IMPROVING GRADE 4 LEARNERS READING COMPREHENSION USING

MULTI-SENSORY APPROACH

A Research Proposal Presented to the Faculty of

Pangasinan State University, Sta. Maria Campus

In Partial Fulfillment of the Requirements for the Degree Bachelor of Elementary Education

YAFAH JOY C.

ATCHOCO CHRISTINE B.

PANIT NADINE M.

SAGUIPED

May 2024
 APPROVAL SHEET

In partial fulfillment of the requirement for the degree, Bachelor or Elementary

Education, Major in General Enhanced Education, this thesis proposal entitled,

“IMPROVING GRADE 4 LEARNERS READING COMPREHENSION USING

MULTISENSORY

APPROACH” prepared and submitted by YAFAH JOY ATCHOCO, CHRISTINE PANIT,

NADINE SAGUIPED, are recommended for acceptance and approval.

WALTER C. NOCASA, EdD

Adviser
 ACKNOWLEDEGEMENT

This research project becomes a reality with the kind support and help of many

individuals, in one way or another, contributed and extended their valuable assistance in the

preparation and completion of this project. We would like to extend our sincere gratitude to

all them:

Dr. Walter C. Nocasa, our research adviser, for his unselfish support, patience,

approachable, guidance and most of all his encouragement for without him, this research

project would not have been finished;

The Pangasinan State University Panel of Evaluators, for providing us the

foundational knowledge in research project and for their special concerned, insightful

comments, valuable and constructive suggestions;

Mrs. Teresita T. Carbillon, school head of Namagbagan Elementary School, for

allowing us to conduct our investigation and for providing logistical and moral support

thruoghout the duration of our project;

Our supportive parents, Mr. And Mrs. Geronimo Atchoco, Mr. And Mrs. Pedro Panit,

and Mr. and Mrs Rosauro Saguiped, for their unending love, prayers, and sacrifices in

providing us with learning opportunities;

To all Grade 4 pupils of pupils of Namagbagan Elementary School, relatives, and

friends who extentended rtheir help, our warm gratitude and thanks to all of you;

Above all, the Almighty God, who gave us all wisdom and strength, for his sustaining

grace and for answering our prayers.

 DEDICATION

This research work is humbly and affectionately dedicated to:

Our ever-supportive parents,

MR. AND MRS. GERONIMO

ATCHOCO MR. AND MRS. PEDRO

PANIT

MR. AND MRS. ROSAURO SAGUIPED,

who never fails to put a smile on our lips whenever we felt giving up,

whose love and passion in supporting our journey bring joy to our life,

And whose courage in surmounting trials ignites our passion to keep going.

Your sacrifices are amazing;

To grade 4 pupils of Namagbagan Elementary School,

who inspire us to care, touch, and empower lives of today’s young generation;

To our closest friend, comforter and helper, our source of strength, and greatest

teacher; THE HOLY SPIRIT,

through your unconditional love and grace,

Thank you dear Holy Spirit for your wonderful love!

 ABSTRACT

Reading comprehension is a crucial skill that lays the foundation for academic success

and life long learning. However, many Grade 4 learners struggle with understanding and

interpreting texts effectively. Hence, this research aim to find out if multisensory would help

the Grade 4 pupils in improving their reading performance in Namagbagan Elementary

School, Sta. Maria Pangasinan.

There were twenty (20) Grade 4 pupils who were subjected as the respondents in this

research. The quasi-experimental was utilized in the study. Standardized pre-test and post-

test in reading comprehension was the tool utilized to gather the needed data.

Based on the result found, the results of the pre-test and post-test revealed that there

ws a significant improvement after using the multisensory approach.

As indicated in the presentation and analysis of data, the differences of the result of

pre- and post-intervention data are considered to be significant. It therefore suggests that the

using multisensory approach with VAKT (visual, auditory, kinesthetic and tactile) modalities

are effective in improving the reading comprehension of the Grade 4 learners.

Moreover, in line with the trust of this research, the result is strong evidence that the

multisensory approach is effective among Grade 4 learners. Hence, using it in reading

passages and paragraphs in every day lesson is very helpful in improving their reading

comprehension.
 TABLE OF CONTENTS

Page

Title Page………………………………………………………………………………….i

Approval Sheet……………………………………………………………………………ii

Acknowledgement………………………………………………………………………..iii

Abstract…………………………………………………………………………………..iv

Table of Content…………………………………………………………………………v

CHAPTER 1

INTRODUCTION

Background of the Study

Conceptual Framework

Theoretical Framework

Statement of the Problem

Research Hypotheses

Significance of the Study

Scope and Delimitation

Definition of Terms

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Synthesis of RRL

RRS Related Studies

CHAPTER 3

RESEARCH METHODOLOGY

Research Design

Population/Sample (Respondents of the Study)

Instrumentation and Validation

Data Gathering Procedure

Statical Treatment of Data

Ethical Consideration

CHAPTER 4

Presentation Analysis

Interpretation of Data

CHAPTER 5

Summary

Conclusion

Recommendation

REFERENCES

APPENDICES

CURRICULUM VITAE

CHAPTER 1
 INTRODUCTION

Reading Comprehension plays a significant role in the total functioning of our

community. It is also one of the pillars of reading. A person may know how to read certain

words, but comprehension is something that is developed, practiced, learned, and experienced

over time.

According to Department of Educational Studies, Ghent University, Ghent, Belgium

Notwithstanding reading comprehension is a key competence in today’s society, many late

elementary students struggle with it. In this respect, effective instructional incentives are

required to foster students’ reading comprehension. However, appropriate assessment

instruments to monitor students’ reading comprehension on a regular basis and to make

substantiated instructional decisions are lacking. Multisensory approach activities such as

sand writing, story sticks, read it build it, charades and shared reading. Reading

comprehension isn’t skilled and drilled like phonics, and helping children with

comprehension could be challenging for parents. Multi-sensory comprehension tutoring

tools and lessons can be used by parents at home to help a child who struggles with

comprehension. Activities and lessons can focus on these four sensory learning styles visual,

auditory, kinesthetic, and tactile (VAKT). With that the researchers aim to determine the

reading comprehension of grade 4 learners using pre test and post test assessment.

Background of the Study

The purpose of the research study entitled "Improving Grade 4 Learners' Reading

Comprehension Using Multisensory Approach" is to investigate the effectiveness of

employing a multisensory approach in enhancing reading comprehension skills among

fourth-grade learners. The study aims to explore how incorporating various sensory activities

such as sight, sound, touch, and movement can positively impact reading comprehension

abilities, ultimately contributing to the development of more effective teaching strategies for

educators.

The research study aimed to enhance grade 4 learners' reading comprehension by

employing a multisensory approach. It began with a thorough literature review to understand

existing strategies and theories. Researchers then crafted objectives and hypotheses,

developing a tailored intervention for a diverse group of fourth-grade students. Collaborating

closely with educators, they implemented the intervention and gathered both quantitative and

qualitative data to assess its impact. Through rigorous analysis, the study provided valuable

insights into the effectiveness of the multisensory approach.

Business leaders and education experts have largely recognized that education in the

Philippines has been facing a lot of difficulties, and the coronavirus pandemic has

exacerbated such difficulties as schools adopted distanced or ‘blended’ learning in the past

two years. The consensus has been that the Philippines — and the world in general — has

been facing a “learning crisis,” and it is hoped that the new administration will exert great

effort in resolving this another crisis in the country as face-to-face classes have resumed.

Reading comprehension has been a longstanding concern in the Philippines, with various

studies examining factors such as language proficiency, teaching methodologies, and socio-

economic backgrounds affecting comprehension levels. Previous research has highlighted

challenges such as limited access to quality education, insufficient resources, and the need for

culturally relevant reading materials. Additionally, studies have explored strategies to

improve reading comprehension, including the use of contextualized teaching methods,

bilingual education approaches, and community-based literacy programs.

 Conceptual Framework

In order to observe the performance in reading, the Grade 4 learners shall undergo a

pre- test on a dependent variable. The multi-sensory instruction will be used as intervention.

The standardized pre-assessment shall be administers among the respondents. The data shall

be gathered, organized and interpreted thereafter.

PRE-ASSESSMENT

TEACHING USING
PERFORMANCE OF MULTISENSORY PERFORMANCE OF
GRADE 4 LEARNERS -Activities using GRADE 4 LEARNERS
IN READING VAKT modalities IN READING
(visual, auditory,
kinaesthetic, tactile)

POST-ASSESSMENT

Figure 1: The Research Paradigm of Using Muli-sensory Approach in Reading

comprehension among Grade 4 Learners of Namagbagan Elementary School.

Theoretical Framework

The study is anchored on the theory of schema theory and its role in reading

comprehension, as proposed by Yanmie Liu (2018). Schema theory is a cognitive theory that
explains how individuals organize and interpret information. According to this theory,

people's prior knowledge and experiences, known as schemas, play a crucial role in their

ability to comprehend and make sense of new information (Anderson & Pearson, 1984).

When individuals encounter new information, they activate their relevant schemas to help

them understand and integrate the new information into their existing knowledge base

(Rumelhart, 1980).

In the context of reading comprehension, schema theory suggests that the reader's

prior knowledge and experiences significantly influence their ability to understand and

interpret the text (Carrell, 1983). Readers who have well-developed schemas related to the

topic of the text are more likely to comprehend and retain the information effectively.

Conversely, readers with limited or irrelevant schemas may struggle to make sense of the

text, leading to poor reading comprehension (Kintsch, 1988).

The present study on improving grade 4 learners' reading comprehension using a

multisensory approach is closely aligned with the principles of schema theory. The

multisensory approach, which involves the integration of visual, auditory, and

kinesthetic/tactile modalities, can help learners activate and strengthen their relevant

schemas, thereby enhancing their reading comprehension (Mayer, 2005).

By engaging multiple senses, the multisensory approach can help learners make stronger

connections between the new information in the text and their existing knowledge and

experiences. This, in turn, can lead to better comprehension, retention, and application of the

information (Baddeley, 1992).

Statement of the Problem

The researcher aims to determine the effect of using multisensory approach among Grade 4

learners.

Specifically, this study sought to answer the following questions:

1.What is the level of reading comprehension of the grade 4 learners during pre-test?

2.What is the level of reading comprehension of the grade 4 learners during post-test?

3.Is there a significant difference in the level of reading comprehension of the grade 4

learners during the pre-test and post-test?

4.What is the percentage of grade 4 learners with improved level of reading comprehension

using multi-sensory approach?

Hypothesis

There is no significant difference in the reading performance of Grade 4 pupils using

multisensory approach.

Significance of the study

The researcher is positive that the result of this study is significant among the following

beneficiaries:
Pupils: Through this study, pupils may be able to develop their reading comprehension skills

that may eventually lead to love for reading and fluent in communicating inside the

classroom.

Teachers: They may be guided on their teaching methodologies on teaching reading

comprehension passages which fit to pupils' abilities and skills. They may also serve as guide

and partners with parents to reach the desired goal for the child.

Parents: They may be able to help their children develop reading comprehension skills by

constant monitoring of their ability and spending time to have reinforcement at home and

helping the teachers in enhancing their children with intellectual development.

DepEd Administrators: The findings may serve as the bases for designing a lesson model

and enhancing reading instruction that will benefit the students.

The Researcher: As teacher, the result of this study will be useful as a basis for additional

teaching strategies that may help pupils improve their reading skills. It could also be shared

with other teachers in order to help them if they may encounter reading problems with their

pupils.

Future Researchers: The result of this study may serve as a basis for future researchers who

would wish to conduct similar or related study with this action research.

Scope and Delimitation

The study will only focus on improving the reading comprehension using the different

multisensory activities among Grade 4 pupils. The parameters of this study are from

obtaining the essential data such as Pre and Post Assessments.

 Another delimitation in this study was the population. The study was conducted in

one group comprised of 20 pupils where the results cannot be generalized to a larger

population of the Grade III pupils. The data gathering and the intervention period lasted for

12 weeks.

Definition of Terms

To give readers a clearer understanding on the contents of this study, the following

were conceptually and operationally defined:

Reading. This refers to the action or skill of reading written or printed matter silently or

aloud.

Comprehension. an ability to understand the meaning or importance of something.

Multisensory Approach. This refer to the one that integrates sensory activities. The students

see, hear, and touch. "Activities such as tracing, hearing, writing, and seeing represent the

four modalities".
 CHAPTER 2

REVIEW OF RELATED LITERATURE

Introduction

Reading is a skill that everyone has and cannot be separated from other skills such as

writing, speaking, and listening. These skills must be learned by English learners. Reading

helps improve other language skills and develop understanding or discover new vocabulary in

the text. Generally, the skill of reading is developing in societies with literacy taste, because it

can be lead to develop comprehension vocabulary.

Related Literature

Reading comprehension is a crucial skill that plays a significant role in a student’s

academic success. However, many Grade 4 learners struggle with understanding and

interpreting texts effectively. In recent years, educators and researchers have been exploring

various strategies to enhance students’ reading comprehension abilities. One such approach is

the use of multisensory techniques, which engage multiple senses during the learning process.

The use of a multisensory approach has shown promising results in enhancing Grade 4

learners’ reading comprehension by engaging multiple senses and catering to different

learning styles.

Multisensory learning involves engaging multiple senses such as sight, sound, touch,

and movement to process and retain information. According to Smith (2017), multisensory
approaches create a more immersive learning experience, allowing students to make

connections between letters, sounds, and meanings. This approach has been found to be

particularly beneficial for young learners, as noted by Jones (2019), as it caters to diverse

learning styles and enhances memory retention.

According to Johnson (2019), multisensory activities not only improve

comprehension but also increase student engagement and motivation. Grade 4 learners

exhibit higher levels of interest and participation when learning through multisensory

methods, resulting in more effective comprehension outcomes.

Furthermore, research by Brown (2018) highlights the positive impact of

incorporating visual aids, such as colorful illustrations and graphic organizers, in reading

instruction. Visual stimuli not only capture students’ attention but also aid in conceptual

understanding and recall. Similarly, the work of Garcia (2020) emphasizes the significance of

auditory elements, such a read-alouds and audio recordings, in reinforcing reading

comprehension skills among Grade 4 students.

In addition to visual and auditory components, the kinesthetic aspect of multisensory

learning plays a pivotal role in reading comprehension enhancement. Kinesthetic activities, as

discussed by Lee (2016), involve physical movements and tactile experiences that help

solidify language concepts and improve overall comprehension. By integrating hands-on

activities and interactive games, educators can effectively cater to the kinesthetic learning

preferences of Grade 4 learners, as supported by Patel (2019).

Incorporating multisensory activities into reading comprehension extends beyond the

classroom. Research by Garcia and Martinez (2017) highlighted the positive impact of

parental involvement in reinforcing multisensory learning at home, further enhancing grade 4

students’ comprehension skills. According to Johnson (2019), multisensory activities not only
improve comprehension but also increase student engagement and motivation. Grade 4

learners exhibit higher levels of interest and participation when learning through multisensory

methods, resulting in more effective comprehension outcomes.

In conclusion, the amalgamation of visual, auditory, kinesthetic, and technological

elements in multisensory approaches holds immense potential in enhancing reading

comprehension for Grade 4 learners. By acknowledging the diverse learning needs and

preferences of students, educators can create a dynamic and inclusive learning environment

that fosters a deeper understanding of textual content and promotes a lifelong love for

reading.

Related Studies

The research study by Cantago et.al (2024) entitled “Investigating the Role of Digital

Storytelling in Enhancing Reading Comprehension of Senior High School Students in the

Philippines” focused on the study is focused on the Role of Digital Storytelling in Enhancing

Reading Comprehension of Senior High School Students in the Philippines. This study will

utilize a quasi-experimental approach using the pre-test post-test design. The researchers

adopted this design to meet the nature of the research, which aimed at determining the

effectiveness of using digital storytelling in enhancing the reading comprehension skills of

senior high school students. A quasi-experimental design is used to understand the causal

effect of any policy or intervention, researchers strive to establish an appropriate

counterfactual, or what would have happened in the absence of the policy or intervention, to

provide a baseline from which causal effects can be estimated (Gopalan, 2020). The

respondents of this study will be the Senior High School Students of Salawagan National

High School, Salawagan, Quezon, Bukidnon. The respondents will be randomly selected in
each section of the department. Before the experiment, a pre-test will be administered using

the 60-item Reading Comprehension test adopted from the study of Rabin Joy Munsod-

Fernandez (2021) on the "Assessment of Reading Comprehension Levels Among Grade 11

Senior High School Students: Towards the Development of Proposed K-12 Context

Appropriate Instructional Tool". It is divided into six parts, where each part has one reading

selection and each reading selection has ten questions. All the reading selections in and

questions in the test were based on the reading comprehension competencies of the

curriculum guide of 21st Century Literature. After which, the researchers will, then,

implement the digital storytelling method to the students, then, a post-test will be done

afterwards. The pre and post data will be analyzed using one sample T-test to assess the

effectiveness of utilizing digital stories. It is clear from Table 1 that there is a noticeable

difference between the mean scores of the pre-test and the mean scores of post-tests in favor

of the post-test. Data shows that during the pre-test, the students' scores got a weighted mean

of 29.87 while during the post-test, the mean was 36.51. In comparison, as shown in Table 2,

it shows that after the post-test, the scores of the students increased significantly as compared

to the scores during the pre-test. As such, the digital storytelling technique enhanced student's

performance in the assessment of their reading comprehension skill.

The research study by Moral (2024) entitled “Teaching Strategies and Their Effects on

Reading Comprehension Performance of Junior High School Students in Inclusive Classroom

Setting” focused on the current quantitative study conducted in the English language context

explored the effect of teaching reading strategies on the reading comprehension of junior high

school students with a sample size of 30 in an inclusive classroom setting. The method used

in the study is quantitative research, comprising descriptive, correlational, and inferential

designs making use of teacher-made tests as well as an adopted questionnaire and

documentary analysis. These tools will be used in measuring the reading comprehension of
junior high school students in an inclusive classroom setting. The students will be

administered metacognitive teaching strategies and their reading comprehension level to

determine their proficiency in English language. The study follows the Systems Model

Approach, as input, process, and output (IPOs). To effectively address the problem statement

and the proposed research question and hypotheses, the researcher utilized the conceptual

framework which is a handwritten visual that explains graphically many things to be studied

concepts and variables. The findings revealed that majority of the students were at the ages

14 to 17 years old, females, parents’ income ranging from ₱9,520 -₱19,040 with an

educational background at the high school level. The Effective Instructional Methods were

more highly utilized than the cooperative learning strategies. Both reading comprehension

levels during the pre-test and post-test belonged to the proficient level. There is a significant

difference between the pre-test and post- test scores (t=7.417; p>0.05) of the reading

comprehension performance of the respondents. On the other hand, there is no significant

relationship (r = 0.158; p>0.05) between the post-intervention and the extent of varying

teaching strategies. Findings indicate that teaching reading strategies have a positive impact

on the reading comprehension of students at the junior high secondary level. The study has

important implications for teachers, student's curriculum planners, policymakers in the field

of education, and school heads.

The research study by De Jesus (2024) entitled “English Reading Comprehension

Competencies of Low Performing High School Students: Inputs for Instructional

Enhancement”. This pre-experimental study is aimed at identifying inputs for a proposed

instructional enhancement program in reading. Respondents were 50 third and fourth-year

high school students (15 fourth year, 35 third year) who obtained a final grade below 75

percent or below the proficiency level in English and who were subjected by their schools to

undergo a summer English Program. The study used parallel 26-item pre and post tests and a
formative test for every stage of the intervention with modified items from the SRA 2C kit

and additional researcher-made items to fit the purpose of the study. All test materials were

subjected to content validation by the experts before use. Respondents underwent the whole

procedure: the pretest, five-staged intervention, and the post-test. The result of the pretest was

used in the formulation of the five-staged intervention with the following strategies: Preview,

Question, Reading, Summary, and Test (PQRST), Directed Reading-Thinking Activity (DR-

TA), Choral Reading, Use of Graphic Organizer and Reader’s Theater. A post-test was given

after the intervention. In the pretest, the students scored below average in drawing

conclusions and average to superior knowledge on the other 11 comprehension skills. Thus,

the five-staged intervention program was designed focused on the development of the

students’ skills in concluding but with enhancement on the other 11 skills. T-test results

indicate that the students’ performance significantly improved, leading to the

recommendation for the inclusion of the intervention strategies as inputs for a proposed

reading enhancement program.

The research study by Mendoza et. al (2024) entitled “Silent and oral reading methods

on improving English Reading Comprehension Among Generation Alpha Pupils”. Using ex

post facto design, this study investigated the effects of reading methods on English reading

comprehension of randomly selected 75 Grade 2 pupils in a private school in the Philippines.

The different two reading methods studied were silent and oral reading. Reading

comprehension was determined from the pupils’ scores on two reading comprehension tests

taken from the two reading passages which were selected from Qualitative Reading Analysi.s

4. The Grade 2 pupils read each passage using one of the two reading methods. They read

passage one first, “Mouse in a House”, which was followed by passage two, “Marva Finds a

Friend”. Passage one was read aloud, while passage two was read silently. This minimized

the effect of passage difficulty or passage reading in order to measure the reading
comprehension of the pupils. After reading the two passages and answering the reading tests

for the passages read, the pupils were asked to complete a feedback form about their

preferred reading method between the two and the reason behind their choice. A focus group

discussion (FGD) with eight Grade 2 pupils was also done to let the pupils share their

experience during the reading activity and to also share their thoughts about the reading

methods used. It further supported the results from the feedback forms which they also

answered. Another FGD with the English teachers was also conducted to ask for their

personal experiences and the challenges they faced in teaching reading, the profiles of the

pupils in terms of their general behaviour and attitude towards reading as well as their

performance in reading comprehension activities in the class. Paired t-test results revealed a

significant difference between oral reading and silent reading. Silent reading had a

greater positive effect on the comprehension of the pupils. Likewise, it was the most

preferred reading method among the respondents. Focus group discussion with English

teachers results suggested that silent reading was preferred specifically because it helps in

understanding the story better, remembering words and concentrating given its quiet and

peaceful nature. It is recommended that teachers employ sustained silent reading classroom

practices such as: Silent Reading Activity (SRA) Reading Laboratory, Genuine Love for

Reading activities through the Four-pronged approach and Drop Everything and Read time.

These methods will help to support the reading needs and preference of the generation alpha

pupils and to further strengthen the positive effects of silent reading on improving their

reading comprehension.

The research study by Moneba et.al (2024) entitled “Reading Attitude and Learning

Motivation as Predictors of Reading Comprehension”. This study is aimed at investigating

the significant relationship between reading attitude, motivation, and reading comprehension

in Bunawan District, Davao City public elementary school learners. It employed descriptive-
correlational research design which describes the relationship between two or more variables.

Primary information was obtained by using adapted survey questionnaires among 250 Grade

6 learners enrolled in S.Y. 2023-2024. Three research instruments were used: the Adults

Survey Reading Attitudes Questionnaire (ASRA) adapted by Anugrah, Gardner’s Attitude /

Motivation Test Battery (AMI), and the Reading comprehension questionnaire adapted from

the Philippine Informal Reading Inventory (Phil-Iri). This study utilized Mean, Standard

Deviation, and correlation analysis through Pearson product-moment correlation. Results

revealed that there is a high level of reading attitude (x=4.08, SD=.612) and motivation

(x=4.06, SD=.451) but there is a very low reading comprehension (x=3.11, SD=1.006) among

the respondents. Furthermore, the findings revealed no significant relationship between

reading attitude and reading comprehension (r=0.032, p=0.620) and only learning motivation

is a predictor of reading comprehension (r=0.200, p=0.002). This implies that the respondents

have a positive attitude toward reading but it does not affect their reading comprehension.

This further implies that students who are motivated to read can improve their reading

comprehension. Hence, the respondents with high interest in their reading activity

comprehend more than those without interest.

 CHAPTER 3

METHODOLOGY

Introduction

This chapter presents the research methodology used in this study in order to find out

the answer of the problems. In detail, it describes research methods and approach of the

research, research design, produce of the research ,technique of collecting and processing the

data, reliability and validity, site of the research and participant.

Research Design

The researcher utilized the quasi-experimental design in the study. According to Glass

& Hopkins, 1984), descriptive research involves gathering data that describes events and then

organizes, tabulates, depicts, and describes the data collection. According to Gall, Gall, &

Borg in 2007, the goal of descriptive method is to describe a phenomenon and its

characteristics. Descriptive research is a study of status and is widely used in education,

nutrition, epidemiology, and the behavioral sciences. Its value is based on the premise that

problems can be solved and practices improved through observation, analysis, and

description.

In this study, the researcher first asked permission from the school head. After

securing a permit to conduct the study, the researcher gathered all parents of the participants
for a meeting. The plan and purpose of the study were shared to all parents of Grade 4 of

Namagbagan Elementary School.

Intact class was used in order not to disrupt normal school program during the

experiment. Single group of participants/respondents constituted the study. Samples of 20

Grade 4 pupils were used for the experiment.

The researcher used the "Multi-sensory instruction and teaching strategies" as

intervention. Multisensory instruction is a way of teaching that engages more than one sense

at a time. Using sight, hearing, movement, and touch gives kids more than one way to

connect with what they are learning. As part of the intervention, the following activities were

done in the classroom: 1. Sand writing- this activity lets kids use sight, touch, and sound to

connect letters and their sounds. Kids start with a handful of sand on a dollop on a table. The

researcher would dictate the questions and then the learner will spread out the sand and use

their finger to write the word which is the answer in it. As they write, kids say the sound each

letter makes. They then blend those sounds together and read the whole word aloud. 2. Word

Building- learners build words with letters. The researcher used color-coded letters in various

ways to help the learners connect sounds with letters. The learners used letter that have

vowels in one color and consonants in another. These letter were made by the researchers

building purposes. As the researcher dictate the word the learner sound out the letter, they

also laid it down. Once they've built the word, they read it out loud. 3. Charades- game for

kinesthetic learners. To be able to teach verbs, the learners need to act out of the verb words

themselves . The class will be divided into two groups consisting of two members each. Each

learner should act out the sentence. The verb is being encircled and the actor/actress will act

out then his or her teammates will guess what it is. Encourage them to be silly, make faces or

exaggerate their actions if they needed to. Each group must be quick to act the verb. 4. Story

sticks- can help kids who struggle with reading comprehension visualize the elements of a
story. The researchers used different color for the stick. The questions such as the “ Who are

the characters of the story?” “Where was the story take place?” What is the main idea of the

story?” “ What is the moral of the story?”. While reading together, hand kids a stick and ask

them to answer the questions on it. 5. Shared reading- In this activity the learner join in or

share the reading of a book with you. They follow along as you read aloud. The learner can

ask questions regarding the story if he/she is not familiar with the word.

Sample

The target subjects of this research were the Grade 4 pupils of Namagbagan

Elementary School, located in Sta. Maria Pangasinan. There were twenty (20) pupils who

were included in the study. They are included as target subjects and total enumeration was the

sampling technique.

Instrument and Validation

This research project utilized quasi experimental design. In order to gather the needed

data, standardized pre and post assessment on multisensory were administered among the

respondents. The data were all gathered, organized and interpreted thereafter.

Validation of the Instrument

Pre and post assessments were made to evaluate the comparison of the student's

scores before and after intervention. All assessments during this study were given to the

students individually. The pre-tests and post tests were given to the Grade 4 learners. The
students were assessed. Each student was given a score based on the correct responses made

(out of 20). The overall score out of 20 for each test. The researcher also kept a journal,

whose purpose was to record any changes during the course of research. After implementing

the intervention, the pupils took the post-test which assessed the effectiveness of the

technique employed.

Data Gathering Procedure

To begin the research project, the researcher sought permission from the school head.

Aside from that, the researcher also explained to the parents and pupils the purpose of the

intervention. Permission to conduct the study was sought by the researchers. After the

approval was sought, the researchers called for a parents' meeting to discuss about the study.

Consent forms were distributed to parents of Grade 4 pupils to seek permission for including

their child in the study. Questions regarding the conduct of the study were entertained.

Statistical Treatment

Each problem of the study was analyzed using various statistical tools.To address

problem 1and 2 which focused on the level of reading comprehension.

The results were interpret using the scale below.

Level of reading comprehension during pre test and post test

Test Score Proficiency

18-20 Advanced
15-17 Highly Proficiency
10-14 Proficiency
6-9 Fair
 Below 6 Need Improvement

For problem 3, which focused on the significant difference in the level of pretest and

post test, data were analyzed using T-test of dependent samples or paired sample t-test which

is calculated through T-test Online Calculator. Paired T-test was used to compare the means

between two sets.

For problem 4, which focused on the percentage of pupils with improved level of

reading comprehension, data were analyzed using the frequency counts and percentage

formula.

Ethical Consideration

By Doing this research needs a lot of things to consider avoiding any discrepancies

that may arise along the process. The researchers will consider the ethical considerations that

we should follow in conducting our study. We will make sure that participants shall be treated

with utmost respect and given their right of privacy and confidentiality of their given

information. All the randomly selected research participants shall give fair distribution of risk

and benefits upon the conduct of the study.

Methods and procedures that will be used for the conduct of the study shall be

explicitly and clearly disclosed to the research participants.

There will be strictly no practice of any plagiarism on the information stated in the

research. Only the researchers and the research adviser together with the referred experts will

have knowledge about the flow and progress of the study to ensure that any issue will not

make any misconduct.

 CHAPTER 4

PRESENTATION, ANALYSIS, INTERPRETATION OF DATA

This chapter presents the results and discussion of the data which were gathered in

the study. The data were treated statistically, after which, it was interpreted to answer the

research problems. The researcher’s problems. The researchers of the study initiated

administering the pre test and post test assessment among the pupils. The study was

conducted with the aim of determining the effectiveness of using multisensory approach in

reading comprehension among Grade 4 learners.After the intervention was employed,re-

assessment was made though post test.

Pre-Test Result and Post Test Result

Student Pre-Test Post-Test

1 9 16
2 8 17
3 12 18
4 10 19
5 8 20
6 9 20
7 7 20
8 11 14
9 12 14
10 14 16
 11 10 17
12 9 10
13 8 11
14 7 19
15 11 16
16 12 15
17 10 11
18 14 17
19 15 19
20 17 20

Table 1: Reading Comprehension Level of Pupils During PreTest

Level Frequency Percent

Advanced 0 0
H-P 2 10%
P 9 45%
F 9 45%
NI 0 0

Table 1 shows the majority of Grade 4 learners (90%) demonstrated proficiency in

reading comprehension, with 45% classified as "Proficient" and another 45% as "Fair." A

smaller proportion (10%) were categorized as "High Proficient," while no students were

identified as either "Advanced" or "Need Improvement." The pre-test results suggest that

most Grade 4 learners have a baseline level of competency in reading comprehension. The

absence of students in the "Advanced" or "Need Improvement" categories indicates a

relatively homogeneous group regarding reading comprehension skills before the

intervention. These findings underscore the importance of targeted interventions, such as the
proposed multisensory approach, to address the diverse needs of learners. The presence of a

significant proportion of students classified as "Fair" suggests potential areas for

improvement in comprehension skills.

Table 2: Reading Comprehension Level of Pupils During Post Test

Level Frequency Percent

Advanced 8 4%
H-P 7 4%
P 5 3%
F 0 0
NI 0 0

Table 2 following the implementation of the multisensory approach intervention,

Grade 4 learners' reading comprehension levels shifted. The majority of learners showed

improvement, with the highest frequency of students (8) now classified as "Advanced,"

indicating significant progress. There is a smaller but notable decrease in the number of

learners classified as "High Proficient" and "Proficient," suggesting some students may have

advanced beyond these levels. However, there are now no students classified as "Fair,"

indicating improvement in this category, although there are still no students classified as

"Need Improvement." The increase in the number of students classified as "Advanced"

suggests that the multisensory approach was effective in significantly enhancing reading

comprehension skills among a substantial portion of learners. The decrease in the number of

students classified as "High Proficient" and "Proficient" may indicate that some students have

progressed to higher proficiency levels. The absence of students classified as "Fair" suggests

that even students who previously struggled with reading comprehension have shown
improvement after the intervention. The findings demonstrate the effectiveness of the

multisensory approach in improving reading comprehension skills among Grade 4 learners.

The shift in proficiency levels suggests that tailored interventions can address the

diverse needs of learners, promoting growth across proficiency levels. The absence of

students classified as "Need Improvement" underscores the potential of targeted interventions

to support all learners in reaching desired proficiency levels.

Table 3: Comparison Between Pre-Test and Post Test

Variable Mean Mean P-value Decision

Compared Difference
Pre-Test 213 193 0.0000028 Rejected
Post-Test 329 309

Table 3 reveals that there is a significant difference between the mean scores of Grade

4 learners' reading comprehension levels before and after the implementation of the

multisensory approach.

The mean score increased substantially from 213 in the pre-test to 329 in the post-test,

indicating a notable improvement in reading comprehension skills. The mean difference

between the pre-test and post-test scores is 193, demonstrating the effectiveness of the

multisensory approach in enhancing reading comprehension.

The p-value of 0.0000028 indicates that the difference in mean scores is statistically

significant at a very high level of confidence. Based on the low p-value, the null hypothesis,

which suggests no difference between pre-test and post-test scores, is rejected, confirming

that there is indeed a significant difference. The substantial increase in mean scores between
the pre-test and post-test suggests that the multisensory approach was highly effective in

improving Grade 4 learners' reading comprehension skills. The statistically significant

difference in mean scores provides robust evidence supporting the effectiveness of the

intervention in enhancing reading comprehension. The findings underscore the importance of

implementing evidence-based instructional strategies, such as the multisensory approach, to

enhance reading comprehension outcomes among Grade 4 learners. The significant

improvement in reading comprehension skills can have positive implications for academic

achievement and overall literacy development among students.

The study highlights the potential of targeted interventions to address learning gaps

and promote equitable access to quality education.

Table 4: Percentage of Learners with Improved Reading Comprehension

Learners Frequency Percent

With Improved Reading 20 100
Comprehension
With the same level of 0 0
Reading Comprehension

All learners in the study (100%) demonstrated improved reading comprehension

skills following the implementation of the multisensory approach. None of the learners

maintained the same level of reading comprehension as before the intervention. The results

indicate that the multisensory approach was highly effective in enhancing reading

comprehension skills among all Grade 4 learners included in the study.

The absence of learners maintaining the same level of reading comprehension

suggests that the intervention had a uniform positive impact across the entire group.
 The findings highlight the potential of the multisensory approach to promote

consistent and widespread improvements in reading comprehension outcomes among Grade 4

learners.

The uniform success of the intervention underscores its scalability and applicability

for diverse learners in similar educational contexts. The study provides valuable evidence

supporting the adoption of evidence-based instructional strategies to address learning gaps

and promote academic achievement.

 CHAPTER 5

SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary

The primary aim of this research is to find out if multisensory approach is effective

the reading comprehension of Grade 4 learners of Namagbagan Elementary School,

Sta.Maria Pangasinan.

The study sought to answer the following questions: The first is What is the level of

reading comprehension of the Grade4 learners during pre-test? Second, What is the level of

reading comprehension of the Grade 4 learners during post-test? Third, Is there a significant

difference in the level of reading comprehension of the Grade 4 learners during the pre-test

and post-test? Lastly, What is the percentage of Grade 4 learners with improved level of

reading comprehension using multisensory approach?

There were twenty (20) Grade 4 learners who were subjected as the respondents in the

research. The descriptive pre-test post-test, group design was utilized in the study. Sand

writing, Read it, build it, Charades, Stories sticks, and shared reading were the tools utilized

to gather the needed data in the pre-assessment. After the pre-assessment, multisensory

approach is used in teaching reading to Grade 4 learners.

Based on the result found, the results of the pre-test and the post-test revealed that

there was a significant improvement after using the multisensory approach among the Grade

4 learners. This suggests that using the multisensory approach is effective in improving the

reading comprehension of Grade 4 learners.

Conclusions

As indicated in the presentation and analysis of data, the differences of the result of

pre-test and post-test data are considered to be significant. It therefore suggests that using

multisensory is efffective in improving reading comprehension of Grade 4 pupils.

Moreover, in line with the trust of this research, the result is a strong evidence that

using multisensory in improving the reading comprehension of Grade 4 learners. Hence,

using it in teaching Grade 4 learners may result a positive change among the pupils.

Recommendations

The researcher formulated the following recommendations as drawn from the results and

conclusion made from the research project in order to enhance reading comprehension of

Grade 4 learners.

1. The School administrators and heads in English should consider the said strategy to help

enhance the level of the Grade 4 learners’ reading comprehension. Also, they may help in

improving the strategy that can help facilitate the teaching and learning of pupils in the

classroom especially in the comprehension of the English language.

2. Reading and English teachers should maximize the use of multisensory approach in

improving the reading comprehension of Grade 4 learners and improve their learning thereby

having competent comprehension in the subject of English.

3. Dissemination of the results of this study must be made available to teachers and educators

to serve as their reference in their quest for achieving quality teaching as well as better

learning outcome for every learner.

4. A similar study shall be made with a larger population and a different locale to determine if

same result will be achieved.

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