Utilization of DISK (Digitally-Integrated Stories through Kinemaster: An Intervention for

Reading Comprehension Skill Development

Content and Rationale:

An American philosopher, psychologist, and education reformist, John Dewey once said, “If we
teach today as we taught yesterday we rob our children of tomorrow”. This famous adage has
therefore hit the attention of the proponent to formulate an innovation proposal focusing on the
effectiveness of the up-to-date method of teaching which can be a valuable supplementary aid
used to improve learners’ reading performance which has been a huge problem in the educational
system. As empirical data shows, today’s learners are growing with visual tools like television,
video, computer and internet. It is not possible to get these pupils’ interest by traditional method
of teaching used in the past. Technological developments have resulted in a big gap between the
ways of teaching methods at school and of getting information in the society because most of the
students get the information via visual content like computers and television, which are used in
daily life very much.
Teachers therefore play a pivotal role in understanding the nature of these learners by preparing
instructional materials suited to their needs. In terms of reading, teachers must consider many
bits of information in pupils’ reading ability to comprehend the text such as genre, text structure,
the author's purpose and familiar and unfamiliar words (Segodine, 2022) Hence, the integration
of digital technology in reading activities may therefore add more fun and excitement among
learners while developing their reading abilities. Since the millennial learners or known as
“digital natives” are very exposed to gadgets such as mobile phones and computers, this
technology-based material when integrated in reading will motivate them to read and as well as
understand each part of the story because of the manner on how the stories being presented to
them.
In this study, the focus of the teacher-researcher is on reading comprehension particularly
on noting details as one of the domains in developing one’s reading comprehension skills. As this
project pushes for quality instruction, it is hoped that it would gather favorable results so to save
our Filipino learners who have been struggling in reading, and eventually become good readers,
and great leaders of tomorrow.

The proposed Action Research primarily highlights on the development of digitally-based

stories for reading using the available application known as Kinemaster. Identified Grade VI
learners of Cadiz East Elementary School II who have scored below the expected standard score
in the reading assessment for Grade VI will be used as the respondents of the study. On the other
hand, the researcher will utilize stories accessed through the Department of Education Learning
Resource and Management Development System (LRMDS). The instructional materials have
undergone quality assurance and evaluation already from the pool of DepEd LR evaluators and
specialists. Since the aim of this research manuscript is to integrate technology in the pursuit to
develop the comprehension skills of the learners, these selected printed stories will be converted
into multimedia or digital stories which shall undergo a proper validation and acceptability
process from the experts using the LRMDS guidelines and assessment tool for digital materials.
To measure the effectiveness of the proposed intervention, the main focus of the research paper
is on mastering noting details as one important skill or competency towards developing a good
reading comprehension skill in English. The content therefore of the teacher-made assessment
from the stories in the Pre-Test and Post-Test will highlight on noting important details from the
stories to make sure that the target objective of the study will be attained.

AR Questions:
This study aims to determine the Comprehension skill level of Grade 6 learners of Cadiz
East Elementary School II for School Year 2024-2025 before and after the implementation of
DISK( Digitally- Integrated Stories through Kinemaster- An Intervention for Reading
Comprehension Skill Development

Specifically, this study aims to answer the following questions:

1. What is the level of reading comprehension of CEESII grade six learners before and
after the implementation of of DISK( Digitally- Integrated Stories through Kinemaster-
An Intervention for Reading Comprehension Skill Development
2. How does the integration of Digitally-Integrated Stories through Kinemaster impact
reading comprehension skill development of CEESII grade six learners compared to
traditional methods?
3. What are the perceived benefits and challenges of using Kinemaster to create Digitally-
Integrated Stories for enhancing reading comprehension skills of CEESII Grade six
leraners?
4. How do CEESII grade six learners’ engagement levels differ when using Digitally-
Integrated Stories through Kinemaster versus traditional reading materials for
comprehension skill development?
5. What are the effects of Digitally-Integrated Stories through Kinemaster on different
levels of reading comprehension (literal, inferential, evaluative) among CEESII grade six
learners?
6. To what extent do CEESII grade six learners retain information from Digitally-Integrated
Stories created with Kinemaster compared to traditional text-based materials for reading
comprehension?
7. Based on the findings of the study, what program or activity may be proposed.
Proposed Innovation, Intervention, and Strategy
In today's digital age, incorporating technology into education is crucial for engaging students
and enhancing their learning experiences. Reading comprehension, a fundamental skill, can be
bolstered through innovative approaches such as digitally-integrated stories. This action research
proposes the implementation of Kinemaster, a video editing app, as an intervention tool to
improve reading comprehension among students.
To investigate the effectiveness of digitally-integrated stories created with Kinemaster in
enhancing reading comprehension skills.
To explore the impact of Kinemaster-based interventions on student engagement and motivation
in reading activities.
To identify strategies for integrating Kinemaster into the curriculum to support reading
comprehension development.
Intervention :
1. Selection of Texts: Choose age-appropriate texts aligned with the curriculum objectives
and students' interests.
2. Story Adaptation: Adapt selected texts into digital stories using Kinemaster, incorporating
visuals, animations, and audio elements to enhance comprehension.
3. Implementation: Introduce the digitally-integrated stories in classroom settings, either as
a whole class activity or in small groups, ensuring accessibility for all students.
4. Assessment: Employ pre- and post-intervention assessments to measure changes in
reading comprehension skills, including comprehension questions, retelling tasks, and
self-reflection activities.
5. Data Collection: Gather qualitative data through observations, student feedback, and
interviews, as well as quantitative data from assessment results.
Innovation:
Utilizing Kinemaster for creating digitally-integrated stories offers several innovative
advantages:
1. Multimedia Elements: Kinemaster allows for the integration of multimedia elements such
as images, videos, and audio, catering to diverse learning preferences.
2. Interactive Features: Interactive elements can be embedded within the stories to promote
active engagement and interaction with the text.
3. Personalization: Students can personalize their learning experience by creating their own
digital stories, fostering creativity and ownership of learning.
Strategies:
 1. Professional Development: Provide training sessions for educators on using Kinemaster
and integrating digital storytelling into the curriculum effectively.
2. Collaborative Learning: Encourage collaboration among students during the creation of
digital stories, fostering peer learning and teamwork.
3. Differentiation: Tailor the intervention to accommodate different learning styles and
abilities, ensuring inclusivity and accessibility for all students.
4. Feedback Mechanism: Establish a feedback loop where students can provide input on the
effectiveness of the intervention, facilitating continuous improvement.
The proposed intervention aims to harness the potential of digital technology to enhance reading
comprehension skills among students. By leveraging Kinemaster to create immersive and
interactive digital stories, educators can foster a dynamic learning environment that promotes
engagement, motivation, and deeper understanding of textual content. This action research seeks
to contribute valuable insights into the effective integration of technology in literacy instruction,
ultimately empowering students to become proficient readers in the digital age.

Action Research Methods:

A. Participants and/or other sources of Data and Information:
The participants to this study are the grade six (6) pupils of Cadiz East Elementary
School II, Cadiz District 1, Division of Cadiz City for the school year 2024-2025 wherein
one hundred forty-four (144) learners, specifically, seventy-nine (79) are male and sixty-five
(65) are female will be subject to this intervention. Total enumeration or all grade six (6)
learners will be considered participants to this study ensuring that no learner is left out or
left behind.
B. Data Gathering Procedure

In this study, the researcher will utilize the mixed method using quasi- experimental
and qualitative research design. This refers to an emergent methodology of research that
advances the systematic interpretation of quantitative and qualitative data within a single
investigation or sustained program of inquiry. The basic premise of this methodology is
that such integration permits a more detailed and systematic utilization of data than a
separate quantitative and qualitative data collection and analysis do.
Quasi- experimental design is a research

C. Data Analysis Plan

 1. To determine the level of competence in Reading Comprehension of the grade
six(6) learners of Cadiz East Elementary School II on utilizing
DISK( Digitally- Integrated Stories through Kinemaster- An Intervention for
Reading Comprehension Skill Development before and after the intervention,
mean and standard deviation will be utilized using MS Excel.
2. To gather the responses on how does the integration of DISK( Digitally-
Integrated Stories through Kinemaster- An Intervention for Reading
Comprehension Skill Development impact and affect the level of reading
comprehension ( literal, inferential, evaluative) among Grade Six(6) learners
of Cadiz East Elementary School II, thematic analysis will be used through
line by line coding.
3. To gather the responses on what are the perceived benefits and challenges of
the integration of DISK( Digitally- Integrated Stories through Kinemaster-
An Intervention for Reading Comprehension Skill Development encountered
by Grade Six(6) learners of Cadiz East Elementary School II, thematic
analysis will be used through line by line coding
4. To gather the responses on how does the integration of DISK( Digitally-
Integrated Stories through Kinemaster- An Intervention for Reading
Comprehension Skill Development affects the level of engagement among
Grade Six(6) of Cadiz East Elementary School II, thematic analysis will be
used through line by line coding
5. To gather the responses on to what extent does the integration of
DISK( Digitally- Integrated Stories through Kinemaster- An Intervention for
Reading Comprehension Skill Development affects the level of retention of
Grade Six(6) learners of Cadiz East Elementary School II compared to the use
of traditional text-based materials, thematic analysis will be used through line
by line coding

Action Research Work plan and Timelines

Month 1 Month 2 Month 3 Month 4 Month 5 Month 6
Planning and Pre- Intervention Intervention Post- Analysis and
Preparation Intervention Implementatio Implementatio Intervention Reporting
Data n (Weeks 1-4) n (Weeks 5-8) Data
Define research Collection Collection Analyze pre-
objectives and Introduce Continue and post-
questions. Administer Kinemaster intervention Administer intervention
Review pre- and digital sessions. post- data to assess
literature on intervention storytelling Adjust intervention reading
digital reading concepts to intervention reading comprehension
storytelling and comprehension learners. based on comprehension skill
reading assessments to Design and feedback and assessments to development.
 comprehension. grade 6 create digitally- observations. grade 6 Summarize
Develop learners. integrated Encourage peer learners. findings and
intervention Gather stories. collaboration Gather data on implications.
plan using baseline data Conduct and feedback reading Prepare a final
Kinemaster. on current intervention on storytelling comprehension report and
Obtain reading sessions to projects. improvement presentation of
necessary comprehension implement the post- the action
approvals and levels. stories. intervention. research study.
permissions. Monitor and Share results
document with
learner stakeholders,
engagement including
and progress. educators and
administrators.
Throughout
the 6-month
timeline,
continuous
reflection,
adaptation,
and
documentation
of the
intervention
process are
essential for
the success of
the action
research
project.

Ethical Consideration
In adherence to the ethical issues, the following important consideration and
protocol will be observed.
First, seek consent from the office of the Schools Division Superintendent and
District Supervisor regarding the conduct of the of the study.
Second, upon the approval of the letter, permission will be sought from the School
Head and the consent of the parents of the pupils participating in the study will also be
considered in order to give emphasis on their rights as participants such as the right to
withdraw should they change their mind during data collection, the right to anonymity,
and the right to be treated with the highest degree of confidentiality of every data gathered
from them.
Lastly, to ensure confidentiality of the participants’ real identity and their individual
responses, the accomplished questionnaires will be kept in a vault or a safe place for six
months and to be shredded after the study shall have been published in the Research
Management Journal of the school/ division and/or region.