BAGONG BARRIO NATIONAL HIGH SCHOOL

THE ENGLISH DEPARTMENT

THE IMPACT OF MULTIMODAL LEARNING STRATEGIES ON

ENHANCING THE READING SKILLS OF GRADE 10 STUDENTS

A Research Paper

Presented to

The Faculty of English Department

Bagong Barrio National

In Partial Fulfillment of the Requirements

In English 10

2024
BAGONG BARRIO NATIONAL HIGH SCHOOL
THE ENGLISH DEPARTMENT

The Researchers

Leader
MICHAEL H. BELDAD

Members
ALESSANDRA CHAMMEL G. BOQUERIN

MA. CATHERINE D. BOYLES

RHIANE C. CATAMBACAN
RISIE C. CATAMBACAN
ADRIAN C. DELOTAVO
LYCA Q. ESQUIBEL
JEFERSON A. FAILON
ALTHEA I. FAUSTINO
JOSHUA G. PALAPUZ
PHEONA NICOLE PRIMIA
ERIKA R. YTON

2024
 BAGONG BARRIO NATIONAL HIGH SCHOOL
THE ENGLISH DEPARTMENT

Introduction

In today's information-rich world, effective reading skills are crucial for academic

success and lifelong learning. However, reading is not an easy skill to be acquired, thus,

many students struggle with reading comprehension, (PISA result on Reading Literacy,

2018). While traditional, text-based approaches remain important and benificial, reading

competence at school is vital as students that do not understand the texts they read will not

be able to learn from text material. The limitations of these traditional learning method in

reaching diverse learning styles and captivating the modern students are increasingly

evident, leading to disengagement and hindering progress.

Multimodal learning is teaching a concept through visual, auditory, reading, tactile, and

kinesthetic method. It involves presenting information through various channels, such as

text, images, videos, and audio that makes it easier for learners to absorb and retain

information. So, by trying to include non-verbal modes of representation in the classrooms,

instructors better ensure student engagement with and understanding of the material they

want them to learn. In relation to this, (Benson, 2018) examined how teachers integrated

multimodality into their classrooms and found that it encouraged critical thinking and

deeper under-standing of the content.

Furthermore, the digital age has reshaped student expectations and preferences.

Traditional methods may struggle to capture the attention and engagement of students

accustomed to the dynamic and interactive nature of digital media. A study by (Lirola,

2016) investigated the use of multimodal materials (videos, social media) in language

learning and found it improved students' overall language skills, including reading.
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THE ENGLISH DEPARTMENT

This calls for innovative and engaging approaches to foster a love of reading and ensure all

students acquire the literacy skills they need to thrive in our information-rich world.

This research aims to investigate the impact of multimodal learning strategies on the

rea-ding skills of Grade 10 students. We will explore how incorporating various modalities

into reading instruction can improve students' comprehension, vocabulary acquisition,

engagement, and critical thinking skills.

Background of the Study

Reading is one of important skill in foreign language learning (Yu, 2015) and the

cornerstone of information acquisition and language skill development (Li, M. 2019). It is

generally defined as the process of recognition and comprehension of written materials

(Heriyawati, Saukah, & Widiati, 2018). The ability to read is a critical component of

English instruction. As the educational landscape is evolving, the ability to read critically

and incorporating diverse learning approaches is considered necessary to cater individual

learning styles and since people are now living in a world saturated with digital texts.

Multidimensional models of reading have recently included the concept of multiple texts

to consider the reality that skilled and competent readers often depend on a variety of

texts for understanding (Goldman et al., 2016). The use of multiple representations of

educational content would therefore, appropriate these learner differences and the

multiplicity of text.

In the recent past, rapid technological advancements coupled with the increasing

learner diversity as a result of social, economic, political, and cultural factors have

completely altered the meaning process.

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THE ENGLISH DEPARTMENT

As students are increasingly exposed to diverse media and formats in the digital age,

incorporating multimodal learning aligns with their existing learning habits and prepares

them for future communication and information processing demands (ERIC, 2022).

Multimodal learning is learning that integrates various media and technology such as

images, video, sound, and text to help students understand the material taught (Hadi &

Nugraha, 2018; Liu H, 2021; Uddin MR, 2020).

In other words, Multimodal learning caters to various learning styles, auditory, visual,

and kinesthetic, potentially benefiting a broader range of students compared to traditional

text-based methods (Prodigy, 2023). Multimodal learning is needed in understanding

various materials because students have different learning styles (Mulyatiningsih & Nurdin,

2017; Wulandari & Nurbaity, 2019). Additionally, in multimodal learning, teacher can use

technology and various media to increase learning effectiveness (Satriawan & Sudarmanto,

2019).

Several previous studies have proven that multimodal learning is very effective in

increasing students' understanding of the material taught (Ali M, 2020; Qin J, 2019; Kim S,

2019; Wang Y, 2018). Like the research by (Zhang, 2017) which examined the use of

multimodal texts in enhancing the reading skills of engineering students and found it

beneficial for improving their ability to analyze and comprehend complex information.

Therefore, this research aims to investigate also the impact of multimodal learning

strategies on the reading skills of Grade 10 students.

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Review of Related Literature

In this part of our study, we gathered some related studies that could certainly help to

improve our research. A literature review serves as a research foundation. It immerses us

in existing knowledge, helps identify gaps, and refines the research question. It also

strengthens the argument, and demonstrates credibility by acknowledging previous work.

The Importance of Reading Skills in Grade 10

Reading skills encompass more than just recognizing words on a page. They involve

decoding, fluency, vocabulary, comprehension, and critical analysis. At the tenth grade

stage, curriculum materials become denser and more complex. Strong reading

comprehension allows students to grasp intricate concepts, analyze challenging texts, and

effectively express themselves in research papers and essays.

A study of (Smith, J., Hall, T., 2023) emphasizes the continued need for strong

reading instruction in secondary schools to support students who may have fallen behind

in earlier grades. Meanwhile, the research of (Whitten, C., Labby, S., & Sullivan, S., 2016)

highlights the positive correlation between pleasure reading and academic success in

various subjects, including those studied in Grade 10, even for students with lower

socio-economic backgrounds.

Based on the study of (Salinas-Sánchez, E. S., & Hernández-Hernández, M. G., 2018)

emphasizes the effectiveness of explicit reading strategy instruction in improving

comprehension, which is crucial for success in Grade 10 subjects requiring interpreting

complex texts.
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On the contrary, (Smith, J., & Hall, T., 2023) highlights the persistent issue of reading

difficulties in secondary school and the need for effective interventions to prevent long-term

negative academic consequences.

The research of (Foorman, B. R., & Torgesen, J. K., 2015) provides a broader

perspective, demonstrating the long-lasting impact of poor reading skills on academic

achievement beyond Grade 10, extending into higher education and future careers. On the

other hand, reading, particularly fiction, can promote relaxation, self-reflection, and

emotional well-being, (Oatley K., 2016).

Challenges and Limitations of Traditional Reading Instruction

One of the challenges of the traditional reading instruction is the limited engagement

and motivation. While traditional reading instruction may instill basic literacy skills, its

lecture-heavy approach often fails to ignite a passion for reading, leading to passive

engagement and limited motivation, particularly among diverse learners, (Molnar et al.,

2022). However, there is a great effectiveness in incorporating students' home

languages and diverse media (digital tools, drama) in literacy learning. This suggests

traditional methods focusing solely on written text and standardized instruction might

overlook valuable avenues for engagement and diverse learners' success, (Ntelioglou B.,

Fannin J., Montanera M., Cummins J., 2014).

Another challenge is the Narrow Scope and Lack of Individualization. The "one-size-

fits-all" approach prevalent in many traditional reading programs, despite its historical

contributions, struggles to address the diverse learning styles, needs, and language

backgrounds of today's students, (Dickinson, Tabors, 2018).

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Limited Exposure to Technology and Multimedia is also considered as one of the

challenges. While traditional reading instruction focuses primarily on printed text, it often

overlooks the potential of technology and multimedia tools to enhance engagement,

accessibility, and deeper learning experiences, (Heitink et Al., 2023). As technology

permeates every aspect of our lives, can traditional, paper-based reading instruction truly

prepare students for the demands of a digital future? According to (Unsworth & Thomas,

2022), incorporating technology is no longer optional.

(Graves, M. F., & Watts-Taffe, Y., 2015) critiques the traditional approach for failing to

cater to individual learning styles and needs, potentially hindering progress for diverse

learners. Meanwhile, (Zheng, Y., & Warschauer, M., 2014) highlights the potential of

technology to enhance engagement and motivation compared to traditional methods,

which can sometimes struggle to captivate students' interest.

Multimodal Learning as a Potential Solution

The development of intelligent technology has brought great changes to the way of

reading ang learning. Intelligent learning tools have emerged as indispensable aides,

bolstering students’ blended learning, collaborative learning, and adaptive learning

experiences (Osadcha et al., 2021). Refer to Merayo et al. (2018), intelligent learning tools

are learning places or activity spaces that can provide convenient learning support for

students. These tools possessed the ability to automatically capture and discern learners’

personality characteristics, tailoring personalized learning resources accordingly. With the

proliferation of mobile devices and the continuous evolution of information technology,

online learning environments have witnessed a surge in the availability of intelligent

learning tools, (Herrador-Alcaide et al., 2020).

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The development of intelligent technology has brought great changes to the way of

reading ang learning. Intelligent learning tools have emerged as indispensable aides,

bolstering students’ blended learning, collaborative learning, and adaptive learning

experiences (Osadcha et al., 2021). Refer to Merayo et al. (2018), intelligent learning tools

are learning places or activity spaces that can provide convenient learning support for

students. These tools possessed the ability to automatically capture and discern learners’

personality characteristics, tailoring personalized learning resources accordingly. With the

proliferation of mobile devices and the continuous evolution of information technology,

online learning environments have witnessed a surge in the availability of intelligent

learning tools, (Herrador-Alcaide et al., 2020).

The study of (Mayer, R. E., & Pilegard, A. M., 2014) showcases the effectiveness of

multimedia instruction, a form of multimodal learning, in improving both science

achievement and reading comprehension in middle school students. This suggests its

potential benefit for Grade 10 students in various subject areas. (Frey, N., & Fisher, D.,

2017) said that using multiple modalities, such as visuals, kinesthetic activities, and

discussions, to teach figurative language is highly effective. This approach can enhance

student understanding and engagement, potentially improving their overall reading

comprehension skills. (Lee, H., & Yoo, S., 2018) demonstrates the effectiveness of a

multimodal, inquiry-based approach in improving science literacy skills, which require

strong reading comprehension. This study suggests the broader potential of multimodal

learning for enhancing learning outcomes in various subjects relevant to Grade 10

students.
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Bruck MP., Skerrett AP., Kurtz SL., 2018) also stated that developing rubrics specific to
multimodal projects and activities, aligned with learning objectives and considering diverse
modes of expression, helps ensure fair and effective assessment of complex learning
outcomes.

The Multimodal Learning

Multimodal learning is an educational approach that integrates various methods of

learning, such as visual, auditory, and hands-on activities, to cater to the unique learning

styles of each student. This approach is rooted in the cognitive theory that suggests the

brain’s multiple ‘channels’ for processing information are more effectively stimulated when

information is presented in diverse modes, (Cruz U., 2023). A combination of various

strategies can enhance reading skills and learning outcomes, including cognitive and

metacognitive strategies, technology-assisted learning, social learning, and goal setting,

(Alisoy H., 2023). The study of (Malitesta, Cornacchia, 2023) discusses the importance of

leveraging multimodality to enhance recommendation accuracy. (Pölkki, T., et al., 2020)

conducted a systematic review of research on multimodal learning analytics, identifying

trends and highlighting the need for further exploration of its ethical considerations and

application in diverse learning contexts.

(Alwahaby, H., et al., 2022) explored how learning theories can inform the

development and use of multimodal learning analytics, which involves collecting and

analyzing data on student interactions with various learning materials. (Lim, W. K., & Liu,

M. Q., 2017) offered a framework for designing effective multimodal learning environments,

emphasizing the importance of alignment with learning objectives, integration of diverse

modalities, and learner-centered design.

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(Aydin, S., & Öztürk, A., 2015) found that multimodal learning strategies significantly

improved student engagement and academic achievement compared to traditional

methods. (Jewitt, C., & Kress, G., 2014) explored the theoretical foundations of multimodal

learning and its positive impact on student learning outcomes, particularly in language and

literacy education. (Lee, H., & Lin, Y., 2018) investigated the effectiveness of using various

modalities, like visuals, audio, and hands-on activities, to enhance science learning and

foster deeper understanding.

On the other hand, based on the statement of (Harvey & Goudvis, 2017) making

multimodal inferences is an assimilation and integration processes of some reading

strategies such as the integration between readers’ background knowledge with the

information of the texts, visualization, summarizing, scanning, skimming, and making

inference.
Exploring Different Types of Multimodal Strategies

The use of multimodal text can bring advantages to the learners as the text is the

combination of two or more modes such as written language, spoken language, visual (still

and moving image), audio, gestural, and spatial context. Besides, it can be an ideal

alternative as a medium to aid language acquisition, particularly for reading comprehension,

(Hanif & Wiedarti, 2021). The use of various media in the teaching-learning process also

motivates the students to learn more since the process of teaching-learning becomes more

interesting, (Abubakar, Alfian, & Rasyid, 2023). (Dalton, B., & Scardamalia, M., 2014)

explores using graphic organizers, concept maps, and digital storytelling tools alongside

traditional text to promote deeper understanding and engagement.

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(Yore, L. J., Hand, B., & Bartels, J., 2018) investigates the use of combined visual and

textual materials like documentaries, simulations, and interactive exhibits to promote

scientific literacy in science classrooms.

The different types of multimodal strategies are classified into; Visual, Auditory, Reading

& Writing, and Kinesthetic, (Gupta D., 2021). In relevance with visual, research by (Kalyuga

& Sweller, 2014) delves into the effectiveness of combining text and images, demonstrating

that learners achieve better learning outcomes compared to text alone. (Lee, J., & Leu, D.

J., 2016) explores the potential of mobile technologies like tablets and smartphones,

allowing students to create and interact with multimedia content, promoting active learning

and deeper engagement.

A multimodal approach based on (Jewitt, C., & Kress, G., 2013) proposes a framework

for multimodal literacy that emphasizes using various modes together to construct meaning

and navigate the complexities of the digital world. (Fotos, C., & Ellis, R., 2017) examines the

use of multimodal resources like movies, songs, and interactive platforms to support

language learning by incorporating audio, visuals, and real-world contexts. In relation with

this, the study of (Chi, M. T., & Wylie, S. A., 2014) explores how multimodal approaches,

including simulations, visualizations, and hands-on activities, can enhance student

understanding of complex scientific and mathematical concepts. (Mastropieri, M. A., &

Scruggs, T. E., 2017) highlights the benefits of multimodal strategies for students with

learning disabilities, allowing them to access information through various channels and

fostering a more inclusive learning environment.

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The Advantages and Challenges of Multimodal Learning Approaches

Multimodal learning strategies presents both compelling advantages and potential

challenges in educational settings.

Enhanced engagement and motivation & Improved comprehension and knowledge

retention is are considered as advantages of multimodal strategies. A large-scale meta-

analysis conducted by (Mayer R., 2014) found that multimedia learning environments

consistently led to significantly higher test scores and overall learning outcomes compared

to text-only instructional approaches. A study by (Cheng YC., 2020) observed a significant

increase in student engagement and active participation in science lessons that

incorporated elements of music and visuals compared to traditional lecture-based

methods. (Chen & Luo, 2021) investigated the use of infographics in STEM education,

finding that they significantly improved students' understanding and retention of complex

scientific concepts.

To add on this, a research by (Plass et al., 2014) showed that interactive multimedia

simulations led to deeper learning and knowledge retention compared to static text-based

materials. The development of critical thinking and communication skills & Improved

Comprehension and Knowledge Retention is another advantage. (Dabrowski, 2015)

explored the use of multimodal projects in language learning, highlighting how they

encouraged students to analyze, synthesize information, and present their findings

critically. (Chang & Xie, 2020) investigated the impact of collaborative video projects on

students' communication skills, finding that working together to create multimodal

presentations enhanced their ability to communicate effectively.

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On the other hand, according to (Borzello, 2018) teachers must adopt a multi-modality

approach to teaching and learning to cater to all students' learning styles. This involves

presenting information in various ways, such as auditory, visual, and kinesthetic methods.

The work of (Richard M., 2014) reiterates the importance of careful design to avoid

cognitive overload, emphasizing the need for clear learning objectives, focused content,

and appropriate use of multimedia elements. Building on this point, (Ahn, 2020) suggests

using rubrics and assessment methods specifically designed to evaluate the diverse skills

developed through multimodal activities, such as creativity, problem-solving, and

collaboration. (Rose, D., & Meyer, A., 2017) emphasizes the importance of designing

multimodal learning experiences that cater to learners with diverse needs and abilities,

including those with sensory impairments or learning difficulties. (Hull, G. A., & Schultz, L.

M., 2017) examines the use of multimodal composing, where students combine various

modes. (Lunsford, K. H., & Ede, S. L., 2014) discusses the challenges and opportunities

of assessing multimodal learning, proposing methods that go beyond traditional testing

and consider the unique skills and knowledge developed through these diverse learning

experiences.
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Synthesis
This study will be implemented to improve students’ “reading skills in making multimodal

inferences and to explore students‟ difficulties in making multimodal inferences. Moreover,

Cahyaningati & Lestari (2018) explored the use of multimodal text in enhancing reading

skills. With respect to making inference, some studies exploring the inferences have been

carried out, such as the research of implementation of multimodal of interactive reading

assessments is information transfer conducted by reading charts, maps, graphs, diagrams.

and the transformation of the main functions or quality of reading. This advantages of

multimodal learning strategies presents both compelling advantages and potential

challenges in educational knowledge retention is considered motivation and improved

comprehension.

However, the work of ( Richard M.,2014) retirerates the importance of careful design

to avoid cognitive overload, emphasizing the need for clear learning objectives, focused

content,and appropriately use of multimedia elements. Clear learning objectives, relevant

content, and appropriate use of multimedia elements are essential for effective learning

experiences. These factors help learners stay focused, avoid distractions, and promote

engagement. The design process should balance providing enough information to facilitate

learning without overwhelming learners with excessive cognitive load. Using multimedia

appropriately can enhance the learning experience.

In conclusion, the study classifies the strengths and weaknesses of the given

approach in modern higher education.

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Statement of the Problem

This study sought to determine the effects and impact of multimodal learning strategies

on enhancing the reading skills of Bagong Barrio High School Grade 10 Students S.Y.

2023-2024.

To answer the cited problem above, an answer to the following questions will be sought:

1. What is the demographic profile of the student respondents in terms of:

1.1. Age

1.2. Section

2. What are the impact of multimodal learning strategies?

Significance of the Study

The outcome of this research will certainly be beneficial for the following:

Students. The results will help to find out the effects and impacts of multimodal

learning strategies to Grade 10 Students. Furthermore, as we search for these impacts,

this will also help the students that find the traditional text-based learning instruction difficult

to understand to improve their knowledge.

Teachers. This study's findings could equip teachers with evidence-based strategies to

enhance their teaching methods. By integrating multimodal learning approaches into their

classroom practices, educators can better cater to diverse learning styles and provide a

more inclusive and engaging learning experience for their students.

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Parents. Understanding the effectiveness of multimodal learning strategies can

empower parents to better support their children's academic development.

Researchers. The significance of this study for researchers lies in its potential to

evaluate an educational approach, contribute to the field of education, inform future

research, and ultimately, help educators understand student learning and tailor their

teaching methods for better outcomes.

Scope and Delimitation

This study aims to identify what is multimodal Learning Strategies and the use of it,

and its Impact on the reading skills of the students, and it is entitled. "The Impact of

Multimodal Learning Strategies on enhancing the reading skills of grade 10 Students".

The target of this study is a total of 250 Respondents out of all section of grade 10 in

Bagong Barrio National High School of School Year 2023-2024.

The scope of this study was limited only to Bagong Barrio National High School Grade

10 Students, respondents will be given a link to answer corresponding questions through

Google forms, the researchers used quantitative as a research design and this research

will use purposive sampling.

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Theoretical Framework

One theory that has gained attention in the realm of multimodal learning strategies and

reading skills enhancement is the cognitive theory of multimedia learning proposed by

(Mayer, 2014). This theory suggests that incorporating multiple modes of presentation,

such as text, images, and audio, can facilitate learning by engaging different cognitive

processes simultaneously. Supporting evidence this theory comes from various studies

conducted (Suherdi, 2015). It is called as multimodal texts (Walsh, 2015). Reading

materials can be monomodal or multimodal texts by students as readers can be personal

or academic reading.

One of the problems in the Philippine edu-cational system is that many Filipino children

have a difficulty in reading which is especially linked to low achievement results particularly

in public schools. The said low academic achievement results are further remarked to the

mediocre development of reading skills among the students. Furthermore, advancements

in technology have provided educators with innovative tools to implement multimodal

learning strategies effectively. Virtual reality (VR), augmented reality (AR), and interactive

simulations have been used to create immersive learning experiences that combine text,

images, and interactive elements, offering students opportunities to engage with content in

diverse ways.

Overall, the evidence suggests that incorporating multimodal learning strategies can

enhance the reading skills of grade 10 students by providing them with varied and

engaging learning experiences that cater to different learning styles and cognitive

processes.
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Conceptual Framework

Independent Variable Dependent Variable

1. Student Profile

1.1. Age Reading Skills and

1.2. Grade & Section Comprehension

2. Multimodal Learning
Strategies

Figure 1. Conceptual Paradiagram

The study's conceptual framework centers on the application of multimodal learning

stra-tegies to improve engagement and comprehension among Grade 10 students.

Multim-odal learning encompasses the use of various sensory modalities (e.g., visual,

auditory, kinesthetic) to deliver instructional content, catering to diverse learning styles and

preferen-ces. By integrating multiple modes of representation and expression, students

can access information through different channels, reinforcing their understanding and

retention of rea-ding materials.

In conclusion, exploring the impact of multimodal learning strategies on enhancing

rea-ding skills is significant for the academic development of Grade 10 students at Bagong

Barrio National High School. By identifying the potential benefits for parents, teachers, and

students, and by employing a conceptual framework focused on improving engagement

and comprehension, this study holds the promise of contributing to the advancement of

reading skills among Grade 10 students.

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Definition of Terms

To ensure clarity and consistency, the following terms will be defined as used in this

research:

Academic Development. The growth and progress of students in their cognitive,

social, and emotional skills, as well as their knowledge and performance in academic

subjects.

Comprehension. The capacity to understand and interpret the meaning of written

texts. This includes the ability to identify main ideas, infer meaning, make connections, and

critica-lly evaluate the content of the material being read. In one sentence

Grade 10 Students. Students who are in the 10th grade or equivalent level of

secondary education. This group typically consists of teenagers aged around 15-16 years

old.

Multimodal Learning Strategies. Utilize visual, auditory, and kinesthetic approaches

to accommodate diverse learning styles, enabling students to access information through

different sensory channels.

Reading Skills. The ability to understand, interpret, and critically analyze written text.

This includes fluency, vocabulary, comprehension, and the capacity to engage with

different types of texts, such as literary, informational, and digital materials.

Retention. The act of retaining : the state of being retained

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CHAPTER 2

METHODOLOGY

This implies the chapter delves into the different methods and approaches researchers

employ to design their studies. Multimodal this suggests the chapter might explore research

designs that utilize various modalities, meaning different modes of data collection and

analysis these could include.

Research Design
This study used quantitative method of research to determine the overall impact of

multimodal learning strategies to grade 10 students. 250 students in Bagong Barrio

National High School will be surveyed as part of this study.

According to Sis intemational Research (n.d.), quantitative research is structured way

of collecting and analyzing data obtained from different sources. Quantitative research

involves the use of computational, statistical, and mathematical tools derive results. It is

conclusive in its purpose as it tries to quantify the problem and understand how prevalent

it is by looking for projectable results to a larger population.

Population and Sampling Technique

The researchers first determined the target respondents. The target demographic

should also consist of a limited number of individuals. Two hundred fifty (250) students in

grade 10 represents as the researchers' target respondents when they surveyed the

general public about the impact of multimodal strategies on their learning and reading

skills. Each leamer has an equal probability to be chosen as the respondent for the study.

Bagong Barrio National High School has respondents in 10th academic year.
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Instrument
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Reference: Learning Styles: Concepts and Evidence (Pashler, McDaniel,

Rohrer, Bjork, 2009). From Sage Journals.
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Research Instrument

The researchers used a Questionnaire in this study to gather important data from the

respondents regarding on the "Impact of Multimodal Learning Strategies on Enhancing the

Reading Skills of Grade 10 Students". The questionnaire is divided into three parts.

The first part aims to gather data about the respondents' personal information, such as

their Age, Year and Section, and Gender. This information is important to understand how

the Multimodal Learning Strategies affect students with different background and learning

styles.

The second part of the questionnaire focused on the effect of Multimodal Learning

Strategies on the respondents' reading comprehension. This part aims to gather data on

how the Multimodal Strategies has helped or hindered the respondents' reading skills. The

questionnaire was designed to be user-friendly and easy to understand for the

respondents. It was created using Google Forms to make it more accessible and

convenient for the respondents to answer.

The researchers followed ethical guidelines in creating the questionnaire, such as

ensuring that the questions are appropriate and sensitive, and that the respondents'

privacy and confidentiality are protected.

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The table below shows the population and sample size of the study:

EXPECTED NO. OF
SECTION ENROLLEES
RESPONDENTS

Shakespeare 51 22
Bacon 47 20
Bronte 44 18
Cartland 44 18
Chaucer 46 17
Chekhov 45 17
Emerson 44 15
Frost 45 15
Hardy 45 15
Hemingway 46 15
Irving 45 14
Miller 37 8
Milton 40 10
Poe 44 10
Potter 45 10
Tolstoy 38 5
Twain 36 5
Williams 44 8
Wordsworth 42 8

TOTAL 828 250

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Data Gathering Procedure

Obtaining Permission

Conducting Survey

Recording Responses

Analysis and Interpretation of

Results

Figure 2. Data Gathering Model

Pre-Implementation

The researchers will seek formal permission from Bagong Barrio National High School to

conduct the study with Grade 10 students. This permission should be obtained from the

English Teacher, Grade Level Chairman, and the Principal.

After receiving permission, the researchers will obtain informed consent from the selected

Grade 10 student-respondents. This process will ensure the students understand the study's

purpose, their rights as participants, and how their data will be used. The researchers will then

administer a standardized questionnaire to the consenting Grade 10 students. This

questionnaire will be delivered electronically using Google Forms for convenience and

security.

The completed questionnaires will be collected electronically. The researchers will then

code the responses for efficient analysis. The coded data will be subjected to appropriate

statistical analysis to answer the research questions or problems.

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THE ENGLISH DEPARTMENT

Statistical Treatment

Statistical is a type of analysis that involves using different types of statistical tools

to analyze and understand the outcome of the data that is presented in a certain

study. Researchers will analyze the collected data through various statistical

treatments.

Frequency and Percentage Distribution

The frequency and percentage distribution is a statistical method that divides

observations into groups for more accurate data representation. It determines the

frequency of each response by the number of respondents who will check the

particular item according to their age, sex, and section.

FORMULA:

F
P= --- x 100
N

Where:

P = Percentage

F = Frequency

N = Total Number of Respondents

 BAGONG BARRIO NATIONAL HIGH SCHOOL
THE ENGLISH DEPARTMENT

Ethical Consideration

Ethical Consideration Anonymity and confidentiality. The identity of the respondents

were kept private or anonymous, and the assurances were extended beyond the

preservation of their names to the avoidance of using self-identifying statements and

information. The collected data was securely stored and accessible only to the research

team. The researchers also adhered to the Data Privacy Act (RA 10173) to safeguard

personal information.

Informed Consent. The purpose of the project, how the findings will be utilized, if there

are any potential negative consequences of their participation, and who will have access to

the findings were all explained to the respondents. If the respondents become distressed in

any way throughout their involvement, additional information is being offered.

Overall, the study will be conducted in an ethical manner, respecting the participants'

privacy and ensuring their dignity. By following these ethical guidelines, valuable insights

were gained regarding the Impact of Multimodal Learning Strategies on Enhancing the

Reading Skills of Grade 10 Students in Bagong Barrio National High School.