BATANGAS STATE UNIVERSITY

Graduate School

“Instructional Reading Tools For Diverse Learners”

An Action Research
Presented to
The Graduate School of the College of Teacher Education
BATANGAS STATE UNIVERSITY
Lemery, Batangas

MARRY ANN ALBERTO NITRO

July 2019

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APPROVAL SHEET

This action research entitled “INSTRUCTIONAL READING

TOOLS FOR DIVERSE LEARNERS” prepared and submitted by
MARRY ANN ALBERTO NITRO has been approved and accept as
partial fulfilment of the requirements for the degree of master of Arts in
Education major in Educational Management

Date:________________ LUISITO CANTOS, Ed. D.

Adviser

ROWENA R. ABREA, Ph. D

Dean, CTE

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ABSTRACT

Title : INSTRUCTIONAL READING TOOLS FOR

DIVERSE LEARNERS

Researcher : Marry Ann Alberto Nitro

Degree : Master of Arts in Education

Major : Educational Management (Non-Thesis Program)

Year : 2019

Adviser : Dr. Luisito Cantos

Summary

This study is conducted to discover the different factors that affect the

reading comprehension of the grade III-Molave students of Bayanan

Elementary School, S.Y. 2018-2019, seek methods that could enhance the

students’ reading comprehension and suggest a design for an instructional

reading material that would be useful to diverse learners.

The researchers used a descriptive method to conduct the study,

surveys and questionnaires were used to gather data. These data were

statistically computed for their weighted means and percentages.

The researchers found out that the grade III-Molave students, based

on the Phil-IRI test, needs a lot of guidance having a frustration level

percentage of 40.00 percent, which is almost half of the class. Several

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factors were also found out and the main factor was the lack of vocabulary

exercises, having a weighted mean of 4.60 and a verbal interpretation of

strongly agree, implying that students are having a hard time in

understanding a lot of words.

Moreoever, the researchers may suggest an instructional reading

material which considers the different factors found out in this study. Several

of them are the inclusion of graphical representations and imagery, sizes

and colors of text, the inclusion of several practice test, vocabulary

exercises, and some instruction to teachers for the pre-test and post-test for

the reading and measurement of the comprehension level.

Laslty, the researchers may recommend to use several reading level

measurement: one that measures the level of the student and one that

measures the level of the reading material. This would easily match the

reading level of the student to the material he or she is reading.

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TABLE OF CONTENTS

TITLE PAGE

TITLE PAGE………………………………………………………... 1

APPROVAL SHEET……………………………………………….. 2

ABSTRACT………………………………………………………… 3

TABLE OF CONTENTS…………………………………………… 5

I INTRODUCTION……………………………………………... 6

II RESEARCH QUESTIONS…………………………………. 9

III SCOPE AND LIMITATIONS……………………………….. 9

IV SIGNIFICANCE OF THE STUDY…………………………. 10

V BRIEF REVIEW OF LITERATURE………………………… 12

VI CHAPTER III…………………………………………………. 21

VII CHAPTER IV………………………………………………… 24

VIII CHAPTER V…………………………………………………. 34

IX RECOMMENDATIONS…………………………………….. 35

X BIBLIOGRAPHY…………………………………………….. 36

XI APPENDICES………………………………………………..

Appendix A – Sample Letter Request…………………….

Appendix B – Questionnaire………………………………..

Appendix C – Interview Guide Questions…………………

Appendix D – Focus Group Discussion Guide Questions

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CHAPTER I

THE PROBLEM

Introduction

The research conducted the study to find solutions to the poor

comprehensive skills of the grade three pupils of Bayanan Elementary

School SY 2018-2019 by identifying the factors affecting this skill and ways

to improve it. The researchers prepared a descriptive type of questionnaire

to gather data for the research. The researchers found out that educational

attainment of a pupil’s mother has a significant impact on the comprehensive

skills of a pupil as well as the environment in the household. Furthermore,

researchers found out that eighty two percent (82%) of the respondents

agreed that English is important in learning, 50% of the respondents agreed

that English comprehensive exams are difficult, and 40% feels nervous

when having a comprehensive exam.

Reading is a means of language acquisition, of communication, and

of sharing information and ideas. Like all language, it is a complex

interaction between the text and the reader which is shaped by the reader’s

prior knowledge, experiences, attitude, and language community which is

culturally and socially situated. The reading process requires continuous

practices, development, and refinement.

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Reading is an interactive process that goes on between the reader

and the text, resulting in comprehension. The text presents letters, words,

sentences, and paragraphs that encode meaning. The reader uses

knowledge, skills, and strategies to determine what that meaning is. Reading

comprehension is the ability to understand what we read--where words have

context and texts have meaning. Reading comprehension skills allow us to

read proficiently, learn effectively, problem-solve, strategize, conceptualize,

and succeed in life. Without reading comprehension skills, many students

are left behind. Reading comprehension is the heart and goal of reading,

since the purpose of all reading is to gather meaning from the printed page.

If a student says words in a passage without gathering their meaning, one

would hesitate to call that reading.

Comprehension is the ability to process text, understands its meaning

and to integrate with what the reader already knows. An individual’s ability

to comprehend text is influenced by their skills and their ability to process

information. A learning disability will severely hamper ones’ ability to

comprehend that which one have read, but if there is not a disability present,

the next major factor contributing to reading comprehension is focused

attention span. A short attention span will severely cramp your ability to

understand what you are reading.

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The Department of Education supports Every Child a Reader

Program, which aims to make every Filipino child a reader and a writer at

his/her grade level. Thus, the DepEd through the Bureau of Learning

Delivery-Teaching and Learning Division (BLD-TLD) shall continue to

administer the Revised Philippine Informal Reading Inventory (Phil-IRI) as

DepEd order 14, S. 2018 assessment to learners in public elementary

schools nationwide effective School Year 2018-2019.

Reading is a very important foundation of learning. It will be very

difficult to analyse problems, situations and sentences if there is the absence

of reading ability among individuals. Everyday living seems to depend on

reading. There will be no single moment of each day wherein people will not

be using his ability to read. But reading alone is not so much enough. Once

reading ability is developed, there must also be the ability to comprehend

written text. Some people regard reading without comprehension as

useless. But, still the ability to read is the deciding factor to consider as a

road to comprehension.

Consequently, this study wants to discover the different factors that

affect the reading comprehension of the grade III-Molave students of

Bayanan Elementary School, S.Y. 2018-2019, and seek methods that could

enhance the students’ reading comprehension.

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Statement of the Problem

The study aimed to identify the different factors that might affect the

reading comprehension of grade III-Molave students in Bayanan Elementary

School. More especially, the study sought to answer the following problems:

1. What is the comprehension level of the grade III-Molave pupils of

Bayanan Elementary School?

2. What are the factors that affect the comprehension level of the pupils

based on the study?

3. What instructional reading tools for the grade III pupils may be

developed?

Scope, Delimitation, and Limitation of the Study

The respondents in this research are the pupils of grade III-Molave in

Bayanan Elementary School.

This study was focused only to the grade III pupils of Bayanan

Elementary School. There are twenty (20) females and ten (10) male

respondents for a total of thirty (30).

This study was focused on the different factors affecting

comprehension level of grade three pupils of Bayanan Elementary School

SY 2018-2019.

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The study was delimited only to the grade III pupils of Bayanan

Elementary School. The whole population was the participant to carry out a

well result. Having the whole population as participants, researcher believed

that there would still be noticeably least errors in the analysis of data.

Significance of the Study

This action research project was conducted to improve reading

comprehension of grade five pupils of Bayanan Elementary School, San

Pascual, Batangas, Division of Batangas. The researcher intends to improve

the reading comprehension by using the higher – order thinking skills such

as predicting, making connections, visualizing, inferring, questioning and

summarizing. In the said school, it is observed that most pupils who stepped

onto their next level only had instructional level in the reading inventory.

Hence, this made the researcher undertake this study and to provide an

action plan to improve the reading comprehension of the students especially

in grade III.

In addition, the results of the study will help the school administrators,

teachers, parents and much more to pupils as it may give them the idea on

the importance of reading comprehension, the factors that affect the reading

performance of pupils and what are the different programs and activities that

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can be used to improve reading ability of the pupils and in seeking the

findings.

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CHAPTER II

REVIEW OF LITERATURE

This chapter presents the review of literature and studies to make the

present study clear to the readers. It consists mainly of various sources that

were found of great important to the present study.

Conceptual Literature

Reading is a part of our daily lives. It is always a part of any activity in

school, at home, in the farm, in business, in the work place, in any

conversation and even in recreational activities. There is no such thing that

does not demand some reading.

Tánczikné , ( 2017) on his article gave a short overview of the main

factors influencing reading comprehension. Comprehension is quite

complex thus there is no consensus about the most important factors.

However, there is a tendency among the researchers to agree on the fact

that children need get a systematic training to learn morpheme phoneme

correspondence and develop phonological awareness. Phonological

awareness is closely related to phonics because both involve the connection

between sounds and words. Studies show that morphological awareness

also influences reading comprehension and spelling abilities. Research

results show that morphological awareness contributes to the understanding

of the text. It seems that both the age group and the language itself

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influences how strong relationship is between morphological awareness

and the reading comprehension. All the studies mention that reading

instruction should include systematic training not only in phonological but in

morphological awareness too. For further development of reading

comprehension metacognitive reading strategies can be implemented,

however, they only work if learners are aware of the phonological and

morphological features of the text. In addition, they know the words in the

text and understand how the language works.

Fielding & Pearson (2003) defined reading comprehension as the

level of understanding of writing. Proficient reading depends on the ability to

recognize words quickly and effortlessly. If word recognition is difficult,

students use too much of their processing capacity to read individual words,

which interferes with their ability to comprehend what is read.

Talamayan, (2000) argued that reading comprehension certainly

depends somewhat on understanding the pupils of the sentence. In addition,

it demands an understanding of the vocabulary, awareness of the

organization of the reading materials and above as ability to what is read.

For full comprehension, the reader must get both main and minor ideas and

be able to relate them to one another.

Many educators in the USA believe that children need to learn to

analyze text (comprehend it) even before they can read it on their own, and

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comprehension instruction generally begins in pre-Kindergarten or

Kindergarten but other US educators consider this reading approach to be

completely backward for very young children, arguing that the children must

learn how to decode the words in a story through phonics before they can

analyze the story itself.

Gear (2006) stated that developing positive reading comprehension

skills at an early age can greatly impact a student’s ability to approach new

and complex concepts in many different subject areas. English teachers can

use a variety of different methods to approach and explain new vocabulary

and reading comprehension concepts to their students. Instilling in children

a love of reading and developing constructive reading skills is the

cornerstone to a complete education.

Jarris and Sipay (1982) also gave emphasis on the classroom

teacher. They believed that teachers are the dominant element on the issue

of teaching reading. Their ability to recognized, nourish and channel the

interest and needs of their pupils and to create conditions that arouse

through activity and imagination in their pupils is critical.

Daneman (1991) explains that reading involves several component

knowledge structure that interact simultaneously during the reading process.

In literature, a distinction is commonly made between two main types of

process, via decoding and comprehension. Decoding refers to deciphering

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of printed symbols into language and involves perceptual and linguistic

passing aspect of reading act related to letter, sound correspondences, word

identification and lexical access.

According to (Linnakylä, Malin, Taube, 2004) the number of siblings

influence students’ learning achievements, namely, the more children there

are in a family, the greater possibility to be in a group of students with low

reading achievements.

In a similar observation authors (OECD, 2001, 2002, Lietz,, 1996

Lehmann, 1996Bourdieu 1986; Purves, 1973 et. al.) all agreed that Parents’

level of education, socio-economic position of the family and cultural

heritage play an important role in the learning achievements of children.

More so Denton (Denton) conveyed that conversely, struggling

readers assume they are responsible for their reading difficulties. Socio-

economic conditions are significant for early achievements in reading; it is

important whether parents read aloud for their children at home (more

frequently than 3 times a week), are salubrious and have a positive

approach (attitude) to learning.

Comprehension refers to the understanding process whereby

meaning is assigned to the text as a whole. Both decoding and

comprehension are important aspects of reading, and comprehension is not

possible without decoding. However, skill in decoding does not necessarily

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imply skill in comprehension. Many readers may decode text quite readily

but still have difficulty understanding what it is that they have decoded.

Research Literature

Various studies and research has been conducted in aid to dose the

unhealthy reading performance of the pupils. Studies show that there

numerous factors affecting the pupil’s reading performance.

Tizon (2012) found out that more than the majority of the Grade VI

pupils were average in their over-all level of reading comprehension ability.

Majority of the pupils had average literal ability; however, their higher level

of thinking/ comprehension was very low as reflected in their lowest creative

ability, and lower interpretative and evaluative skills. Thus, their higher level

of thinking/ comprehension must be enhanced. It is then recommended that

teachers should use methodologies, strategies and activities that will

develop their pupils‟ reading ability most particularly their higher

comprehension skill. Moreover, DepEd administrators should include in the

curriculum in all grade levels the development of student’s thinking abilities

by incorporating some reading materials in the all lessons even in grammar.

The designed lesson model should also be used to help improve students’‟

higher order thinking skills.

According to Agdon, et. al. (2000) comprehension has often been a

difficulty among students. Some of them achieve accuracy in recognition

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and pronunciation but few succeed in comprehension. To comprehend

means to understand the meaning, not only of a single word and sentence

but also of the interrelationship among sentences in a discourse. It implies

the ability to summarize, outline and organize concepts. It also involves a

full grasp of the local setting against which a story unfolds.

Some studies have shown that the performance (reading

comprehension) of the students is affected by several factors.

Rizardo&Tabuno, (1998)in Marquez (2008)in their study on the reading

comprehension ofFourth year high school students of Iligan, made the

following conclusions:1. Parents’ monthly income and educational

attainments have contributed to the reading performance of the student. 2.

The kind of materials that the respondents read enhanced their ability to

comprehend a text 3. The respondents’ attitude towards reading differed

from each other 4. The availability of reading materials at home and in school

and the students’ curiosity to learn enhanced their reading comprehension.

Educational researchers have also focused on the teacher’s behavior that

should be effective in promoting student’s motivation (Brophy, 1986 in

Marquez, 2008). In the local context, Mante (2009) in Ilustre (2011)

sought to identify factors that affected Filipino bilingual high school

student’s reading comprehension in English. The objective of her paper was

twofold; first was to determine and measure the participants' dimensions

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of motivation to read, and second was to identify the relationships between

the participants’ motivation to read in English, their reading

comprehension and their use of meta-cognitive reading strategies when

reading in the same language. Results were not conclusive as to

whether reading motivation or use of meta-cognitive reading

strategies affects reading comprehension more for there was no single

predictor of the reading test scores. On the contrary, Anderson (1994)

as cited in Lastrella (2010) presented that the recall of information in a text

is affected by the reader’s schemata and explains that a reader

comprehends a message when he is able to bring to mind a schema

that gives account of the objects and events described in the message.

Moreover, Wilson (1972) in Marquez (2008) stated that the lack of

educational opportunity and reading materials among poor families

contribute to the performance and competence of the learner.

Educational attainment of the parents of the respondents also matter.

Students whose parents have higher educational background perform well

than those whose parents only attained elementary or high school

education. This is because the former are able to provide more learning

experiences that are essential to the

Development of the student’s reading skills and other aspects as well

(Lardizabal, 1981 in Marquez, 2008). In a country like Nigeria, it was found

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in 1985 that secondary pupil’s poor learning characteristics, which were

identified in terms of attitudes, enthusiasm, self-concept as well as study

habits, arecaused by their disadvantage when their parents have a

lower education. Furthermore, more than lower socio-economic status

groups in Nigeria mostly fall into the low or the non-educated groups

(Ezewu, et.al, 1981 in Omoregbe, 2010). Parental educational level in

known as a factor positively related to children’s academic achievement.

And the educational level of parents is greatly connected to the educational

attainment of their children (Grissmer, et.al in Omoregbe, 2010).Reading

comprehension too lies on the student’s interest in reading. “Reluctant

readers tendto gradually lose some academic ground, because wide

reading is related to increases in general knowledge and reading

comprehension” p.31-32 (Williamson, 1988 in Seitz, 2010). Kukuyo (1989)

as cited by Tubio (2004) in Marquez (2008), noted that the students might

interact if they are interested with the topic and make comprehension

possible because of the interest that they have. This interest and attitude

are determined through hobbies and experiences that the reader had in

order to motivate him to read (Edorot, 1998 in Marquez, 2008). Furthermore,

in the study made by Kelcey (2010), results suggest that schools should be

associated with differences in teachers’ knowledge. By comparing teachers

with similar personal and school backgrounds, results showed that

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measured knowledge is significantly associated with student’s

achievement in reading comprehension.

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CHAPTER III

RESEARCH METHOD AND PROCEDURE

This chapter presents the research design, subjects of the study, the

instrument and procedures used in gathering the data as well as the

statistical tools to treat data.

Research Design

The study is a descriptive type of research that requires certain

methods of information gathering such as questionnaires and interviews.

Strategies that may be suggested are the use of a well-organized and

reviewed questionnaires and the use of a one on one interview. Since we

are in a 21st century, the researchers may incorporate modern technology

and advancement in order to speed up the research and be deemed reliable

and valid.

The study also used a researcher-made questionnaire as the main

data gathering tool.

Subjects of the Study

The respondents in this research are the pupils of grade III in Bayanan

Elementary School.

This study was focused only to the grade III pupils of Bayanan

Elementary School. There are twenty (20) females and ten (10) male

respondents for a total of thirty (30).

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TABLE 1
Distribution of Respondents
Respondents Male Female Total

Grade III-Molave 10 20 30

Percentage 33.33 66.67 100

Data Gathering Procedure

A letter seeking permission addressed to the school administrator

was submitted for the purpose of administering the researcher-prepared

questionnaire. Upon approval, the researcher administered the

questionnaire personally to pupil-respondents.

The researcher explained the questionnaire to the pupil-respondents.

The purpose of the study was also elaborated. Retrieval of accomplished

questionnaire took about an hour. The data collected were tallied, tabulated

and interpreted.

Action Research Methods

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

The respondents in this research are the pupils of grade III in

Bayanan Elementary School.

b. Data Gathering Methods

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Random sampling is a method of selecting a sample (random

sample) from a statistical population in such a way that every possible

sample that could be selected has a predetermined probability of being

selected.

Administration of the questionnaire. After the approval, the researcher

prepared the copy and was then reproduced for the distribution among

respondents.

Scoring of responses. To interpret the data, responses were rated

using the following scale:

Score Scale Verbal Interpretation

5 4.01 – 5.00 Strongly Agree

4 3.01 – 4.00 Agree

3 2.01 – 3.00 Neutral

2 1.01 – 2.00 Disagree

1 0.00 – 1.00 Strongly Disagree

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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of the data

based on the specific problems stated in study.

Results and Discussion

1. Comprehension Level of the Grade III-Molave Pupils

The Phil-IRI test categorizes the readers into three levels:

Independent level which corresponds to readers that can fully understand a

reading material without any guidance. Pupils who still needs some

instructions and assistance from a mentor fall under instructional level and

those pupils who are poor in reading and understanding the material and in

need of a full support from a teacher fall under the frustration level.

Table 2
Frequency Distribution of Comprehension Level of
Grade III-Molave Pupils

Comprehension Level Frequency Percentage (%)

Independent 4 13.33

Instructional 14 46.67

Frustration 12 40.00

Total 30 100

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The table 2 above shows the frequency distribution and the

percentage of the comprehension level of the grade III-Molave. Nineteen

(12) out of thirty (30) students in Grade III section Molave failed and

categorized to frustration level having a percentage of forty (40) percent.

On the other hand, the independent level for comprehension only garnered

a percentage of 13.33 percent of the class which is four (4) out thirty (30).

The medium level which is the instructional level accumulated a total of

fourteen (14) out of thirty (30), 46.67 percent.

2. Factors Affecting the Comprehension Level of Grade III-Molave

Pupils

Comprehension Level pertains to how well a student understands and

receives the information from reading a material or a passage. In order to

fully assess and analyze the factors affecting the comprehensive level of the

pupils of section Molave, demographics and specified data are gathered.

Table 3
Distribution of the Respondents by Age
Age Frequency Percentage (%)

7 4 13.33
8 14 46.67
9 12 40.00
Total 30 100

The table presented above shows the distribution of the respondents

by age which may be deemed vital for the determination of the different

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factors affecting the comprehension level of the grade III students. The

youngest age (7) has a percentage of 13.33% which is 4 out of 30. The

oldest, 40.00 percent, is 12 out of the total population while the median of

the ages (8) is 14 out of 30 which is 46.67 percent of the total population.

Moreover, family background such as the educational level and the

number of siblings of the students may also be a great influence on the

comprehension level of the grade III pupils of Molave section.

Table 4
Number of Children in the Family of the Grade III-Molave Pupils
Range Frequency Percentage (%)

2-5 24 80.00
6-10 5 16.67
11-15 1 3.33
Total 30 100

The table 4 above shows the distribution of the number of siblings in

the family of the grade III-Molave pupils. The highest number of distribution

of siblings in the family is in the range of 2-5 siblings which gathered an

80.00 percent of the population which is 24 out of 30. On the other hand, 5

out of 30 is in the range of 6-10 siblings having a percentage of 16.67

percent. Lastly, the least of all the distributions is in the range of 11-15

siblings, which is 1 out of 30, 3.33 percent of the population.

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Table 5
Educational Attainment of the Mother of the Students
Educational Level Frequency Percentage (%)

Primary 11 36.67
Secondary 15 50.00
State, Universities, or
4 13.33
Collegiate
Total 30 100

The table 5 above shows the frequency distribution of the mothers

who attained certain educational level. Mothers who reached tertiary level

(State, University, and/or Collegiate) are only 13.33% of the population, i.e.,

4 out of 30. The highest distribution was found in the secondary level, having

a percentage of 50.00%, half of the total population(15 out of 30) while 11

out of 30 pupils only attained primary/elementary level gaining a 36.67

percentage. The researchers were able to infer that educational level is a

plausible factor for the comprehension level of the students since it is the

mothers who first teach their kids the reading and writing. It may also be

inferred that the mother and the environment where the kid grew (siblings

and parents) has a great impact on the comprehensive skills of the students.

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Survey Results

16.67%

83.33%

English is important English Is NOT important

Figure 1
Graphical Representation of the Survey for the
Importance of English to grade III-Molave Students

In order to figure out the different opinions of the grade III-Molave

students, the researchers conducted a survey whether English is or is not

important. 25 out of 30 which is 83.33 percent of the total population

answered English is important, while 16.67 percent of the population

answered English is not important, 5 out of 30. The researchers may infer

that the students’ attitude towards learning English may not be that of a

great factor for their comprehension level. Given that even if they had the

eagerness and understanding that English is important, their

comprehension level was not yet having a boost from it.

Furthermore, questionnaires were given to the students to assess

their perspective on the difficulty of English and their attitude on reading.

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Table 6
Perception of grade III-Molave to English Reading Difficulty
Verbal
Weighted Mean
Interpretation
How is English Reading difficult
for you?
1. I am not interested in Neutral
2.60
reading English stories
2. English is very hard to
understand since there are 4.60 Strongly Agree
a lot of difficult words
3. Colors and sizes of the text
keeps me interested in 3.73 Agree
reading the story
4. Vocabulary exercises are 3.97 Agree
not enough
5. Defining some words before
reading helps me 4.20 Strongly Agree
understand the story
6. I do not want to study 2.00 Disagree
English
7. Long stories in English 3.93 Agree
easily bore me
8. I am not able to study at 3.30 Agree
home and read at home
9. I wanted to play than read 4.20 Strongly Agree
books and stories in English
10. Other things are more
appealing than reading 3.30 Agree
that’s why it is hard for me
to study and understand it
The table 6 above shows the weighted mean and the verbal

interpretation of the different perception of the students towards English

reading which may be inferred as the factors affecting the comprehension

level of the students. Questionnaires were given to students and it was

found out that the highest weighted mean gathered was because English

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is very hard to understand since there are a lot of difficult words which is

linked to the vocabulary prowess of a student. The lowest, which is the

disagreement of the student, was the reason “I do not want to study

English”, which implies that their motivation in studying English is much

higher and that they want to study English, yet still getting failing scores.

Other reasons were in agreement and strong agreement which can be

inferred that several factors such as the length of the stories, their

presentation whether there are graphics and colors might affect the

comprehension level of the students.

3. Methods and solution proposed to enhance the pupils’

comprehensive skills

Comprehension takes place if the willingness and the desire of

the students, to understand the text a represent. Teachers’ competency

in teaching reading is also a contributing factor. Teachers’ knowledge in

teaching reading plays an important factor in student’s learning. Competent

teachers would result an efficient learners. Therefore students must be

able to practice comprehension to be able to pass the basic

requirement of the industry.

In order to fully account the different factors that affect the students’

comprehension level, the researchers may suggest an instructional reading

material which considers the different factors found out in this study. Several

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of them are the inclusion of graphical representations and imagery, sizes

and colors of text, the inclusion of several practice test, vocabulary

exercises, and some instruction to teachers for the pre-test and post-test for

the reading and measurement of the comprehension level.

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WORK PLAN

Duration
Activity
From To
Gathering Literature June 30, 2018 July 1, 2018
Formulating objectives July 1, 2018 July 5, 2018
Analyzing and drafting
July 6, 2018 July 7, 2018
literature
Drafting the introduction July 8, 2018 July 9, 2018
Identifying research design
July 10, 2018 August 10, 2018
and methodology
Drafting and peer validation of
August 11, 2018 August 12, 2018
questionnaire
Distribution and retrieval of
August 13, 2018 August 15, 2018
questionnaire
Tallying and interpretation of
August 16, 2018 September 17, 2018
responses
Drafting results and
August 17, 2018 August 17, 2108
discussion
Drawing conclusions and
August 18, 2018 August 18, 2018
writing the recommendation
Finalizing the introduction,
review of related literature,
August 19, 2018 August 20, 2018
results and discussion,
bibliography
Drafting the research output August 21, 2018 August 21, 2018
Encoding and polishing the
entire paper and peer
August 22, 2018 August 23, 2018
validation of the research
output
Submission of the action
research to the and August 24, 2018 August 25, 2018
presentation to peers

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Plan / Scheme of Dissemination and Utilization

Research Output Scheme of Resources Needed

Dissemination
Baseline data on the To be presented to Food and Training
factors affecting the teacher sessions and Materials
comprehensive skills to panelists
of the students
Implementation Thru Channels or People, internet and
social media articles dissemination
materials

Cost Estimates

Budget Item Budget Requirement

Bond paper 150 x 3 reams = 450

Printing ink = 1500

Total 1950

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CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

In order for the researchers to assess the current comprehension level

of the grade III-Molave students, he or she conducted a Phil-IRI test.

Nineteen (12) out of thirty (30) students in Grade III section Molave failed

and categorized to frustration level having a percentage of forty (40)

percent. On the other hand, the independent level for comprehension only

garnered a percentage of 13.33 percent of the class which is four (4) out

thirty (30). The medium level which is the instructional level accumulated a

total of fourteen (14) out of thirty (30), 46.67 percent. The researchers can

conclude with good basis that a lot of the students need guidance and

revision in the way of teaching for them to improve there comprehension

level.

Furthermore, upon the assessment of the students’ comprehension level,

factors were to be identified in order to design a good instructional reading

material for diverse learners. Descriptively, questionnaires were distributed

and answered by the respondents. It was found out that, in general,

vocabulary and lack of preparation were the factor gaining the highest

weighted mean of 4.60, with a verbal interpretation of strongly agree. The

lowest, which can be inferred as insignificant, is their perception on

whether to study the English subject or not. This factor gained a weighted

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mean of 2.0, having a verbal interpretation of disagree, implying that

students are very eager in learning the language and they understand that

it is important for them to learn, crossing-out this factor as one with the

great impact than others. Other reasons were in agreement and strong

agreement which can be inferred that several factors such as the length of

the stories, their presentation whether there are graphics and colors might

affect the comprehension level of the students.

The researchers may then suggest an instructional reading material

which considers the different factors found out in this study. Several of them

are the inclusion of graphical representations and imagery, sizes and colors

of text, the inclusion of several practice test, vocabulary exercises, and some

instruction to teachers for the pre-test and post-test for the reading and

measurement of the comprehension level.

The researchers may recommend to use several reading level

measurement: one that measures the level of the student and one that

measures the level of the reading material. This would easily match the

reading level of the student to the material he or she is reading.

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