Chapter 1

THE PROBLEM AND ITS BACKGROUND

The chapter presents Introduction, Problem and its Background, Scope

and Limitation, Statements of the Problem, Hypothesis, Theoretical Framework,

Conceptual Framework, and Definition of Terms.

Introduction

One of the fundamental roles of education is to promote literacy through

reading readiness of the learners by developing reading materials and creates

programs to ensure the quality of reading ability of the learners. As we all now,

reading comprehension is still one of the problems observed by the teachers as

they do the reading assessment to the learners.

Reading, according to Lysenko & Abrani (2014), is very important and has

been lined to school achievement, graduation rates, and a country’s overall

economic success. This means that being able to read with understanding is the

foundation for a child’s success in primary to tertiary level and serves as a gate

to access key information and good communication.

Reading is also connected to communication. As mentioned by Oakhill,

Cain & Elbro (2014), most people communicate with others worldwide through

written or printed messages, e-mails, text messages, reports and social networks

feeds. Having the ability to read and comprehend written, printed or electronic

texts is one of the essential satisfactions of being a person; it serves as a tool for
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communication, impart factual information and opens up a world of creativity and

imagination for a teacher, the text, and the content of the reading situation. They

interact to show that result from reading is how the reader makes and attains

deeper meaning of reality.

Even though reading comprehension has been one of the priorities all

over the world, the result of PISA (Program for International Students

Assessment) 2018-2019 tells how badly decreasing the reading comprehension

level of the countries part of the said assessment. Every PISA test assesses

students’ knowledge and skills in reading, mathematics and science. PISA 2018

assesses the cumulative outcomes of education and learning at a point at which

most children are still enrolled in formal education. Sadly, last 2018 PISA, the

Philippines got low score in the said assessment. Through this, the Department

of Education looks for different intervention program to answer the said gap.

Using the DepEd Memorandum No. 173s. 2019 known as “ Hamon :

Bawat Bata Bumabasa.” Wherein, it encourages everyone to support and

develop a program wherein it will answer the hunger and needs to let all the

learners improve in literacy skills specially in reading comprehension.

In compliance to this Deped Memo, SDO Rizal implemented the Blue

Rizal: Barangay para sa Bawat Bata Bumabasa (BRB4) Program, under the

Division Memorandum no. 262 s 2020. This is a barangay-based program that

intends to promote literacy among the children with the community people as

lead players.
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Through this program, many learners, teachers, parents and stakeholders

are working hand in hand to make this program successful. Yet, as the

implementation of the program progress, the new normal situation hinders allot of

things and made it difficult to implement. And there also a lot of adjustment to be

done because of the COVID 19 and other problems exist.

Even the school and the community work in hand, the program seemed to

be far from its objectives to reach its goal. Every school just to fit and comply with

the said program has done a lot of challenges, meetings and adjustment. They

even include the reproduction of magazine, flyers, modules and other reading

materials just to conduct the BRB4 Program. The teachers continuously monitor

the progress and exert a lot of efforts to make sure that the program has been

implemented and monitored very well. ()enhance this part, I have to convince the

reader more to use the revise materials)

Yet, behind the success of the implementation of the program, the

researcher still wants to do a study to deepen and enhance the program. The

researcher wants to develop a localized reading materials wherein it will fit to

every learners level and also to know its effectiveness in the new normal set up

with the use of technology like CANVA to make it more interesting and attractive

to the readers

With the support of the school; heads, coordinators, parents and learners,

this study will produce developed and localized reading materials in teaching

English for the BRB4 program. This will help readers to develop their reading

comprehension skills while enjoying their reading.

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Background of the Study

To answer the growing problems in the reading comprehension level of

the students, the principal of Southville 8B National High School has given the

School Memorandum no 5 s, 2020 relative to the issued Division Order no 1

s.2020 entitle Implementation of Blue Rizal: Barangayan Bawat Bumabasa

(BrB4) which hold on to the advocacy and dream that time will come that no

learner will be left behind in reading. The objectives of the school memorandum

no 5, s. 2020 are to keep abreast on the issuances relative to BrB4, to get

updates on the data of learners reading below their grade level both in Filipino

and English, to engage internal and external stakeholders in the implementation

and to give orientation on the conduct of BrB4. The BRB4 Program became

possible even in the midst of the pandemic. The warrior teachers, readers

together with the support of the of the stakeholders, parents and alumni worked

hand in hand to pursue and helped the identified beneficiaries of the BRB4

Program.

Before the pandemic entered in the picture of our normal world, the

reading teachers, stakeholders, parents, and learners come up to a program to

enhance the reading comprehension of the learners. Teachers are tasked to look

for different strategies and approaches to answer this kind of problems.

Bangayan (2017) cited that the teacher’s duty is to prepare the pupils for

productive participation by adopting methods and strategies, which can provide

effective teaching and meaningful learning experiences. His/her role as a teacher

is significant in choosing a method in which learners strive to learn and acquire

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knowledge to find something new for them. The teachers from Rizal had

attended webinars on how to handle the different strategies and approaches on

how to do the program of BRB4 last 2020. Yet, the unexpected things happened

that stop the face-to-face teaching of BRB4 Program.

To continue the said program, the BRB4 Coordinators, reading teachers,

School Heads, and stakeholder still continue the program even there are a lot of

problems it takes on its way. Even in the new normal of teaching, BRB4 is still on

going. The teachers, stakeholders, and volunteers work hand and hand to make

this successful.

The program has encountered 151 beneficiaries as it stated in the first

implementation on school year 2020-2021. While there are 68 identified

beneficiaries of the program as the school year 2021-2022 entered. Those are

from Grade 7 to grade 10 conducted the final listing last December 12, 2021. The

program is still on going for almost 5 month from modular to face-to-face reading.

The reason why the researcher has chosen this program to be her study

even tis program became successful as it goes on, the researcher wants to

enhance the reading materials by developing new reading material into localized

reading materials with the twist of technology like Canva to attract the learners to

read the materials.

Scope and Limitation of the Study

The subject of this study will be focused on the development and find out

the effectiveness of using the localized reading materials i for the BRB4 Program
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using canva. The study will aim to develop and enhance the reading materials

using localization of the materials and canva. Most of the students in grade 7 are

classified reader yet their reading comprehension seems lacking and left behind.

The study will develop localized reading materials that fit to the needs of

grade 7 students. It will be conducted on the school year 2022-2023. The

beneficiaries or respondents are identified frustrated readers or struggling

readers.

The instruments needed in this study included in the study will be the in

the result of PHIL-IRI test, Grades in English in their previous year/ quarter, and

the performances in their outputs. The reading teachers together with the help of

advisers will work hand in hand to gather the respondents for the said program.

This study is an experimental though pretest and post test, experimental

and control group. In addition to, the researcher will use CANVA to improve and

add attraction to the reading materials to be given to the clients. The researcher

will use documentation, interview and pre-test and posttest.

This study will be held at Southvill 8B National High School for the school

year 2022-2023.

Statement of the Problem

The study aims to determine the effectiveness of localized reading

materials for Blue Rizal: Barangayan para sa Bawat Bata Bumasa (BRB4)

Program using canva. Specifically, it seeks to answer the following:

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1. What are the mean scores of the experimental and control groups as

revealed by the pre-test and post-test using the localized reading materials using

canva in terms of the following reading levels:

1.1 literal Level

1.2 interpretational

1.3 critical reading and

1.4 creative reading

2. Is there a significant difference between the pre-test and post test

mean score of the experimental and control groups with respect to the use of the

above mentioned reading level?

3. Is there significant difference between the post-test mean scores of the

experimental and control groups?

4. What are the feedbacks of the respondents in the use of localized

reading materials and CANVA?

Hypotheses of the Study

The study aims to test the hypothesis development and effectiveness of

localized reading materials for the BRB4 program using canva. This study will

test the null hypothesis below.

1. There is no significant difference between the pre-test and posttest

mean scores of the Experimental and Control group in terms of the following

reading level
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2. There is no significant difference between the Post-tests mean scores

of the Experimental and Control group.

Theoretical Framework

Russian Psychologist Lev Semyonovich Vygotsky developed a theory on

how a child learns which focused on the role of culture in the improvement of

higher order thinking. This study will be focused on Vygotsky’s Zone of Proximal

Development (ZPD). There are two levels: (1) the actual development level,

wherein the learner can do the task independently, and (2) the potential

development, wherein the learner can perform the tasks with the assistance of

more expert on in cooperation with more competent peers.

Figure 1. Vygotsky’s Zone of Proximal Development

In the above figure, it shows that if the focus is to build students’ reading

comprehension, therefore, they need to be taught at their instructional reading

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level, which Vygotsky’s term would lay in the Zone of Proximal Development. At

the instructional level, students can read the text with the help of a teacher. The

learner will learn new content and process of reading because the demands of

reading those text lie in the ZPD. In the component of this theory, the teacher as

the bridge and main tool must be equipped to do the task in helping the learners

to be learned. The teacher must have the devotion to help the learners read and

comprehend. The developed and localized reading materials will be the

secondary part to encourage the learners to read and catch their attention using

the e learning platforms like canvas. (discuss the diagram /enhance)

Conceptual Framework

This study is guided by a research paradigm as Figure 1. This includes the

Input Process Output (IPO). The model explains the interplay of variables in each

other.

In Input, the PHIL-IRI Pre Test will be administered to the respondents to

test their reading comprehension level. Then, the researcher will gather the result

of PHIL IRI to identify their reading level together with the performance of the

respondents in school. For the students who failed in the PRE-TEST will undergo

to the FRUSTRATED LEVEL and will be the client for the BRB4Program

In the Process, the students will be grouped into two, the experimental

and control group. In the experimental group, the researcher will used the

developed and localized reading materials with the use of Canva while in the

control group will use the common BRB4 reading materials provided by the
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Division of Rizal. The respondents will have to take the post test and will also

have the interview for the feedback of the said reading materials.

In the output, the researcher is expected to have the localized reading

materials for the BRB4prorgam using Canva


INPUT
PHIL-IRI PRE-TEST
Developed localized
learning reading
materials
Result of pre test and
Post-test and Interview
Conceptual Framework on the Development and effectiveness of Localized
Reading Materials for Blue Rizal: Barangay para sa Bawat Bata Bumasa
(BRB4) Program using Canva
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PROCESS OUTPUT
Construction and
validation Localized
reading materials for
the BRB4 Program
Developed and
using Canva
effective Localized
reading materials for
Construction and
the BRB4 program
validation of research
using CANVA
instruments
Administration of
Feedback of the
Pre-Test
students on the
localized reading
Experimentation
materials will be
determined
Administration of Post
Test
Interview , analysis of
data
FEEDBACK
Figure 1
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Definition of Terms

To further enhance the study, the researcher made some readings on

books, journal and other related materials. These materials vary from foreign to

local sources.

BRB4 Program. This is a program in reading to enhance and uplift the skill of

learners in their reading comprehension level

Frustrated Readers. These are the students who failed the Pre PHIL-IRI test

conducted every start of the year to assess the reading comprehension level of

the learners

Localized reading materials means using or adopting curriculum to its local

condition

Pre Test. A kind of test given to the students to evaluate their prior knowledge

About the topic

Post test. A kind of test given at the end of the lesson to identify if the

respondents/students learned and to get the mean score of the control and

experimental group.