SDRC-ACTION RESEARCH 1

READING REMEDIATION TOOL, PHONICS VIDEO LESSONS AND TALKING PEN:

AIDS IN ADDRESSING READING DIFFICULTIES
AMONG GRADE 7 STUDENTS

A Competed Action Research

Submitted to

Schools Division Research Committee

Zamboanga del Sur Division

Submitted by:

Dexter Lloyd C. Catiag

Maricel G. Catigtig
Jenny B. Macalib-og
Midsalip National High School

MIDSALIP DISTRICT

DECEMBER, 2018
 SDRC-ACTION RESEARCH 2

ABSTRACT

READING REMEDIATION TOOL, PHONICS VIDEO LESSONS AND TALKING PEN:

MITIGATING READING DIFFICULTIES AMONG GRADE 7 STUDENTS
Researcher: Dexter Lloyd C. Catiag, Maricel G. Catigtig, Jenny B. Macalib-og, Midsalip
National High School.

One of the prevalent issues confronting educational institutions nowadays is the

inefficiency of the learners to meet the standards in literacy mandate of the 21st century
education. The most common challenge to learners proficiency in English Language is Reading,
thus, this lights to the vision of this study which focused on the effects of the Reading
Remediation Tool, Phonics Video Lessons and Talking Pen to the reading difficulties among the
Grade 7 students of Midsalip National High School.
This action research sought to answer the sub-queries (1) How many students among the
officially enrolled Grade 7 students of Midsalip National High School have reading
difficulty?;(2) To what reading levels are the identified students belong?; (3) To what extent do
the interventions used by the language teachers improve the reading levels of the Grade 7
students?; and, (4) Based on the findings, what action and strategies could be designed and done
by the language teachers to address the problem of difficulties in reading among Grade 7
students?
Furthermore, survey questions were employed to determine the reading levels of the
students and treated with the interventions planned by the researchers. Identified participants
were observed with their reading development. The researchers engaged much attention to these
numbers of students to progress in their level of reading skill. This study gave light to the issue
on mitigating the problems pertaining to reading difficulties. Where blaming ends, growth
begins. We cannot blame the previous teachers who attended the students that resulted to
difficulty in reading. We need to move our feet and go forward and face the challenges handling
the students. Thus, the researchers have in mind to consider the tips to improve and encompass
the students’ proficiency and difficulties in reading: 1) Get to know the learners, 2) Get to know
the students’ background, 3) Reflect on the strategies used and 4) Encourage good habits at
home.

KEYWORDS: Reading Difficulties, Reading Remediation Tool, Phonics, Talking Pen

 SDRC-ACTION RESEARCH 3

READING REMEDIATION TOOL, PHONICS VIDEO LESSONS AND TALKING PEN:

AIDS IN ADDRESSING READING DIFFICULTIES AMONG GRADE 7 STUDENTS

I. INTRODUCTION
A. SIGNIFICANCE OF THE STUDY / RATIONALE
Reading is one of the skills a person should possess in order to achieve desirable outcome
in life. Reading is vital. Thus, educational institutions intensely radiate programs to cater the
need of learners in reading. At early years in school, learners were exposed in most exercises and
sessions relating to recognition of letters, sounds, syllables and words. Construction of thoughts
and comprehension were expounded on the later years. In this way, learners are expected to be
acquainted of this various principles and theories, and are ready to embrace new and complex
ideas in the following years. In the middle engagement of the learners in their educational
pursuit, they is expected to fully express their thoughts and become proficient with basic skills in
learning – reading, writing, listening and speaking.
However, several learners have not met the challenges gearing towards higher standards
which would diagnose whether they are prepared to face the literacy mandate of the 21st century
educational proficiency. It is for this reason that the known cause why a great number of learners
have failed to master the basic skills in learning. Moreover, through policy initiatives such as No
Child Left Behind, the public has demanded both tougher standards and more stringent
assessments of students to ensure that they are able to engage in twenty-first century learning and
society (Wigent 2011). Moreover, the No child Left Behind(NCLB) Act, has brought literacy
problems to learners and teachers. The Act further commands greater expectations for student
performance with school district implementation of intervention plans to support their struggling
readers and effective interventions need to occur in the early years which most wide body of
research dictated. Hipp (2008) explained:
If we can detect the process of learning to read "going wrong" within a
year of school entry then it would be folly to wait several years before
providing children with extra help. An earlier offer of effective help to the
child might reduce the magnitude of reading problems in later schooling.
(p.2)
Juan Miguel Luz of Philippine Center for Investigative journalism stressed out that the
Philippines is a nation of non-readers. He added that the problem of non readers lies at the heart
of why the Philippines is so uncompetitive in the world economy and why so many of our people
continue to live in poverty and barely escape from it.
This emerging problem has its link to most struggles of teachers in the Department of
Education with their learners. Undeniably, this issue is evidently existent in Midsalip National
High School.
 SDRC-ACTION RESEARCH 4

Therefore, this study aims to answer questions relating to the literacy problems in reading
which was noticed among Grade 7 students of Midsalip National High School. In this manner,
the employment of reading sessions using Learning To Read (LTR) or Reading Remediation
tool, Phonics Video lessons and the Talking Pen every Reduced Friday Classes Program (RFCP)
were identified as possible interventions which could be employed by the teachers to gratefully
give impact and make change of the endless problems of learners who have difficulty in reading.
This action research considers the officially enrolled Grade 7 students of the Academic
Year 2018-2019 in Midsalip National High School who will undergo series of assessments to
diagnose their respective reading levels and be offered the necessary intervention to mediate the
emerging problem on non-readers.

B. ACTION RESEARCH QUESTIONS

This study assessed the effects of Reading Remediation Tool, Phonics Video Lessons and
Talking Pen to the Reading Difficulties among Grade 7 students of Midsalip National High
School. Specifically, it sought to answer the following sub-queries to address the reading
difficulties among identified Grade 7 students:
1. How many students among the officially enrolled Grade 7 students of Midsalip National
High School have reading difficulty?;
2. To what reading levels are the identified students belong?;
3. To what extent do the interventions used by the language teachers improve the reading
levels of the Grade 7 students?; and,
4. Based on the findings, what action and strategies could be designed and done by the
language teachers to address the problem of difficulties in reading among Grade 7
students?

II. RESEARCH METHODS

a. Participants and/or other sources of data information

The action research subjects were the nine identified students from the total Grade 7
enrolees of Midsalip National High School. These participants were recognized out from the
results in the reading sessions facilitated by the researchers. The participants were labelled in
Alphabet Knowledge Level and were treated with the interventions set by the researchers.
English department head, researchers and students with difficulties in reading worked as
a group to address emerging problems in reading. The school principal supports and commends
the planned innovation of the English department head to address reading difficulties of students.
In one way on the other, it’s one way of unveiling potentials of the learners while maximizing
use of resources.
 SDRC-ACTION RESEARCH 5

b. DATA GATHERING METHOD

The researchers sought permission to conduct the study from the school administrator of
Midsalip National High School. Upon approval, the researchers set appointment and met the
desire respondents. Reading assessments were employed and the students were identified
respondents according to the score they got during the assessment in reading. Out of 395 student
enrolees for the Academic Year 2018-2019 in Midsalip National High School, nine students
were identified having the poorest performance in reading skill which falls on the Alphabet
Knowledge Level. Afterwards, a letter was drafted seeking approval of the school principal to
employ pull out scheme in sending out respondents from their regular English classes every
Reduced Friday Classes Program to give way for intensive reading sessions to those nine
identified students. From time to time, researchers recorded the progress in reading of the
respondents through taking photos and videos. Series of reading assessments were also given and
the responses were then consolidated to get to know the reading improvement of the participants.

c. DATA ANALYSIS

Wingent (2001), further emphasized that
students who get
to
high
school


are
expected have the proficient skill in reading and comprehension,
and
most
secondary
content
teachers
do
not
see
themselves
as
reading

teachers
as
that
is
a
skill
they
expect
the
students
to
have.
Undeniably, a
great number of secondary learners are not proficient in reading, they need more direct plan of
scaffold reading instruction to help them develop persistence in reading. Thus, teachers need to
have knowledge on how to instruct and use scaffold strategy using a big tool box of explicit
reading methods and techniques.
The study involved an in-depth data collection process and analysis. This sought to
provide as complete understanding as possible and afforded the opportunity to obtain a deeper
inquiry per individual. The above-mentioned qualitative measures for reading difficulty cause
were calculated.
In order to determine reliable results from the identified participants, the researchers
employed the three reading interventions every Reduced Friday Classes Program and assessed
whether there are significant progress of the learners because of the interventions.
Therefore, the language teachers of Midsalip National High School deliberated strategies
to address the issue in reading among learners considering the explicit instruction and process of
reading sessions the learners will undergo.

III. RESULTS AND REFLECTIONS

In order to bridge the gap between the students with learning difficulties in reading,
reading instructions must be addressed because learners might meet more challenges whenever
they advance to the next level of their learning and education pursuits. These instructions may
need to be at a word level to increase fluency of learners.
Over the nine participants’ responses as to the queries on what are the reasons of their
reading challenges, the great number of students struggled much in Phonemic Awareness, which
is supposedly learned by them when they were still in their elementary years. The result was
alarming to the part of the secondary language teachers since they do not pay much attention to
 SDRC-ACTION RESEARCH 6

reading. Furthermore, the least prevailing reason which learners identified in their response is
‘Inappropriate materials’. It entailed that they have inadequate materials used in their elementary
years. Another factor that the learners stressed out much after the most prevailing reason is the
‘Less Parental Involvement’ which may implied that in times they spent their vacant time at
home, they have not supervised by their parents. With this, it might a secondary factor but also
be taken into consideration why parents were not able to do such duty to their children.

Problem 1 How many students among the officially enrolled Grade 7 students of
Midsalip National High School have reading difficulty?;

STUDENTS WITH READING DIFFICULTY

(211 students) INDEPENDENT

READERS,
INSTRUCTIONAL
FRUSTRATION, 47%
(184 students)
NON READERS
53%

Figure 1. Grade7 students of Midsalip National High School with Reading

Diffulculty

The grade 7 students of Midsalip National High School were assessed as to their
proficiency in reading and from the total number of enrolees of 395 students, 184 students are
identified Independent and Instructional. On the other hand as shown in TABLE 1, over 211
students or 53% from the total grade 7 students have the difficulty in reading.

Problem 2 To what reading levels are the identified students belong?;

Contemplating on the result assessed by the researchers as to different levels of learners

in their challenges in reading, over 395 Grade 7 students 152 students were identified under the
Frustration Level which denotes that these students showed withdrawal from reading situations
 SDRC-ACTION RESEARCH 7

by refusing to read. In addition 129 students were categorized under Instructional Reading Level
as they can profit from instructions of the teachers. Additionally, only 14% of the total Grade 7
enrolees were under Non-reader Level.

READING LEVELS OF GRADE 7 STUDENTS

NONREADER INDEPENDENT
14% LEVEL
14%

FRUSTRATION
LEVEL
39% INSTRUCTIONAL
LEVEL
33%

Figure 2. PHIL-IRI Reading Level of Grade 7 students in Midsalip National High School

TABLE 1. PHIL-IRI Reading Level of Grade 7 students in Midsalip National High School
No. Of students READING LEVELS OF GRADE & STUDENTS IN MIDSALIP
tested NATIONAL HIGH SCHOOL
INDEPENDENT INSTRUCTIONAL FRUSTRATION
Male Female Total Male Female Total Male Female Total Male Female Total
193 202 395 19 36 55 64 65 129 68 84 152
100% 14% 33% 39%

A depressing result was also tallied in addition to levels of reading skill of the grade 7 students in
Midsalip National High School as calculated by the researchers. An accumulated 14% from the
total enrolees among the Grade 7 students were categorized under CVC/Word Reader and
Alphabet Knowledge Reading Level. These identified students were unable to recognize and
sound out letter-sound connections for single consonants consonant blends and others.

TABLE 2. Grade 7 NON READER students in Midsalip National High School

GRADE 7 NON READER STUDENTS
WORD READER/CVC ALPHABET KNOWLEDGE
MALE FEMALE TOTAL MALE FEMALE TOTAL
32 16 48 4 5 9
14%
 SDRC-ACTION RESEARCH 8

Problem 3 To what extent do the interventions used by the language teachers improve
the reading levels of the Grade 7 students?; and,
Problem 4 Based on the findings, what action and strategies could be designed and done
by the language teachers to address the problem of difficulties in reading among Grade 7
students?

The researchers engaged much attention to these numbers of students to progress in their
level of reading skill. Therefore, the teachers employed planned interventions:
a. Reading Remediation Tool;
b. Phonics Video Lessons; and,
c. Talking Pen
and intensify the practice of conversing with the respondents to further eradicate the issues in
reading among them. The resources must also be improved to also cater the number of concern
individuals and encourage other stakeholders to support the program to get rid of the said
problem in the school. The researchers designed an action plan that is expected to mitigate the
problem of students in an expected period of time.
The researchers employed assessment every week to assess the progress of the learners.
In the first week, alphabet letter and sound recognition was administered. Varied activities were
also given to the participants. It was found out that the participants have difficulties even in the
recognition of letters, thus, the researchers had allocated much time using the Phonics Video
Lessons in the level of letter and sound recognition. On the following weeks, CVC reading was
further introduced using the Talking Pen. It was evident from the participants that their attention
was hooked to the device used by the researchers. Furthermore, as the progress was observed the
researchers introduced the Reading Remediation Tool to assess their comprehension.

RESULT OF THE INTERVENTIONS

EMPLOYED
Alphabet &
Sound
Reading Recognition
Comprehension 25%
38%

CVC/WORD
Reading
37%

FIGURE 3. RESULT OF THE INTERVENTIONS EMPLOYED

 SDRC-ACTION RESEARCH 9

COMPETENCY WEEKS AVERAGE

Alphabet & Sound 2 50.71
Recognition
CVC/WORD Reading 3 48.64
Reading Comprehension 3 30.5

TABLE 3. RESULT OF THE INTERVENTIONS EMPLOYED

Thus, to fully solve these issues in reading, much fund is needed for these program and
the teachers together with the administration must utilize and devote their selves in this issue
taking in account that teachers have embedded duties to transform students to be good citizen in
the community and have desirable lives in the future.

IV. CONCLUSIONS AND RECOMMENDATIONS

a. CONCLUSIONS/ SUMMARY OF FINDINGS

From the results gathered, the following summaries are delineated:
1. Most of the student-participants’ literacy in Alphabet have progressed.
2. The students in the study have advantageous modes of learning with the
Talking Pen.
3. The Reading Comprehension of the students was still unsatisfactory.
4. There is significant difference on the employment of the interventions
compared to the previous assessment.
5. Reading remediation tool result was still unsatisfactory.

b. RECOMMENDATIONS

This study gave light to the issue on mitigating the problems pertaining to reading
difficulties. Where blaming ends, growth begins. We cannot blame the previous teachers who
attended the students that resulted to difficulty in reading. We need to move our feet and go
forward and face the challenges handling the students. Thus, the researchers have in mind to
consider the tips to improve and encompass the students’ proficiency and difficulties in reading.
1. Get to Know the learners
Learners have different intelligence and interest. It must be taken to consideration that
interest can be a factor of learning. Learning to know the interest of the teachers could
give desirable outcome to any lesson, discussion or session. We can incorporate strategies
which would motivate them to learn.
2. Get to Know the students’ background
Community or family orientation takes a great part in molding the character of an
individual. We cannot decipher whether all the learners inside our classroom have fully
taken their nutritious meals which is an agent and fuel of the body and brain to do things
well. In addition, reaching families whose first language is not related to the language in
 SDRC-ACTION RESEARCH 10

school may require some special accommodation. There could also be family issues that
were instilled in the minds of the learners which hinders their learning every day.
3. Reflect on the strategies used
Many strategies and techniques could possibly be used in addressing the issues in
learning to read among learners. However, learners have individual differences. They
could hardly keep abreast to some principles. The efficiency of all the techniques used
must also be considered. At times that know the level of understanding of our learners,
we can employ appropriate possible strategies suited to their level. Furthermore, the
teachers must utilize the best resources to direct the problem in reading.
4. Encourage good habits at home
Teachers could not be with their learners at all times, however, they could offer and
encourage learners to have good habits at home. In any case, learners might be
bombarded with works or problems at home, thus, the teachers must take actions to be
with the parents and talk to them. In smooth manner, the teacher could also encourage
parents to help their children progress.

V. ACTION RESEARCH WORK PLAN AND TIMELINES

TABLE 3. WORK PLAN AND TIMELINES
Below, table 3 shows the work plan and timelines in the conduct of this research
with includes the persons involved on a target date.
ACTIVITIES TARGET DATE PERSONS
INVOLVED
PRE-IMPLEMENTATION
1. Ask approval for May 2018 Researchers,
the conduct of the Department Head and
action research in School Principal
relation to the
reading proficiency
of the Grade 7
Learners and
prepare assessment
tools of learners in
READING.

2. During enrolment May 2018 Researchers and

assess the reading Department Head
proficiency of G7 Researchers
learners and
tabulate and
consolidate result
of the assessment.

3. Convergence of May 2018 Researchers,

researchers Department Head and
together with the School Principal
English
 SDRC-ACTION RESEARCH 11

Department Head
and the School
Principal about the
result. Propose and
elicit possible
strategy to address
the problem.
IMPLEMENTATION
1. Identified learners 1st week of JUNE 2018 Researchers
from the diagnostic
assessment that
identifies non-
readers during
enrollment to
receive the strategy
at hand during the
convergence.
2. Conduct pull out 2nd week of JUNE Researchers
scheme on the 2018
identified learners
for intensive
remediation.
3. Employ early 3rd-4th week of JUNE Researchers
assessment for the
identified learners
to determine their
level of difficulty
in reading
4. Administer JULY-SEPTEMBER Researchers
strategies to
different group of
struggling learners
5. Suffice reading JULY-SEPTEMBER Researchers, School
remediation with a Principal, Department
feeding program Heads
which will
encourage them to
submit themselves
to the intervention
given.
6. Researchers JULY-SEPTEMBER Researchers, ICT
secure/purchase coodinator
needed tools which
are highly essential
in learning reading,
AUDIO VISUAL
 SDRC-ACTION RESEARCH 12

AIDS like
Televesion,
Speaker, Laptop or
Talking Pen
7. Researchers assess JULY-SEPTEMBER Researchers,
the progress of the ENGLISH Department
identified learners Head
in the program to
give light of the
efficiency of the
methods and
strategies used in
learning reading.
8. The researchers Last week of Researchers,
meet to discuss the SEPTEMBER ENGLISH Department
progress of the Head
learners
9. Employ stringent OCTOBER Researchers,
methods ENGLISH Department
concerning their Head
progress in reading
and have weekly
assessment aim to
consider other
methods.
POST IMPLEMENTION
1. Meet to discuss the NOVEMBER Researchers,
result of the recent ENGLISH Department
progress of the Head,
identified learners
2. Parents-Teachers NOVEMBER Researchers,
Conference for the ENGLISH Department
progress of their Head, School Principal
children, a meeting
that persuade
parents to
supervise their
students at home to
continue the
passion of reading
they have in them
already
3. The researchers Last week of Researchers,
will convene NOVEMBER ENGLISH Department
together with the Head, School Principal
English
 SDRC-ACTION RESEARCH 13

Department Head
and the School
Principal for the
culminating Month
of the Program
4. The researcher set DECEMBER Researchers,
a date for the ENGLISH Department
culmination of Head, School Principal,
hard work learners, Parents, Stakesholders
gifts and rewards
will be given to
them with the
presence of the
parents and other
stakeholders

VI. REFERENCES
PUBLISHED BOOKS
Baker, C. (2011) The effects of reading workshop on first grade students'
Independent reading levels

Wigent, C. A. (2001). High school readers: A profile of above average

readers and readers with learning disabilities reading
expository text

Evelyn Townsend (1940). A Study of the Causes of the Reading Difficulties of

Thirty Children in the Butler Reading Clinic the Summer
 SDRC-ACTION RESEARCH 14

VII. FINANCIAL REPORT

TABLE 4 FINANCIAL REPORT

Table 4 below shows the financial report of the materials and equipments in the conduct
of the study.

DELIVERABLES PARTICULARS AMOUNT

Reproduction of Assessment (for 5 assessment tools) Php 1,000.00

Materials Php 10 (60 pieces)
Office supplies 3 reams of bondpaper Php 1,000.00
Colourful cartolina
Cardboards
Adhesives
Markers, Printer’s Ink
Audio Visual Tool Talking Pen Php 18,000.00

Procurement of other Reading Books Php 2,000.00

Materials Visuals
Story books
Other reading tools
Feeding Program 5 sessions of feeding Php 3,000.00
FOODS
TOTAL Php 25,000.00
 SDRC-ACTION RESEARCH 15

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IX, Zamboanga Peninsula
DIVISION OF ZAMBOANGA DEL SUR
Pagadian City

ANNEX1
COMPLETED RESEARCH APPLICATION FORM

A. RESEARCH INFORMATION
RESEARCH TITLE:

READING REMEDIATION TOOL, PHONICS VIDEO LESSONS AND TALKING PEN:

AIDS IN ADDRESSING READING DIFFICULTIES AMONG GRADE 7 STUDENTS

SHORT DESCRIPTION OF THE RESEARCH:

This study assessed the effects of Reading Remediation Tool, Phonics Video
Lessons and Talking Pen to the Reading Difficulties among Grade 7 students of Midsalip
.
National High School.
This action research sought to answer the sub-queries (1) How many students
among the officially enrolled Grade 7 students of Midsalip National High School have
reading difficulty?;(2) To what reading levels are the identified students belong?; (3) To
what extent do the interventions used by the language teachers improve the reading
levels of the Grade 7 students?; and, (4) Based on the findings, what action and strategies
could be designed and done by the language teachers to address the problem of
difficulties in reading among Grade 7 students?

RESEARCH CATEGORY: RESEARCH AGENDA:

(Check only one) MAIN RESEARCH THEME:
CRITICAL CONTENT
√ SCHOOLS DIVISION CONTEXTUALIZATION
DISTRICT √ SPIRAL PROGRESSION
SCHOOL GOVERNANCE
(Check only one) INTEGRATION
√ ACTION RESEARCH INCLUSIVE EDUCATION
BASIC RESEARCH SPECIAL PROGRAMS
FUND SOURCE (If Applicable)

Year the Research was conducted: 2018

 SDRC-ACTION RESEARCH 16

*Indicate if proponent used personal funds.

C. PROPONENT INFORMATION:

LEAD RESEARCHER / INDIVIDUAL

RESEARCHER:
LAST NAME: FIRST NAME: MIDDLE NAME:
CATIAG DEXTER LLOYD CHAVEZ
BIRTHDATE (MM/DD/YYYY) SEX: POSITION/DESIGNATION:
AUGUST 06, 1994 MALE TEACHER -1 / SCHOOL PAPER ADVISER
REIGION: DIVISION: SCHOOL:
IX ZAMBOANGA DEL SUR MIDSALIP NATIONAL HIGH SCHOOL
EMAIL ADDRESS/ FB
CONTACT NUMBER 1: CONTACT NUMBER 2: ACCOUNT:
09108910998 09471207765 lloydcatiag@gmail.com

EDUCATIONAL
ATTAINMENT
TITLE OF THESIS/RELATED RESEARCH PROJECT
( Enumerate from bachelor's degree up to
doctorate degree)

BSEd English Proficiency of Grade 9 Garnet in RMNHS

SIGNATURE OF
RESEARCHER:
 SDRC-ACTION RESEARCH 17

RESEARCHER 2
LAST NAME: FIRST NAME: MIDDLE NAME:
CATITIG MARICEL GAMPOAN
BIRTHDATE (MM/DD/YYYY) SEX: POSITION/DESIGNATION:
MARCH 09, 1982 FEMALE TEACHER -1
REIGION: DIVISION: SCHOOL:
IX ZAMBOANGA DEL SUR MIDSALIP NATIONAL HIGH SCHOOL
EMAIL ADDRESS/ FB
CONTACT NUMBER 1: CONTACT NUMBER 2: ACCOUNT:
09092823548 09499293945 maricelcatigtid@deped.gov.ph

EDUCATIONAL
ATTAINMENT TITLE OF THESIS/RELATED RESEARCH PROJECT
( Enumerate from bachelor's degree up to
doctorate degree)

BSED
MAEd

SIGNATURE OF
RESEARCHER:
 SDRC-ACTION RESEARCH 18

RESEARCHER 3
LAST NAME: FIRST NAME: MIDDLE NAME:
MACALIB-OG JENNY BATO
BIRTHDATE (MM/DD/YYYY) SEX: POSITION/DESIGNATION:
OCTOBER 9, 1980 FEMALE TEACHER -1 / CNR IN-CHARGE
REIGION: DIVISION: SCHOOL:
IX ZAMBOANGA DEL SUR MIDSALIP NATIONAL HIGH SCHOOL
EMAIL ADDRESS/ FB
CONTACT NUMBER 1: CONTACT NUMBER 2: ACCOUNT:
09305135369 Jennymalibog@yahoo.com

EDUCATIONAL
ATTAINMENT TITLE OF THESIS/RELATED RESEARCH PROJECT
( Enumerate from bachelor's degree up to
doctorate degree)

BSEd

SIGNATURE OF
RESEARCHER:
 SDRC-ACTION RESEARCH 19

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IX, Zamboanga Peninsula
DIVISION OF ZAMBOANGA DEL SUR
Pagadian City

ANNEX 2

IMMEDIATE SUPERVISOR’S ENDORSEMENT

I hereby endorse the attached completed research. I certify that the researcher/s has/have
conducted the said research in the MIDSALIP NATIONAL HIGH SCHOOL, ZAMBOANGA
DEL SUR DIVISION.

NAME AND SIGNATURE OF IMMEDIATE SUPERVISOR:

BERLYN C. VILLANUEVA, Ed. D

__________________________________________________

DISTRICT SUPERVISOR
POSITION/ DESIGNATION: _________________________
DATE: ___________________________________________
 SDRC-ACTION RESEARCH 20

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IX, Zamboanga Peninsula
DIVISION OF ZAMBOANGA DEL SUR
Pagadian City

ANNEX 3
Minimum Requirements of Research Proposal

B. Action Research Template

Parts Remarks

I. Context and Rationale

II. Action Research Questions

III. Proposed Innovation, Intervention, and

Strategy
IV. Action Research Methods

a. Participants and Other Sources of Data and

information
b. Data Gathering Methods

c. Data Analysis

V. Action Research Work Plan and Timelines

VII. Cost Estimates

VIII. Plans for Dissemination and Utilization

IX. References

Annexes1:
a. Annex 1 ( Research Proposal Form and
Endorsement of Immediate Superior
b. Annex 3 (Declaration of Anti-Plagiarism and
Absence of Conflict of Interest)
c. Annex 4 ( Scoring template for Evaluation)

Secretariat: _______________________
 SDRC-ACTION RESEARCH 21

Republic of the Pbhilippines

DEPARTMENT OF EDUCATION
REGION IX, ZAMBIANGA PENINSULA
Division of Zamboanga del Sur
Pagadian City
ANNEX 4

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

DEXTER LLOYD CATIAG, MARICEL G. CATIGTIG & JENNY B. MACALIB-OG understand that
1. We, ______________________________________________________________
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.
2. We hereby attest to the originality of this completed research and has cited properly all the
references used. I further commit that all deliverables and the final research study emanating from
this research shall be of original content. I used appropriate citations in referencing other works from
various sources.
3. We understand that we are solely legally and administratively liable for any violation of thid
declaration and commitment.
4. We also understand that any violation of this declaration and commitment shall be subject to
disqualification from the BCD National Curriculum Research Conference.

DEXTER LLOYD C. CATIAG

PROPONENT: __________________________
SIGNATURE:___________________________
DATE: _____________________

MARICEL G. CATIGTIG
PROPONENT: __________________________
SIGNATURE:___________________________
DATE: _____________________

JENNY B. MACALIB-OG
PROPONENT: __________________________
SIGNATURE:___________________________
DATE: _____________________
 SDRC-ACTION RESEARCH 22

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IX, Zamboanga Peninsula
DIVISION OF ZAMBOANGA DEL SUR
Pagadian City

ANNEX 5

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

DEXTER LLOYD CATIAG, MARICEL G. CATIGTIG & JENNY B. MACALIB-OG
1. We, ________________________________________________________________
understand that conflict of interest refers to situations in which financial or other personal
considerations may compromise my judgment in evaluating, conducting or reporting research.
2. We hereby declare that we do not have any personal conflict of interest that may arise from
my application and submission of my research proposal. We understand that our research
proposal may be returned to us if found out that there is conflict of interest during the initial
screening as per ( RMG provision).
3. Further, in case of any form of conflict of interest (possible or actual) which may inadvertently
emerge during the conduct of my research, We will duly report it to the research committee for
immediate action.
4. We understand that we may be held accountable by the Department of Education and the
BERF Grant Guidelines for any conflict of interest which I have intentionally concealed.

DEXTER LLOYD C. CATIAG

PROPONENT: __________________________
SIGNATURE:___________________________
DATE: _____________________

MARICEL G. CATIGTIG
PROPONENT: __________________________
SIGNATURE:___________________________
DATE: _____________________

JENNY B. MACALIB-OG
PROPONENT: __________________________
SIGNATURE:___________________________
DATE: _____________________
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