Bicol College

Cor. J.P. Rizal & R.F. Tabuena Sts.

Daraga. Albay, Philippines 4501
E-mail address: admin@bc.edu.ph

GRADUATE SCHOOL

Enhancing the Reading Comprehension Level of the Grade 6 Students

Differentiated Instruction

A Graduate Research Presented to the Faculty

of Graduate School Bicol College
Daraga, Albay

In partial fulfillment for the

Requirements of the degree
Master in Education Major in Curriculum Instruction

Rushelle M. Cabaylo
 RESEARCH METHODOLOGY

This chapter is a presentation of the overall research design and methodology

used in the study. It includes the brief description of the research method, sources of

data, respondents of the study, the research instruments, the data gathering

procedures, and the statistical treatment utilized in the analysis of results.

Research Design

In the present study, both quantitative and qualitative methods will be used to

investigate the effectivity of using Differentiated Instruction in enhancing the students’

reading comprehension skills. A semi-structured interview was used to collect the

qualitative data.

The tools for collecting quantitative data used in this study included the Phil-Iri

which was given to the Grade 5 students before the S.Y 2021-2022 ends and the post-

test on the parallel teacher- made test which will be given to the respondents after the

Differentiated Instruction was employed during classroom discussion. T-test for

independent samples will also be used to determine if there is a significant difference

between the post-test scores.

The descriptive-developmental method of research will also be used to describe

the level of comprehension skills of the students. This led to the development of

Differentiated Instruction lessons as an output of the study.

Sources of Data

The primary source of data will be from the result of the post-test result given to

the students before the S.Y. 2021-2022 ends which measures the reading

comprehension levels of the students. Another primary source of data will be taken from

the result of the post- test of the teacher- made comprehension test designed by the

researcher which will be parallel to the Phil-Iri given to the same set of students from the

previous school year.

The secondary source of data will be gathered from the responses of the

student- respondents on the survey questionnaire made by the researcher on the

effectiveness of the use of Differentiated Instruction during classroom discussion.

Respondents of the Study

The respondents of this study will be the Grade 6 students in Esperanza

Elementary School, Pilar, Sorsogon during the school year 2021-2022. It has 29

students. The respondents will be the Grade 6 students since it is a crucial stage of their

educational journey where they are preparing themselves for the transition period that

they will undergo months from now, from elementary to high school.

Research Instruments

This study will use the result of the post- test on the Phil-Iri in English given to the

Grade 5 students of Esperanza Elementary School last school year 2021-2022. This

Grade 5 students are now the Grade 6 students of the said school and are the

respondents of this current study. The post- test on the Phil-IRI in English is the
assessment tool used to determine the reading comprehension levels of the students.

This is the latest summative and criterion- referenced test that assesses student

performance against a set of predetermined learning standards based on the latest K-

12 curriculum guides of the Department of Education.

The Phil-Iri result in English gives quantitative information about the student’s

reading comprehension skills. The quantitative information shows the following level of

proficiency:

80%-100% -Advanced

60%-79% -Proficient

40%-59% -Approaching Proficiency

20%-39% -Developing

0%-19% -Beginning

This study will also use the parallel teacher-made reading comprehension test

patterned to the Phil- Iri in English. The Table of Specifications, which served as the

test’s blueprint, will be crafted by the researcher prior to the making of the reading

comprehension test. The teacher- made test will be validated by the experts to ensure

its reliability.

The learning plans where Differentiated Instruction strategies will be employed

will be crafted as well by the researcher. The learning plans have content and

performance standards, and learning competencies based from the K to 12 DepEd

curriculum. Survey questionnaires will also be used in the study were students share

their insights about the use of Differentiated Instruction in teaching reading. Lastly, the
teacher-researcher will also make reflective notes while using Differentiated Instruction

to share her personal insights about its strengths and weaknesses.

Data Gathering Procedure

Once the research proposal was approved by the Thesis Committee and

accepted by the Dean of the Graduate School, the research will observe several steps.

Foremost, the researcher will seek the approval from the School Administrator in

Esperanza Elementary School, Pilar, Sorsogon, for the conduct of the study where the

Grade 6 students of the aforementioned school are the respondents.

Then, the researcher will prepare and will ask for validations of the teacher-made

test and the learning plans used in the study. The reading comprehension levels of the

students in Grade 6 classes will be identified through the result of their Pil-Iri in English

specifically the reading comprehension. Then, the conduct of lessons using

differentiated instruction will follow. The course will run for almost three months, the first

quarter of the school year.

Post-test will be administered after to measure the progress and improvement of

the students. T-test (for independent samples) will be used to determine the significant

difference in the performance of the students before and after the conduct of the study.

Survey questionnaire with extended-response question will also be given to the

students taught using Differentiated Instruction, and personal notes will be written by the

teacher-researcher discussing her entire1 experiences in using Differentiated

Instruction. In this way, issues regarding the strengths and weaknesses of DI will be
discussed hand-in-hand. All these activities will be carried out with the guidance of the

thesis adviser.

Statistical Treatment of Data

The reading comprehension levels of the Grade 6 students will be measured

through the post-tests result on the Phil-Iri and the reading comprehension test made by

the researcher. The insights of the student-respondents about the use of Differentiated

Instruction in teaching reading will be gathered through the survey questionnaire crafted

by the researchers, as well.

The researchers will then compare the results of the post-tests through the use of

t-test in order to determine if there is a significant difference in the performance of the

students before and after the use of Differentiated Instruction in enhancing their reading

comprehension skills.