See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/377116760

Enhancing Pupils' Reading comprehension skills on problem solving using basic

routine method

Article · January 2024

CITATIONS READS

0 327

2 authors, including:

Merry Gold Cuestas

Matiao Central Elementary School
1 PUBLICATION 0 CITATIONS

SEE PROFILE

All content following this page was uploaded by Merry Gold Cuestas on 04 January 2024.

The user has requested enhancement of the downloaded file.

Enhancing Pupils’ Reading comprehension skills on problem
solving using basic routine method.

An Action Research
With the Theme: Teaching and Learning

MERRY GOLD C. LABANG

Matiao Central Elementary School
Schools Division of the City of Mati

XSF
 TABLE OF CONTENTS

TITLE PAGE

TABLE OF CONTENTS ii

LIST OF TABLES iii

LIST OF FIGURES iv

INTRODUCTION 5
Context and Rationale 5
Action Research Questions 5
Proposed Innovation / Intervention / Strategy 5

ACTION RESEARCH METHODS 6

Participants and/or other Sources of Data and
Information 6
Data Gathering Methods 6
Data Analysis Plan 6

RESEARCH WORKPLAN AND TIMELINES 7

COST ESTIMATES 8

PLANS FOR DISSEMINATION AND UTILIZATION 10

Dissemination 10
Utilization 10

REFERENCES 11

2
 LIST OF TABLES

Tables
Type chapter title (level 1)1
Type chapter title (level 2)2
Type chapter title (level 3)3

Type chapter title (level 1)4

Type chapter title (level 2)5
Type chapter title (level 3)6

3
 LIST OF FIGURES

Table of Contents
Type chapter title (level 1)1
Type chapter title (level 2)2
Type chapter title (level 3)3

Type chapter title (level 1)4

Type chapter title (level 2)5
Type chapter title (level 3

4
 Abstract
This action research investigates the use of routine methods in

solving word problems to enhance the pupils’ reading comprehension

skills. My main purpose of this was to determine if there’s an increased

number of pupils in their level of reading comprehension skills using the

intervention.

This study was implemented within 18 sessions. It was participated

by all grade 2 section Roxas students of Matiao Central Elementary School

but 24 of them were the target participants. They were selected according

to the Phil-Iri Pretest result as a diagnostic tool for selection. The

researcher used the purposive method, quantitative research approach.

Based on the result obtained from the study, a computed t(24)=3.421

which is greater than the t-critical for two-tailed test ,t-crit=2.069 and

p>0.05.There was a significant difference between the pretest and post

test scores. By inference, the pupils that were taught routine methods on

solving word problems can enhance their reading comprehension skills

since it was taught to them at an early stage and use these steps to

practice and to enhance their comprehension skills. Thus, the intervention

given to them is effective and contributes to help learners enhance the

important skills in reading which is comprehension.

 6

CHAPTER I
INTRODUCTION

Context and Rationale

The educational system nowadays faces the post effect of pandemic

and learners who belong in K to three (3) face challenges in learning,

especially in attaining reading with comprehension. In the 2018

Programme for International Students (PISA), Philippines scored lowest in

reading out of seventy-nine (79) countries and in 2019, Southeast Asia

Primary education. As Deped Memorandum no. 173, s. 2019 wants to set

the goals that all learners will equip in reading skills to make them

proficient and independent readers in their grade level. In the Phil-Iri Pre-

test result of grade- two of Matiao Central Elementary School, out of 201

learners there were 22 of them who achieved instructional level in reading.

In Grade 2 section Roxas no learners belong to instructional nor

independent in reading comprehension all belong to frustration level of

reading comprehension skills.

Learners in primary education needed support for basic reading

skills that include reading comprehension, not only that understanding

the skills of pupils in reading bring challenges to every subject area

specially in answering word problems in math.

In this research it deals on enhancing the comprehension skills of

Grade 2 Section Roxas learners in reading. The use of basic routine

methods on solving word problems in mathematics as intervention for

 7

interactions and catering pupils’ attention on their skills in reading and

discouraging parents or guardians to give answers to every question.

Action Research Questions

This study aims to increase the number of learners’ reading

comprehension skills in Grade 2 Section Roxas pupils of Matiao

Central Elementary School, School year 2022-2023 using the

basic routine method. Specifically, it will seek answers to the

following questions.

1. What is the level of reading comprehension skills of grade 2 section

Roxas pupils in Pre- test solving word problem using routine

method?

2. What is the level of reading comprehension skills of Grade 2 section

Roxas pupils in Post – test solving word problem using routine

method?

3. What are the experiences of learners using the routine method in

solving word problems?

Proposed Innovation / Intervention / Strategy

Solving math word problems can be easy for pupils to read but

this can be a problem if they don’t have comprehension skills. In the world

of mathematics routine methods are common but in different perspectives

at every level of the learner. In this action research, the researcher uses a

routine method for basic mathematics solving word problems. This method
 8

defines step by step answering a set of guide questions in the given word

problem.

Feature of Routine Method in solving word problems based on the

quality assured material from DepEd. The following questions were

asked after the given word problem with the researcher’s view of

each question.

● Unsay gipangutana? (The researcher views this question asking the

main issue of the word problem)

● Unsa ang gihatag nga mga numero? (The researcher views this

question asking the numbers with corresponding label mentioned in

the word problem)

● Unsang operasyon o paagi sa pagsulbad ang gamiton ? (The

researcher views this question as the correct mathematical operation

used based on the given problem. This could be addition, subtraction,

multiplication, division. The pupil encourages too deeply understand

the situations mentioned in the word problem)

● Unsa ang hustong numerong hugpong? (The researcher view this

question asking the complete number sentence with the correct

mathematical operation used)

● Unsa ang hustong tubag? (The researcher view this question asking

the correct answer with the correct label of answer based on the given

word problem )
 9

The table below shows detailed information of these three levels of

reading comprehension skill defined in the Revised Philippine Informal

Reading Inventory (Phil-Iri ) 2018 Manual . As the researcher decided to

apply in solving word problems using the routine method.

Table 1: Level of Reading Comprehension skills shown in Phil-Iri 2018 and

researcher view.

Level of
Routine
Researcher’s Reading
method Descriptions
View comprehension
questions
s
The two
Unsay questions
gipangutana? encourage The questions in
learners to give Level 1- Literal which the answers
Unsa ang clear, main, and Comprehension are explicitly stated
gihatag na direct answers in the text.
numero? from the given
word problem.
The questions to
which the answer is
not explicitly stated
in the text. These
The question questions require
encourages the reader to
learners to think establish
based on the relationships
Unsang
knowledge that between what he/
operasyon o Level 2-
he/she has and she knows and
paagi sa Inferential
use the possible what is stated in
pagsulbad ang Comprehension
clues found in the text. Questions
gamiton ?
the given word regarding
problem to vocabulary words
derive the in the text may also
correct answer. be considered
inferential when
they require the
reader to use
context clues in
 10

order to figure out

word meanings.
The two
questions
Unsa ang
encourage
hustong The questions
students to think
numerong require the learner
censoriously and
hugpong? to analyze,
make changes, if Level 3 – Critical
synthesize, and
possible, to
Unsa ang make judgments on
attain the correct
hustong the author’s ideas.
answer of the
tubag?
given word
problem.

The table shows the interpretation of a researcher using the Phil-Iri

manual 2018 in level of comprehension to the set of questions used in

routine methods.

Solving a word problem using a routine method as an intervention

to the problem in reading word problems without comprehension skills.

This research will utilize the set guide questions in the routine method as

an aid on reading comprehension skills in elementary graders solving

mathematical word problems.

 11

CHAPTER II
ACTION RESEARCH METHODS

Participants and/or other Sources of Data and Information

The participants are the pupils of Grade 2 section Roxas in Matiao

Central Elementary School that are able to read in Mother tongue (MTB)

Language or Sinubuanong Binisaya. The Phil-Iri Result Pre-test in Grade

2 section Roxas was the baseline for random selection as a diagnostic tool.

There are 34 total pupils in grade 2 section Roxas, 24 pupils will be the

target participants , 14 are female and 10 are males. All the 34 pupils will

experience the intervention using the routine method in solving word

problems for enhancing the reading comprehension skills.

Data Gathering Methods

This study will utilize a purposive method with quantitative research

approach to get objective data that can represent clear statistics and

numbers. Also, to see the significance of the intervention which is the use

of routine methods in solving word problems. The ten -item pre-test

questions with multiple choice were utilized based on quality assured

material from Dep Ed. The Pre-test was conducted before the intervention,

to all pupils in Grade 2 Roxas but only twenty-four (24) of them will be the

target participants. The Post -test questions were administered after the

duration of intervention. Also, the researcher will use the Phil-Iri Post-test
 12

as a diagnostic tool to know the level of reading comprehension skills of

target participants.

The researcher seeks permission from the school principal to

conduct the research and invite parents of the participants to attend the

meeting to explain the intervention objectives and its main purpose. The

researcher will provide parents’ consent or permission slip for the approval

of parents to allow their students to participate in this research.

The researcher conducted an interview with randomly selected

participants to elicit opinions and experiences they encounter. The Data

Gathered will be utilized as feedback that will help the researcher navigate

the process or flow of the implementation of intervention. The intervention

will be utilized in 18 sessions in mathematics within 35 minutes per

session. After, the results will be tabulated and graphed.

Data Analysis Plan

The data obtained will be subjected to analysis using mean and

standard deviation to navigate the level of performance from pre -test to

post test. Also, the use of T-test will be applied to compare the means of

two groups and their significant differences.

 13

CHAPTER III
DISCUSSION OF RESULTS AND REFLECTION

The data acquired from the target participants based on the result

of their Pre- test prior to the intervention and Post test were presented in

table 2, knowing that the result of the Phil-Iri pre-test as a diagnostic tool,

that all learners in section Roxas got frustration level in reading

comprehension. Table 3 presents the statistical difference of pre and post

test results with indications of correlation and table 4 shows the progress

of learners in reading comprehension level prior to the implementation and

after the intervention given to them.

Table 2: Pretest and Post test result in each Items of set guide questions

of Routine Method in solving word problem.

Table 2 shows that the learners have poorer scores in the Pre-test in

each question prior to intervention than the post-test where the

implementation of intervention is done. The 24 pupils as target

participants got 62 summary scores in pretest and 191 summary scores

in posttest.
 14

Table 3: The Total result of Pretest and Post-test with the Standard

Deviation and t-test paired two samples for means.

Table 3 shows a statistically significant difference between the

pretest and post test scores. Where in SD is 1.1389 and 1.3981

respectively, this shows that the SD is lower than the mean and the data

are clustered around the mean. For the P-value result is 0.00244236 it

indicates that it is smaller than the set significance level of α=0.05,

therefore the correlation is statistically significant. The result of Pearson’s

correlation coefficient 𝒓(𝟐𝟐) = 0.59, it shows the strength of moderate

positive correlation, and it indicates that the positive relationship produces

an upward slope on a scatter plot. The obtained result is a significant

difference between the posttest score of students. This is shown by a

computed t(24)=3.4215which is greater than the t- critical for two tailed

 15

tests t-crit=2.069 and p> 0.05. The posttest and pretest were found to be

different in the analysis of their performance that agree with the posttest

scores of target participants.

Table 4: The Phil-Iri Pre and Posttest result of learners’ grade 2 -

Roxas as diagnostic tool used for this research.

Table 4 shows the class reading comprehension skills of all grade 2 section

Roxas students, out of 34 there are 24 students that were target

participants in this research as highlighted in the table .It indicate that

the learners have better performance knowing the routine method process

that contribute to enhance their level of reading comprehension skills

based on the Phil-Iri test result that serve as diagnostic tool apply after

the intervention. As a result there are 10 learners who belong to

instructional and 6 students who are independent and 8 who remain in

 16

frustration level. The data also shows that students that are not target

participants have progress in their level of reading comprehension skills.

The researcher reflects that the students learning this routine

method in solving word problems can practice and enhance their

comprehension skills in reading as early as grade 2 with their mother

tongue language. There were common responses of experiences that the

researcher gathered from the participants in answering the Sinibuanong

Binisaya questions as follows:

1. Nalipay baka nga nag tuon ta sa routine method?

……..ou teacher

……opo,ganhan ko mag solve

2. Sayonan baka sa pagtuon sa routine method ? Ngano ?

…….sayon ra teacher

……lisud-lisud gamay teacher….. pero maningkamot…..

3. Makalingaw ba na magtuon sa routine method ?

……yes teacher … na ay plus point pag maka answer….

……maka bright po…

4. Unsay masulti nimo sa pagtuon sa routine method ?

……sayon

……..sayon kay maka answer man

 17

Person
Target Success
Strategies Activities Respons Timelines
Objectives Indicator
ible
Disseminat
Information Meeting with
1. Pre- Merry ed the
and the chairperson
Implement Gold C. September information
Disseminatio by grade level/
ation Labang 18 2023 to all
n advisers
teachers
2. To Prepare
Prepare, Submitted
Training Encoding, Merry
submit for September or
proposal printing and Gold C.
approval to 25, 2023 approved
for SLAC submission Labang
HRDO proposal
session
Principal
Merry
Meeting with Tentative
3. To Gold C.
the school Date Conduct
Conduct LAC Ssession Labang
LAC October the SLAC
SLAC Teachers
Committee 10, 2023
grade 2
to 6
1.Conduct
the
Homeroom
meeting from
grade 2 to 6
2. Identify
learners of
their reading
level through
4. To Implement
Phil-iri as
Implement 1. Use printed Principal ed the
Diagnostic October
Routine materials Merry routine
tools. 16, 2023-
Method in Gold C. method in
3. Conduct November
Solving 2. Conduct Labang solving
the Pre-test 29 , 2023
Word class sessions Advisers word
using the
Problem problem
routine
method
4.
Intervention
using
routine
methods in
solving word
problems.
5. Monitoring Monitoring
Intensify Twice a Monitored
and tool / Principal
monitoring month teachers
Feedback checklist
 18

every 2 Merry
weeks Gold C.
Labang
Advisers
Display and
recognize the
best
Principal Display
practices of
6. Post Post Merry and
the Advisers February
Implement Implementation Gold C. recognize
using 14, 2024
ation and Review Labang the best
routine
Advisers practices
method in
solving word
problem

CHAPTER IV
ACTION PLAN

The researcher will be implementing the action plan following

the table presented below.

 RESEARCH WORKPLAN AND TIMELINES

March March March April

Month March 2023
ACTIVITIES 2023 2023 2023 2023
16 20 22 27 10
1 1
Days 1 2 3 6 7 8 9 10 13 4 5
-
17
- - 24 - 3 -
21 23 31 14

A. Data Gathering
Seek Permission from the
school Principal.
A.1 Tally parents and guardians’
mobile numbers and online
contacts
Orientation of parents and
A.2 `
guardians
Dissemination of Parents’
A.3
Consent/Permission Slip
Orientation of pupils
A.4 (Toss a Coin)
Pre- Test
Implementation of
B.
Intervention
Conduct Class discussion on
B.1 Routine method
Conduct Routine Method in
B.2
every word problem solving
Checking and tallying
B.3 pupils written answers /
B.4 Post- Test
C. Data Analysis
Finalization of Completed
D.
Action Research
 COST ESTIMATES

The part shows the detailed breakdown of the items with their

corresponding costs.

Item and Specifications Price Qty/Unit Total

PREPARATORY PHASE
A. Drafting a Research Proposal
bond paper (A4 size) 250.00 1 ream 250.00
Ink (red, blue, yellow, black) 500.00 4 bottles 2,000.00

B. Creating and Submitting the Final Research Proposal

SUB TOTAL 2,250.00

IMPLEMENTATION PHASE
A. Preparation for Intervention

B. Implementation of Intervention
Internet load 500.00
Bond paper 1 ream 250.00

SUB TOTAL 750.00

COMPLETION OF ACTION RESEARCH
A. Data Gathering
bond paper (A4 size) 250.00 1 250.00

B. Writing of Results and Conclusion

bond paper (A4 size) 250.00 1 250.00

SUB TOTAL 500.00

GRAND TOTAL 3,500.00
 PLANS FOR DISSEMINATION AND UTILIZATION

Dissemination

Send letter to the principal for the approval to conduct step by step

orientation to grade level for easy understanding on how to apply and

implement this routine method as an intervention for enhancing reading

comprehension in mathematics solving word problems.

Utilization

The utilization of this intervention can easily apply through using

the set guide questions mentioned on this action research.

 REFERENCES

Berry, R. Q.,Thinking about Instructional Routines in Mathematics Teaching

and Learning. Retrieved March 17, 2023, from http://www.nctm.org

Boonen, A. H.,Koning,B. B., Jolles, J.(2016). Word Problem Solving in

Contemporary Math Education: A Plea for Reading Comprehension Skill

Training, (7). Retrieved from https://doi.org/10.3389/fpsyg.2016.00191

Daro, V. (2022). Transforming Mathematics Teaching Practice: A Case

Study of Using Math Language Routines in Action. AERA 2022.

https://doi.org/10.3102/ip.22.1886179

Department of Education. (2018). Revised Philippine Informal Reading

Inventory (Phil-IRI). Retrieved February 28, 2023, from

https://www.nonstopteaching.com/2018/10/Phil-IRI-Manual-

2018-pdf.html

Escobarte, A. T., et al. (2013). Mathematics-Ikalawang Baitang Kagamitan ng

Mag-aaral Sinubuanong Binisaya.(1).pg.195-186.

Philippine News Agency. (2022, November 26). Pandemic School Disruption

stunt learners’ reading skills. Retrieved March 18, 2023, from

https://www.pna.gov.ph/articles/1189522
 23

View publication stats