Beed Generalist Draft 2

CHALLENGES IN THE READING COMPREHENSION SKILLS OF INTERMEDIATE
GRADE LEVEL IN FILIPINO LANGUAGE
A Classroom-Based Action Research Presented to the
College of Education and Liberal Arts
Davao Central College
Toril, Davao City
Bachelor of Elementary Education
Generalist
Researchers:
FOURTH YEAR
BACHELOR OF ELEMENTARY EDUCATION
MAJOR IN GENERALIST
JANUARY 2023
APPROVAL SHEET
The classroom-based action research entitled “Challenges in the Reading
Comprehension Skills of Intermediate Grade Level in Filipino Language”,
prepared and submitted by Abanes, Jomaica,Amarillo, Jerame, Bansil, Salima, Bibat,
Hannah Fe, Cabug-os, Ricah Miah, Carin, Margarette, De Leon, Lyca, Delos Santos,
Laarni Dumaguit, Stephen Emuy, Josie Fe, Enriquez, Jearrah Mae Fabiolas, Erika Mae
Ginobisa, Ivylyn, Geraldez, Art John, Gutierrez, Gladys Jimenez, Aldrin, Lacre, Lovely
Dawn Landas, SahdiaLibo, Cathlene Joy, Liza, Jianvenn Michelle Majarucon, Rachel
Dave Matucol, Michelle, Morato, Quennie Jill, Ocoy, Ana Rose Oniola, Jannah Mae,
Pabi, Jessa Marie, Pernito, Cherry Ann, Rosalita, Vincent, Sabacan, Norol-In,
Saturinas, Monique. In partial fulfillment of the requirements in Field Study 2, has been
examined and is hereby endorsed for an oral examination, approval, and acceptance.
MICHELLE ANN M. ESPINOSA, LPT

CBAR- Adviser/ Field Study 2 Supervisor
TABLE OF CONTENT
Content Page
Title Page i
Approval Sheet ii
Acknowledgement iii
Table of Content iv
Context and Rationale 1-2
Action Research Questions 2
Proposed Innovations, Interventions Strategy 2-3
Action Research Methods 3
Participants/ Other Sources of Data 3-4
Data Gathering Method 4
Data Analysis Plan 4
Action Research Work Plan 5-6
Cost Estimates 6
Results 7-9
Plan for Dissemination and Utilizations 10-11
References 11-12
Appendix A (Interview Guide Questionnaire) 13
Appendix B (Letter for Approval) 14-15
Curriculum Vitae 16-24
I. CONTEXT AND RATIONALE
Information and knowledge are crucial today. Language skills like reading and
writing are necessary for acquiring, understanding, processing, and learning the
information (Calzada Prado & Marzal Garcia, 2013). It goes without saying that
everyone's development and growth depend on their ability to grasp or interpret texts in
both spoken and written languages as well as their capacity to communicate ideas and
concepts. Through communication and comprehension, as well as by acquiring some
study habits skills and having a good outlook, one is able to acquire knowledge in a
variety of subjects. Additionally, one should develop a desire to learn new things and
get comfortable with the target language (Shippen et al., 2010), as one who is unable to
understand or comprehend something clearly is likely to be depriving themselves of the
information.
People in the Philippines speak a variety of languages, including Cebuano,
Tagalog, Hiligaynon, Waray, and many more. Filipino and English are used as
communication languages to help people understand one another, especially those who
come from various geographical locations. Furthermore, the Filipino language is utilized
to teach some of the topics available in public and private schools, such as Filipino,
Araling Panlipunan, etc., and is regarded as the nation's official language. On the other
hand, people who reside in the Luzon region (one of the country's three main islands)
have no trouble utilizing and understanding Filipino. Living in the Visayas and
Mindanao, however, makes it harder for people to speak and comprehend the
language. The Visayas and Mindanao actually have a higher proportion of English
speakers than Filipinos. 16 percent of people in the Visayas claimed to use Filipino to its
fullest extent, and 54 percent claimed to be able to speak English, according to data
from Social Weather Surveys (SWS) obtained from the article authored by Mangahas
(2016). The survey's findings clearly show that the inhabitants of the Visayas and
Mindanao region do not often speak Filipino at home, which negatively affects their
ability to understand it.
In terms of reading comprehension proficiency among Asian nations, China
comes out on top, followed by Singapore. The Programme for International Student
Assessment (PISA, 2018) of the Organization for Economic Co-operation and
Development found that the Philippines scored the lowest among Asian nations in
reading comprehension (OECD). According to the PISA 2018 results, the Philippines'
reading comprehension issue is nothing new. According to data from the Department of
Education from 2007, 70% of kids' reading abilities are below grade level. Additionally, a
Philippine Star story from 2011 claims that Filipinos lack drive and adequate reading
skills. Additionally, it was noted in the study by Cabardo (2015) that students' poor
performance on the National Achievement Test was a sign of the nation's elementary
and secondary students' poor reading comprehension abilities.
Learning and mastering the Filipino language require the development of a
variety of macro-skills, including speaking, reading, writing, and listening. Reading is
also the most important academic skill among the macro-skills. Even while reading
plays a significant part in learning, some kids still struggle with it. Even though the pupils
or learners have sufficient linguistic knowledge, this seems real. Concerning improving
intermediate students' reading comprehension abilities through active learning methods.
Storytelling, Paired Reading, Story Maps, and Storyboard are the next strategies. Along
with approaches, the following tactics are also useful: predicting, summarizing, and
questioning.
The researcher would like to conduct this research study with the Intermediate
Grade Level (4-6) of Basic Education at Davao Central College- Rasay Campus. The
researchers have experienced and witnessed the reading comprehension problems of
the intermediate grade level. Pupils have low performance in Filipino subjects due to
learners' difficulty in comprehending the medium of (Filipino language) used in the said
subject. Thus, this study intends to determine and analyze the Enhancing Filipino
Reading Comprehension Skills in Intermediate Grade Level through Hands-on Learning
Techniques.
II. ACTION RESEARCH QUESTIONS
1. What are the difficulties the students have encountered in comprehending the
medium of instruction (Filipino Language) used in Filipino, Araling Panlipunan
and E.S.P. subjects?
Probing Question
● Can you describe these challenges?
2. What are the coping mechanisms of students in their reading comprehension
skills in the medium of instruction (Filipino Language) used in Filipino, Araling
Panlipunan and E.S.P. subjects?
Probing Question
● Can you describe their coping mechanism on how they overcome the
challenges in reading comprehension skills in the medium of instruction
(Filipino Language) that is used in Filipino, Araling Panlipunan and E.S.P
subject?
3. What plan of action can be designed to address the difficulties in reading
comprehension skills of Intermediate grade level in the use of Filipino Language
as medium of instruction for Filipino, Araling Panlipunan and E.S.P. subjects?
III. Proposed Innovation, Intervention and Strategy
The more you read the more your knowledge is. The ability to read and
comprehend are essential skills for students to survive and understand how society
works because most information is presented through text (Yaseen, 2013).
The researchers will create a researcher-made questionnaire that aims to
Enhance the Filipino Reading Comprehension Skills in Intermediate Grade Level
Through Hands-on Learning Techniques. This questionnaire will be employed in the
interview between the researchers and the participants. The result of the interview will
then determine the hands-on learning techniques of the difficulties of intermediate grade
level in reading comprehension specifically: The difficulties you have encountered in
comprehending the medium of (Filipino Language) used in the Filipino, Aralpan, and
E.S.P subject?; What are your coping mechanisms to enhance your Filipino Reading
Comprehension Skills? Explain; and What plan of action can be designed to address
the difficulties of Enhancing Filipino Reading Comprehension Skills in Intermediate
Grade Level through Hands-on Learning Techniques?
Furthermore, the techniques will be used as the intervention strategy for
references of teachers especially in handling hands-on learning classes in the Face - to
face set up.
IV. Method
Type of Research
In order to conduct talks that would produce rich data that could be used in
qualitative analysis, this study adopted a structured interview approach. Prior to
conducting the interview, the researchers will obtain approval from the participants in
the study as well as the OIC Principal of Basic Education of Davao Central College. The
interview process is the first step. The participants are reminded of the study's
objectives, research methods, anticipated benefits, their ability to withdraw from the
study at any time, and confidentiality protection. Additionally, the interview is audio-
recorded with the consent of the participants to guarantee a thorough transcript. All
interviews will be recorded using typed notes, allowing the researchers to keep track of
important details.
Participants of the Study
The participants of this study will be the Intermediate Grade Level (4-6) in Basic
Education of Davao Central College. The participants are chosen by using a purposive
sampling method. The researcher uses this method to select participants that can
provide detailed and relevant information about enhancing the Filipino Reading
Comprehension Skills of Intermediate Grade Level Through Hands-on Learning
Techniques.
DATA GATHERING METHODS
The Enhancing Filipino Reading Comprehension Skills in Intermediate Grade
Level through Hands-on Learning Techniques. Will be assessed using a single data
collection tool in this research action study. A researcher- made questionnaire guide will
be the tool used to identify the difficulties of Enhancing Filipino Reading Comprehension
Skills by the Intermediate Grade Level (4-6) of Basic Education of Davao Central
College- Rasay Campus by which such will guide the researcher in making an action
research plan.
DATA ANALYSIS PLAN
The goal of this action research project is to determine and analyze the
difficulties that intermediate grade level encountered in comprehending the medium of
(Filipino Language) used in the Filipino, Aral pan, and E.S.P subject, coping
mechanisms to enhance Intermediate Pupils Filipino Reading Comprehension Skills
and plan of action that can be assigned to address the difficulties of Enhancing Filipino
Reading Comprehension Skills in Intermediate grade level through Hands-on Learning
Techniques. Qualitative measures will be used to collect data for this action research. A
questionnaire guide will make up the qualitative data.

V. ACTION RESEARCH WORK PLAN
ACTIVITIES TO ADDRESS THE CHALLENGES IN THE READING
COMPREHENSION SKILLS OF INTERMEDIATE GRADE LEVEL IN FILIPINO
LANGUAGE.
TITLE OBJECTIVE ACTIVITIES/ INDIVIDUA SUCCESS
S PROGRAMS L INDICATOR
INVOLVED
CHALLENGES IN To assist Utilized short Teachers the students will be
THE READING teachers in stories and and able to enhance
COMPREHENSIO enriching other literacy students their reading
N SKILLS OF students' types of comprehension
INTERMEDIATE understandin materials. skills.
GRADE LEVEL IN g of the
FILIPINO Filipino
LANGUAGE. language.
To help Remedial on Teachers Students will be
students in reading and able to learn more
improving Filipino students about the Filipino
their reading language. language and
comprehensi improve their
on in Filipino reading
language comprehension
abilities.
To increase Create a Teachers, Students will be
the parents’ reading - rich parents and able to practice
cooperation home, model students and strengthen
in enhancing reading and their reading
the reading administer comprehension in
comprehensi parent- Filipino language
on of the teachers by the help and
students. circles support of the
parents who serves
to be their teachers
at home.
To help Employ Teachers Students will
teacher in interactive and actively participate
developing a reading students in the class, which
strategy for materials (big will help them
improving the story books, improve their
student's audio-visual reading
reading presentation, comprehension.
comprehensi card play,
on. images, and
objects)
VI. COST ESTIMATES
The anticipated cost would be set at Php 500.00. The generated action research
paper's printing and soft binding would be the cause of the expense.
VII. RESULTS
Presented in this section are the results of data gathered from the participants on
the Challenges in the Reading Comprehension Skills of Intermediate Grade Level in
Filipino Language. Based on the methodology the collected data from the participants
were collated and analyzed in accordance with the statement of the problem of the
study.
INTERVIEW TRANSCRIPTION
Table 1.
Research Objective 1: The difficulties the pupils have encountered in comprehending the
medium of instruction (Filipino Language) used in Filipino, Araling Panlipunan, and E.S.P
subjects
Challenges encountered in comprehending Can you describe these challenges?

the medium of Instruction (Filipino Language)
used in Filipino, Araling Panlipunan, and E.S.P
subject.
A.1 “The pupils have difficulties in understanding A.1.1 “They don’t outrightly understand the
the Filipino Language” Filipino Language”
B.2 “Pupils are having a hard time understanding B.2.2 “Most of the time, teachers are completed to
the Filipino medium as they are not exposed to translate some Filipino words just to get the
message across and help them understand”
the Filipino language at home.”
C.3 “Intermediate-level students have trouble C.3.3 “They consistently received poor scores in
grasping the Filipino language. The issue here is the Filipino subjects on their exams because,
that because they are unable to read or among other things, they are unable to read or
understand Filipino, they are also unable to understand Filipino because they are not used to
correctly pronounce Filipino terms” speaking it”
D. 4 “Because of the influence of the pandemic on D.4.4 “As teachers, we found that they were very
our students, their increased exposure to struggling in terms of the subjects because they
technology, and their parents' struggles to were exposed to gadgets, which we will translate
understand their medium of instruction, most to them so they will understand it.”
learners find it difficult to understand and interpret
Filipino”
E. 5 “Most of the students or pupils find it hard to E. 5.5 “As teachers, we can see how students
understand and comprehend Filipino language as /pupils were struggling during these Filipino,
a medium of instruction since they are more Araling Panlipunan and ESP subjects. They were
exposed with gadgets nowadays, most of its always asking the teacher to translate it in English
content are English language. The tendency is and when a teacher fails to do that, they will just
that English will become their medium. This is the be guessing the answer. This would lead pupils to
common problem of parents with their children hate these subjects”
now”
F. 6 “Pupils are having a hard time F. 6.6 “There are some pupils who don’t really
comprehending the subject Araling Panlipunan, know how to speak Filipino and every exam, the
since most of them don’t know how to speak and questions were translated in English for them to
understand some of the words especially in understand and they will be able answer the
Filipino.” questions.
Table 2.
Research Objective 2: Coping mechanisms of pupils in their reading comprehension skills in

the medium of instruction (Filipino Language) used in Filipino, Araling Panlipunan, E.S.P
subjects
Coping Mechanisms of students in their Can you describe their coping mechanism on
reading comprehension skills in the medium how they overcome the challenges in reading
of instruction (Filipino Language) comprehension skills in the medium of
instruction (Filipino Language) That is used in
Filipino, Araling Panlipunan, and E.S.P
subject?
A.1 “Asking for the English equivalent or the A. 1.1 “If students don’t understand the word, they
translation of words is the most common way that will immediately ask the teacher what is the
addresses this problem.” meaning of it.”
B.2 “Translation: Encouraging them to read B.2.2 “Some students use context clues in
Filipino books or movies; Exposing them to the reading sentences or selections for them to
Filipino language even more.” understand difficult words.”
C.3 “To meet these problems in my Filipino class, C.3.3 Students need a model or something to
I must do everything in my power as a teacher to offer in class such as images, objects, or other
inspire the students to practice reading, items, so that they can observe while also
understanding, and writing Filipino.” learning. Additionally, taking appropriate action
can actually benefit them, as it will enable them to
learn and comprehend despite their inability to
read and comprehend.”
D.4 “Their common mechanism for learning is to D.4.4 “They will ask about these words, and as a
ask the teacher, either a classmate or their teacher will translate them and answer with the
parents. If the student cannot understand, the correct word so they fully understand the content.”
parent will seek tutoring for them.”
E. 5 “The most common mechanism of pupils is to E. 5.5 “During exams they will definitely ask the
ask the teacher to translate it into English. Some teacher to translate every question in English
of them will ask for help with their classmates, whenever a teacher does that, they will just
they would also ask their parents to look for some familiarize its meaning but then not all of them will
tutor that would help them to cope with these be remembered. Even if they just know how to
subjects.” read it, they still do not understand it meaning not
until someone helps them. Not all the time the
teacher will be able to help them, so their parents
will hire a tutor to help them cope.”
A.6 “To overcome these challenges, as their F.6.6 “By asking my teacher to explain any words
teacher, I constantly translate each sentence or phrases in Filipino that I’m having trouble
word for word so that my students will both understanding. Additionally, through reading
comprehend what I discussed and be able to Filipino books like Alamat, Pabula and other
participate in my discussion. I also give them the books written in Filipino particularly in our free
opportunity to talk in Filipino so they can practice.” time. I also help myself become familiar with and
interpret each Filipino word.”
Table 3.
Research Objective 3. Plan of Action that can be designed to address the difficulties in
reading comprehension skills of Intermediate grade level in the use of Filipino Language
as medium of instruction for Filipino, Araling Panlipunan and E.S.P subjects
Plan of Action
● Provide Filipino books at the right level
● Reread to build fluency
● Remedial Reading Class
● Multisensory Activities (use of flashcards, charts, small and big books, and Story books
● Story reading
● Encourage reciprocal teaching in Filipino Language
● Game-Based Learning (Charades, Pictionary, Message relay)
● Motivate and Reward success.
Legend:
A. Participant 1 C- Participant 3 E- Participant 5

B. Participant 2 D- Participant 4 F- Participant 6
VIII. PLAN FOR DISSEMINATION AND UTILIZATION
The researchers will evaluate the Intermediate Grade Level in Basic Education of
Davao Central College Rasay Campus. In order to complete the researchers’ self-made
questionnaire, the researcher will approach the teacher for permission to conduct an
interview. The researcher will also request consent from the teachers to participate in
the interview conducted by the researchers.
OBJECTIVES ACTIVITIES/ INDIVIDUAL TIME FRAME SUCCESS
PROGRAMS INVOLVED INDICATOR

To assist Utilized short Teachers After class the students will be
teachers in stories and and students discussion. able to enhance
enriching other literacy their reading
students' types of comprehension
understanding materials. skills.
of the Filipino
language.
To help Remedial on Teachers After class Students will be
students in reading Filipino and students discussion able to learn more
improving their language. about the Filipino
reading language and
comprehension improve their
in Filipino reading
language comprehension
abilities.
To increase the Create a Teachers, Every two Students will be
parents’ reading - rich parents and weeks. able to practice and
cooperation in home, model students strengthen their
enhancing the reading and reading
reading administer comprehension in
comprehension parent-teachers Filipino language by

of the students. circles the help and
support of the
parents who serves
to be their teachers
at home.
To help teacher Employ Teachers During and Students will
in developing a interactive and students after class actively participate
strategy for reading discussion in the class, which
improving the materials (big will help them
student's story books, improve their
reading audio-visual reading
comprehension presentation, comprehension.
. card play,
images, and
objects)
IX. REFERENCES
Malana, M. (2019). First Language Interference in Learning the English Language. The
Asian EFL Journal. 13(2.2), 32-46
Yahsee, A. (2013). The reading difficulties in English and how to deal with them as
perceived by teachers a student in Nablus District. An-Najah National University Faculty
of Graduate Studies.
Appendix A
Interview Guide Questionnaire
Note: Rest assured that all information will be kept confidential and the identities of the
participants who participated in this survey will not be revealed.
Name: _____________
Date: ____________
Grade Level: ________
Please answer the following:
Questions for Interview
1. What are the difficulties that pupils have encountered in comprehending the medium of
instruction (Filipino Language) used in Filipino, Araling Panlipunan and E.S.P
subjects?
Probing Questions
 Can you describe these challenges?
2. What are the coping mechanism of pupils in their reading comprehension skills in the
medium of instruction (Filipino Language) used in Filipino, Araling Panlipunan and
E.S.P. subjects?
Probing Questions
Can you describe their coping mechanisms on how they overcome the challenges in
reawding comprehension skills in medium of instruction (Filipino Language) that used
in Filipinos, Araling Panlipunan and E.S.P subjects?
Appendix B
Letter of Approval
Curriculum Vitae
PERSONAL DATA
Name: Jomaica P. Abanes
Nickname: Jomaica
Birthday: April 26, 2001
Age: 21
Gender: Female
Civil Status: Single
Contact Number: 09092818720
Email Address: [email protected]
Address: Jose Rizal Sta. Cruz Davao del Sur
EDUCATIONAL BACKGROUND
Elementary: Jose Rizal Elementary School
Year Graduated: 2011-2012
Junior High School: Federico Yap National High School
Senior High School: Federico Yap National High School
Tertiary: Davao Central College
Course and Major: BEED-Generalist
PERSONAL DATA
Name: Jerame D. Amarillo
Nickname: Jerame
Birthday: August 6, 1991
Age: 31
Gender: Female
Civil Status: Married
Address: Vission Lizada Toril, Davao City
Elementary: Piedad Central Elementary School
High School: Crossing Bayabas National High School
PERSONAL DATA
Name: Salima Bansil
Nickname: Salima
Birthday: February 24, 1996
Age: 26
Gender: Female
Address: Pinantao Kapatagan L.D.S
Elementary: Don Pablo Hoper Elementary School
Junior High School: Cotabato National High School- Main Campus

Senior High School: Cotabato National High School- Main Campus
PERSONAL DATA
Name: Hannah Faye E. Bibat
Nickname: Hanna
Birthday: November 22, 2001
Age: 21
Gender: Female
Address: Purok 5 Baracayo Daliaon Plantation, Toril, Davao City
Elementary: Baracayo Integrated School
Junior High School: Saint Peter's College of Toril
Senior High School: Saint Peter's College of Toril
PERSONAL DATA
Name: Rica Miah G. Cabug-os
Nickname: Rica
Birthday: January 23, 2001
Age: 22
Gender: Female
Address: Sitio Saka, Bago gallera Talomo district Davao city
Elementary: Manuel A. Roxas Elementary school
Junior High School: Don Enrique Bustamante national high school
Senior High School: Brokenshire College Toril
PERSONAL DATA
Name: Margarette B. Carin
Nickname: Marga
Birthday: October 17, 1998
Age: 23
Gender: Female
Address: 28 Narra Street Reldo Village Bago Gallera, Davao City
Elementary: Antongalon Central Elementary School
High School: Taligaman National High School
PERSONAL DATA
Name: Lyca C. De Leon
Nickname: Laling
Birthday: July 01, 2000
Age: 22
Gender: Female
Address: VDLR street, Crossing Bayabas, Toril, Davao City
Elementary: Columbos Elementary School
Junior High School: Buda National Highschool
Senior High School: Crossing Bayabas National High School
PERSONAL DATA
Name: Laarni H. Delo Santos
Nickname: Laarni
Age: 39
Gender: Female
Address: Block 2 Lot 7 St. Joseph Homes, Sirawan Toril Davao City
Elementary: Pindasan Elementary School
Year Graduated: 1994
High School: Nueva Estrella SDA High School
Year Graduated: 1999
PERSONAL DATA
Name: Stephen V. Dumaguit
Nickname: Stephen
Birthday: August 22,2000
Age: 22
Gender: Male
Address: Samantha Homes, Lizada Toril Davao City
Elementary: Sirawan Elementary School
Senior High School: Brokenshiere College of Toril
PERSONAL DATA
Name: Josie Fe L. Emuy
Nickname: Josie
Birthday: July 26, 1999
Age: 23
Gender: Female
Address: 153 Crossing Bayabas Toril Davao City
Elementary: Don Juan dela Cruz Central Elementary School
High School: Crossing Bayabas National High School
PERSONAL DATA
Name: Jearrah Maye T. Enriquez
Nickname: Jearrah
Birthday: May 30, 2001
Age: 21
Gender: Female
Junior High School: Brokenshire College of Toril
Senior High School: Brokenshire College of Toril
PERSONAL DATA
Name: Erika Mae Fabiolas
Nickname: Ekang
Birthday: June 15, 2000

Age: 22
Gender: Female
Address: Marapangi 1 Sto. Nino Toril Davao City.
Elementary: CB. Bangoy Sr. Elementary School
Junior High School: Dona Carmen Denia National High School
Senior High School: Davao Central College
PERSONAL DATA
Name: Ivylyn C. Ginobisa

Nickname: Ivy
Birthday: March 11, 2001
Age: 21
Gender: Female
Contact Number:
Address: Pag-asa Bankerohan Davao City
Elementary: New matina Elementary
Junior High School: Sta. Ana national High school
Senior High School: Rizal Memorial Colleges

PERSONAL DATA
Name: Art John G. Geraldez
Nickname: Art
Birthday: September 6,2000
Age: 22
Gender: Male
Junior High School: Camansi National High School
Senior High School: Brokenshire College of Toril

PERSONAL DATA
Name: Gladys H. Guiterrez
Nickname: Gladys
Age: 23
Gender: Female
Address: Coronon Sta. Cruz Davao del Sur
Elementary: Coronon Elementary School
Junior High School: Polythenic College Of Davao del sur, Inc.
Senior High School: Polythenic College Of Davao del sur, Inc.

PERSONAL DATA
Name: Aldren Agad Jimenez
Nickname: Aldren
Birthday: November 08,1991
Age: 31
Gender: Male
Address: Veruela, Agusan Del Sur
Elementary: Veruela Central Elementary School
High School: Veruela National High School

PERSONAL DATA
Name: Lovely Dawn G. Lacre
Nickname: Lab
Age: 21
Gender: Female
Address: Upper Quinokol, Sta Cruz, Davao del Sur
Elementary: Olayvar Elementary School
Junior High School: Andres Soriano Colleges of Bislig
Senior High School: Inawayan National High School

PERSONAL DATA
Name: Sahdia S. Landas
Nickname: Diyang
Birthday: April 13, 2001
Age: 21
Gender: Female
Address: Purok 10, Sirawan, Toril, Davao City
Elementary: Sirawan Beach Elementary School
Junior High School: Inawayan National High School

PERSONAL DATA
Name: Cathlene Joy V. Libo
Nickname: Cathlene
Age: 21
Gender: Female
Address: Sanlorenzo Village puan, talomo district Davao city
Elementary: Sauyo elementary school
Junior High School: Don Enrique Bustamante national high school
Senior High School: Brokenshire College Toril

PERSONAL DATA
Name: Jianvenn Michelle P. Liza
Nickname: Clangclang
Birthday: December 23,2000
Age: 22
Gender: Female
Address: Saint Matthew, Paradise, Toril, Davao City
Elementary Piedad Central Elementary
Junior High School: Crossing Bayabas National HighSchool
Senior High School: Brokenshire College

PERSONAL DATA
Name: Rachel Dave E. Majarucon
Nickname: Rachel
Birthday: June 29, 1992
Age: 31
Gender: Female
Address: Purok 11, Bago Aplaya Davao City
Elementary: Colonsabac Elementary School
High School: Matanao National High School

PERSONAL DATA
Name: Michelle B. Matucol
Nickname: Chelle
Age: 22
Gender: Female
Address: Purok II, Sirawan Toril, Davao City
Elementary: Bantay Elementary School
Junior High School: Caraga National High School
Senior High School: Caraga National High School

PERSONAL DATA
Name: Quennie Jill Morato
Nickname: Quennie
Birthday: September 23, 2001
Age: 21
Gender: Female
Address: Inawayan Sta. Cruz Davao del Sur
Elementary: Tagluno Elementary School

PERSONAL DATA
Name: Ana Rose J. Ocoy
Nickname: Rose
Birthday: August 30,1996
Age: 27
Gender: Female
Address: Bougainvilla St., Daliao, Toril, Davao City
Elementary: Demapaco Elementary School
High School: Sinawingan High School
PERSONAL DATA
Name: Jannah Mae D. Oniola
Nickname: Nang
Age: 22
Gender: Female
Address: Purok 12, Sirawan, Toril, Davao City
Elementary: Sirawan Elementary School
Junior High School: Sirawan National High School
Senior High School: Sirawan National High School
PERSONAL DATA
Name: Jessa Marie Pabi

Nickname: Jess
Birthday: December 29, 2000
Age: 22
Gender: Female
Address: St. Michael Daliao, Toril, Davao City
Elementary: Don Juan dela Cruz Central Elementary School
Junior High School: Davao Central College
PERSONAL DATA
Name: Cherry Ann Ramas Pernito

Nickname: Ann
Birthday: December 17,1987
Age: 36
Gender: Female
Address: San Roque, Daliao, Toril, Davao City
Elementary: Magsaysay Elementary School
High School: Doña Carmen Denia National high School
PERSONAL DATA
Name: Vincent T. Rosalita

Nickname: Vincent
Birthday: December 10, 2000
Age: 22
Gender: Male
Address: Purok 1 Alambre, Toril Davao city
Elementary: Piedad Central Elementary School
Senior High School: Brokenshiere College of Toril

PERSONAL DATA
Name: Norol-in O. Sabacan
Nickname: Bengbeng
Age: 22
Gender: Female
Address: Purok Linggisan, Inawayan Beach, Sta. Cruz, Davao del Sur
Elementary: Inawayan Elementary School

PERSONAL DATA
Name: Monique Aledro Satuninas
Nickname: Monique
Age: 26
Gender: Female
Address: Purok 6, Tungkalan Toril Davao City
Elementary: Tungkalan Elementary School
High School: Doña Carmen Denia National High School

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CHALLENGES IN THE READING COMPREHENSION SKILLS OF INTERMEDIATE

GRADE LEVEL IN FILIPINO LANGUAGE

A Classroom-Based Action Research Presented to the

College of Education and Liberal Arts

Davao Central College

Toril, Davao City

Bachelor of Elementary Education

BACHELOR OF ELEMENTARY EDUCATION

The classroom-based action research entitled “Challenges in the Reading

Comprehension Skills of Intermediate Grade Level in Filipino Language”,

prepared and submitted by Abanes, Jomaica,Amarillo, Jerame, Bansil, Salima, Bibat,

MICHELLE ANN M. ESPINOSA, LPT

concepts. Through communication and comprehension, as well as by acquiring some

understand or comprehend something clearly is likely to be depriving themselves of the

People in the Philippines speak a variety of languages, including Cebuano,

ability to understand it.

In terms of reading comprehension proficiency among Asian nations, China

Assessment (PISA, 2018) of the Organization for Economic Co-operation and

and secondary students' poor reading comprehension abilities.

Learning and mastering the Filipino language require the development of a

variety of macro-skills, including speaking, reading, writing, and listening. Reading is

intermediate students' reading comprehension abilities through active learning methods.

researchers have experienced and witnessed the reading comprehension problems of

Reading Comprehension Skills in Intermediate Grade Level through Hands-on Learning

II. ACTION RESEARCH QUESTIONS

medium of instruction (Filipino Language) used in Filipino, Araling Panlipunan

and E.S.P. subjects?

● Can you describe these challenges?

2. What are the coping mechanisms of students in their reading comprehension

skills in the medium of instruction (Filipino Language) used in Filipino, Araling

Panlipunan and E.S.P. subjects?

challenges in reading comprehension skills in the medium of instruction

(Filipino Language) that is used in Filipino, Araling Panlipunan and E.S.P

3. What plan of action can be designed to address the difficulties in reading

comprehension skills of Intermediate grade level in the use of Filipino Language

as medium of instruction for Filipino, Araling Panlipunan and E.S.P. subjects?

III. Proposed Innovation, Intervention and Strategy

works because most information is presented through text (Yaseen, 2013).

The researchers will create a researcher-made questionnaire that aims to

Enhance the Filipino Reading Comprehension Skills in Intermediate Grade Level

Through Hands-on Learning Techniques. This questionnaire will be employed in the

level in reading comprehension specifically: The difficulties you have encountered in

Grade Level through Hands-on Learning Techniques?

Furthermore, the techniques will be used as the intervention strategy for

references of teachers especially in handling hands-on learning classes in the Face - to

face set up.

qualitative analysis, this study adopted a structured interview approach. Prior to

Participants of the Study

Comprehension Skills of Intermediate Grade Level Through Hands-on Learning

DATA GATHERING METHODS

The Enhancing Filipino Reading Comprehension Skills in Intermediate Grade

DATA ANALYSIS PLAN

difficulties that intermediate grade level encountered in comprehending the medium of

mechanisms to enhance Intermediate Pupils Filipino Reading Comprehension Skills

Reading Comprehension Skills in Intermediate grade level through Hands-on Learning

questionnaire guide will make up the qualitative data.

ACTIVITIES TO ADDRESS THE CHALLENGES IN THE READING

COMPREHENSION SKILLS OF INTERMEDIATE GRADE LEVEL IN FILIPINO

TITLE OBJECTIVE ACTIVITIES/ INDIVIDUA SUCCESS