Republic of the Philippines

OSMEÑA COLLEGES
City of Masbate
GRADUATE SCHOOL

BARRUGA, RODELYN A. EDUC 200 (METHODS OF RESEARCH)

SECTION 3646 INSTRUCTOR: MS. CHINKY MAE PALADIO

Title: Enhancing Reading Skills Among Primary School Students Using Collaborative Learning
Approach

Introduction:

Reading skills play a fundamental role in a student's academic and personal development.
However, some primary school students face challenges in developing proficient reading skills.
This research proposal aims to investigate the effectiveness of a collaborative learning approach
in enhancing reading skills among primary school students. By implementing collaborative
learning strategies, this study seeks to improve reading abilities and foster a supportive learning
environment.

Statement of the Problem:

Many primary school students struggle with reading, which can impact their overall academic
performance and future opportunities. This research proposal seeks to address the following
questions:

a. Can collaborative learning approaches significantly improve primary school students' reading
skills?

b. How does collaborative learning impact students' motivation and engagement in reading
activities?

c. What are the factors that contribute to successful implementation of collaborative learning
strategies in the context of reading instruction?

Theoretical Frameworks:
a. Socio-Constructivist Theory: This framework will guide the understanding of how collaborative
learning promotes knowledge construction and reading skill development through social
interaction among students.

b. Vygotsky's Zone of Proximal Development: This framework will be used to explore how
collaborative learning can support students in progressing beyond their current reading abilities
through scaffolding and peer assistance.

Methodology:

a. Literature Review: Conduct a comprehensive review of existing research on collaborative learning

and reading skills development, including studies on student achievement, motivation, and
engagement.

b. Intervention Design: Design a collaborative learning intervention focused on enhancing reading

skills, incorporating strategies such as peer tutoring, group discussions, and cooperative reading
activities.

c. Implementation: Implement the collaborative learning intervention in selected primary schools,

ensuring proper training and support for teachers involved.

d. Data Collection: Administer pre- and post-intervention assessments to measure students' reading
abilities. Use standardized reading assessments or other validated tools to collect quantitative
data. Additionally, conduct interviews or focus groups with teachers and students to gather
qualitative data on their experiences and perceptions.

e. Data Analysis: Analyze the collected data using appropriate statistical methods to assess the impact
of the collaborative learning intervention on students' reading skills. Conduct thematic analysis of
qualitative data to identify common themes and patterns.

Questionnaire:

The questionnaire will be designed to gather information on various aspects related to collaborative
learning and its impact on reading skills development. Some potential areas to cover include:

a. Students' self-perceived reading abilities and confidence.

b. Students' experiences and perceptions of collaborative learning activities.

c. Students' motivation and engagement in reading tasks.

d. Teachers' perspectives on the effectiveness and challenges of implementing collaborative learning

for reading instruction.

Ethical Considerations:
 Obtain informed consent from participants (students, parents, and teachers) before their
involvement in the study. Maintain confidentiality and anonymity of participants' information.
Adhere to ethical guidelines when conducting research involving children.

Conclusion:

This research proposal aims to contribute to the improvement of reading skills among primary
school students through the implementation of a collaborative learning approach. By
investigating the impact of collaborative learning on reading abilities, motivation, and
engagement, this study will provide valuable insights for educators and policymakers seeking to
enhance reading instruction practices. The findings will help inform the development and
implementation of effective collaborative learning strategies, leading to improved reading
outcomes and a positive learning environment for primary school students.