ACTION RESEARCH

DEFENSE
GLENDA A. PAGANDIYAN-RESEARCHER
 CONTEXT AND RATIONALE
Reading is a lifelong skill to be used both at school and throughout life.
According to Anderson, Hiebert, Scott, & Wilkinson cited by Hulya (2017),
reading is a basic life skill. It is a foundation for a learner’s success in school
and throughout life. Without the capability to read with comprehension,
opportunities for personal fulfilment and job success might be lost. Despite its
importance, reading is one of the most challenging areas in the education
system. Literacy in our technological society makes this problem even more
pressing (Hulya 2017).
 CONTEXT AND RATIONALE
The 2018 PISA Results showed that Filipino students scored a mean of 340 points in the
reading comprehension exam, which falls way below the OECD average of 487 points. Implied
though, reading comprehension always includes vocabulary competency which is part of any
passage presented in comprehension examinations.
The same is observed in San Gabriel Senior High School particularly the Grade 12 General
Academic Strand. The learners showed poor reading comprehension skills based on the
diagnostic test administered to them. Such examinations included reading texts to evaluate their
skills. They obtained 5.07 mean out of 20 items. Thus, intervention was needed in order to help
these students.
 CONTEXT AND RATIONALE
The researcher used Kotobee Author to convert the teacher-made Self-Learning Modules
(SLMs) in General Biology into interactive e-book. According to Harman (2018), the aim
of eBooks is to simplify and enhance the overall learning experience. Digital Books make
the learning process more interactive and engaging. Instead of listening to one person
continuously talking or reading the text alone, students can now actively participate in the
learning process. Integrating eBooks into teaching makes learning a fun and engaging
experience. Gone are the days when students had to carry a bag full of books every day to
classrooms and back home.
 E. INNOVATION, INTERVENTION AND STRATEGY

The researcher used Kotobee Author to convert the teacher-made Self-Learning Modules
(SLMs) in General Biology into interactive e-book. According to Harman (2018), the aim
of eBooks is to simplify and enhance the overall learning experience. Digital Books make
the learning process more interactive and engaging. Instead of listening to one person
continuously talking or reading the text alone, students can now actively participate in the
learning process. Integrating eBooks into teaching makes learning a fun and engaging
experience. Gone are the days when students had to carry a bag full of books every day to
classrooms and back home.
 E. INNOVATION, INTERVENTION AND STRATEGY

The learners were trained and oriented by the researcher in the navigation of Kotobee
Reader as well as the submission of outputs before the intervention was employed. The
gadgets used were the respondent’s smartphones and DCP tablets that was issued by the
School. An affidavit of undertaking was signed by the learner’s guardian before the
release of the gadgets.
Upon the approval of the proposal, the interactive e-book was prepared by the researcher
and then evaluated and validated by the district LR validation team.
 E. INNOVATION, INTERVENTION AND STRATEGY

The researcher converted the printed Self learning in General Biology into interactive
learning materials. It included reading materials and interactive quizzes that can be
accessed offline using Kotobee Reader. Kotobee Reader is a user-friendly application
that can be easily navigated by the learners. The converted electronic modules were
distributed offline using flash drives. The researcher also made it available to be
downloaded online by publishing the offline e-book to Kotobee library.
 E. INNOVATION, INTERVENTION AND STRATEGY

The researcher converted the printed Self learning in General Biology into interactive
learning materials. It included reading materials and interactive quizzes that can be
accessed offline using Kotobee Reader. Kotobee Reader is a user-friendly application
that can be easily navigated by the learners. The converted electronic modules were
distributed offline using flash drives. The researcher also made it available to be
downloaded online by publishing the offline e-book to Kotobee library.
 E. INNOVATION, INTERVENTION AND STRATEGY

The e-book presented discussions and multiple-choice type of questions from Self
Learning Modules in General Biology. The content of the intervention was adopted
from Self Learning Modules in General Biology published by the La Union Schools
Division Learning Management Division and the Kotobee Author license was
acquired by the researcher. The PHIL-IRI pretest reading assessment materials
answered by the Grade 12 students. They were provided with the copy of questions of
the story and was distributed on the day the pretest was administered.
 E. INNOVATION, INTERVENTION AND STRATEGY

After the experimentation, the posttest using the Phil-IRI reading

material was administered in May 2023. Results were analyzed to
determine if offline e-book was helpful and effective in enhancing
the level of reading comprehension of the participants.
 F. ACTION RESEARCH QUESTIONS
This action research aimed to determine the effectiveness of offline interactive e-book in enhancing
the literal reading comprehension skills of Grade 12 GAS in General Biology.

Specifically, this seeks to answer the following questions:

1. What is the level of reading comprehension skills of Grade 12-GAS in General Biology during the
pretest and posttest?
2. Is there a significant difference in the level of reading comprehension skills of the students before
and after the offline e-book was utilized?
3. What are the perceived benefits of e-book to the learners and teachers in solving reading
comprehension in General Biology?
 F. ACTION RESEARCH QUESTIONS
This action research aimed to determine the effectiveness of offline e-book in enhancing the literal
reading comprehension skills of Grade 12 GAS in General Biology.

Specifically, this seeks to answer the following questions:

1. What is the level of reading comprehension skills of Grade 12-GAS in General Biology during the
pretest and posttest?
2. Is there a significant difference in the level of reading comprehension skills of the students before
and after the offline e-book was utilized?
3. What are the perceived benefits of e-book to the learners and teachers in solving reading
comprehension in General Biology?
 G. ACTION RESEARCH METHODS
g.1 Participants
Participants in this study were the Grade 12-GAS students in San Gabriel Senior
High School with 13 males and 2 females, a total of 15 students. The researcher
purposively selected the said students because they were the ones who needed
intervention based from the pretest scores conducted.
 g.2 Data Gathering Methods
This study was a quasi-experimental that employed a one-group pretest-posttest
design to enhance the literal reading comprehension of Grade 12-GAS students
in General Biology using offline e-book. A group pretest-posttest study design
was utilized by the researcher. Pretest-posttest designs, according to
Shuttleworth (2009), are the preferred method to compare participant groups
and measure the degree of change occurring as a result of treatment or
intervention. This indicates that all participants are included in a single
condition, meaning they all receive the same treatments and evaluations.
 G.3 DATA ANALYSIS PLAN
The collected participants’ data were analyzed using Microsoft Excel. The
descriptive statistics for all variables in this study were analyzed. Descriptive
statistics summarize and organize a data set's features. Two uses for which
descriptive statistics can be valuable are: 1) to offer fundamental information about
variables within a dataset, and 2) to show potential correlations between variables.
The study's outcomes pertinent to each target. To answer Problem 1, the mean was
used to describe the level of reading comprehension skill of Grade12 frustration
readers during the pretest and posttest.
 G.3 DATA ANALYSIS PLAN
The To answer Problem 2, The significant difference between the pretest and
posttest scores of the Grade 12-GAS students before and after the intervention were
computed using independent samples T-test with a level of significance set at 0.05
alpha.

The third problem of the study was addressed in a qualitative form of research
where the researcher answers the problem based on the informal interview to the
parents and learners of the respondents that the researcher conducted through
personal interview and used frequency counts to consolidate results.
 G.3 DATA ANALYSIS PLAN
To describe the level of ability of students in comprehension skills using offline e-
book, the following statistical scale of scores was utilized which was based from (Phil-
IRI) 2018.
 H.RESULTS AND DISCUSSIONS

Table 1 shows the mean difference on the scores of the grade 12-gas students of the
san Gabriel Senior High School, Poblacion, San Gabriel, La Union before and after
utilizing the offline e-book.
 H.RESULTS AND DISCUSSIONS

The low scores in the pretest indicated that students were at frustration level in reading
comprehension. Since the computed mean score of the students is 5.07, it means that
nearly half of the class did not even meet 50% of the score from a 15 items test. It
shows that there was really a need implement an intervention to enhance student’s
reading comprehension in terms of mean percentage score.
The high posttest scores indicated that the students’ reading comprehension were
already dependent in the third quarter. The mean score of the students in the test after
utilizing offline e-book modules was 14.29. When compared to the pretest mean, the
mean difference is 9.22.
 H.RESULTS AND DISCUSSIONS

The table shows the remarkable percentage increase in the means

of the pretest and posttest of grade 12-gas students after utilizing
offline e-book in enhancing the level of reading comprehension. It
could be accounted to the use of offline e-book to enhance reading
comprehension.
 H.RESULTS AND DISCUSSIONS

Table 2 shows the computation for t-dependent. As reflected in the table

that there is a significant difference between the scores in pretest and
post test demonstrating that the scores in pretest showed development
more than twice after employing the intervention.
PERCEIVED BENEFITS OF USING OFFLINE E-BOOK IN ENHANCING THE
LEVEL OF LITERAL READING COMPREHENSION TO FRUSTRATION
READERS
The usage of offline e-books considerably benefited the researcher in
teaching reading comprehension to students because of the engaging
and interactive features, making the process easier. 13 out 15
students stated that the offline e-book is easy to use, 12 thought the
materials utilized were stimulating, the photos were clear, and the
words were readable and easy to understand. They all agreed that the
offline e-book implementation was engaging, entertaining, easy to
navigate, and beneficial to frustration readers.
 Reflection

One of the most noticeable characteristics of this technique was my

students' real enjoyment and participation. It was extremely inspiring
to see their desire and eagerness to engage in the reading activities.
Their active participation attested to the efficacy of the interactive
offline e-book.
WARNER & SPENCER

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BY CLAUDIA ALVES Thesis Defense Presentation Template