THE GREAT PLEBEIAN COLLEGE

PRE-ELEMENTARY DEPARTMENT
ALAMINOS CITY, PANGASINAN

“THE EFFECTIVENESS OF VIDEO-ASSISTED CLOZE STRATEGY

IN IMPROVING THE READING FLUENCY SKILLS OF GRADE 4 PUPILS "

AN ACTION RESEARCH REPORT

PRESENTED TO THE FACULTY OF
THE GREAT PLEBEIAN COLLEGE

RESEARCHER
GRACELYN BITOR YANDAY
ALVIN JAYSON BUGARIN VELASCO
ROJEL JAN OCAMPO GALZOTE
BEVERLY ANTENOR SINDAYEN
JAMILA DIVINA QUITANIA
JESSICA APOSTOL ANCHETA
ROSHELLE GALOPE RELANO
 ABSTRACT

Title: The Effectiveness Of Video-Assisted Cloze Strategy In Improving The

Reading

Fluency Skills Of Grade 4 Pupil

Researchers:

Gracelyn B. Yanday
Jamila A. Quitania
Beverly A. Sindayen
Roshelle B. Relano
Jessica A. Ancheta
Rojel John Galzote
Alvin Jayson B. Velasco

School: The Great Plebeian College, Don. Reinoso Street, Poblacion Alaminos City,

Pangasinan.

Key words: PowerPoint, Video assisted cloze and reading fluency.

This study explores the potential of reading fluency, specially employing the video

assisted cloze through Microsoft Powerpoint presentation and converting it into video as

a learning tool to enhance reading fluency among the Grade IV pupils in the Great

Plebeian College Elementary Department during the school year 2023-2024.

This action research focus into the effectiveness of the Video-Assisted Cloze

Strategy (VACS) in improving the reading fluency skills of Grade 4 pupils. The VACS

integrates video clips with cloze exercises, requiring students to fill in missing words

while watching. This study gathered the information through the Strategic Intervention

Materials for 8 weeks remediation the study combines the result of pre- and post-

intervention reading fluency assessments. This approach will assessed the scores

gathered during the pre-test and post-test with selected 10 pupils, Grade 4 pupils

engaged in VACS activities over a designated period, with their progress tracked and

analyzed. Results reveal a statistically significant improvement in reading fluency skills

following the implementation of the VACS. Moreover, the data indicate heightened

engagement, comprehension, and enjoyment among students during VACS sessions.

These findings underscore the potential of the VACS as a valuable instructional tool for

enhancing reading fluency skills among Grade 4 pupils. Practical implications for

educators and recommendations for further research are discussed.

 ACKNOWLEDGEMENT

This masterpiece would not have been possible without the guidance and help of

several individuals, who in one way or another contributed, and extended their valuable

assistance in the completion of this action research study.

First and foremost, I would like to thank our Almighty God for guiding us every

day, for giving us strength and positivity to continue and finish this action research study.

To our research adviser MR. JOEMAR PADLAN ALLAM, for all his advice,

understanding, patience, and care for his students which lead to successful completion.

To our honorable panel chaired by Dr. ROSANA CELINO (CTE Dean), Dr.

ELLEN DE OCAMPO (High School Principal of GPC), and Dr. EDLYN MAE

SARMIENTO for their time, professional advice, and suggestions for the completion of

this action research study.

To the workaholic and dedicated School Principal Mrs. ELIZABETH TANDEC,

MA.Ed for allowing us to validate our SIM and to conduct our action research

Intervention and for giving some advice and suggestions. And also, to Ms. DENISE

GORDO the Grade 4 Adviser supporting our study in the PRE- Elementary Department

at Great Plebeian College of Alaminos City.

To our family, friends, classmates, and to our respondents for their invaluable

love and support which serve as an inspiration for us to finish this study.

The Proponent
 Dedication

This piece of work was not successfully done without the help of the people whom I

want to extend my utmost gratitude. To my family especially to my beloved parents,

Gilbert V. Yanday and Riza B. Yanday for their moral support, care, and love. To my

uncle and auntie Thomas Oliver and Genalyn Y. Oliver thank you for moral and

financial support in my college journey. To my friends and group mates, thank you for

your motivation, help, and encouragement. To my auntie Gevelyn V. Yanday, Roselyn

Yanday, and uncle Gemcy Yanday, thank you for all the support and encouragement.

And most of all to our Almighty God for the continuous guidance he gave us, power,

and wisdom to make it accomplished.

GRACELYN
 Dedication

To Jesus Christ, our Lord, and Savior for giving me the wisdom, strength, and

knowledge to explore things, for the guidance and helping me surpass all the

trials that I encountered, and forgiving determination to pursue my study, and to

make this study possible

First and foremost, I would like to express my sincere gratitude to all those

who contributed to the success of this action research project. Special

thanks to our adviser Mr. Joemar Padlan Allam for his invaluable

support, guidance, and collaboration throughout the research process.

Your insights and input have

significantly enriched the outcomes of this study.

To my co-researchers who gave ideas, opinions, and suggestions to our

manuscript, their time and sacrifices to conduct our Strategic Intervention

Materials. To my friends who motivate me and their moral support. My Grand

Father and Grand Mother support my study especially my financial needs. And

lastly, to my parents for their moral encouragement as well as their spiritual

support.

ALVIN JAYSON
First, I would like to dedicate the accomplishment of our research to my parents for

always being there for me financially and emotionally, sticking with me through good

times and bad, and offering me guidance when I didn't know what to do.

Second to the students at The Great Plebeian and Elementary Schools for their

assistance and support; without them, this research would not have been possible. Their

insightful and sensible advice ensures that the information we have gathered is sufficient

to finish the study.

Last but not least, I would like to dedicate the success of this research study to my

friends, group members, and teachers. I appreciate your never-ending support and

encouragement, your constant belief in our ability to succeed, and your constant

encouragement to think positively and believe that we can complete this research and

turn it in on time.

BEVERLY
Above all, I dedicate this work of art to our Creator, the Almighty God. Who

constantly provides me the courage and discernment to complete my studies. My

wife, Mrs. Aiza A. Galzote, comes in second. for their encouraging words and

unwavering love. To my mother, Mrs. Jelie O. Galzote, who has never stopped

helping me with my necessary costs, including my tuition. Finally, I would like to

thank my son, who are always there to share happy times and encourage me to

complete this research. Many thanks for that!

ROJEL JAN
 DEDICATION

This action research is wholeheartedly dedicated to our beloved parents, who have been

our source of inspiration and given us strength also who have been supporting us

financially and emotionally, supporting us through difficult times and times when we want

to give up, for offering us guidance on what to do.

Second I would like to express my special thanks to our mentor Mr. Joemar Padlan

Allam for the time and effort he provided throughout our action research. Your advice and

suggestions were really helpful to us during the Action Research process. In this

aspect, We are eternally grateful to you.

Last but not least, we would like to give special thanks for the success of this research to

my groupmates, friends, and teacher. We are grateful for your unwavering

encouragement and support as well as your unwavering faith in our potential success.

Above all, I am grateful to Almighty Jesus,for his unending guidance he gave us

strength and courage to make it successfully done.

ROSHELLE

Dedication
Above all, I dedicated this masterpiece first to our Almighty God, our creator. Who always

gives me the strength and wisdom to finish my study. Second to my mother Mrs Relene A.

Ancheta. For their unconditional love and words of encouragement. To my tita mommy

Mrs Rosalie A. Estillore who endlessly supports my tuition fees and other expenses I

needed. And lastly To my husband and my daughter, who are always there to give joyful

moments and support me to finish this study. Thank you very much!!!

JESSICA

Table of Content

Contents Pages
 TITLE PAGE

I. Context and Rationale. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

II. Action Research Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

III. Proposed Innovation, Intervention, and Strategy . . . . . . . . . .8

✓ Melcs/Lc’s

✓ Review of Related Literature (RRL)

✓ Review of Related Studies (RRS)

IV. Action Research Methods. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

✓ Research Design

✓ Participants

✓ Data Gathering Instrument Analysis

✓ Data Gathering Method

V. Discussion of Results and Reflection ✓ Discussion of Pre-Test

Post-Test and Differences

✓ Summary

✓ Conclusion

✓ Difficulties

✓ Recommendation

I. CONTEXT AND RATIONALE

 Reading fluency encompassed the capacity to read proficiently, incorporating

speed, accuracy, and expression. It was crucial for individuals, particularly children, to

attain fluency in both silent and oral reading to comprehend texts effectively. Serving as a

crucial link between initial and advanced reading stages, fluency development aided in

enhancing comprehension and fostering reader engagement. In the early stages,

mastering reading fluency supported the cultivation of oral language skills and phonemic

awareness, while also facilitating alphabet understanding and proficiency with complex

vocabulary. Through consistent practice, learners gradually familiarized themselves with

intricate words, thereby expanding their vocabulary and overall reading proficiency.

(Felton, WebMD, 2022)

Fluency in oral reading is a crucial ability that is necessary for the growth of

understanding. The ultimate objective of the learners’ reading skills is comprehension,

which is facilitated by fluency as a skill. Lack of oral fluency abilities accounts for over 90%

of comprehension issues, therefore students who struggle with reading fluency in their

early academic years are likely to experience difficulties later in life. Because of this, it’s

essential to develop literacy abilities from an early age. (Aldhanhani & Edmad A. S. Abu-

Ayyash, 2020)

Literature frequently discussed the value of fluency and its advantages. Numerous

articles listed the traits of a fluent reader. Reading sounds that flow Effortlessly, sometimes

known as prosody, as if the reader were conversing regularly 2020 WETA Public

Broadcasting. There is no tolerance for choppy sentences in this natural reading. or a

series of short phrases. Fluency, according to researchers, is the capacity to read quickly,

correctness and expressiveness are important. Children read fluently and quickly decode

while also deriving meaning from the sentences to build a comprehension of the content of

the story. Instead of concentrating on word-by-word decoding, they now read sentences.
smoothly and concentrate on understanding the narrative. The ability to read fluently

allows children to ask and answer.

Because fluency is essential for successful reading, instructors must periodically

assess students' reading rates. Some publications offer methods for judging fluency. The

Words Read per Minute (WPM) rate for a timed reading passage is one approach to

assess fluency. Truly proficient readers are more than merely fast readers in terms of

words per minute. Since students are not fluent readers, they read for comprehension

because "it allows the reader to focus their mental attention on understanding the text

rather than on pronouncing the words. These findings led to a general concern being

raised in classrooms all around the world. Students weren't improving their word-per-

minute reading rates or attaining benchmark fluency standards (Van Erp, 2021)

The cloze procedure, also known as cloze reading, was an educational approach

that involved presenting passages of text with certain words intentionally omitted. Learners

then filled in these missing words using contextual cues, thus constructing meaning from

the text. Cloze procedure served multiple purposes, including assessment, aiding in

reading comprehension, and functioning as a studying technique. Despite its apparent

simplicity, cloze was a sophisticated tool that disrupted the conventional reading process

by removing crucial words and prompting readers to rely on their vocabulary and

comprehension skills. It encouraged readers to analyze the relationships between words

and phrases, fostering predictive abilities and an understanding of language sequence.

Tutors utilized cloze procedure to demonstrate problem-solving reading strategies to

learners. (Back to Basics Cloze Procedure, 2021)

This research investigated the impact of video technology on improving vocabulary

and reading comprehension skills among children with learning difficulties. Seventy-six
students in fourth, fifth, and sixth grades who were receiving special education in reading

comprehension and vocabulary were randomly assigned to either a group that utilized

video instruction or a group that did not. In the non-video group, teachers employed

videodisc-based situations to teach vocabulary and concepts, while the video instruction

group utilized printed materials and dictionaries for instruction. Each student underwent

pre, post, and follow-up examinations two weeks after the intervention stage to assess

word learning, generalization, and reading comprehension, focusing on more than 30

selected words that were taught during the intervention. (Joy F. Xin & Herbert Rieth, 2001)

Furthermore, the Philippines ranks lowest in reading and reading comprehension

among the participating nations in the 2018 Programme for International Students

Assessment (PISA), along with the Dominican Republic, Kosovo, and Lebanon. Based on

the national education strategy’s indicator analysis, the Dominican Republic’s student

reading and comprehension rate was found to be at 28.57%. In five Dominican Republic

territories, data collecting took place during May and June of 2022. (Ramirez, 2022)

Moreover, One of the issues facing the Philippine educational system is the high

percentage of Filipino students who struggle with reading, which is strongly connected to

low accomplishment levels, particularly in public schools. The low achievement levels are

further indicative of the students’ inadequate reading skill development. Writing, reading,

and mathematics were the three learning domains in which a percentage of Filipino fifth

graders’ performance showed the least competency in 2019, according to the Southeast

Asia Primary Learning Metric [SEA-PLM]. (Abril, Acerbo, & Abocejo, 2022). Furthermore,

among the nations that took part in PISA, reading proficiency for both boys and girls

scored lowest. The Organization for Economic Cooperation and Development conducts

the global PISA study, which looks at students’ reading comprehension. The Philippines

received the lowest reading and reading comprehension scores in the 2018 Programme
for International Students Assessment (PISA), out of 79 participating economies and

nations. In the 2018 PISA, reading was the primary subject evaluated for pupils aged 15

years. With an average reading score of 340, the Philippines fell more than 200 points

short of China’s score of 555 and more than 100 points short of the OECD average of 487.

Being able to read well is necessary for many different human tasks, such as following

directions from a handbook or figuring out the who, what, where, and why of an event

happening; the communicating with others for specific purposes or transactions. (San

Juan, 2019)

Locally, The Philippines Informal Reading Inventory (Phil-IRI) results for DepEd

Region 1 show that 2,794 female students and 4,502 male students in Grades 3 through 6

are among the 7,296 identified non-readers in Filipino. Similarly, 7,739 men and 4,254

women made up the 11,993 non-readers in English for Grades 4 through 6 in total. The

information leads one to the conclusion that a sizable portion of students do in fact

struggle to satisfy the literacy learning benchmarks. (DepEdRegion1, 2021)

Moreover, in the local context, the researchers were allowed to discover the current

fluency development of the Grade 4 pupils studying in The Great Plebeian College – a

private educational institution located at Don Pedro Reinoso, Street, Poblacion, Alaminos

City, Pangasinan. In the researcher’s recent interview with the grade 4 adviser who has 23

pupils, one of the frequent issues that the teacher tries to address is reading difficulty by

giving the pupils remedial exercises that help them improve their reading fluency.

According to the Grade 4 adviser, among the 22 pupils, they have just a few pupils who

showed a bit of struggle in reading.

Hence, the researchers still conduct this study to determine the effectiveness of the

proposed strategy, and the effectiveness of the video-assisted closed strategy (VACS)
 using the strategic intervention material (SIM). If ever the proposed strategy is effective,

the researchers then encourage VACS teachers to use it to help young learners in their

fluency development.

II. ACTION RESEARCH QUESTION

This study evaluated the effectiveness of the assisted cloze strategy in the reading

fluency skills of Grade 4 pupils. Hence, the researcher came up with the following

research questions:

1.) What is the reading fluency level of the pupils before conducting an assisted

cloze strategy?

2.) What is the reading fluency level of the pupils after conducting the assisted

cloze strategy?

3.) Is there a significant difference between the pre-test and post-test results in

the reading fluency level of the pupils?

Hypothesis

Based on the research questions mentioned above, the researchers came up with the

following hypothesis:

Null Hypothesis

1.) There is no significant difference between the pre-test and post-test scores of

the pupils after conducting video-assisted cloze strategy intervention.

III. PROPOSED INNOVATION, INTERVENTION, AND STRATEGY

 This chapter presents the proposed intervention through Video Assisted Cloze Strategy

about the Strategic Intervention Material (SIM). The said intervention will be given to

the learners as they learn at home while watching it. It is composed of five parts

namely: guide cards, activity cards, assessment cards, enrichment cards, and

reference cards. In creating the Strategic Intervention Materials (SIM) researchers

used PowerPoint Presentation powered by Microsoft Presentation, then the researcher

will used InShot application to convert/create a creative Video Presentation. InShot is

an application that can create video, collage and editing photo for a better

presentation.

The parts of this card target the Most Essential Learning Competencies (MELCs)

which consist of 8 Learning Competencies (LCs) which will be performed in eight [8]

week MELCs: Use Adverbs (Adverbs of manner, places, and time) in sentences. Q3-

EN4G-IIIe-16

The 8 LCs:

[1.] To make learners read and familiarize the alphabet

[2.] To make learners read a word and identify adverbs of manner, place, and

time

[3.] To make learners able to read and recognize the adverbs of manner,

place, and time in the Phrases

[4.] To make learners read and recognize adverbs of manner, place, and time

in the Sentences

[5.] To make learners read and recognize adverbs of manner, place, and time

in the Paragraph
 [6.] To make learners read and recognize adverbs of manner, place, and time

in the short story.

[7.] To make learners read and recognize adverbs of manner, place, and time

in the story with closed test and comprehension.

[8.] To make learners read and recognize adverbs of manner, place, and time

in the Sentences, paragraphs, and short story

An 8-week course to implement the intervention within the time limit with each mentioned

learning competency being complete.

WEEK 1- The first week of implementing the intervention provided by the researchers

aims to help pupils in grade four pupils to read and familiarize the alphabet. The

intervention guided by five parts which is Guide card, Activity card, Assessment card,

Enrichment card and Reference card. The Guide card presented an alphabet letter with

its correct reading fluency with the example of every letter. The activity card presented

the alphabet letter with the application of cloze-test procedure. For example, a_ c d

e_ .... the pupils read the letter with the missing letter and they are going to read it

correctly and fluently. The assessment card presented/stated that pupils write the

alphabet letter and read it fluently. The other assessment pupils are going to read the

word with missing letter and they choose the letter in the given box to complete the word

and read it correctly/ fluently. The enrichment card, presented a various adverb (manner,

place and time) word and pupils read it fluently. And lastly, reference card presented

other sources that pupils can used to find more or learn more information.

WEEK 2- The second week of implementing the intervention provided by the researcher

to help pupils to read adverb of (manner, place and time) words. The guide card

presented the definition of adverb, adverb of manner adverb of place and adverb of time
with examples. The activity card presented an examples of Adverb word (Manner, Place,

and Time) and the pupils read the word and identify what verbs it is. The Assessment

Card contain 3 task, The first task is the pupils find and read all the adverb of time in the

given 15 words. The second task is the pupils find and read all the adverb of Place in the

given 15 words. The third task is same procedure but they find adverb of manner in the

given 15 words. Every task there are 10 correct answer out of 15 words. The enrichment

card presented an example of Phrases with adverb of (Manner, Place, and Time) and

pupils read the adverb words used. The reference card stated the other sources that can

help pupils to enhance more their reading fluency.

WEEK 3- The third week of implementing the intervention provided by the researcher

aims to help pupils read the Phrases fluently and recognize the adverbs of manner,

place, and time used in the Phrases. The researchers will use the same method just like

the previous week the Strategic Intervention Material (SIM) which consists of five parts

which include a guide card, activity card, assessment card, enrichment card, and

reference card. The guide card presented the definition of the use of adverb. Adverb of

Manner, Places, and time in phrases with examples. The activity card presented an

activity that is connected to adverbs of Manner, Places, and Time in phrases to analyze if

the pupils understand the lesson about. In assessment card it also provides activities in

a cloze procedures form and they read and arrange the jumble adverbs word to

complete the phrases. In the enrichment card provides activities in a word hunt form then

circle the adverbs they see. In the reference card it contains of other sources where the

video intervention made.

WEEK 4- The fourth week of implementing the video intervention is to make learners

able to determine what type of adverb used in the given sentences using cloze test. The

guide card presented examples of sentences with the used of adverb of manner, place
and time. The activity card presented 10 sentences with cloze procedure. The learners

choose in the box the correct adverbs word to complete the sentences. The assessment

card presented a sentence with missing word. To complete the sentence, they need to

arrange the sample letters of adverb word to complete the sentence. The enrichment

card, learners read the two short paragraph and identify/ state the adverb word fluently.

The reference card of other sources where the video intervention made.

WEEK 5- The fifth week of video intervention is to make learners read and recognize

adverb of manner, place and time in paragraph. In the guide card it stated the definition

of paragraph and example of paragraph with adverb of manner, place and time. The

activity card presented a paragraph and the pupils need to read it and identify all the

adverb verbs used in the paragraph. The assessment card presented one paragraph

with the missing words. The learners need to choose in the given word bank box the

correct adverb word to complete the paragraph and read it afterward. The enrichment

card presented a poem and in the separate box, the learners need to write/ state the

adverb they find in the poem. The reference card presented the other sources to help

learners understand more about the week 5 Strategic Intervention Material (SIM).

WEEK 6-

WEEK 7-

WEEK 8 -

The strategic intervention material (SIM) that the researchers will develop, consists of 8

learning competencies based on the MELCS and will guarantee that the creation of this

intervention is made/developed according to the correct process and the

opinion/suggestion of the panelist of this study.

REVIEW OF RELATED LITERATURE (RRL)

 Knowing how to read correctly, quickly, and expressively is known as reading fluency. Read fluently to

understand what you’re reading and what other people are talking about is a prerequisite for comprehension

for both children and adults. Both readings aloud and silently incorporate this. Reading comprehension is

enhanced and readers are encouraged to read more when they can read fluently. Combined reading phases,

like early and later reading, will be the term used for it. Learning to read fluently in its early stages fosters the

development of phonemic awareness and oral language abilities. Teaching the alphabet’s foundation and

refining complex words are also aided by it. The pupil gains familiarity with more complicated texts when they

practice early reading fluency. (Felton, 2022)

(Kelly, 2020) explained in the ThoughtCo blog why teachers need to utilize the cloze procedure test to

assess students’ reading comprehension. Titled Assessing Reading Comprehension Through the Cloze

Test. Researchers have used the Cloze method over time and have discovered that it is a reliable

indicator of reading comprehension levels. In addition, the article named “Inspiring: English Educational

Journal” entitled “ The Implementation of Cloze Procedure Techniques in Enhancing Students Reading

Ability” stated that there was an improvement in the student’s achievement when they implemented the

Cloze Procedure compared to the other procedure that they use. They also state that the Cloze

Procedure is effective for the students' reading ability and also it can increase the student’s participation

in the classroom learning process.

Students in grade 4 are still in a crucial phase in their reading fluency development. Children can read

between 80 and 90 words per minute at the start of the fourth grade, according to the Read Charlotte article.

However, students have to get up to reading 120 words per minute by the conclusion of the school year.

Nonetheless, a lot of pupils find it difficult to read fluently at this grade level.

Action research aims to enhance the processes of teaching and learning while gathering information

to assess the effectiveness of the intervention. By investigating classroom practice through a collaborative,

reflective, and problem-solving approach, action research in education aims to enhance the teaching and
learning process. Action research entails cycles of organizing, carrying out, monitoring, and evaluating

adjustments made to enhance practice. (Llego, 2022)

REVIEW OF RELATED STUDIES (RRS).

According to Felton 2022, Reading fluency referred to the ability to read accurately, smoothly, and with

expression. It was crucial for understanding what was read, whether spoken or written, and for

comprehending both simple and complex texts. Fluency development started early, aiding in the

development of phonemic awareness and oral language skills. As fluency improved, so did reading

comprehension, and individuals were more likely to read more frequently and with greater enjoyment.

The blog post on ThoughtCo titled "Assessing Reading Comprehension Through the Cloze Test"

highlighted the importance of utilizing the cloze procedure test by teachers to assess students' reading

comprehension. Researchers had consistently found the Cloze method to be a reliable indicator of

reading comprehension levels over time. Additionally, an article titled "The Implementation of Cloze

Procedure Techniques in Enhancing Students Reading Ability" in the "Inspiring: English Educational

Journal" reported an improvement in students' achievement when the Cloze Procedure was implemented

compared to other procedures. The article emphasized that the Cloze Procedure was effective for

enhancing students' reading ability and could also increase their participation in the classroom learning

process. These findings underscored the value of incorporating the Cloze Procedure into educational

practices for evaluating and improving students' reading comprehension skills. (Kelly, 2020)

According to Llego 2022, action research was a methodology used in education to improve teaching

and learning processes by systematically gathering information and assessing the effectiveness of

interventions. It involved educators investigating their classroom practices in a collaborative, reflective,

and problem-solving manner. The primary goal of action research was to enhance the teaching and

learning process through evidence-based improvements. In action research, educators typically went
through cycles of planning, implementing interventions, monitoring their effects, and reflecting on the

outcomes. This iterative process allowed teachers to make informed adjustments to their teaching

methods and strategies. Through action research, educators aimed to address specific challenges or

areas of improvement in their teaching practice. They gathered data, analyzed it, and used their findings

to inform decision-making and make targeted improvements. This approach promoted continuous

professional growth and contributed to the overall enhancement of teaching and learning outcomes in the

classroom. Overall, action research provided a structured framework for educators to engage in ongoing

inquiry and reflection, leading to meaningful enhancements in teaching practice and student learning.

Students in grade 4 are still in a crucial phase in their reading fluency development. Children can read

between 80 and 90 words per minute at the start of the fourth grade, according to the Read Charlotte article.

However, students have to get up to reading 120 words per minute by the conclusion of the school year.

Nonetheless, a lot of pupils find it difficult to read fluently at this grade level.

III. ACTION RESEARCH METHOD

A. Research Design

The subject shall be selected through the purposive sampling method under non-probability

techniques to obtain a sample in which the researchers can use their expertise/judgment in choosing

specific participants/pupils that can help the research study meet its goals. This sampling method is

also known as judgmental, selective, or subjective sampling. (Alchemer, 2021)

Participants

In this study, the researchers used a purposive sampling technique under non-probability

techniques to select the participating subjects. This sampling technique had handpicked 10 Grade

4 pupils from The Great Plebeian College of Pre-Elementary & Elementary Department who were

remarkably poor in the field of reading fluency skills during the 2023-2024 academic year. The
 researchers conducted a pre-test assessment to identify the pupils with the lowest performance in

fluency skills. By using purposive sampling, the researchers purposely selected these specific

pupils to create their sample group to examine the impact of the intervention on the pupils who

struggled with fluency skills. This method allowed researchers to focus on the target population

and gather relevant information to address their research objectives/goals.

A. Data Gathering Instrument

The pre-test reading materials were adapted from Grade IV Textbooks and FLAT The

reading material has six levels set, including, letter level, word level, paragraph level,

story level, story level with comprehension, and local material level with comprehension

using one-on-one reading.

Assessing our learners' reading levels is integral to effective reading instruction.

Hence, we must be acquainted with the performance levels of our learners in reading

literacy to help us develop and deliver appropriate reading lessons addressing the needs

of our learners.

The development of the Functional Literacy Assessment Tool (FLAT) is geared

towards helping us to conduct effective and efficient literacy assessments, specifically

functional literacy. The FLAT also serves as our guide in developing lessons and

resource materials specially designed to cater to our learners' reading levels. Functional

literacy is defined as the ability to read through the FLAT to the story or the local material

and answer retrieval questions about the story or material as accurately as possible. This

is an essential literacy skill that leaders need to do everyday tasks. The FLAT aims to

help teachers/researchers identify the learners' literacy levels so that they will be able to

provide effective remediation.

 To the Teachers/researchers: we are now holding the FLAT Teacher's Guide which is

designed to help us to conduct the reading assessment effectively and efficiently. Our

role as teacher-researchers is crucial to the successful conduct of this reading

assessment because the FLAT requires our knowledge and expertise.

The FLAT is composed of different materials and rating scales used to measure the

attainment of the desired reading test competencies per grade level. This is a ladder

assessment tool; thus, every phase of the assessment should be followed strictly. We

may proceed to the succeeding levels until we can determine the functional level the

pupils have achieved with ease. We need to explain to the learners that the results of the

FLAT assessment will not affect their grades.

In using the FLAT, the teachers/researchers will refer to the following rating scales to

determine the learner’s functional literacy level:

Table 1. FLAT Reading Test Competencies per Grade Level

GRADE AGES READING TEST COMPETENCIES
1 6-8 Able to read at least 4 letters.
1 6-8 Able to read at least 5 common words.
2 7-9 Able to read one of the paragraphs-Grade 2 text
3 8-10 Able to read a short story- Grade 3 text.
Able to respond to at least four fact retrieval questions.
4-6 11-13 Able to read a passage of local authentic text.
Able to respond to at least four fact retrieval questions.

Table 2. FLAT Rating Scale

FLAT RATING SCALE
Can read nothing
Can read letters
Can read common words
Can read a paragraph of 4 simple
sentences
Can read a story
Can read and understand a story
Can read and understand local material
Fewer than 4 out of 10 letters
4 out of 10 letters
5 out of 10 common words
No more than 3 mistake
No more than 3 mistake
4 out of 5 questions must be answered
correctly
4 out of 5 questions must be answered
 correctly

Table 3. Literacy Level Scale

READING LEVEL
0 NOTHING
1 LETTER Level
2 Word Level
3 Paragraph level
4 Story level
5 Story level + comprehension
6 Local material level + Comprehension

As teachers/researchers, we are tasked to conduct the reading assessment using

the FLAT effectively and efficiently. We are also requested to assist the parents who

opted to use FLAT in assessing their child's literacy level at home. Before proceeding to

conduct the assessment activity, make sure that our learner is comfortable both

physically and emotionally. Establish rapport with, our learners by doing small talk or

other warm-up activities. Our learner will perform at his or her best when he or she trusts

us. Explain to the learners that we are doing this assessment activity because we want

to help them.

Level 1: Letter Level

In this phase, an assessment tool is provided. The learners are expected to

recognize at least 4 letters from the given reading tool. Ask the learner to choose and

read any 5 letters from the letter list provided. If the learner does not choose, we may

help him or her by pointing out letters.

Here’s the guide we will use to determine if our pupils are at the “Letter Level” Table
4: Level 1 ( Letter Level Rubrics)
NO YES

• If the learner cannot recognize 4 • If the learners correctly recognize

 • out of 10 letters.
Mark the learner at “Below Letter
• Level”
Stop here. No need to proceed to
the next level.
(This indicates that the learners
were not able to recognize at least
4 letters from the letter list.
Provide remedial activities to
support the learners' reading
development.)
at least 4 out of 10 letters with
ease.
• Ask your learners to try reading
the letter again and then follow the
instructions for letter-level testing.
• If he or she can read 4 out of 10
letters but cannot comfortably
read letters. Then mark the learner
as a
“Letter Reader”

Level 2: Word Level

At this level, Our learners are expected to recognize and read at least 4 common

words. Use the word list provided. From the word list, ask the learner to read any 5 of the

words given. We can point out the words if the learner does not choose from any of the

words in the list.

Here’s the guide we will use to determine if our pupils are at the “Word Level

Table 5: Level 2 ( Word Level Rubrics)

NO YES

• If the child cannot read at least 5 • If the child reads at least 5 out of
out of the ten words with ease. the 10 words from the wordlist.
• Stop here. No need to proceed to
the next level.

(This indicates that the child was

not able to recognize at least 5
words from the word list. Provide
remedial activities to support the
child's reading development.)

Level 3: Paragraph Level

 At this level, we will ask the learner which of the two paragraphs he or she likes

to read aloud. If the learner does not choose, point to one paragraph and let him or her

read it aloud. Listen carefully to how he or she reads.

Take note of the miscues (mispronunciation, omission, substitution, insertion,

repetition, transposition, reversal) that the learner commits.

This is an optional template for recording the miscues of the pupils. We may use
this to enumerate a sheet to list down the miscues committed by the pupils while
reading.

Name Mispro Omissio Substitu Insertio Repetiti Transpo Revers Total

of the nunciati n tion n on sition al No. of
pupils on Miscue
s

Here’s the guide we will use to determine if our pupils are at the “Paragraph Level”

Table 6: Level 3 (Paragraph Level Rubrics)

NO YES
 • Your leamer reads the text like a
string of words, rather than a
sentence. Your child reads the text
haltingly (nervously) and stops
very often. o Or
Your child reads the text fluently
• but with more than three mistakes.
• Your learner reads the text like
he/she is reading a sentence. Your
• learner reads the text fluently and
with ease, even if he/she reading
slowly.
• Your learner reads the text with
one to three mistakes only.

Stop here. No need to proceed to

• the next level.

(Provide remedial activities to

• support the child's reading
development.)

Level 4: Story Level

Before we proceed to the assessment activity, please keep in mind that our learners do

not need to read all the reading texts. The learners must choose only one text they will

read for this level. At this level, let the learner read the short story aloud while we listen

carefully to how he or she reads. Give the learner enough time to choose what text he or

she will read.

List down all the miscues (mispronunciation, omission, substitution, insertion, repetition,

transposition, reversal) that the learner committed.

Name Mispro Omissio Substitu Insertio Repetiti Transpo Revers Total

of the nunciati n tion n on sition al No. of
pupils on Miscue
s
Here’s the guide we will use to determine if our pupils are at the “Story Level”

Table 7: Level 4 (Story Level Rubrics)

NO YES
Your learner reads the short story with Your learner reads the short story with one
more than 3 mistakes, • Mark your learner to three mistakes.
in the "Paragraph Level".

Stop here. No need to proceed to the next

level. Let your learner proceed to Level 5 Story
Comprehension.
(Provide remedial activities to support the
child's reading development)

Level 5: Story Comprehension Level

This is one of the advanced levels of functional literacy assessment. Before

proceeding to the assessment properly, make sure that the learner is at ease and is

ready to proceed with the assessment activity.

Ask the learner to choose the story from the three selections that he or she wants

to read. Give the learner enough time to choose the story. Once a story has been

selected, ask the learner to read the story aloud without any interruptions and at his or her

own pace. There is no time limit for this part. If the learner wishes to read the story again

or wishes to read the other selection, he or she may do so.

After reading the story, we may proceed to ask the learner comprehension questions.

You may repeat the questions many times as needed for the pupils to understand.
Here’s the guide we will use to determine if our pupils are at the “Story Comprehension

Level”

Table 8: Level 5 (Story Comprehension Level Rubrics)

NO YES

• The learner fails to answer all the • The learner can answer 4 out of 5
questions or gives only one correct comprehension questions
answer out of the correctly.
five comprehension • He or she is at the story
• questions. comprehension level
Mark your child at Story Reading
Level." Let your learners proceed to level
• 6 local materials.
Stop here. No need to proceed to
the next level.

(Provide remedial activities to

support the child's reading
development.)

The FLAT assesses the highest reading level of our learners who can perform

comfortably. We will use the FLAT to determine. The pupil’s Well-being Target on

functional literacy among learners in the primary grade levels, Grades 1 to 3, up until the

intermediate grade levels, Grades 4 to 6.

The FLAT follows the given reading test competencies as criteria for identifying our

learners' functional literacy levels. Our learners' reading level is considered "functional" if

they can read through the story or local material and answer at least two fact retrieval

questions about the given text material.

Hence, The Video-Assisted Cloze Strategy Intervention (VACSI) is composed of five

major parts that are based on the strategic intervention material (SIM), which are Guide
Cards, Activity Cards, Assessment Cards, Enrichment Cards, and Reference Cards. This

said the intervention was first crafted by the researcher using a PowerPoint Presentation

powered by Microsoft and crafted again in a Video Editor powered by InShot. The Inshot

application allows users to edit text, photos, and even videos for making different

presentations. Furthermore, the post-test reading materials will do the same process as

the pre-test method but with different reading Textbooks.

The researchers, before the start of the study, will request the permission of the

School Principal of the Pre-Elementary & Elementary Department of the Great Plebeian

College of Alaminos City, Pangasinan. A copy of the approved request or permission was

given to the Teacher and Adviser of Grade Three Pupils. Furthermore, the researcher

requests permission from the parents/guardians of Grade Four pupils for the conduction

of the pretest and those 10 pupils who undergo the assessment. The researchers will

issue a letter stating the consent of the parents and guardians of pupils who will be

selected for the experiment. The researchers state in the letter that all the information of

the learners will be highly treated confidentially.

After the researchers ask for permission, they proceed to administer the pre-test

one week before the assessment. The pre-test will adapt from the Functional Literacy

Assessment Tools (FLAT) Regional Memoranda RM No. 020, s. 2023. The reading

material has five levels set, this includes; letter level, word level, paragraph level, story

level, and story level with comprehension.

The one-on-one reading strategy, researchers will use to determine what level the

participant/pupils belong to by the level scores as instructed in the Functional Literacy

Assessment Tools (FLAT). Meanwhile, the pre-test will be conducted a week later when

the researchers have requested permission. The pre-test will be modified from
Functional Literacy Assessment Tools (FLAT) Regional Memoranda RM No. 020, s.

2023.

Table 9: Schedule of Sessions with Topics

Week Dates and Schedule Time Topics Discussed
1 December 5 and 7 2023 3:20- To make learners read and familiarize
4:00 the alphabet
pm
2 December 12 and 14 3:20- To make learners read words and
2023 4:00 identify adverbs of manner, place, and
pm time
3 January 2 and 4 2024 3:20- To make learners able to read and
4:00 recognize the adverbs of manner, place,
pm and time in the Phrases
4 January 9 and 11 2024 3:20- To make learners read and recognize
4:00 adverbs of manner, place, and time in
pm the Sentences
5 January 16 and 18 3:20- To make learners read and recognize
2024 4:00 adverbs of manner, place, and time in
pm the Paragraph

6 January 22 and 23 3:20- To make learners read and recognize

2024 4:00 adverbs of manner, place, and time in
pm the short story
7 Jan. 31 and Feb. 1 3:20- To make learners read and recognize
2024 4:00 adverbs of manner, place, and time in
pm the story with jumble letters.
8 February 6 and 8 2024 3:20- To make learners read and recognize
4:00 adverbs of manner, place, and time in
pm the Sentences, paragraphs, and short
story

At the end of the experiment, the post-test shall be administered to the researchers

to determine if the reading level of the struggling readers after exposure to the

intervention is improved. The data gathered in the pre-test and post-test was analyzed

using appropriate statistical tools.

Ethical Issues
 Right to conduct a study or investigation – Upon the approval of the

School President of The Great Plebeian College to experiment, the researchers asked

permission from the school principal and the adviser of the pupils. Furthermore, the

researcher requested permission from the parents of Grade IV pupils for the conduction

of the pre-test and those 10 pupils who underwent the experiment.

Parent’s/Guardian’s Consent - The researcher issued a letter of consent

to the parents and guardians of 10 pupils who undertook the experiment.

Issues and Confidentiality and Anonymity – The researchers indicated

in the letter that all the information of learners will be highly treated as confidential.

D. Data Analysis Plan

The pre-test and post-test design is used in this study to determine the

effectiveness of Video-Assisted Cloze Strategies in improving the reading fluency of the

Grade Four pupils. To accomplish this, a one-group pre-test and post-test experimental

procedure are commonly utilized by behavioral researchers to find out the effect of the

intervention on a specific sample. This research design is divided into two features. The

first one is the use of o single group of participants. Thus, particular creatures indicate

that all participants are part of a single condition, which means they will be given equal

treatment and assessment. The second one is a linear ordering that requires the

assessment of a dependent variable before and after the intervention is implemented. In

the study of Rutten, Harting, Bartholomew, Schlief, Oostendorp, and de Vries, they used

the one-group Pre-test and Post-test design focusing on the Evaluation of the theory-

base
Quality Improvement in Physical Therapy (QUIP) program. The study aimed to pilot test

the multilevel QUIP program’s effectiveness and the fidelity, acceptability, and feasibility

of its implementation.

To arrive at an accurate analysis and interpretation of the data gathered,

appropriate statistical tools were used:

Problem number 1 What is the reading fluency level of the pupils before and after

conducting the assisted cloze strategy? The researchers use descriptive statistics

(mean, median, mode, and standard deviation)

Problem number 2 Is there a significant difference between the pre-test and

posttest results in the reading fluency level of the pupils? The researcher used FLAT

once again to determine if there is a significant difference between the reading

performance of learners before and after exposure to the said intervention.

V. DISCUSSION OF RESULTS AND REFLECTION

Levels of Reading Fluency of the Readers before and after the Experiment.

Table 10 presents the reading performance of the selected Grade 4 learners before the

exposure to the VACS

Table 10: Reading Fluency level of Selected Grade 4 Pupils Before the Exposure to
the Video-Assisted Cloze Strategy.
Learners Letter Word Paragraph Story Story
Level Level Level Level Comprehension
Level
1 / / /

2 / / /

3 / / /
 4 / / /

5 / / /

6 / / /

7 / /

8 / /

9 / /

10 / /

The table reveals the Reading Fluency level of the Grade 4 pupils before the

exposure to the Video-Assisted Cloze Strategy. To pass the Pre-test and not become part

of the study, the learner should be able to pass level 4 which is the story level. The pre-

test will be the guide if the intervention used is effective or if the pupils move forward to

the next level of reading.

Table 11: Reading Fluency Level of Selected Grade 4 Pupils After the Exposure to the
Video-Assisted Cloze Strategy.
Learners Letter Word Paragraph Story Story
Level Level Level Level Comprehension
Level
1 / / / / /

2 / / / / /

3 / / / / /

4 / / / / /

5 / / / /

6 / / / /

7 / / /

8 / / /
 9 / / /

10 / /

The table reveals the result of the Reading Fluency Performance of the selected

Grade 4 pupils after the exposure to the Video-Assisted Cloze Strategy.

Table 12: Differences Between Reading Fluency Levels of Pre-Test And PostTest
Learners Pre-Test Level Post-Test Level Differences in Levels

1 Paragraph Level Story Comprehension 2

Level

2 Paragraph Level Story Comprehension 2

Level

3 Paragraph Level Story Comprehension 2

Level

4 Paragraph Level Story Comprehension 2

Level

5 Paragraph Level Story 1

Level

6 Paragraph Level Story 1

Level

7 Word Level Paragraph Level 1

8 Word Level Paragraph Level 1

9 Word Level Paragraph Level 1

10 Word Level Word Level 0

 According to Chatel, R. G., the teaching and learning process method utilizing

the Cloze procedure can assist students in expanding the use of language

structure, meaning, and background information to foresee unknown or

unfamiliar words. Titled “Closing Procedure: Diagnostic and Instructional Uses”.

Moreover, (Kelly, 2020) explained in the ThoughtCo blog why teachers need to utilize

the cloze procedure test to assess students’ reading comprehension. Titled Assessing

Reading Comprehension Through the Cloze Test. Researchers have used the Cloze

method over time and have discovered that it is a reliable indicator of reading

comprehension levels.

In addition, the article named “Inspiring: English Educational Journal” entitled “ The

Implementation of Cloze Procedure Techniques in Enhancing Students Reading Ability”

stated that there was an improvement in the student’s achievement when they

implemented the Cloze Procedure compared to the other procedure that they use. They

also state that the Cloze Procedure is effective for the student's reading ability and also

can increase the student’s participation in the classroom learning process.

Based on the result of the post-test the pupils showed that 9 of the participants were

moved forward to the next level and only 1 participant remained. Thus only 4 participants

passed level 5 from the paragraph level, only 2 participants moved to the story level from

the paragraph level, and 3 of the participants moved to paragraph level from the word

level and 1 of the participants remained in the word level.

Summary of Findings, Conclusions, and Recommendation

Summary

The study aimed to investigate the reading fluency of selected Grade 4 learners

of the Great Plebeian College, Pre-Elementary Department by using the Video-Assisted

Cloze strategy (VACS).

This study uses Functional Literacy Assisted tools to determine the level of the

learner's reading fluency skills. Ten respondents in this research study undergo the

intervention. According to the pre-test and post-test results, there are significant

differences before and after exposure to VACS. Based on the findings there is a

significant difference between post-test and pre-test.4

Moreover the problem encountered by the researchers are not serious and it

settled well by the help of the teacher.

Conclusion

The researchers conclude that: the Video-Assissted Clozed Strategy is indeed

effective in enhancing the reading fluency of Grade IV pupils using the PowerPoint

Presentation and Inshot Application to convert it into video.

Recommendations
 Based on the findings and conclusions, the following recommendations are

presented:

1. The video-assisted clozed strategy should be used by the

teacher/researchers to enhance the reading fluency of the learners and it

must be implemented all year round.

2. The video-assisted closed is best utilized in both face-to-face and online

classes.

3. The school heads/principal shouldn’t intervene in the research study.

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 APPENDIX A

PRETEST READING ASSESSMENT START

HERE:

Level 1: Letter Level

Directions: Read the Alphabet fluently.

 _ b _ d _ f g h _ j _

l m _ o p _ r s _ u v

_ x _ z

Level 2: Word Level

Directions: Read the Adverb words Fluently

near down late before

badly here diligently never

earlier lazily anxiously over

last softly below far

Level 3: Paragraph Level

Directions: Read the Paragraph Fluently. Choose in the box the adverb
words to complete the paragraph.

eagerly early overseas

James is ten years old

He will study __________.

He also likes to play

He _______ want to go to school _______

APPENDIX B
 POST TEST READING ASSESSMENT

Level 1: Letter Level

Directions: Read the Alphabet fluently with the missing letters.

a _ c d _ f _ h _ j _

l m _ o p _ _ s _ u _

w _ _ z

Level 2: Word Level

Directions: Read the Adverb words Fluently

obediently constantly downstair

infrequently generously immediately

underground somewhere overseas

fortnightly cautiously annually

Level 3: Paragraph Level

Directions: Read the Paragraph Fluently. Choose in the box the adverb words to
complete the paragraph.

Anywhere easily always mostly

swiftly sometimes underground
patiently

Ants and termites live in the large colonies. Ants have long legs and
can run_______. They can climb________. Termites eat _______ plants.
Many termites build mounds_________. The mounds have thick walls
to keep out ant eaters. Ants can _________lift things that weigh more
than they do. Army ants _________ on the move. The queen
waits ____________ for the workers to bring her food.
Studying insect is ______________ fun.

LEVEL 4: STORY LEVEL

lonely suddenly near backyard

quickly

A rabbit running in our ________. It was alone and ______.

______, a bird came with seed in its mouth and looked at the rabbit running.

The bird dropped the seed _____ the tree. The rabbit saw it picked it up and

ran into the grass to hide _______ with a wide smile.

If the pupils can read the STORY, then read the story comprehension
questions out loud to the pupils and ask
the pupils the answer.

LEVEL 5: STORY COMPREHENSION LEVEL

1. What kind of animal that is running in the backyard?

A. Cat

B. Rabbit
 C. Dog

D. Bird

2. What did the bird drop near the rabbit?

A. a seed

B. a bread

C. a tree branches

D. an egg

3. why did the rabbit had a wide smile?

A. The sun came out

B. It rained

C. Because of the seeds

GRACELYN B. YANDAY
San Jose, Bani, Pangasinan
graceyanday0717@gmail.com
+639773424395/+639123448609

OBJECTIVES:

Ambitious and responsible worker eager to begin an entry-level position

where I can utilize my organizational and time management skills to help better the
Company.
 PERSONAL INFORMATION:

Birthdate: July 17, 2000

Age: 23
Gender: Female
Status: Single
Religion : Roman Catholic
Height : 5’3
Weight : 65kgs.
Parents : Gilbert V. Yanday
: Riza B. Yanday
Occupation : Fisherman/Housewife

EDUCATIONAL BACKGROUND

College : The Great Plebeian College

Bachelor of Elementary Education
Alaminos City, Pangasinan
2020-2024

Senior High Education : Bani National High School

San Jose, Bani, Pangasinan
2017- 2019

Secondary Education : Bani National High School

San Jose, Bani, Pangasinan
2014-2017

Primary Education : San Jose Elementary School

San Jose, Bani, Pangasinan
2008-2013

SUMMARY OF SKILLS, ABILITIES AND EXPERIENCES

✓ COOKERY NCII
✓ FOOD and BEVERAGES SERVICES NCII
✓ MICROSOFT OFFICE (DOCS, PPT)
✓ FLEXIBLE AND RESPONSIBLE
I hereby certify that all information stated here is certified true and correct to the
best of my knowledge.

GRACELYN B. YANDAY

BEVERLY A. SINDAYEN
Kamanggan St.Brgy Polo Alaminos City beverlysindayen@gmail.com
09301638938

OBJECTIVES:

Ambitious and responsible worker eager to begin an entry level position

where I can utilize my organizational and time management skill to help better
the Company.
 PERSONAL INFORMATION:
Birthdate : December 10, 2002
Age : 23
Gender : Female
Status : Single
Religion : Roman Catholic
Height : 168CM
Weight : 65kgs.
Father’s Name : Rommel C. Sindayen
Occupation : Tricycle Driver
Mother’s Name : Evelyn A. Sindayen
Occupation : House Wife
Dialect Spoken : Tagalog and English

EDUCATIONAL BACKGROUND
Elementary : Polo Elementary School
Year: 2013/2014

High school : Polo National High School

Year: 2019/2020

College : The Great Plebeian

Year: Currently Studying
Course : Bachelor of Elementary Education

Special Skills :Can do Flexible Work

Can do work under pressure

Person to Contact in Case of Emergency: Rommel C. Sindayen

Contact No: 09519954586

I hereby certify that all information stated here is certified true and correct to the
best of my knowledge.

BEVERLY A. SINDAYEN
 ALVIN JAYSON B. VELASCO

012, Purok, San Pablo, Alos February May 2013

Alaminos City Pangasinan
Information Communication Technology CSWD Office Alaminos City Pangasinan
+63-927-175-5604
PROFILE
August 2012 - February 2012
SKILLS
velascoalvinjhay@gmail.com
Honest
SECONDARY SCHOOL
Hard Working
Alos, National Highg School
Problem-Solving Alos, Alaminos City Pangasinan 2004 - 2008

Computer Literacy Strong PRIMARY SCHOOL

Alos, Elementary School
Communication
Alos, Alaminos City Pangasinan
1998 - 2004
EDUCATION Enthusiastic student teacher with good leadership, strong communication
TERTIARY SCHOOL and multitasking skills. familiar with different instructional approaches
The Great Plebeian College and technologies such as laptop, projectors, and TV Screen used in
Don Reinoso Street, Pob. Alaminos City lecture in the classroom. Looking forward in teaching position where I can
2021 - 2024 apply my relevant skills and passion for teaching to create a stimulating
and quality learning environment for learners.
STI Alaminos City Pangasinan
Computer Hardware Servicing (CHS)
EXPERIENCE The Great Plebeian College
Don Reinoso St. Pob. Alaminos City October 7, 2023
COMPUTER ASSITANT
Island Profit and Internet Cafe STUDENT FORUM 2 . 0 :
CHED Region 1, San Fernando City, La Union Preparing College Students in the Next
January - March 2016
Normal Education
Encoder (MS. Word, Excel, February 23, 2022
Publisher and PowerPoint
Assist costumers LEADERSHIP AND PARLIAMENTARY
Computer Networking PROCEDURE

Photocopy operator The Great Plebeian College

Don Reinoso St. Pob. Alaminos City
Laminating ID’s
December 2 , 2021
COMPUTER ASSITANT
Areanet Computer and NETIQUETTE ON SOCIAL MEDIA AND EMAILS
Internet Cafe The Great Plebeian College Don Reinoso St. Pob. Alaminos City
September - Novermber November 20, 2021
2015
REFFERENCES
Encoder (MS. Word, Excel,
KERBY CARSTRO
Publisher and PowerPoint
Punong Barangay
Assist costumers Alos, Alaminos City Pangasinan
Computer
MAXIMO V. DECENA
Networkin Retired American Navy
g Alos, Alaminos City Pangasinan
Photocopy
JOSEPH RAFANAN
operator Instructor, The Great Plebeian College
Telbang, Alaminos City Pangasinan
PRODUCTION OPERATOR
House Technology Industries
Gen. Trias, Cavite

March - July 2014

TRAINING/SIMINAR
ATTEND
TREE PLANTING ACTIVITY
The Great Plebeian College
Don Reinoso St. Pob. Alaminos City
January 26, 2024

PROJECT SAGIP FOR STUDENT CONVERGENCE

Collegio De Dagupan
Dagupan, Pangasinan
November 17, 2023

BASIC LEADERSHIP TRAINING ALVIN JAYSON B. VELASCO

Applicant
Name : ROJEL JAN OCAMPO
GALZOTE

Date of Birth : May 07, 1994

Place of Birth : Poblacion, Bani, Pangasinan

Nationality : Filipino

Civil Status : Married

Parents : Mr. Ronnie Caasi Galzote & Mrs. Jelie Ocampo Galzote

Spouse : Aiza Abungan Galzote

Educational Background

Elementary:
Bani West Central School 2002- 2006
Bani, Pangasinan

Secondary:

Bani National High School 2006-2010 Bani,

Pangasinan

Tertiary:

The Great Plebeian College 2010-2012

Hotel and Restaurant Services
Alaminos City, Pangasinan

The Great Plebeian College 2019-present

Bachelor of Elementary Education
Alaminos City, Pangasinan
Work Experiences

Year Company Position

2013 – 2016 Mccolbys Inc. Mcdonalds Service Crew, Inventory Assistant

References

Mrs. Dalina R. Pabalate

Teacher III
Poblacion Bani, Pangasinan

Mrs. Arni Madona Fernandez

Store Manager
Alaminos Branch
Alaminos City, Pangasinan

Mr, Jerric Jay Castro

Master Teacher I
Garrita Elementary School
Garrita Bani, Pangasinan
JESSICA APOSTOL ANCHETA
CAMAGSINGALAN SUAL,
PANGASINAN
CONTACT NO.: 09511812267
jessicaapostolancheta230209@gmail.com

PERSONAL INFORMATION

Birth Date : SEPTEMBER 23, 1999

Birth Place : CAMAGSINGALAN, SUAL, PANGASINAN

Religion : ROMAN CATHOLIC

Status : SINGLE

Parents : GERALDO REDITO ANCHETA

RELENE APOSTOL ANCHETA

Siblings : JHANIEN APOSTOL ANCHETA

JEFFORD APOSTOL ANCHETA

Child : JHAYCA ESTELLA ANCHETA TABION

Address : CAMAGSINGALAN SUAL, PANGASINAN

EDUCATIONAL BACKGROUND

Tertiary Education
School : The Great Plebeian College

Course : Bachelor of Elementary Education

Address : Don P. Reinoso Street Poblacion,

Alaminos City, Pangasinan

Academic Year : 2020 - Present

Secondary Education

Junior High School

School : The Great Plebeian College
Address : Don P. Reinoso Street Poblacion,

Alaminos City, Pangasinan

Academic Year : 2012-2016

Senior High School

School : The Great Plebeian College

Strand : Home Economics (HE)

Address : Don P. Reinoso Street Poblacion,

Alaminos City, Pangasinan

Academic Year : 2016-2018

Primary Education

School : Caarosipan Elementary School

Address : Camagsingalan Sual, Pangasinan

Academic Year : 2005-2012

ROSHELLE G. RELANO

POLO ALAMINOS CTY PANGASINAN

09104675782

roshellerelano@gmail.com

OBJECTIVE
:

• To contribute well in the society and to the people that I may encounter in

my everyday activity .

• To seek present job to which I can develop my individuality as well as my

performance in the field of work .

PERSONAL INFORMATION

DATE OF BIRTH : FEBRUARY 06 2002

PLACE OF BIRTH : POLO ALAMINOS CITY, PANGASINAN

GENDER : FEMALE

CIVIL STATUS : SINGLE

CITIZENSHIP : FILIPINO

AGE : 22

WEIGHT : 48

HEIGHT : 5’2

DIALECT : PANGASINANSE, TAGALOG & ENGLISH

RELIGION : ROMAN CATHOLIC

FATHER’S NAME : ROLANDO R. RELANO

OCCUPATION : TRICYCLE DRIVER

MOTHER’S NAME : GISELE G. RELANO

EDUCATIONAL ATTAINMENT

TERTIARY : THE GREAT PLEBEIAN COLLEGE

BACHELOR OF ELEMENTARY EDUCTION

ALAMINOS CITY PANGASINAN

2020-2024

SENIOR HIGH EDUCATION:

SECONDARY: POLO NATIONAL HIGH SCHOOL

GENERAL ACADEMIC STRAND (GAS)

POLO, ALAMINOS CITY, PANGASINAN

2017-2018

PRIMARY: POLO ELEMENTARY SCHOOL

POLO, ALAMINOS CITY, PANGASINAN

2012-2013

SUMMARY OF SKILLS ABILITIES AND EXPERIENCES

➢ FLEXIBLE AND RESPONSIBLE

➢ CAN WORK UNDER PRESSURE
➢ MICROSOFT OFFICE (DOCS ,PPT)

I hereby certify that the above information and statement is true and correct to the best of
my knowledge

ROSHELLE
G.RELANO
 Documentation

Pre - test During – Intervention

SIM I

During – Intervention During – Intervention

SIM 2 SIM 3

During – Intervention During – Intervention

SIM 4 SIM 5
During – Intervention During – Intervention

SIM 6 SIM 7

During – Intervention

SIM 8
During Post - test