Republic of the Philippines

DR. EMILIO B. ESPINOSA SR. MEMORIAL STATE COLLEGE

OF AGRICULTURE AND TECHNOLOGY
www.debesmscat.edu.ph
Cabitan. Mandaon. Masbate

The Efficacy of Remediation through Short

Reading Selections in Enhancing the Reading
Comprehension Abilities of Grade 10
Students

A Research Paper submitted to Mr. Jason Balbuena, DEBESMSCAT, Cabitan, Mandaon,

Masbate. In Partial Fulfilment for the requirements of the course Social Laboratory 1.

_____________________________________________

By:

Bajar, Jellyn

Carillo, David Ezekiel

Dalanon, Kimberly

Lasala, Ella Mae

Oliva, Michael Angelo T.

Surigao, Jobel

___________________________________

BSED SOCIAL STUDIES 3A

SY: 2023 – 2024

 Republic of the Philippines
DR. EMILIO B. ESPINOSA SR. MEMORIAL STATE COLLEGE
OF AGRICULTURE AND TECHNOLOGY
www.debesmscat.edu.ph
Cabitan. Mandaon. Masbate

I. INTRODUCTION

In today's fast-paced and information-driven world, reading has become an essential skill that

individuals need to have. It is an essential skill that enables individuals to acquire information,

learn new things, and communicate to other people effectively. The future success of every

individuals lies in this basic skill. However, not all individuals are adept at reading, which can be

a significant challenge in their academic performance and overall education. Poor reading skills

are a significant hindrance to the academic and professional success of students. It makes it

challenging for students to comprehend complex texts, which can negatively impact their

academic performance. Knowing just how to read is not an enough reason to attain opportunities

in the future. The individual’s capability to read and understand the things they've read will be

their gateway to success.

Reading comprehension is an essential component of education that enables students to

understand the meaning of written texts. It is also a crucial skill necessary for academic success,

particularly in the English language. However, many students struggle with reading

comprehension, leading to poor academic performance and limited opportunities for future

achievements. In the study of Therrien (2004), it found out that at least one out of five students

has significant difficulty in reading acquisition. Similar with the study of Bursuck et. Al. (2004),

40% of first year level do not have skills and knowledge to adequately perform the necessary

year level at work. In the Philippines, reading comprehension is considered a basic skill that is

taught in primary school, but it continues to be a challenge for many students in higher grades

such as Grade 10. This could be due to a variety of reasons, such as a lack of exposure to reading
 Republic of the Philippines
DR. EMILIO B. ESPINOSA SR. MEMORIAL STATE COLLEGE
OF AGRICULTURE AND TECHNOLOGY
www.debesmscat.edu.ph
Cabitan. Mandaon. Masbate

materials, inadequate reading strategies life skill that is necessary for daily social interactions,

academic success, and future professional endeavors. However, despite its importance, many

students struggle with reading comprehension, especially those in grade 10.

In response to this challenge, educators have explored various remediation strategies to

enhance students' reading comprehension skills. One such strategy is the use of short reading

selections as a remedial tool. Short story is a compressed view of segment of fictitious life with

some type of plot, and usually an opposition of interest (Robinson and Donelly, 2000)

Remediation through short story provides students with a series of short, high-interest reading

materials that can assist them in enhancing their reading abilities over time. These short reading

selections typically include narratives, literary texts, or informational texts. Their primary

purpose is to spark students' interest in reading and improve their ability to comprehend what

they are reading. Recent studies have shown that remediation strategies, such as the use of short

reading selections, can significantly improve the reading comprehension abilities of students. In

a study conducted by Hassanzadeh (2020), it was found that using short reading passages as a

remedial tool was effective in improving the reading comprehension skills of Iranian EFL high

school students. Similarly, in a study by Jou (2019), it was found that remediation using short

reading selections significantly improved the reading comprehension scores of Taiwanese junior

high school students. Remediation through short reading is said to be an effective method in

improving the reading comprehension abilities of students, particularly for those who struggle

with reading. Short reading selections help students to build their basic skills and gradually

progress to more complex texts. These studies suggest that the use of short reading selections as
 Republic of the Philippines
DR. EMILIO B. ESPINOSA SR. MEMORIAL STATE COLLEGE
OF AGRICULTURE AND TECHNOLOGY
www.debesmscat.edu.ph
Cabitan. Mandaon. Masbate

a remediation tool can significantly improve the reading comprehension skills of high school

students. However, there is a need to investigate the efficacy of this strategy specifically for

grade 10 students at Tagpu National High School.

Tagpu National High School is one of the schools in the Philippines that face a challenge in

enhancing the reading comprehension abilities of grade 10 students. There is a need to

implement an effective remediation program to support struggling learners in this aspect. The

purpose of this research is to investigate the efficacy of remediation through short reading

selections in enhancing the reading comprehension abilities of grade 10 students. This study will

examine the impact of this approach on students' comprehension levels, motivation, and

engagement with reading materials.

 Republic of the Philippines
DR. EMILIO B. ESPINOSA SR. MEMORIAL STATE COLLEGE
OF AGRICULTURE AND TECHNOLOGY
www.debesmscat.edu.ph
Cabitan. Mandaon. Masbate

II. STATEMENT OF THE PROBLEM

The study tend to determine the efficacy of remediation through short reading selections in

enhancing the reading comprehension abilities of Grade 10 Students. Specifically, it answered

the following:

1. What is the performance of the two group of respondents in the pre-test?

a. Control Group

b. Experimental Group

2. What is the performance of the two groups of respondents in the post-test?

a. Control Group

b. Experimental Group

3. Is there a significant difference between the pre-test scores of the control and

experimental group?

4. Is there a significant difference between the post-test scores of the control and

experimental group?

5. Is there a significant difference between the pre-test and post-test scores of the

control and experimental group?

 Republic of the Philippines
DR. EMILIO B. ESPINOSA SR. MEMORIAL STATE COLLEGE
OF AGRICULTURE AND TECHNOLOGY
www.debesmscat.edu.ph
Cabitan. Mandaon. Masbate

III. HYPOTHESIS
The following are the hypothesis:

1.1 There is a significant difference between the pre-test result of the experimental and control

group.

1.2 There is a significant difference between the post-test result of the experimental and control

group.

1.3 There is a significant difference between the pre-test and post-test result of the experimental

and control group.

 Republic of the Philippines
DR. EMILIO B. ESPINOSA SR. MEMORIAL STATE COLLEGE
OF AGRICULTURE AND TECHNOLOGY
www.debesmscat.edu.ph
Cabitan. Mandaon. Masbate

IV. METHODOLOGY
This action research utilized the quasi-experimental since its main purpose was to determine

the efficacy of remediation through short reading selections in enhancing the reading

comprehension abilities of Grade 10 Students. The participants will be divided into two groups:

an experimental group and a control group. The experimental group will receive remediation

through short reading selections, while the control group will not receive any remediation.

Data Collection

The study will use a pre-test and post-test to measure the reading comprehension abilities

of the participants. The pre-test and post-test will consist of spelling quiz and open-ended

questions that will assess the participants' comprehension of a variety of short reading selections.

The scores of both pre-test and post-test were taken and these data were coded, tallied, and were

statistically treated using the mean and standard deviation to determine the significant difference.

Data Analysis

The data will be analysed using descriptive statistics and inferential statistics. The

descriptive statistics will be used to summarize the participants' scores on the pre-test and post-

test. The inferential statistics will be used to determine if there is a significant difference between

the experimental and control groups' pre-test and post-test scores.

 Republic of the Philippines
DR. EMILIO B. ESPINOSA SR. MEMORIAL STATE COLLEGE
OF AGRICULTURE AND TECHNOLOGY
www.debesmscat.edu.ph
Cabitan. Mandaon. Masbate

V. RESULTS AND DISCUSSION

The following are the results and the analysis done from the data.

A. Performance of the two groups of respondents in the Diagnostic Test (Pre-test)

The result of the pre-test of the two class group which is the Grade 10 Virgo and grade 10

Aquarius is presented in Table 1.

Oral reading comprehension scores reveal that the control group has a mean of 3.81 while

the experimental group reported a mean score of 3.03 which is a little lower.

Table 1

PRE-TEST RESULT OF CONTROL AND EXPERIMENTAL GROUPS

STANDARD
GROUPS N MEAN
DEVIATION
Control Group (G10
38 3.81 1.12
Aquarius)

Experimental Group
32 3.03 1.06
(G10 Virgo)

The variance results of 1.12 and 1.06 are not that big which signify that both classes are

heterogeneous; meaning students were of differing level of intelligence. This is indeed a good

baseline since the results suggest that the two sections included in the study are almost the same

manner that the scores are scattered. This means that the students grouping are mixed as to their

abilities.
 Republic of the Philippines
DR. EMILIO B. ESPINOSA SR. MEMORIAL STATE COLLEGE
OF AGRICULTURE AND TECHNOLOGY
www.debesmscat.edu.ph
Cabitan. Mandaon. Masbate

B. Performance of the two groups of respondents in the Diagnostic Test (Post-test)

Table 2

POST TEST RESULT OF CONTROL AND EXPERIMENTAL GROUPS

STANDARD
GROUPS N MEAN
DEVIATION
Control Group (G10
30 18.2 27.47
Aquarius)

Experimental Group
15 8.2 22.02
(G10 Virgo)

The experimental group of students who were exposed to remediation through short

reading selection obtains a mean score of 8.2 (SD=22.34) while the control group who were

taught with no remediation obtain a mean score of 18.2 (SD=27.47).

TABLE 3

Classification of students before the remediation through short reading selections

Diagnostic
Score Control Experimental
Classification Score
Range X = 3.81 X=3.03
range
f % F %
Above
4 above 29 76 4 above 10 31.25
average
3 Average 2 5.26 3 11 34.38
Below
2 below 7 18. 42 2 below 11 34.38
average
38 100 32 100
 Republic of the Philippines
DR. EMILIO B. ESPINOSA SR. MEMORIAL STATE COLLEGE
OF AGRICULTURE AND TECHNOLOGY
www.debesmscat.edu.ph
Cabitan. Mandaon. Masbate

Table 3 presents the grouping of the students both in the control and in the experimental

group.

As per classification of the students based on the mean and standard deviation results, a

majority of students were not the same as the control group is on above average while on the

experimental group is average to below average prior to the experiment.

TABLE 4

Classification of students after the remediation through short reading selections

Diagnostic
Score Control Experimental
Classification Score
Range X = 18.2 X=8.2
range
f % F %
Above
18 above 20 66.67 4 above 1 6.67%
average
15-17 Average 3 10 3 1 6.67%
Below
14 below 7 23.33 2 below 13 86.67%
average
Total 30 100 15 100

Table 4 presents the grouping of the students both in the control and in the experimental

group.

As per classification of the students based on the mean and standard deviation results, a

majority of students were not the same as the control group is on above average while on the

experimental group is below average prior to the experiment.

Table 5

Significant difference between the pre-test score of the control group and experimental

group
 Republic of the Philippines
DR. EMILIO B. ESPINOSA SR. MEMORIAL STATE COLLEGE
OF AGRICULTURE AND TECHNOLOGY
www.debesmscat.edu.ph
Cabitan. Mandaon. Masbate

STANDARD DECISION
GROUPS N MEAN
DEVIATION
Control Group (G10
38 3.81 1.12
Aquarius)
Accepted Ho
Experimental Group
32 3.03 1.06
(G10 Virgo)

Table 5 represents the significant difference in the pre-test scores of the two groups.

The mean and Sd are differs. Hence, the hypothesis of significant difference is accepted.

There is a significant difference in the pre-test score of the class groups. This results is good

since the baseline data prior to the use of remediation through short reading selections suggest

that the students have similar intellectual abilities which will be very crucial for trying out the

experiment in the teaching approach. The data suggest that the groups are very ideal to the

experiment since they possess similarities to the experiment.

Table 6

Significant difference between the post-test score of the control group and experimental

group

STANDARD DECISION
GROUPS N MEAN
DEVIATION
Control Group (G10
30 18.2 27.47
Aquarius)
Accepted Ho
Experimental Group
15 8.2 22.02
(G10 Virgo)
 Republic of the Philippines
DR. EMILIO B. ESPINOSA SR. MEMORIAL STATE COLLEGE
OF AGRICULTURE AND TECHNOLOGY
www.debesmscat.edu.ph
Cabitan. Mandaon. Masbate

From the data, it is very clear that the difference in scores in the achievement do not favor

the experimental group which taught using remediation due to that the number of student who

take the post-test decreased.

Table 6

Significant difference between the pre-test and post-test sores of the control and

experimental group

STANDARD DECISION
GROUPS N MEAN
DEVIATION
Pre-test vs. Post-test
Control Group (G10
38 3.81 1.12
Aquarius)
Accepted Ho
Control Group (G10
30 18.2 27.47
Aquarius)

Pre-test vs. Post-test

Experimental Group
32 3.03 1.06
(G10 Virgo)
Accepted Ho
Experimental Group
15 8.2 22.02
(G10 Virgo)

Table 6 presents the comparison of the pre-test and post-test scores of the control and the

experimental groups.
 Republic of the Philippines
DR. EMILIO B. ESPINOSA SR. MEMORIAL STATE COLLEGE
OF AGRICULTURE AND TECHNOLOGY
www.debesmscat.edu.ph
Cabitan. Mandaon. Masbate

Clearly, for the control, there is a significant difference as showed on the table. Hence the

hypothesis of significant difference between the pre-test and post-test scores of the control group

and experimental group is accepted.

V. FINDINGS

The following are the findings of this action research.

1. The mean scores of control (3.81, SD=1.12) and the experimental (3.03, SD=1.6)

significantly differ based on the result of the pre-assessment test.

2. The mean scores of control (18.2, SD=27.74) and the experimental (8.2, SD=22.02)

significantly differ based on the result of the post-assessment test.

3. During the pre-test, majority of the students are above average (control group, 9 or

76.3%). After the treatment, the majority of students remains on above average

(control, 20 or 66.67%).

4. During the post-test, majority of the students are average to below average

(experimental, 11 or 34.38%). After the treatment, majority of the pupils in the

experimental group became below average (experimental, 13 or 86.67%).

5. There is a significant difference between the controls groups pre-test and post-test

based on the results of the assessment.


 Republic of the Philippines
DR. EMILIO B. ESPINOSA SR. MEMORIAL STATE COLLEGE
OF AGRICULTURE AND TECHNOLOGY
www.debesmscat.edu.ph
Cabitan. Mandaon. Masbate

VI. CONCLUSION
Based on the findings, the following are the conclusions.

1. The pre-test scores of the control and the experimental group do differ significantly.

2. The post-test scores of the group significantly differ resulting to lower scores for the

experimental group and higher for the control group.

3. There is a significant difference exists in the pre-test and post-test scores both in

control and experimental group.

4. Based on the results and findings of the study, there is no improvements in the

groupings of the students from the experimental group which is being taught with

remediation of reading selections.

5. The use of short reading selections is somehow effective considering the post-test of

the present students during the conduct of the immersion however the data for the

experimental group comes out fail because half of the class in the experimental group

that supposedly take a remediation are absent during the immersion.

1.
 Republic of the Philippines
DR. EMILIO B. ESPINOSA SR. MEMORIAL STATE COLLEGE
OF AGRICULTURE AND TECHNOLOGY
www.debesmscat.edu.ph
Cabitan. Mandaon. Masbate

VII. RECOMMENDATION
Based on the above findings and conclusions, the following recommendations are suggested.
1. Remediation is effective however there are some factor affecting to it. Therefore, those

factors should be addressed by the school such as the absenteeism of the students.

2. The time allotment of remediation should be bigger in order to focus more and catered

those students that are slow to non-readers.

3. Although tedious on the part of immersionist, they should be encouraged to prepare and

prepare techniques to handle and motivate students to participate in class discussions.

4. This action research should be continued.

 Republic of the Philippines
DR. EMILIO B. ESPINOSA SR. MEMORIAL STATE COLLEGE
OF AGRICULTURE AND TECHNOLOGY
www.debesmscat.edu.ph
Cabitan. Mandaon. Masbate

VIII. REFERENCES
Bursuck (2004). Evaluating the impact of a prevention-based model of reading on children

who are at risk. Remedial and Special Education, 25, 303-313.

Therrien J. (2004). Fluency and Comprehension gains as a result of repeated reading: A

meta-analysis.

Robinson et al, (2000). Improving reading comprehension through higher order thinking

skills.

Hassanzdeh (2020). Evaluation of a school remedial reading program.

Jou (2019). Challenges, Difficulties, and Effective Enactment of Remedial Reading

programs: A Qualitative –Phenomenological Approach.