Enhancing reading comprehension in grade 7 students using

the Alpha-wheel board game

CONTEXT AND RATIONALE

In the present educational environment, many high school students encounter considerable
difficulties in reading comprehension, a skill that is fundamental for their academic
achievement. Despite being digital natives, these learners often struggle to engage
meaningfully with texts, leading to gaps in understanding and retention. Research indicates that
traditional methods of instruction may not effectively address the diverse learning needs of
students, emphasizing the necessity for innovative approaches to enhance reading skills (Vargas
Luna, 2017)1. The "Alpha Wheel" board game is designed to provide an interactive and
engaging platform that promotes reading comprehension through game-based learning,
addressing these vital issues in a way that resonates with today's learners.

Despite the growing emphasis on literacy skills in the educational framework, many high school
students continue to demonstrate poor reading comprehension abilities. This gap is particularly
concerning in local contexts where students are expected to engage with increasingly complex
texts across various subjects. Observations in classrooms reveal that traditional teaching
methods often fail to captivate students' interest or address their diverse learning styles,
leading to disengagement and a lack of motivation (Vargas Luna, 2017). Furthermore,
standardized assessments indicate that a significant percentage of students struggle to remove
meaning from texts, highlighting a pressing need for innovative instructional strategies that can
effectively enhance comprehension skills.

The "Alpha Wheel" board game presents a viable intervention to address this issue by
integrating game-based learning methodologies that enhance student engagement and
motivation. Research supports the idea that interactive learning tools can significantly improve
students' reading comprehension by providing opportunities for active participation and
collaboration (Camargo & Lucera, 2001). However, there remains a variation between the
availability of such resources and their implementation in the classroom. Many educators may
lack the training or confidence to integrate game-based strategies into their teaching practices,
resulting in missed opportunities to enhance student learning outcomes.

To address this inadequate situation, a methodical action research framework is essential to

assess the effectiveness of the "Alpha Wheel" in enhancing reading comprehension skills among
Grade 7 students. By investigating how this board game can be integrated into existing
curricula, student-teachers can develop targeted strategies that not only engage students but
also promote critical thinking and self-directed learning. The results of this research will inform
action planning at both classroom and institutional levels, eventually contributing to more
effective literacy instruction within the Department of Education.

In an ideal educational setting, all Grade 7 students of San Mateo National High School, would
demonstrate strong reading comprehension skills, enabling them to engage critically with texts
across various subjects. This proficiency would not only enhance their academic performance
but also foster a lifelong love for reading and learning. The integration of innovative
instructional strategies, such as the "Alpha Wheel" board game, demonstrate a proactive
approach to achieving this ideal. By creating a dynamic and interactive learning environment,
educators can effectively address the diverse needs of learners, promoting both engagement
and understanding in reading activities (Vargas Luna, 2017).

The locale of this study is a public high school where students often exhibit varying levels of
reading proficiency, influenced by factors such as socio-economic background and access to
resources. Implementing the "Alpha Wheel" in this context aims to bridge the gap between
current student performance and the desired outcomes of improved literacy skills. The research
will focus on how this game-based tool can be absolutely integrated into existing curricula to
enhance reading comprehension and foster collaborative learning experiences among students
of San Mateo National High School.

Conducting this action research is essential for several reasons. First, it will provide empirical
evidence on the effectiveness of game-based learning strategies in improving reading
comprehension among Grade 7 students. Second, the findings will inform educators about best
practices for integrating innovative tools into their teaching methodologies, ultimately
contributing to enhanced literacy instruction within the Department of Education. By aligning
educational practices with the needs of today's learners, this research seeks to create a more
unbiased and effective learning environment that prepares students for future academic
challenges.

RESEARCH QUESTION

INNIVATION, INTERVENTION AND STRATEGY

The challenge that adheres to the problem of grade 7 students at San Mateo National high
school concluding that the main results of reading comprehension came from this level, the
alpha-wheel board game is a strategic innovation to enhance students reading comprehension
that can help them in their future career. Reading requires mastery of several skills, including
identifying the topic, predicting and guessing, reading for general understanding, reading for
specific information, reading for detailed information, and interpreting text (Sofiana &
Mubarok, 2020). In order to acquire this knowledge in grade 7, alpha-wheel can help them to
improve mastery of the word letters.

This board game Often more realistic rather than the digital application, however this board
game can be played by 4 players which has more participation and engagement. This board
game has a difference to any board game because it contains mathematical and critical thinking
application. In GBL, students are able to acquire knowledge and achieve various learning goals
from playing games (McNamara, Jackson & Graesser, 2010). Previous research has shown that
educational games help students improve their EFL reading comprehension (Mulder et al.,
2021). The innovative game can be a process of a positive learning environment and learning
experiences.

The interventions involved the use of mathematical structure in multiplying scores from the
players, each board consist of 4 players and a facilitator. The mechanic of the game is important
beforehand so that the players can follow the game play.

Firstly each player pick one of the letters and if the letters are near to “A’’ is the first one who
start the game and it continuously shifting from right to left, after that, the first player who will
spin the wheel where it points to which letter he or she constructs a word started with the
pointed letter and the longer the letter of the word constructed the more points given, after the
first player proceed to another. Each player are given 3 alphabetical letters from a to z and if
the player are not able to construct word with the given tiles are free to say pass, there is no
time limit in constricting words to ensure no pressure that can affect their game. The end of the
game is whether each player are no longer to construct words and it should be deducted to the
points given.

This game play can be a process of learning through experiences and enhancing critical
knowledge in constructing words. Throughout the game, Alpha-wheel play a crucial role in
students reading comprehension, designed to build more engaging and progressive students
output specially reading, spelling and writing. The participation of this game play foster a
deeper appreciation of reading English comprehension provided that this tool can be a practice
in more words information and learning collaboration.
 ACTION RESEARCH METHOD

Research design

The study utilized a quantitative research method to gain a comprehensive understanding of

the research objectives. This approach involved collecting data for objective measurement and
conducting statistical, mathematical, or numerical analyses. Descriptive and inferential statistics
were employed to analyze the data, summarizing and describing its key features, including
central tendency, variability, and distribution (Ott, 2015). Additionally, inferential statistics
facilitated drawing conclusions about the population through hypothesis testing and confidence
intervals (Howell, 2018). The research aimed to evaluate the game’s acceptability, accessibility,
and suitability.

Participants

The studies involved a convenience sample of grade 7 students enrolled in the school year
2023-2024 at San Mateo National Highschool with a total of 4 section namely Rizal with 25 male
and 24 females with a total of 49 students, Bonifacio with 18 male and 28 females with a total
of 48 students, Del Pilar with 26 male and 18 females with a total 0f 44 students and Aguinaldo
with 18 male and 15 females with a total of 33 students. Overall, the total number of the
students is 181 participants.

The study aimed to experiment with the use of games in a real-life educational setting, focusing
on 7th-grade students from the Del Pilar and Aguinaldo sections, who exhibited low levels of
reading comprehension. The control group, serving as the baseline for comparison, consisted of
students from the Rizal and Bonifacio sections. In the experiment, the game was designed to
allow individual participation, dividing each section into four players. Each section could
accommodate an estimated 13 gameplay sessions.

Data gathering methods

Before introducing board-game-based instruction, the control group participants play together
to establish a baseline using the scores collected from each player. These scores help measure
the participants’ initial knowledge levels. This baseline data can be utilized in experimental
studies on reading comprehension to ensure a standardized approach to data collection for the
experimental group. Furthermore, the experimental group can also engage in the same board-
game activity to assess whether they achieve comparable results to the baseline or if further
improvements are necessary.
Data analysis

The study employed using the three statistical tools to analyze data.

Mean or average is the sum of all values in a sample divided by the number of values (Herley
and Tenny,2023). It was used to calculate the average data of controlled group and
experimental group.

Standard Deviation measures the extent of variation or dispersion in a set of values compared
to the mean (Omda and sergent, 2023). It was utilized to support hypothesis testing and
visualized data effectively.

Paired sample T-test compares the means of two measurement from the same individual or
related units. (Kent State University, 2018). It was used to determine if was a significant
different data between the controlled and experimental group.

Ethical Issues

The ethical considerations for this study include obtaining approval from the School Division
Office of Isabela, ensuring compliance with the institution’s policies and guidelines. Following
this, informed consent was secured from the teachers, ensuring their awareness and
involvement in facilitating the game under various circumstances. Additionally, informed
consent was obtained from the student participants to ensure they understood the purpose of
the study, as well as the associated risks and benefits. The privacy of participants was carefully
protected, with particular attention given to safeguarding their personal information.

This study will implement all necessary precautions to minimize any potential physical,
emotional, or psychological harm to participants, ensuring their safety while engaging in the
game. The researchers are committed to supporting participants and will provide any resources
required to ensure their comfort and well-being throughout the study.

This study will be submitted for review and approval of the committee with transparency and
clear distribution by implementing anti-plagiarism and providing research sources and citation
ensuring the academic integrity of the research.
ACTION RESEARCH WORK PLAN AND TIMELINE
Plans for Dissemination and Utilization

The findings of the study, conducted at San Mateo National High School, will be discussed in a
Teacher-Parent Conference (TPC) to highlight the effectiveness of the Alpha-Wheel Game-
based learning approach works to improve reading comprehension in grade 7 students. This
session will provide teacher, parents and stakeholders with insight into students reading
proficiency while allowing them to examine and evaluate the strategy impact. The objective is
to foster educated discussion and cooperatively improve practical strategies to promote literacy
development.

In addition, the researcher aims to expand their influence within the educational community by
presenting these findings at a large forum, broadening their reach within the educational
community. Discussions around the possible uses of the board game Alpha-Wheel will be
facilitated by this platform. If proven effective, the game could play a significant role in
improving reading comprehension and supporting academic success across diverse learning
environment. Moreover, the Alpha -Wheel board game will be recommended for adaptation by
other school, promoting innovative instructional practical aligned with 21-st century teaching
methods.

Reference

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Chen C.H., Wang K.C., Lin Y.H. (2015). The comparison of solitary and collaborative modes of
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