learn about their

communities in the process. By conducting this type of service learning, it requires us to tutor

one child in order to identify his or her deficiencies. A regional research found that fifth-

grade pupils in the Philippines are lagging behind their peers in some Southeast Asian

countries in reading, writing, and arithmetic, with a large percentage of kids still functioning

at levels expected in the early years of primary education. According to data from the

Southeast Asia Primary Learning Metrics (SEA-PLM) 2019, released on Tuesday, the

percentage of Grade 5 Filipino children who attained minimum competency in reading,

writing, and arithmetic was much lower than in Vietnam and Malaysia. Fifth-graders in the

Philippines performed similarly, if not worse, than those in Cambodia, but slightly better than

those in Laos and Myanmar.

The Southeast Asian Ministers of Education Organization and the United Nations

Children's Fund (UNICEF) performed the survey, with technical assistance from the

Australian Council for Educational Research. It evaluated the achievement of Grade 5

students from six nations — Cambodia, Laos, Myanmar, the Philippines, Vietnam, and

Malaysia — in three learning domains: reading, writing, and mathematics. The assessment

was based on the United Nations Sustainable Development Goal (SDG) No. 4, which states

that "by 2030, all girls and boys will have completed free, equitable, and high-quality primary

and secondary education leading to relevant and effective learning outcomes." The majority
of Grade 5 students in the Philippines had reading proficiency levels comparable to those in

the first years of primary school, with 27% still at the level (the lowest in a band scale of 2

and below to 6 and above) where they can only "match single words to an image of a familiar

object or concept." According to the United Nations Children's Fund (Unicef), less than 15%

of schoolchildren in the Philippines, or roughly three out of every twenty, can read simple

texts, owing in part to the longest school closure of more than 70 weeks as of the middle of

February caused by the COVID-19 pandemic.

The current Unicef evaluation corresponds to a learning poverty rate of more than 85

percent, which is marginally lower than the World Bank estimate of as high as 90 percent in

November of last year. According to the World Bank, the rate of learning poverty in 2019

(before to the pandemic) was 69.5 percent. The newest joint report from Unicef, the United

Nations Educational, Scientific, and Cultural Organization (UNESCO), and the World Bank,

titled "Where are We on Education Recovery?"" revealed that schools in the Philippines had

been closed from face-to-face classes for the longest period of time among the 122 countries

examined by the survey. Since the pandemic's onset in mid-March 2020, only a few schools

in the country have returned to in-person instruction, and the government has piloted face-to-

face schooling in public schools, but on a limited scale as COVID-19 remained a threat. From

November 24 to 30, the country will observe National Book Week in an effort to stem the

country's falling reading proficiency among Filipino students. According to Senator Sherwin

Gatchalian, leader of the Committee on Basic Education, even before the epidemic,

international large-scale tests revealed that learners were struggling to attain the minimal

necessary proficiency in reading. He emphasized the importance of programs and

interventions to increase Filipino learners' reading skills.

"Ang pagbabasa ay isa sa mga pundasyon na ating mga kabataan at mag-aaral."

Reading
is one of the youth's foundations that should be strengthened; more than ever, we should

focus on that area as education has suffered greatly since the pandemic began," Gatchalian

said in a news release on Saturday. In the 2018 Programme for International Student

Assessment (PISA), the Philippines finished last out of 79 countries in Reading. According to

PISA, only one in every five Filipino students aged 15 earned the required competency level

in Overall Reading Literacy.

Objectives:

Specifically, it aims to give answers to the following:

1. To enhance the children reading skills

2. To develop more the initial knowledge and skills of students

3. Expand what the learner know about the specific topic

PREPARATION PHASE
 NARRATIVE REPORT

Prof. Dinah Annague-Bean introduced service learning to her first-year students

during the latter part of the semester for our EL111 and Educ102 classes. She gave an in-
depth discussion of the assessment tool to be used, provided by the Department of Education,
the Functional Literacy Assessment Tool (FLAT) Manual for Teachers and Parents. On
November 23, 2022, Mrs. Annague-Bean further extended our knowledge of FLAT by
familiarizing us with its concept and profoundly elaborating on its step-by-step procedure.
She allowed us to have a practice run of the assessment, which proved beneficial for the
actual implementation of the FLAT.

Come the 1st day of December, 2022—the day of the assessment. We went to our
respective tutees to first meet their parents and inform them about the program or activities
their child would partake in. After which, we briefed the child promptly before starting the
assessment proper. We prepared a laptop, which we used as our primary equipment to show
and flash the presentation we made in accordance with the FLAT tool.
 Action Plan
Title of Activity: ______________________ Venue of Activity: ___________________
Implementers: _______________________________________
_______________________________________
_______________________________________
_______________________________________

Matrix:
Activity/ies Strategies Timeline Proof of Resources/In- Remarks (to be
implementation charge/Persons to filled-up after
be involved each activity has
Attachments been implemented
PREPARATION PHASE
Pre-survey Meeting
Survey
Post-Survey
meeting

ACTION PHASE

REFLECTION/EVALUATION PHASE

TURN-OVER PHASE
Participants/Respondents

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Instrumentation/Data Gathering Tools and Procedures

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Include other appendices for planning like: Letters, Questionnaire or Interview Guide, :

Pictures of Planning sessions

ACTION PHASE
NARRATIVE REPORT WITH PICTURES LAY-OUTED
 REFLECTION PHASE

(the teacher may give the guide questions)

 NARRATIVE REPORT WITH PICTURES LAY-OUTED IF NECESSARY

THIS WILL INCLUDE THE REFLECITON OF THE IMPLEMENTERS (KAYO

YUN) AND THE BENEFICIARIES)

TURN-OVER PHASE
Here, you discuss how would you plan to sustain the activity. We will have a separate
discussion on this
 References

Note:

Form and Style Reminders:

1. Times New Roman

2. Double space

3. Letter size (8.5” x 11”) bond paper

4. Remember to paginate at the upper right hand corner