E-READING INTERVENTION PACKETS

FOR GRADE 8 STUDENTS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 13
Pages: 386-391
Document ID: 2023PEMJ1169
DOI: 10.5281/zenodo.8339563
Manuscript Accepted: 2023-10-9
Psych Educ, 2023, 13: 386-391, Document ID:2023 PEMJ1169, doi:10.5281/zenodo.8339563, ISSN 2822-4353
Research Article

E-Reading Intervention Packets for Grade 8 Students

Corazon M. Gimena*
For affiliations and correspondence, see the last page.
Abstract
This study attempted to develop and evaluate E- Reading Intervention Packets for Grade 8 Students
in Benjamin B. Esguerra Memorial National High School during the school year 2022 – 2023. The
descriptive method of research was used with the survey questionnaire as the main data gathering
tool for this study. The respondents of this study were ten (10) English teachers and ten (10) Experts
who evaluated the developed material. The E-Reading Intervention Packets has ten (10) topics that
were selected based on the Pivot 4A Budget of Work in English 8 Reading Comprehension domain
since the study focused on Reading Intervention. The respondents evaluated the developed material
with grand weighted mean ratings of 3.87 and 3.93 respectively, verbally interpreted as Very Highly
Acceptable (VHA). The respondents remarked that the developed E- Reading Intervention Packets
are appealing to the students since its feature is adapted from the famous online game Mobile
Legends. It is vital because everything today is becoming increasingly digital, and it will be of great
help to make learning fun and exciting. It is very pleasing to the eye and uses localization. They also
commented that the students will benefit greatly from the E-Reading Intervention Packets.

Keywords: e-reading, intervention packets, english, development

Introduction In order to encourage literacy among Rizaleño

The fundamental instrument for learning is reading. It
involves deciphering written symbols, giving them
meaning, and experiencing the author's intention,
passion, or experience through them. It is one of the
most crucial abilities one can learn. Reading can help
someone understand issues or difficulties that affect
their lives. Men rely on reading for pleasure,
information, decision-making, opinion and ideal
formation, as well as for strength and power. Reading
is a necessary pastime for people in leisure and
instructional settings. The act of reading surely
involves perception, the dynamic structuring process
through which a person creates a meaningful
connection with his environment.
The Philippine Department of Education (DepEd)
received baseline data on the country’s educational
system as a result of its participation in PISA 2018.
Among the 79 participating nations, the Philippines
had the lowest reading and science and math scores.
The poor results spurred the Philippine government to
implement measures to address the urgent need to raise
the standard of basic education in the country. The
g o v ern m en t has d ev elo p ed s y s t e m - level
recommendations that center on resource allocation,
such as greater funding for teacher salary and
infrastructure construction and incorporate curriculum
reform. PISA 2018 assessed reading and literacy skills
in addition to math and science in 15-year-old students
at the end of their junior high school career. It also
contained a poll.
youngsters, the Division Memorandum No. 262
s.2020, Implementation of Blue Rizal: Barangayan
Para sa Bawat Bata Bumabasa (Br-B4) Program, was
issued in the Schools Division of Rizal. This program
specifically targets to develop learners who are readers
at the Grade level, promote family literacy across
Rizal by enhancing parents, community volunteers and
guardian’s involvement; engage local government
units and other stakeholders, to participate and sustain
the communities’ implementation of BR-B4 Program
in Rizal province and make Rizal a reading province
by 2022.
The Philippine Informal Reading Inventory (Phil-IRI)
is one evaluation tool. Word recognition and reading
comprehension are used to gauge students’ reading
proficiency. Out of 629 Grade 8 students at Benjamin
B. Esguerra Memorial National High School, 37
(5.88%) students were on frustration reading level, 397
(63.12%) students were on the instructional reading
level and 195 (31%) were on the independent reading
level.
Based on the aforementioned reasons stated such as
the PISA 2018 result that Philippines scored second to
the lowest in reading, the Philippine Informal Reading
Inventory (Phil-IRI) result of Grade 8 students and
pursuant to the Division Memorandum No. 262 s.2020
entitled “Implementation of Blue Rizal: Barangayan
Para sa Bawat Bata Bumabasa (BR-B4) program” and
in response to the Department of Education’s “Sulong
Edukalidad” and its aim to address the challenge of
quality in basic education specifically in uplifting the

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Psych Educ, 2023, 13: 386-391, Document ID:2023 PEMJ1169, doi:10.5281/zenodo.8339563, ISSN 2822-4353
Research Article
reading and literacy of the children in the province of
Rizal this study was conducted. In addition, the
observation and experiences of the researcher on the
lack of learning resources or instructional material as
one of the factors affecting the students’ reading
ability led the researcher to develop E-reading
Intervention Packets that could help students to read
lessons anchored on the enabling and most essential
learning competencies in a digital format instead of the
older style printed format. With the E-Reading
Intervention Packets, learning materials can be
accessed on devices such as tablet, smartphone, laptop,
or desktop computers.
Research Questions
This study attempted to develop and evaluate e E-
Reading Intervention Packets for Grade 8 Students in
Benjamin B. Esguerra Memorial National High School
during the school year 2022 – 2023. More specifically,
it sought answers to the following questions:
1. What reading comprehension lessons in four
different quarters could be used to develop E-Reading
Intervention Packets based on the prescribed Pivot 4A
Budget of Work in English?
2. What is the evaluation of the English teachers and
experts on the developed E-Reading Intervention
Packets in terms of the following parts based on the
prescribed DepEd non-print evaluation criteria below?
2.1 Content Quality;
2.2 Instructional Quality; and
2.3 Technical Quality?
3. Is there a significant difference in the evaluation of
the two groups of respondents on the developed E-
Reading Intervention Packets based on the
aforementioned criteria?
4. What comments and suggestions are offered by the
two groups of respondents to improve the developed
E-Reading Intervention Packets?
Literature Review
According to Llego (2022), the Philippines' reading
proficiency has historically been a source of concern
for some educators and policymakers. Numerous
studies have been conducted to try to identify the
cause of the issue, and different interventions have
been implemented to raise student reading
proficiency. Together, educators, parents, and
policymakers can help Filipino students become
proficient readers. Given enough time and money,
there is still a chance that this is doable.
Corazon M. Gimena
Electronic media have caught the attention of
specialists and educators in the digital age for their
ability to address reader demands and boost motivation
and engagement by providing personalized,
multimodal, and tailored language input (Hermena et
al., 2019).Research on eBooks' usefulness has been
ongoing as people's interest in using them in
educational contexts has grown. Less immersive
reading can occur as a result of the behavior associated
with screen-based reading (Clowes, 2018).
The main benefit of an eReader is that it makes it
easier for students to acquire information and actively
involves them in their education. The ability for the
student to utilize the apps freely and at their academic
level, offering immediate feedback and assessment
results, is a benefit. Additionally, studies show that
students are substantially more engaged when they use
apps related to learning skills. Teachers, however,
frequently seemed to be more concerned with the
reading comprehension of their students. To achieve
these various instructional objectives, eBook
technology must therefore incorporate a variety of
apps (Domingo and Gargante, 2018).
Putnam (2019) concluded that the best usage of
computer programs was in early literacy training that
necessitated repetitive exercises and practices.
However, with a teacher who was able to interact
socially with the pupils, the integration of different
literacy abilities like comprehension and grasping
concepts was more successful.
Another reviewed study conducted in 2018 by
Barrientos, Baslan, Dela Cruz, Esguerra, and Perez
sought to create flipped classroom materials for
Marikina Polytechnic College students. According to
the data, there is a substantial variation in its content
but no significant difference in its usefulness as a
teaching—learning tool or in terms of accessibility and
usability. Students learn while having fun thanks to the
flipped classroom's educational movies, engaging
quizzes, and relevant local contexts.
The study by Siano and Potane (2022) examined the
advantages of using ebooks to teach mathematics and
improve academic achievement. Using kotobee
authors and readers, it was held in one of the
secondary schools in the Division of Cagayan de Oro
City. The difference between the students' test results
before and after was statistically significant. Students
are motivated to learn when using an interactive e-
book to increase their knowledge. The interactive e-
book offered students an excellent option for
learning.Lofamia (2020), developed a vocabulary
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Research Article

enhancement learning materials in selected private
schools in Antipolo City. Her developed material can
help improve the students’ vocabulary skills for it
offers differentiated activities intended for the grade
level.
Methodology
This study applied the descriptive survey of research
utilizing a survey questionnaire to gather the needed
data. According to Skinner (2020) the descriptive
survey method is designed to gather information about
the present/existing conditions. It also refers to
detailed explanations of the variables that result in the
patterns of change and stability that have been
outlined. These are entirely dissimilar from
descriptions in and of themselves. Descriptions
respond to inquiries like "what?" (referring to the
characteristics of the target phenomenon), "how?" (i.e.,
the potential changes or stability of phenomena), and
"when?" (i.e., how these patterns change over time or
with age), whereas explanations concentrate on
"why?”.The researcher considered this research design
as appropriate in the study because of its ability to
describe and interpret the conditions as it exists at the
time of the study.
Participants of the Study
The lessons used in the E-Reading Intervention
Packets were identified based on the prescribed Pivot
4A Budget of Work in English. The evaluators of the
developed E-Reading Intervention Packets were the
ten (10) English teachers and ten (10) experts.
principal requesting permission before facilitating
survey. The researcher adapted and modified the
survey questionnaire prescribed by the Department of
Education checked by the researcher’s adviser and
validated by the experts.The researcher administered
the survey questionnaire evaluation of the e-reading
intervention packets to all the respondents, asked for
their consent and explained every detail of the
instrument for valid responses.Afterwards, the survey
questionnaires were retrieved and tallied to collate the
necessary data needed for the study. The respondents
were assured that all the data gathered were
confidentially kept ensuring their anonymity and
privacy as an ethical data gathering consideration of
the study.
Ethical Considerations
The researcher herself explained and gave the
informed consent to each participant before the
conduct of the study. She ensured them that the
information would be used with utmost confidentiality
and within the purpose of the study only.
Results and Discussion
Reading Comprehension Lessons in Four Different
Quarters Could Be used to Develop E-Reading
Intervention Packets
Table 1. Reading Comprehension Lessons in Four
Different Quarters

Instruments of the Study

The survey questionnaire was the main data gathering

instrument used for this research study. The researcher
adapted and modified DepEd prescribed non-print
evaluation in gathering the needed data.The first part
of the survey questionnaire includes indicators relating
to content quality, instructional quality, and technical
quality. The second part of the survey questionnaire
elicited the comments and suggestions of the two
groups of respondents.

Procedure

In conducting this study, the researcher first requested

the approval to conduct study from School’s Division
Superintendent through e-mail and waited for the The E- Reading Intervention Packets has ten (10)
indorsement letter. As soon as the request was granted,
the researcher wrote a letter addressed to the school

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Research Article

topics that were selected based on the Pivot 4A Budget Table 3. Respondents’ Evaluations on the Developed
of Work in English 8 Reading Comprehension domain E-Reading Intervention Packets in Terms of
the since the study focused only on Reading Instructional Quality
Intervention.

Evaluation of the English Teachers and Experts on

the Developed E-Reading Intervention Packets

Table 2. Respondents’ Evaluations on the Developed

E-Reading Intervention Packets in Terms of Content
Quality

Table 4. Respondents’ Evaluations on the Developed

E-Reading Intervention Packets in terms of Technical
Quality

It can be observed in the table that both English

teachers and Experts evaluated the developed E-
Reading Intervention Packets in terms of content
quality with the overall weighted mean ratings of 3.87
and 3.93, respectively, verbally interpreted as Very
Highly Acceptable (VHA). It implies that the content
of learning material can stimulate and can promote
critical thinking.

It can be perceived in the table that both English

teachers and Experts evaluated the developed E-
Reading Intervention Packets in terms of instructional
quality with the overall weighted mean ratings of 3.94
and 3.95, respectively, verbally interpreted as Very
Highly Acceptable (VHA).

As reflected, the learning material evidently served its

purpose in giving the students appropriate objectives
that are intended for them. Likewise, the pictures,
colors, and audios used to make the E – book
enjoyable and engaging, as indicators 1, 3, and 5 got
the highest weighted mean rating of 4.00.
It can be gleaned in the table that both the English
teachers and Experts evaluated the developed E-
Reading Intervention Packets in terms of technical

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Psych Educ, 2023, 13: 386-391, Document ID:2023 PEMJ1169, doi:10.5281/zenodo.8339563, ISSN 2822-4353
Research Article
quality with the overall weighted mean ratings of 3.79
and 3.91, respectively, verbally interpreted as Very
Highly Acceptable (VHA).
The results show that the E-Reading Intervention
Packets utilized audio, speech and narration, music,
sounds, screen displays which are very highly
satisfactory as seen in indicators 2 and 8, with the
highest computed mean ratings of 3.90 and 4.00.
Test of Significant Difference in the Evaluation of
the Two Groups of Respondents on the
Developed E-Reading Intervention Packets
Table 5. Test of the Significant Difference in the
Evaluation of the Two Groups of Respondents on the
Developed E-Reading Intervention Packets as to
Content Quality
The computed t value of 0.75 is lower than the critical
t value of 2.10 with 18 degrees of freedom as gleaned
in Table 7. Thus, at 5% level of significance, the
statistical decision is not to reject the null hypothesis.
Hence, there is no significant difference between the
evaluations of the two groups of respondents on the
developed E-Reading Intervention Packets in terms of
content quality.
It can be inferred that the two groups of respondents
were both satisfied with the developed E-Reading
Intervention Packets in terms of content quality.
Table 6. Test of the Significant Difference in the
Evaluation of the Two Groups of Respondents on the
Developed E-Reading Intervention Packets as to
Instructional Quality
As reflected in the table, the computed t value of 0.19
is below the critical t value of 2.10. At 5% significance
level, the null hypothesis cannot be rejected.
Therefore, there is no significant difference between
the evaluations of the two groups of respondents on
the developed E-Reading Intervention Packets in terms
of instructional quality.
Corazon M. Gimena
This implies that the two groups of respondents agree
that the developed E-Reading Intervention Packets can
be functionally used as an instructional tool in teaching
reading.
Table 7. Test of the Significant Difference in the
Evaluation of the Two Groups of Respondents on the
Developed E-Reading Intervention Packets as to
Technical Quality
It is perceivable in the table that the computed t value
is 1.23 and the critical t value is 2.10, and. As the
computed t value is less than the critical t value, the
statistical decision is to fail to reject the null
hypothesis.
This indicates that there is no significant difference
between the evaluations of the two groups of
respondents on the developed E-Reading Intervention
Packets in terms of technical quality. This may mean
that the two groups of respondents agree that the
developed E-Reading Intervention Packets have met
their standards and expectations.
Comments and Suggestions Offered by the Two
Groups of Respondents to Improve the Developed
E-Reading Intervention Packets
The respondents remarked that the developed E-
Reading Intervention Packets are appealing to the
students since its feature is adapted from the famous
online game Mobile Legends. It is vital because
everything today is becoming increasingly digital, and
it will be of great help to make learning fun and
exciting. It is very pleasing to the eye and uses
localization. They also commented that the students
will benefit greatly from the E-Reading Intervention
Packets.
On the other hand, they also suggested that E-Reading
Intervention Packets can be improved by focusing on
few lessons for mastery. In addition, words must be
highlighted if the students click the narration part,
before an activity is given. The teacher respondents
also stated that the availability and accessibility of E-
Reading Intervention Packets should be ensured if the
need arises.
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Research Article
Conclusion
Based on the findings, the following conclusions were
drawn: (1) E-Reading Intervention Packets may be
developed based on the reading comprehension lessons
in four different quarters from Pivot 4A Budget of
Work in English 8. (2) The English Teachers and
Expert respondents were very highly satisfied with the
developed E-Reading Intervention Packets in terms of
the content, instructional and technical qualities.
Based on the findings and conclusion drawn, the
following recommendations are offered: (1) The
developed E-reading Intervention Packets for Grade 8
students may be utilized for validation purposes to
determine its effectiveness. (2) Other teachers may be
encouraged to develop E-reading Intervention Packets
for the other grade levels. (3) Parallel studies may be
conducted by future researchers focusing on other
domains in English subject.
Corazon M. Gimena
References
Deped (2020) "Learning Modalities". Retrieved from
https://www.teacherph.com/deped-learning-delivery-modalities/).
International Journal of Multicultural and Multireligious
Understanding (IJMMU) Vol. 9, No. 10, October 2022.
Llego, M. A. (2022, September 2). Reading Intervention Strategies
for Teachers: Detailed Guide. TeacherPH. Retrieved September 2,
2022
from,https://www.teacherph.com/reading-intervention-strategies/.
Lofamia, G. (2020). Vocabulary Enhancement Learning Material for
Grade 6 Pupils. A Master’s Thesis. Marikina Polytechnic College,
Marikina City.
Regional Order No. 10 s. 2020, re: PIVOT 4A Budget of Work in
All Learning Areas in K e y Stages 1 - 4.
https://www.deped-click.com/2020/06/budget-of-work-in-all-subject
-areas.html.
Affiliations and Corresponding Information
Corazon M. Gimena
• Marikina Polytechnic College – Philippines
• Benjamin B. Esguerra Memorial National High School
Department of Education – Philippines
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