Action Research Madronio

Republic of the Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

Gabaldon Campus
ISO 9001:2015 Certified
COLLEGE OF EDUCATION
Context and Rationale

Reading is one of the most crucial literacy and abilities that students should learn. It improves
vocabulary and communication. It is one of the best methods to help student’s vocabulary grow
and their spelling abilities develop is to open up the world of words to them. However, today it
seems that students are having problems detecting and using background information, weak
decoding and word recognition abilities, small vocabulary, poor reading fluency, a less than
strategic approach to comprehension.
Reading is understanding what was read. Reading Comprehension is more complicated than
just being able to identify individual words or even comprehend each word as the eyes move
over it. All comprehension models acknowledge that in order for readers to develop a mental
picture of the text, they must integrate information from a variety of sources. Reading
comprehension is the capacity to read a text, interpret it, and comprehend its meaning. It depends
in two interrelated skills; language comprehension and word reading (the ability to interpret the
symbols on the page) (being able to understand the meaning of the words and sentences).
A person with a reading disability known as reading comprehension disorder has difficulty
understanding the meaning of the words and writing passages. Sometimes, a reading
comprehension impairment is identified by experts as a specific reading comprehension deficit.
Due to their inability to read strategically and to consciously check their comprehension as they
read, students with learning difficulties frequently struggle with comprehension.
The researcher thinks, a potential resolution to this issue to improve reading comprehension
with the use of Interactive Learning Materials. Interactive Learning Materials is interactive
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resources to teach a certain learning result. They can mix of text, photos, audio, and videos, as
well as screencast, animations, questions for a self-test and other interactive features.
Most pupils have low reading abilities, some of the key contributing factors to pupil’s poor
reading abilities include poor attention given to phonics instruction in class, pupil’s laziness, lack
of motivation to learn to read. Hence, the researcher thinks of using interactive learning materials
in improving the reading comprehension of the students because Interactive materials enhance
student participation and promoting knowledge. Additionally, this gives additional time during
in-class sessions to concentrate on particular topic.
Reading is an essential skill for success in real life, and reading literacy can generally be
defined as “understanding, using, evaluating, reflecting on and engaging with texts in order to
achieve one’s goals, to develop one’s knowledge and potential and to participate in society”
(OECD, 2018, p. 11). With this definition, the OECD broadened the basic term reading, which
had principally been used as a technical term for the process of decoding. Now it also involved a
number of cognitive and linguistic processes from decoding words, reading comprehension, the
complex interactions between the reader and text, and the reader’s background to his or her
expectations and decision-making. The term “reading literacy” refers to the “active, purposeful
and functional application of reading in a range of situations and for various purposes” (OECD,
2018, p. 12). The definition also involves metacognitive competencies, as the reader thinks,
monitors, evaluates or reflects on the text to reach his or her particular goal.
According to Abdelhalim (2017), the comprehension level of students is increased by
implementing the related pre–reading activities as the empirical association between student

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engagement and reading comprehension level due to the practice of related pre-reading activities
is proved.
According to (Catts, 2018) across many languages, research has shown that reading
comprehension can be explained by individual differences in these two components, though the
relative relationship of the components changes over time.
According to (Elleman 2017) Not only does inference ability predict reading comprehension,
it is also malleable through instruction. In a meta-analysis of inference intervention studies,
teaching inferences improved general comprehension as well as inferential and literal
comprehension skills.
According to Viola and Carretti, 2019) reading is merely a process that transforms printed
texts to speech (this behavior usually occurs while students are reading the printed texts) or
printed text to meaningful statements. Reading activities include several cognitive processes
which start with letter recognition, there is no time limit, and students can reread the text
whenever they wish. Reading is a crucial educational skill (Arciuli, 2018) for it enables students
to learn and enriches their life, especially when good reading foundations during primary school
are required (Zhao, Song, Zhao & Zhang, 2018).
Research Questions
This action research aims to described Pupil’s Academic performance towards Reading
comprehension in utilizing Interactive Learning Materials.
Specifically, the researchers seek to determine the answers on the following questions;

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1. Is there a significant difference between the pre-test and the post-test of the:
1.1 Control Group
1.2 Experimental Group (quasi experimental)?
2. Is there a significant difference between the post test of control group and experimental group
(quasi-experimental).
3. Is there a significant difference between the pre-test and post-test of the groups under
investigation ( one-group/ pre Experimental)?
Hypothesis
The study will be guided by the following hypothesis:
Alternative Hypothesis
1. There is significant difference on the scores in reading comprehension of Grade-3 pupils
between pre-reading and post- reading test.
2. Interactive Learning Materials is effective in improving the Reading Comprehension of the
Grade-4 pupils.
Significant of the Study
The result of the study is supposed significant to the following participant/associate for the
following reasons:

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Students. This study may serve as a guide and reference for the students undertaking similar
studies.
To the Parents- Parents will be guided and enlightened regarding the Reading Comprehension
of Students through the use of Interactive Learning Materials.
Professors. This study is likely to empower them with the skills of making their lessons more
interesting, motivating, and engaging for the students. Though teachers need to adapt the
innovation in a stipulated time limit yet they are certainly to be benefitted with the potentials of
the said strategy.
Future Researchers. Moreover, a future researcher may find the present the present study
helpful in many respects whether it be the study of attitudes, effectiveness or interactions etc.
Scope and Limitations
This Research entitled “Effectiveness of Interactive Learning Materials in merging the
Gap on Learners Reading Comprehension Skills” attempted to find out if Interactive Learning
Materials can improve the reading comprehension of Grade 3-A pupils in Bagong-Sikat
Integrated School.
The Researcher will use the Bagong-Sikat Integrated School as the research locale for
it is one of the Schools in Gabaldon.

Gabaldon Campus
The Researcher will use her Grade 3-A pupils as Primary respondents in this study. In
order to get reliable results, the researcher herself will be the one to conduct the study.
The study will be conducted from January to February 2023.
Methodology
This chapter present the type of research to be used, research design, participants,
sampling method, proposed innovation/intervention/strategy, instrument/s, data collection
procedure, ethical considerations, data analysis, work plan, cost estimates and plan for
dissemination and utilization.
Research Design
The study used quasi-experimental one-group pretest-posttest design. A one group
pretest-posttest design is a sort of quasi-experimental design. In a one group pretest-posttest
design, just one group of participants is measured on a dependent variable of interest, pre-tested,
exposed to an intervention, and measured again to see if there are significant differences between
the pre-test and post-test (American Psychology Association [APA], 2020).
The experimental method was used to described pupil’s academic performance specially in
Reading Comprehension Performance, before and after the Integration of Interactive Learning
Materials. The experimental method was used to determine the impact to pupil’s academic
performance towards Reading Comprehension skills.

Gabaldon Campus
Participants
The study included 31 participants of grade-3 A pupils from Bagong-Sikat Integrated
School, Gabaldon Nueva Ecija, for the school year 2022-2023. Participants were 17 boys and 14
girl’s students
Table 1
Respondents
Participants Number of Respondents
 ages 8-9 y/o
 Number of boys 17 pupils
 Number of girls 14 pupils
Total Number of Pupils 31 pupils
Sampling Method
The researcher will use purposive sampling in the conduct of the action research.
Purposive sampling also known as judgmental sampling, is a sampling approach in which a
researcher chooses study participants based on their judgment (Business Research Mythology
[BRM], 2021).

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Proposed Intervention
The researcher will use Interactive learning Materials. It helps teachers to enrich the Study
materials with questions and Discussion prompts, thus increasing student’s engagement and
activating understanding of the study materials. Furthermore, this also affords teachers more time
to focus on certain topics during in class.
In this Interactive learning Materials readers use both what they know and information
from the text to construct meaning, readers elaborate what and how they read, readers
continually monitor their understanding to see if it makes sense and readers use the situational
context to focus their purposes and frame their attitude toward the literacy event.
Instruments
The researcher will use instructional material which will be use on the said activity during
classes. In collecting the data, observance and assessments will be in use in the process of
evaluations of every individual after discussion.
Data Collection Procedure
The Researcher requested permission from the Cooperating Teacher of Bagong Sikat
Integrated School to conduct the study about the Reading Comprehension skills of Grade-3
pupils.
The researcher will be the one who will give a pre-test and post-test about reading skills
that will be employ to assess the academic performance in learning English specifically in
reading. And then the test questions about reading English specifically in comprehension and

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fluency of the word will be administer. After a month, the identical questionnaire and test
question in English about improving skills will be delivered again.
Ethical Consideration
The researcher wii take into consideration the following ethical consideration:
First, an informed consent, all grade 3 pupils and their parents will be knowledgeable about
the study. They will voluntarily and willingly answer the questions in the questionnaire and
participate in the remedial teaching;
Second, beneficence, rest assured that no respondents, especially the grade 3 pupils will be
harmed in the conduct of the study; and
Third, respect for anonymity, confidentiality and privacy, all information, especially the profile
of the respondents will not be broadcast without respondents consent.
Data Analysis
The data were analyzed chronologically, as follows: First, the data collected from
questionnaire was analyzed by tabulating the students learning style results and differentiating
them based on their preferred learning style. The Learning Style inventory was calculated into
number to and out students learning style. Second, the researcher calculated the result of test
(pre-test and post-test).

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Work Plan
The researcher will divide the work plan into three parts: Pre-implementation,
Implementation Proper and Post-implementation.
In Pre-implementation the following activities will be carried out:
 Secure approval from the Cooperating Teacher and parent consent.
 Conducting the pre-reading test.
 Orientation of respondents.
In Implementation the following activities will be carried out:
 Providing remedial teaching using…
 In Proper and Post-implementation
 Conducting the post-reading test
 Analyzing the data gathered;
 Offer remedial teaching for identified grade-3 pupils with low academic performance in
finding the reading comprehension skills.
Cost Estimates
In the study that will be conduct by the researcher will be assume the possible costs:

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Table 2
Cost Estimation
Item Cost per Unit Number Total Cost (P)
(P)
Report materials
and supplies
 Printed  P7.00 31 copies for P438.00
materials pre-test
31 copies for
post-test
 Letter for  P7.00 31 copies P217.00
Parent
Consent
Grand Total P655.00
Plans for Dissemination
This will be the propose action plan for the classroom-based proposal, given that the
results will be gather and analyze:

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Table 3
Action Plan
Action Steps Persons Time Resources Output Remarks
Involved Frame
Step 1. Propose a
Learning Action Laptop Presented
Cell to my Cooperating PPT Output

May 2023
cooperating teacher Teacher and Presentation
and principal to Principal
discuss the results
of the CBAR .
Step 2. Submit my
action researcher Bagong Results
paper in the school Principal June 2023 Sikat disseminated
assigned. Integrated
School

Gabaldon Campus
References:
Abdelhalim, S. M. (2017). Developing EFL students’ reading comprehension and reading
engagement: Effects of a proposed instructional strategy. Theory and Practice in Language
Studies, 7(1), 37-48. https://doi.org/10.17507/tpls.0701.05
OECD. (2018). PISA 2018 draft analytical frameworks. https://www.oecd.org/pisa/data/PISA-
2018-draft-frameworks.pdf [Google Scholar]
Catts H. W. (2018). The simple view of reading: Advancements and false impressions.
Remedial and Special Education, 39, 317-323.
lleman A. M. (2017). Examining the impact of inference instruction on the literal and
inferential comprehension of skilled and less skilled readers: A meta-analytic review. Journal
of Educational Psychology, 109, 761-781.
Nicolielo-Carrilho, A. P., Crenitte, P. A. P., Lopes-Herrera, S. A. & Hage, S. R. De V. (2018).
Relationship between phonological working memory, meta cognitive skills and reading
comprehension in children with learning disabilities. Journal of Applied Oral Science, 26, 1-8
Viola, F., and Carretti, B. (2019). Cambiamentinelleabilità di letturanelcorso di unostesso
anno scolastico [Changes in readingskillsduring the sameschoolyear]. Dislessia 16, 147–159.
doi: 10.14605/DIS1621902 Arciuli, J. (2018). Reading as Statistical Learning. Language
Speech and Hearing Services in Schools. Languages, Speech and Hearing Services in

Gabaldon Campus
Zhao, W., Song, Y., Zhao, Q. & Zhang, R. (2018). The effect of teacher support on primary
school students’ reading engagement: The mediating role of reading interest and Chinese
academic self-concept. Educational Psychology, 1-18
Checked by:
MARY ANN JOY O. YNIQUEZ
Cooperating Teacher

Gabaldon Campus
“EFFECTIVENESS OF INTERACTIVE LEARNING MATERIALS IN MERGING THE

GAP ON LEARNER’S READING COMPREHENSION SKILLS”
MYRISH J. MADRONIO
Field Study Student

Gabaldon Campus
TABLE OF CONTENTS
Title Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
Context and Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Research Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Scope and Limitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sampling Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Proposed Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Data Collection Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Work Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Cost Estimates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Plans for Dissemination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Gabaldon Campus
“IMPROVING READING COMPREHENSION IN GRADE 1 PUPILS USING
CHARTS/FLASHCARDS”
REZIE JANE A. REMOLONA
Field Study Student

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Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

Context and Rationale

strategic approach to comprehension.

comprehension impairment is identified by experts as a specific reading comprehension deficit.

read, students with learning difficulties frequently struggle with comprehension.

Nueva Ecija University of Science and Technology

in-class sessions to concentrate on particular topic.

According to Abdelhalim (2017), the comprehension level of students is increased by

Nueva Ecija University of Science and Technology

relative relationship of the components changes over time.

it is also malleable through instruction. In a meta-analysis of inference intervention studies,

teaching inferences improved general comprehension as well as inferential and literal

are required (Zhao, Song, Zhao & Zhang, 2018).

comprehension in utilizing Interactive Learning Materials.

Nueva Ecija University of Science and Technology

1.1 Control Group

1.2 Experimental Group (quasi experimental)?

investigation ( one-group/ pre Experimental)?

The study will be guided by the following hypothesis:

1. There is significant difference on the scores in reading comprehension of Grade-3 pupils

between pre-reading and post- reading test.

2. Interactive Learning Materials is effective in improving the Reading Comprehension of the

Significant of the Study

Nueva Ecija University of Science and Technology

of Students through the use of Interactive Learning Materials.

the said strategy.

Scope and Limitations

This Research entitled “Effectiveness of Interactive Learning Materials in merging the

it is one of the Schools in Gabaldon.

Nueva Ecija University of Science and Technology

The study will be conducted from January to February 2023.

sampling method, proposed innovation/intervention/strategy, instrument/s, data collection

dissemination and utilization.

The study used quasi-experimental one-group pretest-posttest design. A one group

pretest-posttest design is a sort of quasi-experimental design. In a one group pretest-posttest

the pre-test and post-test (American Psychology Association [APA], 2020).

performance towards Reading Comprehension skills.

Nueva Ecija University of Science and Technology

The study included 31 participants of grade-3 A pupils from Bagong-Sikat Integrated

Participants Number of Respondents

 ages 8-9 y/o

 Number of boys 17 pupils

 Number of girls 14 pupils

Total Number of Pupils 31 pupils

Purposive sampling also known as judgmental sampling, is a sampling approach in which a

Nueva Ecija University of Science and Technology

to focus on certain topics during in class.

Data Collection Procedure

Nueva Ecija University of Science and Technology

question in English about improving skills will be delivered again.

participate in the remedial teaching;

harmed in the conduct of the study; and

of the respondents will not be broadcast without respondents consent.

(pre-test and post-test).

Nueva Ecija University of Science and Technology

Implementation Proper and Post-implementation.

In Pre-implementation the following activities will be carried out:

 Secure approval from the Cooperating Teacher and parent consent.

 Conducting the pre-reading test.

In Implementation the following activities will be carried out:

 Providing remedial teaching using…

 In Proper and Post-implementation