DepEd Division of Misamis Oriental Page

Department of Education
Region X – Northern Mindanao
Schools Division of Misamis Oriental
District of Sugbongcogon
BINUANGAN NATIONAL HIGH SCHOOL

TERMINAL REPORT

I. Title of the project

READING PROFICIENCY AND STUDENTS’ NUMERACY SKILLS

VIA MOBILE SEAMLESS LEARNING STRATEGY

II. Recipient of the project

One (1) intact section of Grade 7 students of Binuangan National

High School, Binuangan, Misamis Oriental served as the participants of
the study. The participants were officially enrolled for school year 2023-
2024.The study will employ random sampling procedure. The researcher
randomly chose the participant in the enrolled Grade 7 students of
Binuangan National High School, Binuangan, Misamis Oriental during the
first quarter of school year 2023-2024.

III. Rationale and objective

In today's digital age, mobile devices have become an integral part

of our daily lives. They have revolutionized the way we communicate,
access information, and learn. With the widespread adoption of mobile
technology, educators and instructional designers have recognized the
potential of mobile devices in enhancing learning experiences especially in
the context of reading and numeracy.
As stated in the study of Bayarcal and Tan (2023) that students still
require support with problem-solving despite the beautiful picture of
mathematics instruction. The difficulties began when more students were
required to read clearly and comprehend the situation. In the researcher's
experience, teachers are expected to provide a clue for students to
develop ideas to solve the problem which supports to the study of Timario
(2020) indicated that a predictor of problem-solving skills is reading
comprehension ability.
The study assessed the reading proficiency and students’
numeracy skills via mobile seamless learning strategy among Grade 7
students of Binuangan National High School, Binuangan, Misamis
Oriental. Specifically, it answered the following objectives: (1) Determine
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the level of reading proficiency of students before and after the

implementation of mobile seamless learning strategy; (2) determine the
level of students’ numeracy before and after the implementation of mobile
seamless learning strategy; (3) find out the significant difference in the
level of reading proficiency before and after the implementation of mobile
seamless learning strategy; (4) find out the significant difference in the
level of students’ numeracy skills before and after the implementation of
mobile seamless learning strategy; and (5) compare the significant
relationship between the level of reading proficiency and level of students’
numeracy skills before and after the implementation of mobile seamless
learning strategy.

IV. Methodology

a. Participants and/or other Sources of Data and Information

One (1) intact section of Grade 7 students of Binuangan National
High School, Binuangan, Misamis Oriental served as the participants of
the study. The participants were officially enrolled for school year 2023-
2024.The study employed random sampling procedure. The researcher
randomly chose the participant in the enrolled Grade 7 students of
Binuangan National High School, Binuangan, Misamis Oriental during the
first quarter of school year 2023-2024.

b. Data Gathering Methods

The study utilized a one-shot experimental research design. This
type of design used one intact class: the experimental group (exposed to
Mobile Seamless Learning Strategy). The class was subjected to pretest
and post-test to determine the significant difference in the reading
proficiency and students’ numeracy skills. The researcher utilized two
academic assessments.

Academic Assessment
First, a reading material to measure the reading proficiency of
students by identifying their reading level as presented in the PHIL-IRI.
The following are the definitions of terms used in Phil-IRI:
Reading Level – the level at which a learner can read and
comprehend a leveled text or graded passage: given a particular leveled
text, a learner may fall under any of the following reading levels.
Table 1. Reading Level
Level Definition
 This is the lowest level
 The learner shows withdrawal from reading
situations by refusing to read.
Frustration
 At this level, readers find reading so difficult that
they cannot successfully respond to them
(Flippo, 2014).
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 It is the level at which the pupil can profit from

instruction.
 It is the level where a child can read with the
Instructional support of the teacher.
 It is the level at which readers profit the most
from teacher directed instruction in reading
(Flippo, 2014).
 It is the highest level at which a learner can read
independently and with ease without the help or
guidance of the teacher.
Independent
 It is the level at which readers function on their
own with almost perfect oral reading and
excellent comprehension (Flippo, 2014).
In some cases where learners who were assessed in their reading
proficiency fall below the frustration level, they are classified as “Non-
readers”.
 A learner who is unable to recognize and sound
Non-reader out letter-sound connections for single
consonants, consonant-blends and others.

Second, an achievement test to measure the student's numeracy

skills. This is an eighty item in multiple-choice type developed by the
researcher. It was pilot tested to Grade 9 students to know its reliability. To
measure the students’ numeracy skills exposed to mobile seamless
learning strategy, a percentage equivalent scale was used in the
interpretation of data adapted from Department of Education Order No. 8,
series of 2015.
Percentage Equivalent Descriptive Interpretation
90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Below 75 Did Not Meet Expectations

c. Data Analysis Plan

The researcher used descriptive statistics such as the means,

percentages, and standard deviation to analyze the data obtained from the
results of the questionnaire. Paired samples t-test was used to compare
the effects of mobile seamless learning strategy on the levels of reading
proficiency and students’ numeracy skills. A simple linear regression will
be used to determine the significant relationship between reading
proficiency and students’ numeracy skills as exposed to mobile seamless
learning strategy.
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V. Results and Discussion

This section presents the interpretation and analysis of data

gathered on reading proficiency and students’ numeracy skills as exposed
to mobile seamless learning strategy among grade 7 students.
Profile on Students’ Reading Proficiency
Table 2 presents the frequency distribution on the level of students’
reading proficiency before and after the implementation of mobile
seamless learning strategy. The table shows that before the
implementation, out of 23 students as participants of the research, 13
students are instructional, 6 students are frustration, and 4 students are
non-reader. After the implementation, 12 students are independent, 6
students are instructional, and 5 students are frustration.
Table 2. Profile on students’ reading proficiency
BEFORE AFTER
LEVEL
F % F %
INDEPENDENT 0 0 12 52.17
INSTRUCTIONAL 13 56.52 6 26.09
FRUSTRATION 6 26.09 5 21.74
NON-READER 4 17.39 0 0
TOTAL 23 100 23 100

In the study of Cabaña et al. (2019) revealed that 42.95% of

students in grade 7 have a frustration level. Just 7.38% are independent
readers, whereas 49.66% are instructional.
As mentioned in the study of Lagarto (2021) entitled “Reading
Proficiency Level among Grade 7: Basis for Reading Intervention
Program”, when it came to word recognition in reading passages in both
English and Filipino, as well as reading proficiency, the majority of Grade 7
students fell into the frustration level. Similarly, when it came to reading
comprehension in both English and Filipino, all of the Grade 7 students fell
into the same category.

Profile on Students’ Numeracy Skills

Table 3 presents the pre-test mean scores of the students’
numeracy skills before and after the implementation of mobile seamless
learning strategy. The table shows that out of the 23 students as
participants of the research before the implementation, 2 students got a
score of 80%-84% indicating “satisfactory”, 1 student got 75%-79%
indicating “fairly satisfactory, and 20 students got a score of 75% and
below indicating “Did not meet expectations”. After the implementation, 12
students got a score of 90%-100%, 5 students got a score of 85%-89%, 3
students got a score of 80%-84%, 1 student got a score of 75%-79%, and
2 students got a score of below 75% indicating “Outstanding”, “Very
Satisfactory”, “Satisfactory”, “Fairly Satisfactory”, and “Did not Meet
Expectations”, respectively. It shows that the pre-test mean percentage
score of students before the implementation is 47.39% indicating “Did not
Meet Expectations” and 86.78% indicating “Very Satisfactory” after the
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implementation. The mean percentage score of the students’ numeracy

skills before the implementation is lower than after the implementation.

Table 3. Profile on students’ numeracy skills

BEFORE AFTER DESCRIPTIVE

SCALE
INTERPRETATION
F % F %
90-100 0 0 12 52.17 Outstanding
85-89 0 0 5 21.74 Very Satisfactory
80-84 2 8.70 3 13.04 Satisfactory
75-79 1 4.35 1 4.35 Fairly Satisfactory
Below 75 20 86.96 2 8.70 Did not Meet Expectations
TOTAL 23 100 23 100
Mean
23.70 43.39
Score
47.39 86.78
MPS (Did not Meet Very Satisfactory
Expectations)

It confirms Saligumba's (2018) research, which revealed that

students’ mathematics proficiency on pretests prior to using the Gradual
Release of Responsibility Instructional Model was extremely poor.
It also supports the findings of Villaver's (2014) study, which
showed that students' performance in mathematics was at a very low level
before being exposed to an experiential learning setting.
Furthermore, this study adds to Bersano's (2016) findings that the
majority of children perform at a relatively low level in mathematics.

Paired-samples t-test on Students’ Reading Proficiency

Table 4 shows the paired-samples t-test on students’ reading
proficiency. The mean score of the students’ reading proficiency before the
implementation of mobile seamless learning strategy was 10.61 and 17.91
after the implementation. The computed t-value is -9.26 with a p-value of
0.000 indicating highly significant difference. Absolutely, students before
the implementation have lower reading proficiency after the
implementation.
Table 4. Paired-samples t-test on Students’ reading proficiency
GROUP N Mean Std. t-value Sig.
Deviation (2-tailed)
BEFORE 23 10.61 2.92 -9.26 .000
AFTER 23 17.91 1.62

As a result, the null hypothesis that there is no significant difference

in the level of reading proficiency before and after the implementation of
mobile seamless learning strategy is rejected.
As stated by De Tobio, C. (2021) that majority of students today are
digital natives or citizens, it is also essential to create alternative reading
programs that will fit the needs and interests of the students. Examples of
these programs include an electronic classroom comprehension program
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and reading kiosks that encourage students to read the best classical texts
at their own pace.
Consequently, Dunuan et al. (2021) had important ramifications for
the school's development of enrichment programs that catered to students'
Advanced Placement course preparation, teachers' teaching
methodologies, and the school's reading goals.

Paired-samples t-test on Students’ Numeracy Skills

Table 5 shows the paired-samples t-test on students’ numeracy
skills. The mean score of the students’ numeracy skills before the
implementation of mobile seamless learning strategy was 23.70 and 43.39
after the implementation. The computed t-value is -8.30 with a p-value of
0.000 indicating highly significant difference. Absolutely, students after the
implementation have higher numeracy skills than the students before the
implementation.
Table 5. Paired-samples t-test on Students’ numeracy skills
GROUP N Mean Std. t-value Sig.
Deviation (2-tailed)
BEFORE 23 23.70 9.90 -8.30 .000
AFTER 23 43.39 5.60

In conclusion, the null hypothesis that there is no significant

difference in the level of students’ numeracy skills before and after the
implementation of mobile seamless learning strategy is rejected. This
finding is attributed to students’ exposure with mobile seamless learning
strategy. Hence, Mobile seamless learning strategy improves student
achievement and fosters conceptual comprehension of the subject matter
covered in class.
Rapid advancements led to the realization that mobile technologies
were crucial for creating seamless learning environments. Students no
longer have time or location restrictions when accessing learning
resources thanks to mobile devices. Time and space constraints, such
classrooms or school bells, have been removed on the basis that these
applications facilitate information flow. Furthermore, the opinions of the
students demonstrated that the utilization of mobile technology
applications in non-school learning situations has a favorable impact on
the learning process (Pocan et al., 2022).

Correlation on Students’ Reading Proficiency and Numeracy Skills

Table 6 presents the correlation on students’ reading proficiency
and numeracy skills. The computed Pearson r correlation for reading
proficiency and numerical skill during pretest is -0.014 indicating not
significant while in posttest is 0.430 indicating significant at 0.05 level of
significance. This implies that before the implementation of mobile
seamless learning strategy, reading proficiency has no significant
relationship with numerical skill. After the implementation, a significant
relationship is concluded.
Table 6. Correlation on students’ reading proficiency and numeracy skills
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Numerical Skill Reading Proficiency

Mean SD
Pretest Posttest Pretest Posttest
Pretest 23.70 9.90 --
Numerical Skill
Posttest 43.39 5.59 -0.004 --
Reading Pretest 10.61 2.92 -0.014 0.074 --
Proficiency Posttest 17.91 1.62 0.126 0.430* -0.334 --
*significant at 0.05

The findings of the study is in support with Karacaoglu, et al. (2023)

that reading comprehension ability was found to be the most essential
ability for success in science and mathematics.
It is believed that mastery of reading and math is essential for the
development of other intellectual abilities. Moreover, some research
discovered a connection between the development of math and reading.
By employing continuous time models to examine the connection between
reading and arithmetic, we add to the body of literature. Consistent with
earlier research, reading has a greater impact on mathematics than the
opposite (Jindra, C., Sachse, K.A. & Hecht, M., 2022).

VI. Plans for dissemination and advocacy

The researcher plans to disseminate the result of the study through

research congress presentations and publish it in a journal for faster
dissemination of information. Moreover, the researcher plans to utilize the
result to address the problems encountered in developing reading
proficiency and students’ numeracy skills.

VII. Date of project completion

October 2023
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VIII. Financial requirement

Personal fund/MOOE

Prepared by:

GERALD C. BAYARCAL
Teacher I/Researcher

Reviewed by:

FELICULO U. JAPONA JR., PhD

School Head

Attested by:

GINA I. CAGANG, PhD

Public Schools District Supervisor

Noted by:

JOSEPHINE D. LABARES, PhD

Division Research Coordinator

Recommending Approval:

ERLINDA G. DAEL, PhD, CESE

Assistant Schools Division Superintendent

APPROVED:

EDILBERTO L. OPLENARIA, EdD, CESO V

Schools Division Superintendent