G12 Action Research 2020

Republic of the Philippines
Department of Education
CARAGA REGION
SCHOOLS DIVISION OF CABADBARAN CITY
CABADBARAN CITY NATIONAL HIGH SCHOOL-SENIOR HIGH SCHOOL
T. Curato St., Barangay 12, Cabadbaran City
School ID. 304609
INTRODUCTION The main purpose of reading is to get

comprehension. When the students read a
The Filipino individuals are passage, they decode written information
generally known as one of the most and it is combined with the students’
capable English speakers in Asia and background of knowledge in their brains to
rank twentieth in the English produce comprehension (Prasetyono,
Proficiency Index (2019) alongside 2014). McKay (2006) stated, reading is both
other European nations. This is all process and product. The product of reading
since English was at that point is called reading comprehension, or an
instructed to the youthful Filipinos in internal construction of meaning; that is,
grade school. In addition to the fact there has been an understanding of what
that it was a significant subject in has been read.
school, yet it is the mode of
correspondence in many subjects. Pressley (2000) and Birsch (2011),
The undeniable exemptions are defined reading comprehension as the ability
Filipino, Araling Panlipunan (Social to get meaning from what is read. Reading
Studies), and in certain schools, comprehension needs different reading skills
Physical Education (PE) (Imana, such as word recognition, fluency, lexical
2018). knowledge, and pre-existing knowledge to
be undertaken quickly so that the reader gets
The English as Second knowledge from text. Tompkins (2011),
Language (ESL) scholarly condition expressed that comprehension is a creative
esteemed the youthful Filipinos as process that hinges on four skills called
'Bilinguals-in-the-making, yet for phonology, syntax, semantics, and
students concentrating in state- pragmatics. Proficient reading is dependent
funded schools situated in the far- on the capability to recognize words easily. It
flung provinces of the country, is identified by individuals’ cognitive growth
particularly the individuals who are in which is the structure of reasoning
middle school where a few textbooks processes.
are imprinted in the Mother Tongue,
understanding dominance and in any To complement the ability of reading
event, getting capable in other comprehension, reading strategies must be
English Language abilities turns into formed to amount to a better and effective
an intense activity. understanding of written materials. Still,
according to Prasetyono (2014), reading
The context of reading mastery strategies are as purposeful and cognitive
of the English language in the life of actions that learners make when they read to
the student is necessary to assist them in making and keeping meaning.
communicate and receive According to Pressley (2006),Trabasso and
information regarding science, Bouchard (2002) and In Gilakjani (2016),
mathematics, history, technology reading strategies are conscious behaviors
and a lot of other subjects in the that readers use before, during, and after
academe (Prasetyono, 2014). It is reading to get meaning from the text. They
noteworthy that this information is are particular learned procedures that are
after retrieved in the form of written used by readers to promote active,
materials, and are only learned and competent, and intentional reading. Block
processed by comprehending the and Pressley (2002) expressed that reading
texts through reading the written comprehension strategies are regarded as
passages. effective instruments to help learners
understand better. They are also conscious
CCNHS - Senior High School

Tel. No: (085) 818-6149
CARAGA REGION
School ID. 304609
plans and activities that assist study conducted by the Hopkins

learners develop and control their International Partner (Jimenez, 2018).
comprehension of texts. Factors that
influence reading strategy use are Assessing this information and
readers’ previous knowledge considering several problems present in the
(Pritchard, 1990), text type (Chen, field of education, perhaps the reason for the
1999) and readers’ proficiency existence of Filipino adults struggling with
(Kletzien, 1991). English reading proficiency lies deep within
not fully learning how to master the skill of
According to Dennis (2008), reading comprehension at an early age,
reading comprehension is a complex which then creates concern regarding the
process between identifying printed reading comprehension of the young Filipino
symbols and interpreting the students.
meaning behind the symbols. Some
factors affect reading comprehension In addition and based on a study by
skills. They are the complexity of the Baranek (1996), poor student achievement
reading text, environmental is often attributed to a lack of motivation and
influences, and anxiety during rewards are given in an attempt to increase
reading comprehension, interest and that vital student motivation. So as to
motivation, decoding or word complement to the extensive reading
recognition speed, and medical activity, a feeding program will also take
problems. place as an initiative to motivate pupils to
read and attend the sessions.
And although there are rationally
a great number of English speakers In comparison to the study by Yendaw
in the Philippines, reading is still one (2014) that as early as 1790, a combined
of the most struggling parts of program of teaching and feeding hungry
education. It cannot be denied that children was first began in Munich,
several students are having Germany, and later spread to France in
difficulties in reading. Research 1867, where school lunch program for needy
shows there are several underlying children was established in about 464 areas.
causes of poor reading The many types of feeding programs
comprehension. Caposey and mention in his study can be classified into
Heider (2003) in Blickenstaff et. al. two main groups based on their modalities:
(2013, p. 14) stated that among the First is In-school feeding, where children are
reasons are the complex process of fed at school, and second is a Take-home
learning to read, the type of ration, where families are given food if their
instruction, a method for decoding, children attend school. In-school feeding
before knowledge, a diverse can, in turn, be divided into two common
population, and the development of categories: Programs that provide meals
vocabulary. and Programs that provide high-energy
biscuits or snacks.
In February 2018, an article
published by a local Philippine Thus, the present study aims to help
entertainment media mentioned that enhance the reading comprehension
the level of English Proficiency of specifically in the English language of middle
College graduates from the school students, particularly those in grades
Philippine is lower than the target 4, 5 and 6 through conducting extensive
English Proficiency of High School reading sessions focusing only on oral
students in Thailand based on to a reading and an additional feeding program

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School ID. 304609
as the researcher’s initiative to Part of the aim of this study is to

motivate the pupils to read. The contribute to the ‘3b’s Initiative’ of the
present study determined the Department of Education to make every child
following: a reader to bridge the literacy gaps among
learners. This study is carried out with the
i. the profile of the sole purpose of decreasing the number of
participants pupils who fall under the category of slow
ii. If there are significant readers through performing extensive
differences in the reading reading activities, wherein the pupils are
comprehension and involved in reading text passages for the sole
weight of the pupils purpose of enjoyment and to develop
before and after the general reading skills, and through carrying
extensive reading out feeding program activities. The
activities and feeding beneficiaries of this study are the grade
program. school pupils who are slow learners, and
iii. If there is a significant pupils or even professionals who study and
relationship between the take importance and responsibility for
reading comprehension improving reading skills.
and weight of the pupils.
iv. Lastly, the study MATERIALS AND METHODS
determined if there are
significant differences in Research Design and Participants
the reading
comprehension of pupils The design of this research was
when grouped according categorized as Classroom Action Research
to grade levels. (CAR) since this research was focused on
the teaching and learning activities in the
A total of ten (10) reading classroom. This action was designed to
sessions were conducted in the improve the pupil’s reading comprehension
month of January to February 2020 skills through extensive reading activities.
including a post-session feeding
program to motivate the 28 The number of pupils as participants of
consistent pupils to attend every the study are selected through purposive
reading session. A post-test sampling, wherein the participants are
examination was given after the ten selected through the recommendation of
sessions to determine the changes in their advisers as these pupils are
reading comprehension and weight characterized based on their academics as
of the pupils. slow readers of Cabadbaran South Central
Elementary School (CASOCES).
In this paper, we provide
evidence of the effects of extensive Research Locale
reading activities to the reading The locale of this study, in this case,
comprehension of children in Cabadbaran South Central Elementary
elementary school, also with the help School was chosen through Simple Random
of the feeding initiative that aims to Sampling. The researchers listed all
motivate the pupils to read. Elementary Schools and drew them by lots.
Data Gathering Procedure

Significance of the Study

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Before the gathering procedure, The statistical treatment or instrument

a set of permission letters with the used in this study will be descriptive and
signatures of the school head was inferential statistics. The descriptive statistic
sent by the researchers to the office includes the use of tables, means, and
of the principal of the respected percentages to show the analysis of the data
school of Cabadbaran South Central being gathered. On the other hand,
Elementary School to where the inferential statistics also served as the tool to
research project will be conducted. analyze the data. This includes the use of T-
Next is a permission letter to the test, Spearman Rank Correlation, Analysis
pupils’ teachers to allow them to of Variance (ANOVA) and Duncan’s Multiple
participate in this research project. Range Test (DMRT). A T-test is used to
With due permission, the determine the significant difference between
researchers conducted a pretest to the means of two variables while the
examine the reading comprehension Spearman Rank Correlation used to
of grade four (4), five (5), and six (6) determine the significant relationship
pupils. The researchers carefully between two variables. Another thing is the
examined the test result and Analysis of Variance (ANOVA) used to
integrated this in the extensive determine the variance of two variables while
reading activities in the form of a Duncans Multiple Range Test (DMRT) is
reading sessions procedure that used to compare two or more variables to
takes for more than a month. The determine their significant difference.
post-test will be followed after the
final sessions. Then the final analysis Pre-Reading
and interpretation of data were done
after the gathering of all the data. A pre-test procedure was conducted
before the initial start of the ten sessions.
Research Instrument The pre-test questionnaire and reading
passages are based on the Philippine
The primary instrument that the Informal Reading Inventory (Phil-IRI)
researchers used to gather sufficient assessment evaluation of the reading
data for the study is a pretest and proficiency level of elementary school pupils.
post-test questionnaire of reading The pre-test was conducted to gain data on
comprehension from the Philippine the pupils’ reading comprehension ability
Informal Reading Inventory (PHIL- before the sessions.
IRI). The questionnaires were
designed to elicit data on improving Before the start of every session, the
the reading comprehension of Grade participants are called to attention by saying
four, five, and six pupils through greetings or by ice breakers and warm-ups.
extensive reading activity and Attendance is monitored by a certain
nutritional intervention. The basis for researcher, and then the lecturer proceeds
interpreting the scores garnered by to activate the students’ schemata.
the pupils from the word recognition Schemata activation is the mechanism by
(oral reading) and the reading which the students access what they know
comprehension (silent reading) were and match it to the information in the text
based on the Phil-IRI assessment (Vacca & Vacca, 2005). To meet this
such as the independent, purpose, the lecturer asks preliminary
instructional, and frustration level. questions related to the topic to lead the
students to the topic discussion (Rohman,
Data Gathering Tools 2017).

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Whilst-Reading RESULTS AND DISCUSSION
A set of lessons with reading Figure 1. Distribution of Pupils (%) Grouped

materials and passages based on the According to Sex
reading levels of the participants
obtained through the analysis of the
pre-test procedure are prepared for
each session. The reading passages Female
are over 150-500 words long 46%
Male
followed by a set of comprehension
54%
questions that focuses on specific
comprehension topics such as “the
main idea versus details” of a text,
story elements (characters, setting,
plot), reality and fantasy and
concluding. The figure shows that there are 15
male participants which are the most
Post-Reading dominant participants in the extensive
reading activity with a percentage of 54%.
In the post-reading stage after On the other hand, there are 13 female
the completion of the ten sessions, pupils with a percentage of 46%. In this
comprehension questions are used study, it indicates that male pupils are the
as a post-test, which was also based most numbered struggling readers
on the Phil-IRI assessment. This is compared to females.
done to reinforce the skill or
knowledge gained in the lesson; Figure 2. Distribution of Pupils (%) Grouped
besides, the students get feedback According to Grade Level
from the teacher so that the pupils
know whether their answers are right 50.0 46.4
or wrong. This post-test is also used 40.0
39.3
to evaluate the effectiveness of the
strategy the researcher used. 30.0
Feeding Program 20.0 14.3
After every end of each session, 10.0

a set of foods were distributed to the
pupils to only as an initiative of the 0.0
GRADE 4 GRADE 5 GRADE 6
researchers to encourage the pupils Percentage
to read. There was no specific
calculated range of foods to be
distributed, but it was made sure that The participants of this study consist
whatever was served fell on the 3gs of grade levels 4, 5 and 6 as shown in figure
of food and nutrition (Go, Grow, 2. The chronological order of the most
Glow). No junk food was served at numbered participants is Grade 4, Grade 6
the entirety of the feeding activity. and Grade 5. In Grade 4 there are 13 pupils
This feeding program was with a percentage of 46.4, while there are 11
specifically made only as an initiative pupils in Grade 6 with a percentage of
of the researchers to complement the 39.3%. Lastly, there are 4 pupils with a
reading activity. percentage of 14.3% in Grade 5.

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Figure 3. Distribution of Pupils (%) intervention is a valuable method of

when asked whether they like reading increasing children’s reading speed, reading
or not before and after the fluency, and help expand a person’s
Intervention vocabulary. Also, the reading intervention
was characterized by the quality of the
Do you like Reading? personnel delivering, duration of the
activities and the associated amount of the
150.0% training that the pupils received.
85.7% 96.9%
100.0%
Table 1. Test for the Difference between
50.0% 14.3% Reading Comprehension of the Students
3.1%
Before and After the Extensive Reading
0.0%
Activities.
Before After
Mean Standard Computed F P-value
NO YES Deviation
This survey implies how Post-

indulge these pupils are in reading Test 7.646 3.697 10.685 0.000
whether they like reading or not. So, Pre-

before and after the extensive test
reading activity the researchers
surveyed them by adding the survey Using t-test for two dependent
questions along with the pre-test and (paired) samples, it can be shown from table
post-test questionnaires. Thus, the 1 above that the p-value is 0.000 which is
results imply that before the reading less than 0.05 level of significance. Hence,
sessions the number of pupils who the null hypothesis is rejected and the test is
likes reading is already high in with a highly significant. This means that there is a
percentage of 85.7% compared to significant difference in the reading
the 14.3% who do not like reading. comprehension scores of the pupils before
On the other hand, the number of and after the intervention.
pupils increased after the extensive Thus, there is sufficient evidence to
reading sessions with a percentage say that the extensive reading activities were
of 96.9% higher than the previous effective in a way that after ten (10) sessions,
survey. In this sense, the number of the pupils finally were able to understand the
pupils who do not like to read reading selections and improve their scores.
decreased to 3.1%. This data supported the findings from the
study of Erliana (2011), wherein the students
Twenty-eight (28) slow
score tests improved after the utilization of
reader pupils of Cabadbaran South
Directed Reading-Thinking Activity, and the
Central Elementary School
study of Kashef, et. al. (2012) where the
participated in this study. They
results revealed that teaching intervention d
undergo ten (10) sessions of
a significant effect on students reading
extensive reading and feeding
comprehension.
program. The results are presented
in Table 1. Results show that after
the ten (10) sessions of reading
activities conducted, the pupils’
Table 2. Test for the Difference in the Weight
scores had increased from their pre- of the Students Before and After the
test scores. According to the study of Extensive Reading Activities.
Tutor et. Al (2015), reading

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Mean SD Computed P-
F value Correlation N P-value
Coefficient
Post-
test 0.811 1.90 2.264 0.032 Weight and 0.135 28 0.495
Pre-test
Pre-
test Weight and
Post-test 0.039 28 0.845
Good nutrition has a direct Besides eating and physical activity,

impact on a person’s overall health different factors affect the weight of an
and quality of life. It is important individual such as family history and gene,
because it affects different areas of race or ethnicity, age, and sex (National
an individual’s health such as energy Institute of Diabetes and Digestive and
level, improves skin health, and Kidney Diseases, 2018). This means that
boosts the immune system eating is not the only factor that affects the
(Northport Wellness Center, 2016). weight of an individual and such the weight
During the reading intervention, a itself cannot be linked to the academic
feeding program was also conducted performance of an individual.
among students. According to According to Scholder et. Al (2009),
Ancheta (2017), feeding programs the association of the weight to the academic
are initiatives against malnutrition performance of the pupils may be driven by
and the promotion of good health and other unobserved characteristics. Results in
proper nutrition to students. It was Table 3 presents the relationship between
done solely as form of motivation and weight and reading comprehension of
short-term hunger among school students before and after the intervention.
children. Before the intervention, the p-value is 0.495
Results in Table 2 presents which is greater than the level of significance
the weight of pupils before and after (0.05), this means that we failed to reject the
the intervention. The p-value is 0.032 null hypothesis. While on the other hand,
which is less than the level of after the intervention, the p-value is 0.845,
significance (0.05) and leads to the which is also greater than the level of
rejection of the null hypothesis. Thus, significance (0.05) also means that the
table 2 shows that there is a researchers failed to reject the null
significant difference in the weight of hypothesis. Thus, there is no significant
the students before and after the relationship between the weight and reading
extensive reading activities. comprehension of the pupils before and after
the intervention.
Table 3. Test for the Relationship Table 4. Test for the Difference in the Reading
between Weight and Reading Comprehension of Students Before the
Comprehension of Students Before Extensive Reading Activities when Grouped
and After the Extensive Reading
Activities

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According to Grade Level using

Analysis of Variance (ANOVA)
Significance for Alpha
Grade N 0.05
Source of Mean Computed Levels 1 2
Squares F
P-value
Variation
Grade 4 13 9.08
Between 23.16 4.821 0.017 Grade 5 4 5.50

grade level
Grade 6 11 9.27
Within
Grade level
4.80
Total 27
Table 5 shows the result of Duncan’s
Multiple Range Test (DMRT) to determine
Before reading extensive
which pairs of grade levels have statistically
activities, the researchers conducted
significant mean reading comprehension
pre-testing to get the initial scores of
scores. The table above shows that between
the participants. Using Analysis of
Variance (ANOVA) to determine Grade 4 and 6 there is no significant
difference since they are both grouped in the
differences of mean scores between
same column. This indicates that Grade 4
grade levels, table 4 shows that the
and Grade 6 pupils scored significantly
p-value is 0.017 which is way lower
higher than Grade 5 pupils before the
than the 0.05 level of significance.
intervention. This means that
Generally, there is a significant
comprehension occurs at different levels
difference in the reading
comprehension of pupils before the such as more superficial to levels that allow
the creative use of text information and the
extensive reading activities when
answering of questions which answers are
grouped according to grade level.
This means that there are still not written, or still, the identification of
problems occurred during reading. Another
students who are below the
proficiency level of reading thing is that the most important measures of
reading performance are related to how the
comprehension despite the reading
child comprehends texts and allows
instructions and strategies provided
by the teachers for the improvement identifying procedures and processes that
underlie comprehension (Nasciemento, T.
of students’ reading comprehension
A., et. al., 2011).
(Bilbao, 2016).
Moreover, the results revealed that the
majority of pupils from Grades 4, 5 and 6
belonged to frustration level of reading
proficiency in oral reading. This means that
the readers do not have adequate
background level for a topic and/or cannot
meet criteria for instructional levels of
accuracy and rate. As seen in Table 5, pupils
from Grade 5 have the lowest reading
proficiency among the grade levels. This was
followed by Grade 4 and 6.
Table 5. Duncans Multiple Range Test Table 6. Test for the Difference in the Reading
(DMRT) on the Mean Reading Comprehension of Students after the
Comprehension Scores of Students Extensive Reading Activities when Grouped
Grouped According to Grade Level. According to Grade Level using Analysis of
Variance (ANOVA)

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pupils on understanding the reading

selection, and their improvement is
Source of Mean Computed P-value
Variation Squares F statistically significant. According to
(Helman, 2013), that the main purpose of
Between 33.60 1.946 0.164
reading intervention is to improve students’
grade level reading by helping increase their decoding,
fluency, comprehension or vocabulary. In
Within 17.26
Grade level other words, reading intervention can be
fundamental for many students to find
success and be better able to achieve
Reading maybe be the most academics, (Busick, 2013).
single most important skill for
children to learn, as it’s a portal to the Table 7. Descriptive Statistics on the Mean
Comprehension Scores of the Students after
world of knowledge (Helman, 2013). the Intervention
If the students do not know reading
skills, they cannot be expected to be
successful readers (Kaya E., 2005). Mean Standard
Grade N Reading deviation
One of the ways many schools seek Levels Comprehensi
to improve literacy growth is by on Scores
adding reading intervention
Grade 4 13 17.77 3.42
programs to existing literacy curricula
(Helman, 2013). Thus, the Grade 5 4 14.50 6.56
researchers conducted this study in
support with the DepEd Grade 6 11 14.73 4.03
Memorandum No. 173, s2019,
Total 28 16.11 4.30
Hamon: Bawat Bata Bumabasa
(3Bs) to improve the reading
comprehension of these struggling
readers. So after conducting the ten
(10) sessions of extensive reading Table 7 shows the descriptive result of
comprehension of the grade levels the mean reading comprehension scores
4.5 and 6, the result in table 6, after the intervention program. Although the
indicates that the null hypothesis is Analysis of Variance (ANOVA) result in the
not rejected since the p-value after previous table (Table 6) indicated no
the intervention is 0.164 which is significant difference in the post test scores
higher than the standard level of of the students when grouped according to
significance. grade levels. It is also very important to note
the closeness of the mean scores after the
Thus, the results show that after intervention. This means that grade 5 pupils
the intervention there is no significant were able to catch up with the Grade 4 and
difference in the mean reading Grade 6 pupils. At the end of the program, all
comprehension scores of the pupils grade levels were able to get high mean
when grouped according to their comprehension scores which proves this
grade level. However, since t-test study to be effective.
result in Table 1 showed significant
difference in the reading scores of In addition, the results revealed that
the students before and after the Grade 4, 5 and 6 pupils are already in the
intervention, the researchers Instructional level of reading proficiency in
conclude that grade 5 pupils were oral reading after the extensive reading
able to catch up with grade 4 and 6 activities. This means that the readers are

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not independent, but has adequate including the increase for number of
background knowledge for a topic, participants needed and to be proportionally
and can access text quickly and with grouped by respective characteristics (i.e.
no or few errors. As seen in Table 7, year level), obtainment of data, the
pupils from Grade 5 are catching up techniques used for teaching the pupils and
with scores from that in Grade 4 and up to the checking and monitoring of the
6. outputs per session.
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Tel. No: (085) 818-6149
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Republic of the Philippines

INTRODUCTION The main purpose of reading is to get

CCNHS - Senior High School

plans and activities that assist study conducted by the Hopkins

CCNHS - Senior High School

as the researcher’s initiative to Part of the aim of this study is to

Data Gathering Procedure

CCNHS - Senior High School

Before the gathering procedure, The statistical treatment or instrument

CCNHS - Senior High School

Whilst-Reading RESULTS AND DISCUSSION

A set of lessons with reading Figure 1. Distribution of Pupils (%) Grouped

Feeding Program 20.0 14.3

After every end of each session, 10.0

CCNHS - Senior High School

Figure 3. Distribution of Pupils (%) intervention is a valuable method of

This survey implies how Post-

whether they like reading or not. So, Pre-

CCNHS - Senior High School

Good nutrition has a direct Besides eating and physical activity,

CCNHS - Senior High School

According to Grade Level using

Between 23.16 4.821 0.017 Grade 5 4 5.50

CCNHS - Senior High School

pupils on understanding the reading

CCNHS - Senior High School

The outcomes of this paper Ahmed, R. A. I., & Rajab, H. (2015).

CCNHS - Senior High School

CCNHS - Senior High School

CCNHS - Senior High School

Teaching. New York: Guilford literacy and learning across the

CCNHS - Senior High School

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