Republic of the Philippines

Department of Education
Region XII
Division of Cotabato

THE EFFECTIVENESS OF KARAOKE CUM READING AS INTERVENTION

TO THE EFFECTS OF COVID-19 PANDEMIC TO THE READING ABILITY OF
THE GRADE 7 STUDENTS OF KITUB-BAO READING ABILITY HIGH
SCHOOL

A Quantitative-Comparative Research Proposal Presented to

Kitub-Bao High School
Bao, Alamada, Cotabato

Ruben L. Oagdan, TI
Jenilyn S. Villanueva, TI
Arra Jessa Isogon, TI
Brian Dale De Arce, TI

May 2023

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 CHAPTER I

Introduction

Reading is the most important ability that a learner must possess. In the

field of education, reading is the basic and life-long skill which every learner

must first learn in attending school. And at the end of the school year, if a

learner failed to learn reading, he/she is not able to pass any of the subjects

according the memorandum order No. 067, s. 2014 0.2 NO READ, NO PASS

POLICY. In addition, according to the Global Reading Challenge, India is one of

the countries around the world who has the lowest reading and literacy crisis.

Also, there are almost 774 million people in the world who cannot read and

write according to United Nations Economic and Social Council (UNESCO). In

the Philippines, there are almost 80% who did not reach the minimum reading

level of proficiency in reading (Mary T., Erleo V, et al).

In the year 2019, the CoVid 19 virus also known as Corona Virus

Disease affected not only the Philippines but also throughout the world.

Covid19 is an infectious disease that is caused by the SARS-CoV-2- virus. The

immediate spread of the virus caused suspension of face-to-face classes in all

grade levels throughout the country. On the other hand, one of the most

ongoing issues in the return of students in school is their slow reading

abilities. Since learners were not able to attend face-to-face classes for more

than 70 weeks as of the middle of February 2020, according to the United

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Nations International Children’s Emergency Fund (UNICEF) report. Whereas,

the UNICEF also stated that there are less than 15% of school children who

can read simple text such that 3 children every 20.

Moreover, the issues and concerns about the slow reading abilities of the

Grade 7 students of Kitub-Bao High school must be properly addressed. Such

that, there is a need to implement an immediate intervention that could catch

learner’s attention, interest and willingness to learn how to read. Aside from

using the traditional way of teaching reading, teachers must also be equipped

in implementing techniques and strategies in reading, whose purpose is to

learn how to read while having fun. Since Filipinos are used to enjoy Sing-

Along Karaoke and also in love in the music, teachers can integrate that media

or tool in teaching reading. This method will be termed as “Karaoke cum

Reading”. On the other hand, this research will focus on teaching strategies

that will help enhance learners reading ability.

This study will contribute methods and strategies in teaching reading

applying the Karaoke cum reading. Furthermore, this research paper will only

focus in determining the socio-demographic profile of the grade 7 non-reader

learners such as, age, gender, educational attainment of the parents, financial

status, and ethno-linguistic group, determine the significant difference between

the pre-test and post-test of the grade 7 non-readers using the Karaoke cum

reading, and lastly to determine the level of effectiveness of the Karaoke cum

reading as intervention to the grade 7 non-readers.

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Statement of the Problem

The general objective of the study is to determine the Effectiveness of the

karaoke cum reading as intervention to the effects of covid-19 pandemic to the

reading ability of the grade 7 students of Kitub-Bao High School.

Specifically, the study aims to:

1. determine the socio-demographic profile of the grade 7 non-reader

learners such as,

a. age

b. gender

c. educational attainment of the parents

d. financial status

e. ethno-linguistic group

2. determine the significant difference between the pre-test and post-test of

the grade 7 non-readers using the Karaoke cum reading; and

3. determine the level of effectiveness of the Karaoke cum reading as

intervention to the grade 7 non-readers.

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Conceptual Framework

NON-READERS’
KARAOKE CUM POST TEST USING
READING KARAOKE CUM
READING

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Significance of the Study

Non-readers. This study will help non-readers to learn how to read and for

them to become equipped in their future endeavor since reading is

one of the basic skills.

Teachers. This study will help the teachers in teaching non-readers. The

Karaoke cum reading is a great tool for them to get learners

attention, interest and willingness to participate in teaching

learning process.

Parents. This study will help parents to ease their worries for their children

at school and also for them to realize the importance of reading.

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School Administrators. This study will help access the school to ponder on

the impacts of non-readers in school and in community. And for

them to asses and give support to teachers who are assigned in

teaching non-readers.

DepEd. This study will enable DepEd to determine areas for improvements

especially on how to strengthen and intensify learners reading

abilities. And for them to determine areas of improvements that

will help teachers focused particularly providing them trainings

and seminars about teaching reading strategies.

Future Researcher. The result of the study is an open stance for the future

researchers to focus and study about the effectiveness of the

Karaoke cum reading as intervention to non-readers.

Scope and Limitation

This study will be conducted to determine the effectiveness of the karaoke

cum reading as intervention to the effects of covid-19 pandemic to the reading

ability of the grade 7 students of Kitub-Bao High School for fourth quarter in

the school year 2022-2023. This study is quantitative-comparative research

that will purely focus on the significant difference between the pre-test and

post-test of the grade 7 non-readers using the Karaoke cum reading and to get

the level of effectiveness of the use of Karaoke cum reading to the non-readers.

Also, this study will only focus on giving intervention to the grade 7 non-reader

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and will not excavate deeper thoughts about the socio-demographic profiles of

the non-readers.

Operational Definition of Terms

Non-reader. Learners who are not able to read.

Karaoke cum Reading. A teaching intervention used by the teachers in

teaching

non-readers. This uses a media tools like TV and microphone

including audio-visual presentations.

Reading Ability. This refers to the ability of the learners to read and identify

letters, numbers, and sounds.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies of the sub-topics

of this research.

Reading Ability

A reading skill or ability is, in simple terms, the ability for someone to

interact with a text and take in words. Reading is the process of looking at

written symbols and letters to understanding the meaning of them. It’s one of

the four main language skill that you learn in your language skills alongside

listening, speaking and writing. Reading is usually the third language-it comes

after listening and speaking.

When we read, we look at written symbols (letters, punctuation mark,

spaces) and use our brains to convert them into words and sentences that have

meaning to us. We can read silently (in our head) or read aloud- speaking every

word that we read.

Reading skills are abilities that pertain to a person’s capacity to read,

comprehend, interpret and decode written language and texts. Exceptional

reading skills can be highly beneficial to assimilating and responding to written

communications like emails, message, letters and other written message. Using

reading skills in the workplace can also be important for ensuring effective

written communication, which can result in less miscommunication or

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misunderstanding of expectations. Reading skills can also encompass several

key aspects that work together to develop overall literacy skills, including

comprehension, fluency, vocabulary and strategies that help readers interpret

and find meaning in text.

COVID-19 Pandemic

In December 2019, an outbreak in pneumonia of unknown origin was

reported in Wuhan, Hubei Province, China, Pneumonia cases were

epidemiological linked to the Huanan Seafood Wholesales Market. Inoculation

of raspatory samples into human airway epethical cells, Vero E6 and Huh7 cell

lines, led to isolation of a novel respiratory virus whose genome analysis

showed it to be novel corona-virus 2 (SARS-CoV-2). SARS-CoV-2 is a beta

coronavirus belonging to the subgenus Sarbecovirus. The global spread of

SARS-C0V-2 and the thousands of deaths caused by corona-virus disease

(COVID-19) led the World Health Organization to declare a pandemic on 12

March 2020. To date the world has paid a high toll in this pandemic in terms of

human lives lost, economic repercussions and increased poverty. In this

review, we provide information regarding the epidemiology, serological and

molecular diagnosis, origin of SARS-C0V-2 and its ability to infect human cells,

and safety issues. Then we focus on the available therapies to fight COVID-19,

the development of vaccines, the role of artificial intelligence in the

management of the pandemic and limiting the spread of virus., the impact of

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the COVID-19 epidemic on our lifestyle, and preparation for a possible second

wave.

The COVID-19 pandemic has introduced uncertainty in to major aspects

of national and global society, including for schools. For example, there is

uncertainty about how school closures last spring impacted student

achievement, as well as how the rapid conversion of most instruction to an

online platform this academic year will continue to affect achievement. Without

data on how the virus impacts the students learning, making informed

decisions about whether and when to return to in-person instruction remain

difficult. Even now, education leaders must grapple with seemingly impossible

choices that balance help risks associated with in-person learning agents the

educational needs of children, which may be better served when kids are in

their physical schools.

Amidst all this uncertainty, there is growing consensus that school

closures in spring 2020 likely had negative effects on students learning. For

example, in an earlier post this blog, we presented our research forecasting the

possible impact of school closures on achievement. Based on historical learning

trends in prior research on how out-of- school- time affects learning, we

estimated that student would be potentially begin fall 2020 with roughly 70%

of the learning gains in reading relative to atypical school year. In mathematics,

students were predicted to show even smaller learning gains from the previous

year, returning with less than 50% of typical gains. While these and other

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similar forecasts presented a grim portrait of the challenges facing students

and educators this fall, they were nonetheless projections. The question

remained: What would learning trends in actual data from the 2020-21 school

year really look like?

With fall 2020 data now in hand, we can move beyond forecasting and

begin to describe what did happen. While the closures last spring left most

schools without assessment data from that time, thousands of school s began

testing this fall, making it possible to compare learning gains in a typical, pre-

COVID-19 pandemic. Using data from nearly 4.4 million students in grade 3-8

who took MAP Growth reading and math assessments in fall 2020, we

examined two primary research questions:

To answer these questions, we compared students academic achievement

and growth during this pandemic the COVID-19 pandemic to the achievement

and growth patterns observed in 2019. We report students achievement as a

percentile rank, which is a normative measure of a students achievement in a

given grade/subject relative to MAP Growth national norms (reflecting pre-

COVID-19 achievement levels.)

To make sure students who took the test before and after COVID-19

school closures were demographically similar, all analyses were limited to a

sample of 8,00 school that tested students in both fall 2019 and fall 2020.

Compared to all public school in nation, schools in the sample had slightly

larger total enrollment, a lower percentage of low - income students. Since our

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sample includes both in-person and remote testers in fall 2020. We found

consistent psychometric characteristics and trends in test scores for remote

and in-person tests for students in grade 3-8, but caution that remote testing

conditions may be qualitatively different for K-12 students. For more details on

the sample and methodology, please see the technical report accompanying

this study.

COVID-19 has caused unprecedented disruptions to schooling

worldwide. Given the scale of these disruption, there is substantial concern

about ‘’learning loss.’ Learning loss, in this case, refers to the difference

between the abilities that a student would have developed in the context of

standard educational practice and the students actual abilities following the

COVID-19-related disruptions. We are able to use continuously collected

measures of oral reading fluency to examine how reading skills have evolved

before and during the COVID-19 pandemic. Stark differences have been

observed in students growth in previous years.

This study investigated the extent to which various factors play a part in

English-as-a-Second-Language (ESL) students ability to resolve pronoun-

antecedent connections in reading. The subjects were 97 ESL learners with

four different native languages (Japanese, Korea, Chinese, Spanish) enrolled in

the University OF Illinois’s Intensive English Institute and divided into three

English proficiency level: elementary, intermediate, and advanced. Subjects

were given two tests, one consisting of meaningful but decontextualized

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sentences, some containing nonsense words, and one a narrative in story form

(contextualized). Relevant vocabulary was introduced before testing. Other

variables included type of anaphoric expression: noun phrase (NP) or verb

phrase (VP), direction (forward and backward anaphora), and distance between

pronoun and anaphoric expression. Results indicate that the decontextualized

sentences were resolved more easily than the contextualized by each language

group, possibly attributable to the limited referent possibilities. Distance

between pro-form and antecedent aided comprehension in lower-proficiency

groups, forward anaphora was easier than VP anaphora, and in all measures,

there was a significant effect for proficiency level. Sentence examples, analyses

of results, and a 20-item bibliography are appended. (MSE)

Effect of COVID-19 Pandemic to the Reading Ability of Students

In the spring of 2020, following the onset of COVID-19 school closures,

students showed no growth in reading fluency over the next five months. Given

how suddenly school were closed in march 2020, and that educators had no

opportunity to prepare for remote teaching, disruptions were to be expected.

But these relative losses are served. No growth in the spring and summer

means that students have fallen about a third of a year behind where they

should be in terms of reading development.

By the fall of 2020 the situation had changed, and students’ reading

fluency was growing at normal rates. This is reassuring and suggest that the

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flexibility shown by educators in the face of novel challenges posed by COVID-

19 is leading to tangible improvement in a crucial skill.

However, the return to nearly average gains by the fall was not sufficient

to recoup springs losses. Our analysis suggests three reasons for continued

concern over learning losses:

COVID-19 impacts are causing novel disparities in reading skills. In the

fall of 2020, students in school districts that tend to do less well on traditional

standardized tests were slower to develop their reading skills and thus falling

further behind their peers.

A substantial shared of students have been disconnected from learning

during the pandemic; consequently, they are not being assessed for reading

fluency. As a result, we are likely to be underestimating the true effects. More

importantly, these students may have difficulty catching up and may suffer the

consequences well into the future.

The full extent of learning loss during the pandemic will not be

understood for months or even years. If students are unable to get back on

track, they may experience delays in the development of other reading -related

skills, making it difficult to access future academic content.

The pandemic has clearly had a negative impact on students reading

development. If no action is taken, this could lead to long-term damage. But

this doesn’t need to be the case; many children are again learning to read at a

normal rate even during the pandemic and we should work to identify what is

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happening at those schools so that effective techniques can be distributed

broadly.

KARAOKE CUM READING

Karaoke is a device that is used to play instrumental embellishments

which the users sing along with. A sing-along Karaoke was first invented by

Roberto del Rosario in 1975. He was the first Filipino Karaoke inventor and

was credited as the only holder of the Karaoke device, and known to be the first

person to introduce Karaoke in the Philippines (Lala, 2023). However, Karaoke

has already invented in Kobe Japan in the year 1971 (Lala, 2023).

The language used in Karaoke depends on the tribe, ethnicity and

nationality of the person who uses that kind of media. In Philippines, Karaoke

is known to be the Filipinos best leisure activity practiced in any occasions

such as birthdays, wedding, christening and family gatherings. In addition,

Karaoke can be used by everybody. There is no specific age in using Karaoke as

long as they are able to rhyme with music and read the lyrics of the song that

they chose.

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 CHAPTER III

METHODOLOGY

In this chapter, the methods and procedure for securing and analyzing

the data will be described. It includes the description of the local of the study,

research design, respondents of the study, sampling procedure, research

instruments, data gathering procedure, and data analysis.

Research Design

This study will use a quantitative-comparative research design.

Quantitative research design will be used to determine the scores of the non-

readers to determine the level of effectiveness using the Karaoke cum reading

and to determine the socio-demographic profile of the non-readers, while

comparative design will be used to determine the significant difference between

the pre-test and post-test of the non-readers.

Participants of the Study

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 The participants of the study will be the Grade 7 non-reader students.

There are 25 male and 25 female non-readers for Grade 7 in Kitub-Bao High

School.

Locale of the Study

The study will be conducted in Kitub-Bao High School, Alamada North

Cotabato.

Sampling Design

The researcher will use a purposive sampling design in choosing the

participants specifically the Grade 7 non-readers of Kitub-Bao High School.

Role of the Researcher

In this study, the role of the researcher is to stand as the facilitator of the

grade 7 non-readers and will apply the newly invented method which is the

“Karaoke Cum Reading”.

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Data Sources

In this study, data sources will include documentation, sing-along

activities, lesson plan, and work sheets.

Data Gathering Procedure

In data gathering procedure for the study, the following procedures will

be done. Letter of permission for the conduct will be sent to the School Head of

Kitub-Bao High School Dr. Arturo E. Laserna. Then, a letter consent will be

provided to the advisers of the Grade 7 non-readers.

The researchers will conduct a pre-test to the identified participants of

the study to determine their prior state of reading ability. In pre-test, the

researcher will play an audio-visual music presentation and will let the

learners list down the words that they will see. After they list down, the teacher

will ask each learner to read what they have listed. Each word that they will

correctly read is considered as one (1) point. After the pre-test, series Karaoke

cum reading activities will be given. Each week will have a drill from easy to

difficult level that will help practice the reading ability of each learner.

Meanwhile, for the post-test after a month, the researcher will give the same

procedure from the pre-test.

Data Analysis

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Ethical Considerations

In this study, we will consider the welfare and data privacy of the non-

readers. As quantitative-comparative researchers, we will observe and follow

different standards such as giving information to consent to the participants.

We will explain to them the purpose of the study as well as the guidelines for

conducting this intervention. The researcher will also respect the result and

analysis of the study and will not force the learner participate in the conduct of

the research. In presenting the results of the data participant’s information will

be coded with pseudonym (participant 1-25 for male and 1-25 for female) from

the onset of the study and did not represent any other identifiers from that

have privacy.

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