LEARNING EPISODE

FIELD STUDY 2:

15
UTILIZING WEB-CONFERENCINGAPPS FOR
SYCHRONOUS E-LEARNING

PARTICIPATE AND ASSIST

NOTICE
After you participated or assisted in synchronous classes using a web-
conferencing app, described what you observed and experienced by
answering the items below.
1. Which web-conferencing app did the teacher use for synchronous
classes? Describe its features and how you or the teacher used these
features?
For synchronous classes, the teacher used the Zoom app, which is a web
conference program. Meetings and Chat are two of its characteristics. HD video,
audio, collaboration, and chat are all available. Rooms and Workspaces are two
types of spaces. The free version of Zoom offers a number of valuable features
for teachers, including the capacity to hold meetings with up to 100 people and
the ability for students to ask questions without saying anything brainstorm on a
virtual whiteboard, and collaborate on projects by marking documents.
Web-conferencing App Feature Was it utilized? If yes, describe how it
was utilized to the class.
Virtual Background Not used.
Microphone icon on/off Yes. It was utilized when the students
want to recite or ask question he/she
will on the microphone. If not the
students will remain off their
microphone
 Camera icon on/off Yes. However, teachers do not force
students to open their cameras if their
connectivity is poor; rather, if at all
possible, teachers encourage students
to open their cameras to see if they
are listening or not.
Screen share Yes. It was used since the teacher
was sharing her lesson
Reaction buttons Yes. It has been used in class, for
example, when the teacher asked if
they understood the lesson or not,
they were requested to give her a like
or heart reply if they did
Spot light Not used.
View (using different views) Not used.
Polling Not used.
Recording Not used.

2. How was the content taught or delivered? How were the learning
activities facilitated? What strategies did the teacher or you used to
keep the students engaged? How did the students respond to the
teacher? To the activities?
In the power point presentation, the topic is delivered or taught.
Individuals were able to explore answers from one another rather than the
instructor, which facilitated the learning processes.

3. What was your experience in participating and assisting in

synchronous classes? What were your thoughts and feelings while you
participated and assisted?
 It’s quite challenging for us because this is our first time teaching in
synchronous classrooms, but we are also satisfied because we know we did our
best and the students were really attentive. Our resource teacher gave us
positive feedback, and she was pleased with how well we delivered it. We're glad
because she gave us some recommendations to enhance our teaching skills, and
she said she'd be willing to give us more student activities to help us improve our
teaching.

ANALYZE
1. What do you think are the best features of a web-conferencing app
that you or the teacher used? How did these features help the teacher
and the students?
The teacher has only utilized the Zoom web-conferencing app since we
started our observation and participation. Its features assist both the teacher and
the students in facilitating the communication and the teaching process. Its
features allow the teacher and students to have an efficient teaching method.
It's quite simple to use. It also supports the teacher in improving her teaching by
allowing them to raise their hands utilizing the reaction button. It's also one of
the safest apps to use in an online class because the teacher can see who's in
the room.

2. Referring to the Community of Inquiry Infographic, how well did the

teacher/or you use the web-conferencing app to establish: (Describe in
detail.)
Teaching Presence?
The teacher has a professional attitude. She constantly ensures that the
students achieve their learning objectives. She supports her students in
comprehending the issue, assisting them in learning, and encouraging them to
speak up so that the teacher is aware of their thoughts. Assisting them with their
task or assignment and providing guidance on how to accomplish it. She also
gives students feedback to help them understand their strengths and
weaknesses.
Social Presence?
When it comes to social presence, the teacher prefers to be very engaging
with her students. She has an uncommon capacity to capture her students'
attention and connect with them. She gives her lecture in such a way that the
students answer directly to her questions when she asks them.

Cognitive Presence?
When it comes to cognitive presence, the teacher is constantly checking
and encouraging the students with their various tasks in order for them to
complete their assignments. Assisting students with their specific tasks and
motivating them to complete them in way to inspire her students to complete
their assignments. Ascertain that the students understands what they are being
taught in class by providing a concrete example to help the learner understand.

3. What problem or challenges did the teacher/ you or the students

encounter during the synchronous classes? How did it affect the
teacher/learners? What part/s of synchronous classes do you think can
still be improved? How can this/these be improved?
We run into several technical challenges during our demo teaching, such
as signal disruption and brown out. But, because there were three of us in our
demo teaching, the class had to continue on. It has an impact on the learners'
time because it has been a while since we returned. We can still improve our
expression, tone of voice, and how to engage all of the students in the class
during synchronous class because some of them are not engaging because to
their signals or are hesitant to recite. It may be improved by learning how to
improve it so that all students in the class participate and recite. We will make
our instruction enjoyable and engaging in order to achieve a positive outcome at
the conclusion of the lesson or class.
REFLECT
1. How ready are you in teaching an online synchronous class?
We think that we are 60% prepared because we anticipated that this
synchronous class would be difficult for us. We need more experience and advise
on how to deal with situations like this. We're grateful that our resource teacher
is providing us some pointers that we'll need when it's time to handle and teach
synchronous classes. We believe that we need to practice more in order to
develop positive and be fully prepared to teach synchronous lessons when the
time comes.
2. Using a web-conferencing app, how else would you better establish:
Teaching presence?
In terms of teaching presence, we would establish strong communication with
the students in order to build trust and a better relationship with them, as well as
a positive and effective teaching approach to the class.
Social presence?
One method to have a positive relationship with your students is to build a
connection with them. Because there is a good connection that connects both
teachers and students, it is where you start that you genuinely attract their
attention. Because you have a relationship bond with them, it is simple for you to
engage and participate with them.
Cognitive presence?
In cognitive presence, confirming their comprehension of the tasks
assigned. Observing and evaluating their learning techniques and work
processes, as well as suggesting changes to those processes. Encourage them to
focus on or contribute to tasks, resources, and activities by reminding them of
their other responsibilities. Assisting them with their learning tasks, procedures,
or outcomes.
What do you still need to learn in order to conduct an online
synchronous class using a web-conferencing app effectively?
We believed we'd have a lot to learn in order to teach this online
synchronous class. We basically need to be flexible and make the classroom fun,
even if it is conducted online. There are numerous ways to engage students in
the lesson. Because learning never stops, we will continue to learn so that we
can provide a lot of value during synchronous class. We will continue to learn in
order to provide the greatest education for the children and to meet their
demands

Write Action Research Prompts

This part allows you to synthesize or put together what you noticed, analyzed,
and reflected on to come up with a possible topic for an action research.
OBSERVE
What problematic situation/challenges/area of improvement did you
see while you participated and assisted using a web-conferencing app
for synchronous learning?
As of now, we haven't run into any issues while using the Zoom app. So
far, everything has gone well. Our only issue is with signal or connectivity, as we
cannot always prevent the fact that our signal is poor. There are occasions when
we have to exit the zoom because our connection has been lost unexpectedly.
List at least three sources that you have read about problem/challenges
Resource or reference about the topic
Examining university students’
attitudes towards using web-
conferencing systems in distance
learning courses: A study on scale
development and application
BY: Bulent Basaran Murat Yalman
Effective E-learning Course With Web
Conferencing
BY:Veselina Neveda Snejana Dineva
Svetoslav Atanasov
Use of Synchronous Virtual
Classrooms: Why, Who, and How?
BY:Florence Martin Michele A. Parker
Key points/findings in what I read
The study aimed to develop a scale to
assess students’ attitudes towards
using interactive web conferencing
systems in distance learning courses.
The ability to improve quality of
education by sharing audio, video, any
combination of media, or lessons and
in that way to expand the level of
acquired knowledge is explored by
many organizations and can be
obtained using web-conferencing
systems.
The purpose of the study reported in
this paper was to identify why
instructors adopt synchronous virtual
classrooms and how theyuse them
after their adoption. An electronic
survey was administered asking
instructors from various institutions to
describe their experience adopting a
synchronous virtual classroom in
either a blended or online course.
On what theory/principle can this problem be anchored?
Because some of us started using web-conferencing software during the
epidemic, we believe there are no principles or theories in this field yet. Some
web-conferencing apps are only widespread during pandemics. As a result, we
believe they are researching more on this topic.

REFLECT
What do I hope to address the problems/challenges/area of
improvement in web-conferencing app use? What change do you want
to achieve?
We hope that with the use of web-conferencing app will help us students
in our online classes in more easy way. We hope that in whatever web-
conferencing app we will use can lessen our burden in our online class.

PLAN
If you will conduct an action research, what will be the title (Base this
on your answers in nos. 1-2)
The effects of using a web-conferencing app on a student's ability to
learn.

ACT
What strategies/solutions/means can you employ to improve the
situation/solve the problem?
We'll employ a reliable and relevant web-conferencing app to make our
class easier and more convenient to use. Finding an app that is appropriate for
your class can make it easier for teachers and students to achieve a great
learning outcome. In order to create rich and fascinating presentations that will
attract students' attention and make learning more effective, effective online
education uses professional lighting and high-quality input devices. Two-way
communication – Teachers should give their students opportunities for two-way
communication.

MCQ Answers
1. C
2. B
3. D
4. D
5. 5
LEARNING EPISODE
FIELD STUDY 2:

16
LD STUDY 2:
ASSESSING FOR, AS, AND OF LEARNING

ANALYZE

Did the formative assessment tasks help students master what they
were expected to learn?
The tests do, in many situations, aid students in better understanding
their own academic strengths and deficiencies.

Was students’ reponse to formative assessment exercises favorable or

unfavorable? Why?
It is favorable since it increased academic success because the major
purpose of formative assessment is to help raise academic accomplishment by
regularly providing students and teachers with feedback on their progress toward
their goals. Students benefit from formative assessment by bridging the
knowledge gap between what they already know and what they want to
learn.Thus, effective formative assessment utilization enhances student
engagement in learning as well as exam performance. According to a related
study, pupils who self-regulate their learning receive much greater grades than
those who receive lower grades.

Did the conduct of formative assessment and self-assessment affect

students attainment of learning outcomes? How?
It has a positive impact on students' learning outcomes because, as I
previously stated, some studies show that formative and self-assessment can
help students improve academically and achieve noticeably higher grades. It can
also increase self-awareness through reflective practice, make the criteria for
self-evaluation explicit, and make performance improvement practices intrinsic to
ongoing learning.

What was the effect of students assessing their own progress on their
motivation to learn?
Students are influenced to perform more self-assessments and estimate
their capacity to recognize their learning habits' strengths and limitations.

REFLECT
How would attainment of learning outcomes be affected if there were
no formative assessments nor self-assessment?
Assessment is a vital aspect of instruction, as it determines whether or not the
goals of education are being accomplished. Grading, placement, advancement,
instructional requirements, curriculum, and, in some circumstances, funding
decisions are all impacted by assessment. Assessment urge us to ask these hard
questions: "Are we teaching what we think we are teaching?
Are students understanding what they should be understanding? Is
there a method to improve the subject's teaching in order to encourage
better learning?
Students today need to possess not only the fundamentals of reading and
math, but also the abilities to think critically, analyze, and draw conclusions in
order to survive in a world that is constantly changing. As a result of these changes
in our students' knowledge and skill requirements, new learning objectives are
necessary, which alter the relationship between assessment and instruction.
Teachers must actively participate in determining the goals of assessments and
the content that will be evaluated.
WRITE YOUR ACTION RESEARCH PROMPTS
OBSERVE
One thing that went well in the development/ use/ administration of
formative assessment tasks (assessment for learning) is
Students who are well-established in a classroom are actively engaged in
their learning, competent to assess the quality of their own work, and willing to
accept responsibility for their own development.

REFLECT
The formative assessment activities went well because
Setting learning objectives and tracking progress toward them are components
of formative assessment. As a result, motivation rises.
The formative assessment activities process did not go well because
Differentiation depends on formative evaluation. You can never be certain that
all of your students will understand anything at the same level. So let's change
this way of thinking. Modern teaching practices include differentiating instruction
for various learners. Formative assessment deserves the same kind of priority
thinking. Every learning experience needs to be evaluated for efficacy and impact.
Teachers are more than up to the challenge since they are aware of this.
For the students, self-assessment worked because
When learning, it aids kids in remaining in their zone of proximal development.
Students are being challenged in this area, which indicates they are learning while
not being overworked to the point of irritation.
For the students, self assessment did not work because
Self assessment can be subjective because the students may not be serious
and may even over-evaluate their own performance. Students must invest a lot of
time, and the evaluation standards may be unfamiliar to them.
ACT
To ensure that formative and self-assessment processes serve their
purpose, to help students learn, I will learn from other’s best practices
by researching on
Formative assessments allow teachers understand where students are in the
learning process, rapidly determine if students are struggling with a specific
subject, and swiftly alter their teaching strategies to assist students stay on track.
They also capture information while learning is happening.
PLAN

To help improve formative and self-assessment practices, I plan to

conduct an action research on
“An Action Research Study of Student Self-Assessment in Higher Education"

CHECK FOR MEMORY

Direction: Read each of the following then choose the letter of the correct answer.
1. Assessment for learning refers to assessment that teachers give during
instruction to ensure that the intended learning outcomes are attained. Is the
statement true?
A. Yes
B. No
C. Only if at least 80% of the intended learning outcomes were attained
D. It depends on the result of student’s assessment.

2. A student monitor his own progress in relation to learning targets which he has
set for himself. Under which type/s of assessment does this fall?
A. Assessment for learning
B. Assessment of Learming
C. Assessment as Learning
D. Assessment of and for Learning
3. To finally determine how well students have attained the learning outcomes by
grading in which type of assessment is teacher engaged?
A. Assessment for Learning
B. Assessment of Learning’
C. Assessment as Learning
D. Assessment of and for Learning

4. To ensure attainment of learning outcomes, which can teacher do in the process

of instruction?
A. Pair fast learner with another fast learner tlo challenge them even more
B. Devote half of the class period to study period
C. Give the class extra reading
D. Do peer tutorial

5. Which is/are most likely the effect/s of self assessment and formative
assessment?
I. High perntage of students with passing grades
II. 100% passing
II. 50% with passing grades, 50% with failing grades
A. I only
B.II only
C. III only
D. I,II, and III
LEARNING EPISODE
FIELD STUDY 2:

17
LD STUDY 2:
Using Traditional and Authentic Types of Assessment for
Formative and Summative Purposes

ANALYZE

1. Are the assessment tasks aligned with the learning ouctome?

The learning activities designed to achieve the learning outcomes are
consistent with instructional techniques and evaluation. Aligning the assessment
with the learning outcomes ensures that students understand how their
achievements will be measured.

2. Did the teacher make use of both traditional and authentic

assessment task?
Teachers frequently combine traditional and authentic assessments to
achieve a variety of objectives. The following section attempts to explain why
educators may use authentic assessments for specific types of judgments and why
they have grown in popularity in recent years.

3. Are the traditional and authentic assessment tasks (written tests)

formulated in accordance with the principle of tests construction?
In contrast to traditional assessment, which involves students selecting an
answer, genuine assessment encourages learners to complete a task based on the
object they are given. Although traditional evaluation is produced, actual
evaluation occurs in everyday situations. Authentic assessment can take the place
of traditional evaluation.
4. Were the assessment results students better - in the results of
traditional or authentic assessment?
There are several advantages to comparing authentic assessments to
traditional examinations. They are expected to be more valid than traditional
examinations, especially for learning objectives that require higher-order thinking
skills.

5. Where were assessment results students better - in the results of

traditional or authentic assessment?
Authentic assessments have a number of advantages over traditional tests.
Teachers frequently combine traditional and authentic assessments to achieve a
variety of goals. The section that follows attempts to explain why educators may
use authentic assessments for specific types of judgments and why they have
grown in popularity in recent years. They are likely more accurate than traditional
assessments, particularly for learning objectives that require higher-order
cognitive abilities.

6. Which assessment activity/ activities did the students like more? Like
least? Why?
Most students are more engaging when it comes to group assessments.

REFLECT
How can I make the assessment process more meaningful to and more
acceptable to students ?
Begin with introspection. Allow the assessment to focus on the major
concepts and skills that were emphasized in class throughout the unit. As a guide,
use the learning objectives and student outcomes. Give students specific criteria
for judging their performance.
Write Action Research Prompts
OBSERVE

1. One thing/ Some things that went well is/are in the development / use /
administration of assessment tasks are…directly correspond to the learner's
goals or a specific learning objective include detailed and clear assessment
criteria present a challenge for the entire range of students being evaluated
are equitable to all kids, including those who have special needs.
2. One thing/ Some things is/are that did not go very well in the development /
use / administration of assessment task are… Receiving assessments in school has
the potential to demotivate kids if they perform poorly on an exam.
They are constantly evaluated, which allows them to gain a better grasp of
the student's current level and how to grow.

REFLECT
This part of the assessment process went well because…
While participating in group activities, it assists students in developing
general skills such as teamwork, communication, and project management—that
are recognized by many businesses and crucial for students’ long-term futures.

This part of the assessment process did not go well because…

This way of thinking could be dangerous in a number of ways. Because
formative assessments take up too much instructional time, they reduce potential
learning. In reality, formative evaluation does not need to last long.

ACT
To ensure that the assessment process serves its purpose, to help
students learn, I will read researches on… or view video on…
 Google or locate any previous classroom management files of your resource
teacher and use them as a rubric to determine whether or not the target process
for students is present or provided.

PLAN
To help improve assessment practice, I would like to conduct an action
research on…..
“Enhancing Students’ Participation using Varied Engagement Strategies “

MCQ Answers
1. B 2. A 3. C 4. D 5. B
LEARNING EPISODE
FIELD STUDY 2:

18
LD STUDY 2:
GRADING AND REPORTING

ANALYZE
1. What are the teaching implications of the sudents’ test scores and
grades?
Students’ test scores and grades imply the quality of teaching the teacher
possessed and implies the needs of the teacher to find ways to improve students’
learning if students got low grades or consistently do his/her teaching practices
and strategies if they obtained high grades.

2. In what subjects did students perform best? Poorest?

They perform best in Ennglish, Filipino and Araling Panlipunan but they
perform poorest in Math and TLE subjects.

3. How was the PTC attendance of parents and guardians? What does
this imply?
The PTC is a great way to discuss students’ learning progress. This implies
collaboration and cooperation on improving the learning abilities of students and
an opportunity to connect and discuss what is best for the learners or their
children. Both parties are responsible for them that is why cooperation and
collaboration is must to go hand in hand in winning learner’s progress.
4. What parents/guardians/ comments were most common during Card-
Giving Day?
As what I have observed, parents with a child who got low grades would
most likely ask if what was happening to their child’s performance and what are
those factors that influence their child to get a poor grade.

REFLECT
1. What personal message do I get from those students’ scores, grades,
and parents/guardians attendance and comments?
Since I am not yet a teacher, my answer in this question is based on my
observation. Whatever graded the students obtained is reflected on their
performance yet it is also in a quality of teaching a teacher. However learning is
somewhat evidence that is way more significant than grades.

OBSERVE
1. One good thing that I observe in scoring / grading / Parents-Teachers
Conference was teacher did right at the start of class. Students should be
informed about the grading methods at the start of class, and it should be stated
that the course grade will be based only on achievement also, stay away from
prejudice.

2. One thing that did not go very well in scoring/grading / Parents-

Teachers Conference was showcase all grades and tend to have more
questions to raise concerns, issues, and complaints from parents with their child
who got low grades.

REFLECT
The scoring/grading / Parents-Teachers Conference went well because
the instructor/teacher and parents got along well because the teacher let all of the
parents ask questions, which the teacher answered thoroughly and in a way that
the parents could understand.
The scoring/grading / Parents-Teachers Conference did not go
well because some parents arrived late for the meeting, they missed the start
of the exchange between the teacher and other parents.

ACT
To ensure that the scoring, grading and the conduct of PTC serve their
purpose, i.e. to ensurethat students learn, I will read researches on ....
or view video on ... further study or observation is needed so that I may learn
more about tactics that will help me reach the goals of ensuring that the scoring
and contact of Parent- Teacher Conference are seamless and that students
learning is improved.

PLAN
To help improve scoring, grading practices and the conduct of PTC, I
would like to conduct anaction research on through performing study,
observation and, and interviews in order to better understand what needs to be
done to develop the skills. Other tactics may be utilized to inspire teachers and
parents to help kids accomplish their learning goals, such as grading procedures
or conducting PTC.

MCQ Answers
1. B
2. C
3. D
4. A
5. D
 LEARNING EPISODE
FIELD STUDY 2:

19
LD STUDY 2:
WRITING AN INITIAL ACTION RESEARCH PLAN

Topic you chose: (from the past episodes)

Episode number and Title:

Writing Action Research Prompt page:

Model A:

Activity 1: Developing an Initial Research Action Plan

A. Observe/ Notice
What problem/concern have I noticed that affect teaching-learning?
Example response. The problem I have noticed is that there is a lot of competition in
the classroom. The show learners are left behind.

Write your own observed/ noticed classroom problem here:

I noticed that they are some learners who cannot read. And my concerned is they are
being left behind.

B. Reflect
Think deeply of the problem and your observation. Why is this happening? Can the
slow learners be helped? How will it be done?
Example response: I think most of the activities are very competitive. There are
always, winners and losers. The smart students overrule the poor students thus
often they continue to be losers. With this situation, I believe, that I should modify my
classroom strategy.
Write your reflective response to the problem you stated:
- I think they are children who have differences. They are always fast learners and slow
learners. With this situation I will tell them to help each outer so that no one will be left
behind.

C. Plan for Action

Key questions:
- What will I do as a teacher to solve the problem?

As a teacher I find a way on how to improve their reading comprehension effectively.

- How will I described my intervention, innovation, or actions to the identified

problem
When they are progressing and improving.

- How long will it take to introduce the invention?

It will take a lot of time

- With whom shall I work?

With the students and my resource teacher.

- What materials do I need?

I need to make a researcher-made questionnaire that will help me in the future for
conducting this study.

- Are methods, participants, data collection, time table considered in my Plan

for Action?
Yes

Example response: My plan is to introduce cooperative learning in the classroom. I create

a mixed ability grouping with fast, average and slow learners in theiractivities. I will rotate
the leadership in the group, so that each one will have a chance. The bright will assist or
help the slow ones. I will try this out for eight weeks. I think I can work alone with my
students. I need only tables and chairs or if not available, arm chairs arranged in circles
will be an alternative.

 Write your own Plan of Action Research based on the key questions. You give more
details.
-
My plan is to improve the reading comprehension of the Grade 10 students through the
intervention and innovation rewards of badge merit. Improving their reading
comprehension can help them throughout their journey as an individual.

D. References
Include at least 3 reading materials about the intervention that will be used.
Example response
List of Readings for Cooperative Learning
Attiyat, N. M. A. (2019). The Impact of Pleasure Reading on Enhancing Writing
Achievement and Reading Comprehension. Research Gate. Published.
https://doi.org/10.31235/osf.io/q7s3k
Grabe, W. (2021). DEVELOPING READING COMPREHENSION ABILITIES. Reading in a
Second Language, 195–197. https://doi.org/10.1017/cbo9781139150484.014
Kaefer, T. (2020). When Did You Learn It? How Background Knowledge Impacts Attention
and Comprehension in Read‐ Aloud Activities. Reading Research Quarterly,
55(S1). https://doi.org/10.1002/rrq.344
Nyika, J. M., & Mwema, F. M. (2021). Conceptualizing Student Engagement and Its Role
in Meaningful Learning and Teaching Experiences. Fostering Meaningful Learning
Experiences Through Student Engagement, 159–174. https://doi.org/10.4018/978-
1-7998-4658-1.ch008
Wigfield, A., & Guthrie, J. T. (2021). The Impact of concept-oriented Reading Instruction
on Students' Reading Motivation, Reading Engagement, and Reading
Comprehension. Handbook of Research on Schools, Schooling, and Human
Development. Published. https://doi.org/10.4324/9780203874844.ch29

E. Act (Implementation of the Action Research Plan)

Note: The implementation of the Plan will follow when time allows. A more detailed Research Action Plan
will be required. The McNiff and Whitehead (2014) of DepEd (2016) models may be used depending on the
advice of your mentor.

Now, to further elaborate on your Action Research Plan, use the Dep Ed template
below:
Remember to read the rubric in this episode to know how your teacher will
evaluate your Action Research plan. This rubric will remind you of the criteria for
an excellent action research plan.

You can also watch this short video, explaining the parts of the DepEd Action
Research Template: HOW TO WRITE AN ACTION RESEACRH PROPOSAL? DepEd
Order No. 16,s.2017 - Youtube

Here is the link of the sample proposal discussed in the video:

Https://www.researchgate.net/publication/344608953 Improving Attendance ad
Academic Performance among Grade 12 students through Incentive-Based
Intervention
Model B: Deped Template

ACTION RESEARCH PROPOSAL

Name: CHERRYL ANGELAU E. SIQUIG

Proposed Title: Improving the Learners’ Reading Comprehension Through
Reading Badge Merit
I. Context and Rationale Study Background

Comprehension is the ability to read a text, process it, and comprehend the
meaning conveyed by the words and ideas contained within it. An individual's ability to
comprehend written material is influenced by various factors, including personality
traits and cognitive abilities. Instead, it is obtained as a result of the interaction
between the words that have been written and how they trigger knowledge that is not
contained within the text or message itself. When it comes to reading comprehension,
it is a "creative, multifaceted process" that relies on four language skills to function
correctly: phonological awareness, syntax, semantics, and pragmatics. Proficiency in
reading requires recognizing words quickly and effortlessly, which is a skill that cannot
be taught. In addition, the development of an individual's cognitive abilities, which can
be defined as "the construction of thought processes," is a significant consideration.
Understanding how vital reading is to our pupils, we can appreciate the critical
importance of improving their reading abilities. Understanding what is being read in
English is critical for those studying English as a second language. Pupils must be able
to read and comprehend what they are reading to continue expanding their knowledge
base.
Good readers employ comprehension strategies to make sense of a text, which
are deliberate plans involving a series of actions that are carried out to comprehend
the text.
One of the essential reading goals is to understand the ideas presented in the
reading material. If it were not for comprehension, reading would waste time and
energy. Our practicum has exposed us to numerous instances in which pupils can read
the words but struggle to communicate their understanding of the main ideas
presented.
This particular problem is highly evident among the Grade 10 learners of Palina
East National High School as evidenced by the results of their PHIL-IRI ( Revised
Philippine Informal Reading Inventory) last school year 2022-2023.
Solving the gap is beneficial, practical, and necessary. If reading comprehension
is enhanced, the pupil's brain activity will be enhanced, vocabulary will be improved,
critical thinking will be developed, and the ability to understand others will be
increased. The personality of the pupils will be developed. The understanding and
performance in another discipline will be higher.
In this context, the researcher proposed a solution that focuses on addressing
pupils' problems through rewards and motivation through the reading badge merit
strategy. It is expected that this strategy will significantly impact pupils' proficiency
levels.

II. Action Research Question AR Questions

The researchers aim to enhance the reading levels of Grade 10 students of

Palina East National High School through the “Reading Badge Merit”. Specifically, this
study wants to answer the questions:

1. What is the reading comprehension level of Grade 10 learners before implementing

innovation?
2. What is the reading comprehension level of Grade 10 learners after implementing
innovation?
3. Is there a significant difference between the reading comprehension level of Grade
10 learners before and after the implementation of innovation?

III. Proposal Innovation, Intervention, Strategy Describe

Innovation/Intervention/ Strategy

The problem of reading comprehension among Grade 10 pupils and the improvement
of such are the reasons why we need to conduct the innovation. It is the vision and
mission of the agency, the Department of Education to nurture the child, and one way
to nurture them is to solve the learning gaps such as reading comprehension.
The idea of putting up the Reading Merit Badge is based on the theory of
rewards and conditioning by Sigmund Freud.
The innovation aims to increase the level of motivation and interest of pupils in
reading, acknowledge improvement, and arouse a sense of acceptance among each
other which will be significant variables to the improvement of reading comprehension
and even undertaking any form of activity inside the school.
The Reading Badge Merit is a reading strategy used to motivate readers of
Casbu Elementary School to improve their reading comprehension level.
This Reading Badge Merit involves 3 positive reinforcements to engage readers
in reading. The good Reader Badge is given to learners who correctly answer all literal
questions. Amazing Reader Badge is awarded to learners who correctly answer all
questions up to the inferential level. Super Reader Badge is awarded to learners who
correctly answer all questions up to the evaluative level.
This strategy utilizes the researcher-made narrative and expository texts as
reading materials to be used during the remedial reading.
During pre-implementation, the teachers will conduct a meeting among
themselves to discuss the problem, the proposed solution, and the activities or tasks
to be undertaken. After the proposal has been made, it shall be submitted for approval
to the school head. After the approval, a conference among the parents and teachers
shall be conducted to orient them on what the proposed innovation is and how to
implement it. It shall also be a good chance for the teachers to seek support from the
parents by any means possible and that would include financial, moral, and support
using providing a follow-up on the child at home. The creation of the materials for the
innovation shall be held right after with the teachers and the SSG collaborating. The
materials including the instrument for survey and research shall undergo quality
assurance, validity, and reliability testing. After the survey instrument is made, the
implementation phase will commence.
During the implementation, merit badges will be distributed among class
advisers. Reading materials and survey instruments plus the reading monitoring and
assessment materials shall be administered. Merit badges will be distributed among
those who got the correct ones. Awarding of badges shall be done weekly. At the end
of the implementation, the most number of badges will have an equivalent price.
Feedback from parents shall be documented through an interview.
During the post-implementation, the sustainability plan, and accomplishment
report shall be prepared and submitted.
The project manager shall be the Grade 10 teachers and shall be continuously
monitored by the school head. The stakeholders shall participate using supporting
financial and moral all undertakings. The risks and limitations shall be mitigated
through consistent LAC sessions, incident analysis, and many other forms of
intervention. The fund shall not be taken from the MOOE instead it shall be taken from
the donations and the Income Generating projects.
IV. Action Research Methods (Describe Action Research Methods)
A. Participants and other sources of data and information
The study participants shall be 30 randomly selected Grade 10 bona fide
learners of Palina East National High School, officially enrolled in the Learner
Information System for School Year (S.Y.) 2022-2023.
Taking into account a sizable population, as indicated in the table below:
The researchers chose the purposive sampling strategy to reduce the number
of participants while maintaining an adequate level of statistical power.

B. Data Collection
The researchers situate the study within the framework of a pre-experimental
research design, namely the one-group pretest-posttest design. This is a pre-
experimental design in which a single case is observed twice before and after.
Additionally, it states that when no control or comparison group is used, changes in
the outcome of interest are believed to be the effect of the intervention or treatment.
Researcher will use PHIL IRI as a data-gathering instrument. The Phil-IRI is an
informal reading inventory composed of graded passages designed to determine
students' performance in oral reading, silent reading, and listening comprehension.
These three types of assessments aim to find the students’ independent, instructional,
and frustration levels.
 The researcher will administer the instrument used in the preparatory phase to
the selected sample size in the post-test. The results will be documented and
examined.

C. Ethical Issues
To guarantee that this research adheres to high ethical standards, the
researcher obtain authorization from appropriate authorities, such as the school
principal. A certificate of voluntary participation and informed consent shall also be
obtained from participants and their parents or guardians. All given information and
data, including your identity, will be treated with strict confidentiality. Additionally, the
References section will correctly cite and acknowledge any relevant literature for this
research.

D. Plan for Data Analysis

The researcher will use different methods of data analysis that include
descriptive statistics and tests of significance.
To determine the significant difference before and after the treatment,
researcher shall use the dependent sample t-test. Therefore, researchers shall also use
statistical tools such as mean, difference, degrees of freedom, standard deviation, and
t- statistics.

V. Action Research Work Plan

The action research work plan and timelines are shown below during this study's pre-
implementation, implementation, and post-implementation phases. In pre-
implementation phase, I will secure permission to the school head to conduct the
study. After the approval, I will going to make a draft to a researcher-made
instrument to be validated by experts and after validated, I will administer the
instrument to a group of participants to obtain the reliability of the instrument. After
this, I will reproduce the researcher-made questionnaire.
In implementation phase, I will conduct pre-assessment to identify participants,
gather, record, and interpret the data. I will also orient parents and secure informed
consent, prepare or obtain intervention materials, administer the intervention
program, conduct post-assessment, collect and record the results of the post-
assessment, and last to analyze and interpret the data.
In post-implementation phase, I will going to finalize the paper for binding and
disseminate results.

VI. Cost Estimate

Shown below are the estimated expenses throughout this action research.
Cost Estimates for Supplies and Materials
Unit Quantity Description Unit Cost Amount
ream 2 Short Bond paper 169 338
ream 2 A4 Bond paper 223 446
 bottle 1 Ink L3110 black 275 275
TOTAL 1059

Cost Estimate for Travel expenses for the Submission of Action Research Proposal
to Urdaneta City University
Destination Transportation Amount
School to Urdaneta City
Purpose of Tricycle 100
University
Travel
Urdaneta City University to
Tricycle 100
School
TOTAL 200

Cost Estimates for Other Expenses

Unit
Unit Quantity Description Amount
Cost
Bound 1 Binding 350 350
Internet and Communication Load
Person 40 300 12,000
Allowance
Total 12, 350

Summary of Expenses
Description Amount
A. Supplies and Material P1, 059.00
B. Travel Expenses
B.1 Submission of Action Research Proposal to the 200.00
University

C. Other Expenses 12,

350.00
Grand P13,
Total 609.00

VII. Plan for Dissemination and Utilization (Describe how the results will be
shared)

The data were collected by following the procedures for one-group pre-test and post-
test design:
1. Reporting to the school principal the proceeding in the orientation meeting
conducted by the division office about the mandatory conduct of oral reading
assessment to the students.
2. Informing the students about the oral reading pre-test that the division office had
provided.
3. Asking permission of the school principal as well as the students consent to be
part of the study and intervention.
4. Administering the standardized oral performance pre-test with a purpose of
measuring the reading fluency of the Grade 10 students of Palina East National High
School before the song integration will begin.

VIII. References Write at least three references)

Attiyat, N. M. A. (2019). The Impact of Pleasure Reading on Enhancing Writing

Achievement and Reading Comprehension. Research Gate. Published.
https://doi.org/10.31235/osf.io/q7s3k
Grabe, W. (2021). DEVELOPING READING COMPREHENSION ABILITIES. Reading in
a Second Language, 195–197.
https://doi.org/10.1017/cbo9781139150484.014
Kaefer, T. (2020). When Did You Learn It? How Background Knowledge Impacts
Attention and Comprehension in Read‐Aloud Activities. Reading Research
Quarterly, 55(S1). https://doi.org/10.1002/rrq.344
Nyika, J. M., & Mwema, F. M. (2021). Conceptualizing Student Engagement and Its
Role in Meaningful Learning and Teaching Experiences. Fostering Meaningful
Learning Experiences Through Student Engagement, 159–174.
https://doi.org/10.4018/978-1-7998-4658-1.ch008
Wigfield, A., & Guthrie, J. T. (2021). The Impact of concept-oriented Reading
Instruction on Students' Reading Motivation, Reading Engagement, and
Reading Comprehension. Handbook of Research on Schools, Schooling, and
Human Development. Published.
https://doi.org/10.4324/9780203874844.ch29
Retrieved from: https://ir-library.ku.ac.ke/handle/123456789/13253

 REFLECT.

Remember: reflection is the process of making sense of one’s previous

experience. Please take a look of what you do in the classroom and think
about why you do it. Recall things that you have done in the previous
segment. You may include your thoughts, feelings, reasoning, relating and
reconstructions about it.
What was your experience in writing the action research plan?
My experience was, I always go first to the main topics and that is how I
started to plan out what will I do first I will start to gather information about
the background of the topic and with articles, we find online.

What knowledge, attitude, and skills did you have that helped you
accomplish it?
By applying the things I have learned, I can do more tasks efficiently and I
can be skillful through repeated hit-or-miss attempts at the task. My attitude
is also humbled by learning since it makes me see the world from a more
wide point of view. Due to that, I can say that I have an open-minded
personality.

What do you still need to learn and develop in yourself to be a skilled

teacher-researcher?
Critical thinking. With strong critical thinking skills, teachers are able to
consider the best interests of the students while also working within their
institution's goals and standards. Teachers of primary and secondary schools
must also remain aware of parents’ expectations for learning and discipline
and ensure that the classroom is a safe and nurturing environment

CHECK FOR MEMORY

Direction: Choose the most appropriate answer from the options given.

1. As a beginning action research, what should be your primary task?

A. Identify the problem that is a cause of concern in the class.

B. Reflect on the other problematic situations
C. Ask help from your mentor on how to solve the problem.
D. Disregard the problem, after all you are still a student.

2. In doing action research, continuous reflection in every step of the way should
be done.
A. This statement is NOT true since reflection has its over time.
B. This statement is true since research requires continuous inquiry.
C. This statement is doubtful since there are steps to follow.
D. This statement is only applicable to other kinds of research.

3. In looking for an appropriate solution to the identified problem, the main

purpose is to ___
A. Remove malpractices in teaching learning
B. Reward learners who do more than others
C. Promote teachers who conduct research
D. A, B and C

4. In an action research, you should see to it that the intervention _____

A. Is doable C. is of short duration
B. Is new D. should not require statistics

5. Planning an action research requires a researcher to ______

A. Follow strict procedure

B. Frequently reflect on the process
C. Match the solution to the identified problem
D. A, B and C