Using Building Up Learning Comprehension Kit (BULCK)

Towards an Improved Reading Comprehension Skill 1

Using Building Up Learning Comprehension Kit (BULCK)

Towards an Improved Reading Comprehension Skill

An Action Research Proposal

Presented in Partial Fulfillment of the Requirements in

Research in Teaching (EDUC 114)

Rey John Carlo Pascual Espinosa

Edzel Conquilla Joson

Marife Valmadrid Polovello

Jean Erica Bonita Reyes

Margie Francisco Sta. Ana

Mark Anthony Ligon Velayo

BEEd-3A (Group 3)

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Table of Contents

Title Page.........................................................................................................................1

Table of Contents............................................................................................................2

Context and Rationale …………………………………………………………………………..4

Research Questions.............................................................................................6

Hypothesis...........................................................................................................6

Significance of the Study……………………………………………………… 7

Scope and Limitation…………………………………………………………...7

Method

Types of Research ……………………………………………………………..8

Respondents ……………………………………………………………………

Sampling Method …………………………………………………………..….9

Proposed Innovation/Intervention/Strategy ………………………………….9

Instruments ………………………………………………………………….9

Data Collection Procedure …………………………………………………..10

Data Analysis ………………………………………………………………..11

References …………………………………………………………………………....12

Appendices

A. Instruments ………………………………………………………………14

1. Survey Questionnaires ……………………………………………...14

2. Interview Guide Questions for the Pupils …………………………...15

B. Declaration of Anti-Plagiarism and Absence of Conflict of Interest ……16

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Guide for Appraising School Action Research Proposals …………………………18

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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

In every subject the teacher must ensure the learning will be inculcated to the
minds of every student. As you all know learning is a never ending process. Students
should develop their critical thinking skill in order for them to address the societal
changes and demands. Teacher should secure the learning of the students in amidst the
never ending changes.

Comprehension is one of the major reasons for reading difficulties that most of
pupils experience in learning. It simply implies that pupils have difficulty in
understanding and interpretation of what is read. Understanding words’ meaning, analyze
the authors points of view and aim for writing and gaining knowledge of new words are
all very important reading skills that support reading comprehension (Ruiz, 2015).

Not only is reading comprehension a valuable skill for learning in school, but in
order to successfully interact in everyday life, individuals need reading skills to read and
understand labels, directions, job application forms, and newspapers (Chatman, 2015).
Also, individuals need reading skills in order to be able to have and maintain a job and
successfully engage in different daily activities (Hoeh, 2015; Mahdavi, & Tensfeldt,
2013), and live independently (Hoeh, 2015).

The need for reading comprehension becomes very critical when thinking about the
negative consequences of not being able to read in critical situations. Helping students
through teaching them how to effectively interact with written passages, through
interactive strategies, allows them to easily recall what they read and obtain meaning
from the passage (Ruiz, 2015).

Additionally, improving all students’ reading skills in order to narrow the reading
achievement gap is one of the essential goals of the No Child Left Behind Act (NCLB)
and Every Student Succeed Act (ESSA). Closing the gap can be done through requiring
and encouraging schools to integrate high standards, high quality instruction, and
teaching with research-based material and assessments (International Literacy
Association 2016; Richburg-Burgess, 2012)

Learning kit is very important in teaching and learning process. The use of learning
kits can facilitate the process of information sharing among students with respect to
subjects taught more clearly (Abdul Samad et al., 2016). The learning kit aims to help
students understand the subject more easily and systematically (Musa et al., 2014).

The quality of student-centered learning depends largely on the effectiveness of

how teachers choose and use the appropriate learning kits (Mohamad Jackie et al., 2016).
Teachers need to provide an explanation for each sub topic that is taught more precisely

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in terms of concepts and situations so that students can understand the content more
deeply (Saturday, 2014). Usually teachers still teach while writing on the whiteboard
(Reighluth, 2012) and not using the learning kit (Abdullah, Zainal Abidin & Mohamad,
2012). Even according to Hashim & Bunyamin (2011) states that most teachers also use
self-contained books or modules to deliver the contents of the lesson.

The pupils have difficulty to think deeply about what they have read so the
researchers come to think of an approach called Building Up Learning Comprehension
Kit (BUCK). The researchers aims to enhance the comprehension skills in Distinguishing
Reality from Fantasy by the use of BUCK. The kit consists of different literary texts that
will improve the pupil’s comprehension and other reading skills. Also, every kit will be
distributed in Grade 4 pupils and it supplies different links or website that is connected in
the given texts inside the kits. With the use of their phones, the pupils will share their
thoughts and ideas with their classmates and teachers. In addition, the pupils can easily
access their teacher if they need help.

Building Up Learning Comprehension Kit will help the pupils in enhancing their
comprehension skills in Distinguishing Reality from Fantasy. Also, it may develop the
critical thinking skill of the pupils. According to Elleman (2019), reading comprehension
is one of the most complex cognitive activities in which humans engage, making it
difficult to teach, measure, and research.

Improving pupil's comprehension skills will require a concerted effort from the
pupil itself, teacher, parents, and community. An early and sustained focus on the
development of the child’s reading comprehension, knowledge, vocabulary is necessary
to monitor the improvement.

Based on the statement mentioned above, the researchers aims to find out the effect
of Building Up Learning Comprehension Kit on students efficiency and reading
comprehension. This research study will be conducted to know the efficiency of Building
Up Learning Comprehension Kit (BULCK) in enhancing the pupil's comprehension skills
in Distinguishing Reality from Fantasy of grade 4 pupils of Dr. Juan F. Pascual Memorial
School. This developed kit contains teaching aids in the form of models, texts, and
modules. This designed kit is themed “peppa pig” which is customizable and adapted to
the syllabus or curriculum guide of the Elementary Grades. The curriculum guide is
provided by the Department of Education is still in use so that learning is not deflected
from the curriculum of learning.

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Research Questions

This research study will be conducted to know the efficiency of Building Up

Learning Comprehension Kit (BULCK) in enhancing the pupil's comprehension skills in
Distinguishing Reality from Fantasy of grade 4 pupils of Dr. Juan F. Pascual Memorial
School. This developed kit contains teaching aids in the form of models, texts, and
modules. This designed kit is themed “peppa pig” which is eco-friendly and it is based to
the syllabus or curriculum guide of the Elementary Grades. Also, it aims to find out how
appropriate it is and the researchers want to produce an easy and cheaper Building Up
Learning Comprehension Kit.

The general problem of this study to determine the efficiency of Building Up

Learning Comprehension Kit (BULCK) in enhancing the pupil's comprehension skills in
Distinguishing Reality from Fantasy.

Specifically, this research was intended to answer the following problems:

1. How may the profile of the pupils can be described in terms of their:

1.1 Sex

1.2 Age

2. What reading materials and gadgets available home?

3. How does the respondents frequently read in a day?

4. How may the level of comprehension of pupils be described in terms of distinguishing

reality from fantasy?

5. Is there a significant difference in the pupil’s level of comprehension based on the

pretest and post test scores of the pupils after using the BULCK?

6. What are the other factors and recommendations to be considered in integrating

BULCK?

7.. What are the attitudes or behaviors of Grade 4 pupils towards the use of BULCK?

Hypothesis

The researchers hypothesized that:

1. There is no significant difference in the level of pupil’s comprehension based on the

pre-test and post test scores of the pupils after using the BULCK.

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Significance of the Study

This study will be relevant in the field of education, particularly in teaching

English. It will likewise show the effects of BULCK in enhancing the comprehension
skills in Distinguishing Reality from Fantasy of Grade 4 pupils. Moreover, results of the
study may be significant to the following:

Pupils. Results of the study will give pupils insights of how they improve their
comprehension skills in Distinguishing Reality from Fantasy.

Teachers. Results of the study will give teachers a strategy by means of

implementing the program on how they are going to improve the pupils comprehension
skills at the same time. Also, it would help to guide the teachers on how to revise their
teaching techniques to help the students enhance their reading comprehension skills.

Parents. Results of the study will give parents valuable information on how they
are going to impart knowledge to their children.

School. Results of the study will help the school in pursuing one of their visions to
the pupils to achieve academic performance through developed comprehension skills.

School Administrators. Results of the study will give school administrators

valuable information in encouraging their teachers to adapt the BULCK program which
could uplift the learning styles and achievements of their pupils.

Researchers. Results of the study will serve as a guide for future researchers in
conducting a mixed method research and other types of researches. Also, it help the
future researchers to find ideas to be used as a reliable source in improving the reading
skills of the student.

Scope and Limitations

The study will focus on the efficiency of Building Up Learning Comprehension

Kit (BULCK) in enhancing the pupil's comprehension skills in Distinguishing Reality
from Fantasy of grade 4 pupils who were diagnosed with beginning level of reading
proficiency under the English subject being handled by the researcher at Dr. Juan F.
Pascual Memorial School for the school year 2020-2021.

This will be conducted on the third quarter of school year 2020-2021. Also, the
main reason for conducting the study is to help the Grade 4 pupils in enhancing their
knowledge in terms of reading comprehension by the use of Building Up Learning
Comprehension Kit (BULCK)

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CHAPTER II

METHODOLOGY

This chapter provides information about the research and how the researchers will
conduct the making of the Fantasy and Reality Comprehension Kit. The research design
as well as the data gathering procedure, sampling procedure, and the data analysis
scheme that the researchers will conduct is here.

Research Design

Figure 2. Research Design Diagram

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Figure 2 shows the research design diagram that the researchers will be conducting
throughout the experiment.

The research study that the researchers will conduct is experimental, this will be
use to determine the efficiency of Building Up Learning Comprehension Kit (BULCK) in
enhancing the pupil's comprehension skills in Distinguishing Reality from Fantasy of
grade 4 pupils. The researchers will use the Reality and Fantasy Comprehension Kit in
Grade 4 pupils and also, the pupils will be given pretest and post test then, researchers
will observe the number of correct items given. Also, we want to produce an easy and
cheaper Comprehension Learning Kit that can be helpful for educators and pupils around
our country.

Sampling Method

The pupils of Grade 4 in Dr. Juan F. Pascual Memorial School were selected to
undergo in an experimental research. Purposive sampling method will be use in this
research.

Thus, the researchers will only use the created BUCK in enhancing the pupil’s
comprehension reading skills in Distinguishing Reality from Fantasy. Grade 4 pupils of
Dr. Juan F. Pascual Memorial School will be used to prove that this is effective and it
will not be tested to other pupils.

Proposed Innovation/Intervention/Strategy

The Building Up Learning Comprehension Kit is fundamental and it focus on

enhancing the pupil's reading skills. This developed kit contains teaching aids in the form
of models, texts, and modules. This designed kit is themed "peppa pig" which is eco-
friendly, eye-catching and it is based to the syllabus or curriculum guide of the
Elementary Grades. The curriculum guide is provided by the Department of Education is
still in use so that learning is not deflected from the curriculum of learning.

Instrument

The researcher will ask permission from the Schools Division Superintendent of
Bulacan through the Research Education Specialist and from the district supervisor and
the school principal to allow the pupils in the conduct of the study and gather from them
the relevant data needed for the study.

The researchers will use test (post-test and pretest) as its main tool for gathering the
needed data for the study. The test consist of different questions on what they have

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learned using the created Building Up Learning Comprehension Kit. Also, the pupils are
task to answer an interview guide question regarding on what factors need to be
considered in integrating and enhancing the pupil's comprehension skills in
Distinguishing Reality from Fantasy of grade 4 pupils.

Data Collection Procedure

Figure 3. Building Up Learning Comprehension Learning Kit Material

Methodology Diagram

The materials gathered were prepared for the Reality and Fantasy Comprehension
Kit. First, the researchers will find the materials needed in the study. Then after that, the
researchers will proceed in making the theme of our Comprehension kit. The materials
we need in the study are color paper, printables, cartolina, carboards, and different
activity sheets.

In preparing the Reality and Fantasy Comprehension Kit,, we need to follow some
steps. First, we need to collect all the materials needed. Second, plan for the theme of
your Reality and Fantasy Comprehension Kit. Next, compile the different activities and
printables that contains the kit. Lastly, design the Building Up Comprehension kit and
attach all the collected activities.

Researchers will have an experimental set up. They will be having 10 pupils and
the pupils will use the created Building Up Comprehension Kit (BUCK). Researchers
will let the pupils manipulate and use the BUCK. After having that, they will observe the
set ups by counting all the correct items that the pupils got.

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Data Analysis

This study will interpret data based on the efficiency of Building Up Learning
Comprehension Kit (BULCK) in enhancing the pupil's comprehension skills in
Distinguishing Reality from Fantasy. Specifically, how effective this created BULCK in
enhancing the pupil’s comprehension reading skills. The researchers will be compiling
and examining the data, observing the correct items that the pupils got. The researchers
will derive the data of the experiment. After the treatment has been applied, observation
time after time will be done. Recording the data will be based on the correct items of the
pupils in Grade 4 got. We will tally up everything, get the average scores, and see it is
effective or not.
Pupil Number of items Pretest Post test
1 50
2 50
3 50
4 50
5 50
6 50
7 50
8 50
9 50
10 50

Table 1. Data Analysis

Reference/s

Abdul Samad Hanif, Mohamed Nor Azhari Azman, Hendri Pratama & Nurul Nazirah
Mohd Imran Ma’arof. (2016). Kit Pemantauan Penyambungan Litar Elektrik : Satu
Kajian Efikasi Alat Bantu Mengajar. Fakulti Pendidikan Teknikal dan Vokasional :
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sa=t&source=web&rct=j&url=https://www.researchgate.net/publication/333339382_The
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AhXUa94KHRsuDW4QFjALegQIDxAC&usg=AOvVaw2fQEt0v9exeKGxu7LpSs1Z

Abdullah, N.S., Zainal Abidin. R. & Mohamad. S. (2012). Kesan Penggunaan Kit
Pengajaran Bersepadu Magnetik-PLC (Programmable Logic Controller) Terhadap
Kefahaman Konsep Asas Kawalan Magnet Dan PLC. Dicapai pada April 17, 2016, dari
ms. 371-377 di http://eprints.uthm.edu.my/3236/1/997.pdf. Retrieved from
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AhXUa94KHRsuDW4QFjALegQIDxAC&usg=AOvVaw2fQEt0v9exeKGxu7LpSs1Z

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Ruiz,Y. (2015). Improving reading comprehension through the use of interactive reading
strategies: A quantitative study. (Doctoral Dissertation). Retrieved from
http://www.proquest.com

Chatman, T. (2015). Effective comprehension instructional strategies for improving the

reading levels of students with learning disabilities. (Doctoral Dissertation). Retrieved
from http://www.proquest.com.

Hashim, N. & Buyamin, S. (2011). Persepsi Pelajar Terhadap Penggunaan Kad Smart
Aid (SA Card) Dan Kesannya Kepada Pelajar Yang Mengambil Kursus E4101 Dan
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Reigeluth, C. M. (2012). Instructional Theory and Technology for the New Paradigm of
Education. Dicapai pada Mei 17, 2016, dari ms. 1-18 di
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RESEARCH INSTRUMENTS

1. SURVEY QUESTIONNAIRE

Name (OPTIONAL):

1) Demographic profile of the respondents

GENDER

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[ ] Male

[ ] Female

AGE

[ ] 9-10

[ ] 11-12

[ ] 13-14

2) What reading materials and gadgets available at home?

[ ] Magazines

[ ] Novels

[ ] School books

[ ] Cellphone

[ ] Tablet

[ ] Laptop

[ ] Computer

Others (specify):

3) How frequent do you read in a day?

[ ] Less than 30 minutes

[ ] 1 hour

[ ] 2-3 hours

[ ] 4-5 hours

[ ] 6 hours and above

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4) What other factors and recommendations do you think to be considered in integrating

BULCK?

2. INTERVIEW GUIDE QUESTIONS

Name (OPTIONAL):

1) What's your Gender?

2) How old are you?

3) What reading materials and gadgets available at your home?

4) Do you usually use those given reading materials and gadgets?

5) How frequent do you read at home?

6) Do you enjoy reading?

7) How does it feel?

9) Do you think enjoying reading would benefits you? Why or why not?

10) What other factors and recommendations do you think to be considered in integrating
BULCK?

C. Declaration of Anti-Plagiarism and Absence of Conflict of Interest

DECLARATION OF ANTI-PLAGIARISM

1. I, ____________________, understand that plagiarism is the act of taking and using

another’s ideas and works and passing them off as one’s own. This includes explicitly

copying the whole work of another person and/or using some parts of their work without

proper acknowledgement and referencing.

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2. I hereby attest to the originality of this research proposal and has cited properly all the

references used. I further commit that all deliverables and the final research study

emanating from this proposal shall be of original content. I shall use appropriate citations

in referencing other works from various sources.

3. I understand that violation of this declaration and commitment shall be subject to

consequences and shall be dealt with accordingly.

PROPONENT:

PRINTED NAME: _____________________________

SIGNATURE: _______________________
DATE: _________________________

A. RESEARCH INFORMATION
RESEARCH TITLE:

SHORT DESCRIPTION OF THE RESEARCH:

RESEARCH CATEGORY RESEARCH AGENDA CATEGORY

(check only one) (check only one main research theme)

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National Teaching and Learning

Region Child Protection
School Division Human Resource Development
District Governance
School

check only one (check up to one cross-cutting theme. if
Applied Research applicable
Action Research DRRM
Gender and Development
Inclusive Education
Others (please specify) _____

FUND SOURCE
MOOE
PERSONAL FUNDS
TOTAL AMOUNT

Guide for Appraising School Action Research Proposals

Main Sub-
Increasing Level of Quality and their Description Score
Criteria criteria
Rationale Context (15) Not The action The educational The nature,
of the described research relevance and extent and
Action (No points) proposal timeliness of the salience of the
Research presents a problem or issue identified
general are shown. The problem or issue
30 Points description of need to conduct are
the problem or action research as comprehensively
issue as its focus a way to address discussed.
of inquiry or improve the Different aspects
(8 points) situation is of the action
explained research setting

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(12 points) are elaborated

showing in depth
and critical
analysis of the
situation
(15 points)
Proposed Not The action The proposal The rationale,
Intervention, presented research outlines when and extent and
Innovation, (No points) proposal where the limitation of the
Strategy mentions an intervention, intervention,
(15) intervention, innovation or innovation or
innovation or strategy will be strategy are
strategy to be undertaken, and explained in
tried out to who will be detail, its
address the involved. Activities plausibility as a
problem or issue to be undertaken way to address
(8 points) are stated the problem or
(12 points) issue is given
support.
(15 points)
Not stated The action The research The research
(no points) research questions specify questions
proposal has a the action logically proceed
stated aim, research variables from the context
Action objective or or the focus of of the inquiry. It
Research general research inquiry. Key clearly relates to
Question/ questions elements of the the identified
s (15 points) research problem or issue
questions are and conveys the
30 points reflected in the desired change
title of the or improvement.
proposal. (30 points)
(25 points)

Action Participants Not stated The action Details are

Research and/or other (no points) research proposal provided about
Methods Sources of states the target the target
Data and participants participants (ex:
30 points information and/or other number,
(10 points) sources of the characteristics,
data and sampling
information (ex: procedure if any)
learners, teachers, and/or other
documents, sources of data
learner’s products, and information.
others Clear rationale
(5 points) for their inclusion
in the study is
given.
(10 points)
Data Not The action Details of the data The proposal

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gathering described research gathering explains why the

methods (no points) proposal methods are selected data
(10 points) presents a provided: the gathering
general specific kinds of method/s is
description of data, how and suited to the
the methods to when they will be nature and
be employed for collected (ex: purpose of the
gathering data pretest and action research.
(5 points) posttest scores) The data
Research gathering
instruments are method/s is
described (ex: aligned with the
test, scale, survey research
questionnaire, questions.
checklist, Research
interview guide, instruments are
others) appropriate for
(8 points) obtaining the
desired kind of
data/information
(10 points)
Data Not stated The action Details of the The selected
analysis plan (no points) research methods of data method of data
(10 points) proposal analysis are given. analysis is shown
presents a Techniques (ex: to be appropriate
general quantitative or to the nature od
description of statistical, the
how the qualitative or both data/information
gathered methods) as well to be gathered
data/information as tools (ex: and for
will be analyzed. software) to be addressing the
(5 points) employed are research
specified. questions
(8 points) (10 points)

Acton Not The action A detailed work

research included research proposal plan is provided
work plan (no points) includes a list of covering start to
and major activities completion of the
timelines and their timelines action research.
(5 points) Timelines are
10 points realistic and
show concretely
how the action
research will
unfold over the
allowed period.
The overall plan
reflects the
proponent’s

BULACAN AGRICULTURAL STATE COLLEGE

Using Building Up Learning Comprehension Kit (BULCK)
Towards an Improved Reading Comprehension Skill 20

capacity to
concretize ideas
into clear and
sequential steps
to be
undertaken.
(10 points)

Total Score

BULACAN AGRICULTURAL STATE COLLEGE