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Part 1: Introduction
valuable skills everyone can acquire. In the field of teaching, reading plays a very crucial
role on the part of the learners’ academic performance. Thus, pupils are expected to have
a good reading comprehension skills for them to be able to achieve progress and mastery
However, not all the learners are good readers and have the capabilities to easily
comprehend what they read or listened to. Learners of today are observed having poor
reading comprehension skills. They have a great difficulty in understanding the passage
or text they read and this barrier that the learners are facing overweigh their desire to
As an English teacher of Grade IV- Narra, I had this observation particularly during
their Phil- IRI and periodical tests. The learners usually just read the piece but could not
answer the comprehension questions, they just answer the test questions without even
reading the instructions and the selections given in the test. In most cases, there are no
active participation during class discussions, they are lack of interest and when being
called, they refused to comply with the teacher probably because they have no confidence
in expressing what they have in mind. Instead, they preferred to engage in any disruptive
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These factors affecting the reading comprehension skills of Grade- IV Narra
triggers the pursuit of the researcher to delve into the root cause of the situation for her
to acquire the effective strategies for this ineffective teaching- learning process.
Hence, the researcher arrived into a realization that there is an impelling need to
appraise the situation and employ a variety of methodologies in order to improve the
and will be tasked to answer the comprehension questions for them to develop a greater
progress in language learning under the teacher’s guidance. It provides a basis for
explaining difficulties of structure and for extending knowledge of vocabulary and idioms.
It will provide material for developing greater control of the language, speech and writing.
understanding to develop and refine word study skills, enlarge passive vocabulary,
This idea of the researcher came to existence with an aim of enhancing the
reading comprehension skills of Grade- IV Narra as she imposed the intensive reading
large area city. The school consists of 194 grade four pupils. About 75% of the pupils
belonged and considered themselves living in a poor family. There are 50 fulltime
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teachers and the teacher to pupil ratio is about 40 to 1. In Grade Four- Narra class
which I handle, there are 41 pupils which includes 16 males and 25 females. Out of
text and their own background knowledge to build meaning. This means that readers
combine the information they have gathered from the text and the information from
To be a good and effective reader, one has to find the effective strategies and
techniques to develop good reading skill. Ozdemer (2009) stresses that reading is
fundamental in getting knowledge as all the lessons and learning activities are mostly
based on the power of comprehensive reading; thus, it is crucial for the pupils to read
comprehensively for them to be able to understand the lesson he/ she is engaged in.
Furthermore, Ono (2004) emphasized that reading has the potential to help English
Language learners become better readers and make improvements in other aspects
Unfortunately, many of our pupils’ reading skill is far way failing. The pupils find
difficulty in understanding the passage which consists a lot of words. This statement
is supported by Paran
in Harmer (2005: 203). He said, if the readers do not know half of the words in a text,
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What factor affect reading comprehension? (Keith Lenz) While word identification
is a process that results in a fairly exact outcome (i.e., a student either reads the word
Some writers are better writer than others. Text that is well organized and clear is
called “considerate text”. The more inconsiderate the text, the more work will be
required of a reader to comprehend the text. Readers who do not have the
inconsiderate text will have more difficulty comprehending these kinds of texts.
Pupils who had trouble learning to decode and recognize words often will have
difficulty with reading comprehension. Pupils who struggle with decoding will rarely
have a chance to interact with more difficult text and often learn to dislike reading. As
a result, these pupils do not have enough sufficient opportunities to develop the
The type of instruction that a pupil receives will also affect reading comprehension.
Simply providing opportunities or requiring for children read will not teach many pupils
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relations, vocabulary, grammar, cohesion, information structure, genre features and
This study was assumed on the theory of enhancing the reading comprehension
skills of the pupils through intensive reading activities. In intensive reading, learners will
sequencing the order of the events and locating the meaning of unfamiliar words. This
will also help the pupils in widening their vocabulary and grammar skills as they can
Macalister (2011) in intensive reading, the learners usually read texts that are
more difficult, in terms of context and language than those used or extensive reading.
To help learners make sense of text that may present a significant challenge in terms of
vocabulary and/ or concept. Teachers should focus on reading skills such as identifying
the main ideas and guessing the meaning of unfamiliar words from context.
Waring (1997) argues that intensive reading is very useful for learning vocabulary
Stahl (2003) found out that there is a relationship between intensive reading
activities and overall language proficiency. He examines 88 Chinese students who were
asked to read the text and find the meaning, synonym and antonym of the unknown
words, give a paraphrase and write a summary. This study also revealed the significant
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Conceptual Framework
FEEDBACK
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1.4 Statement of the Problem
This study aims to enhance the reading comprehension skills of Grade IV- Narra
pupils through intensive reading activities.
a. Age
b. Gender
c. Grade in English (Second Grading)
2. How the cognitive skills of Grade IV- Narra be described in terms of?
a. Knowledge
b. Comprehension
c. Application
d. Analysis
e. Evaluation
a. Age
b. Gender
c. Academic Performance
5. What implications will you make to enhance the reading comprehension skills of
Grade IV- Narra?
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1.5 Significance of the Study
Good reading comprehension skills is a way that leads to effective reading. It is the
most significant tool in shaping the educational and professional lives of our pupils.
Hence, this study will be of big profitable to the following:
Pupils: This would help the pupils improve their reading comprehension and
communication skills and academic performance. This would also help them learn
new vocabulary and grammar hence enable them to build a sense of momentum as
readers.
Teachers: This would serve as an effective guide/ or resources for the teachers
particularly to those who are teaching Reading and English language. This study
would enable the teachers to explore more on how reading comprehension skills be
taught on the struggling pupils and what particular ways and approaches would be
suited to them.
Parents: This would help the parents to easily monitor and assess their children’s
reading and comprehension skills. In this study, the parents could easily follow- up
their child by assisting them read while they are at home.
School Administrator: This study would might help the school administrators to
gain perceptions of how the teachers and pupils achieve on the course that would
lead rapid advancement or success towards reading comprehension skills.
Department of Education: This study would might be of big help to the Department
of Education to anticipate of how the poor academic performance of the pupils be
minimized and uprooted.
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1.6 Scope and Limitation of the Study
This study was designed only to enhance the reading comprehension skills
of Grade IV- Narra through intensive reading activities.
The respondents were the 30 Grade IV- Narra pupils enrolled at Apelo
School Elementary School for the SY: 2017- 2018
The analysis was confined to enhancing the reading comprehension skills in terms
of their age, gender and their grade in English for the second grading period.
1.7 Hypothesis
For a clearer understanding of the discussion, the following words that were used
of comprehension
2. Reading Comprehension- is the ability to read text and understand its meaning.
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5. Profile- a brief written description that provides information about someone or
something
6. Relation- the way in which two or more concepts, objects or people are connected;
task or function
educational learning objectives into levels of complexity and specificity. The three
lists cover the learning objectives in cognitive, affective and sensory domains. The
cognitive domain list has been the primary focus of most traditional education and is
activities.
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4. Analysis- Analyzing involves examining and breaking information into
component parts, determining how the parts relate to one another, identifying
generalizations.
a set of criteria.
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CHAPTER 2
Research Methodology
The methodology describes and explains about the different
procedures including research design, research instrument, and respondents of the
study, data gathering procedure, as well as the statistics treatment and analysis used in
this study.
The Descriptive Method was used in this study. Descriptive research involves
description, recording, analysis and interpretation of the present nature, composition or
processes of phenomena which focuses on prevailing conditions, on how a person, group
or thing behaves or
functions in the present. It often involves some types of comparison or contrast. In other
words, descriptive research maybe defined as purposive process of gathering, analyzing,
classifying and tabulating data about prevailing conditions, practices, beliefs, process,
trends, and cause effect
relationships and then making adequate and accurate interpretation about such data with
or without the aid of statistical methods. (Calderon)
The instrument of the research is the checklist. The checklist was made
with
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The checklist that the teachers used to identify the important indicators to
determine
the Comprehension Skills in English of Grade Six Aquarius pupils of Apelo Cruz
The tool used for this study were the Grade IV- Narra of Apelo Cruz Elementary
School. Thus, the respondents are composed of 15 males and 15 females.
Cruz Elementary School. The researcher made a draft checklist that is subject to validity.
After validating the checklist, a dry run survey to measure the reading comprehension
skills of Grade IV- Narra was conducted. The researcher undertook the survey and
administered personality for 100% retrieval. The data were tallied, tabulated, analyzed
Respondents of the study were the Grade IV- Narra pupils which include
The following formulas are used in this study in order to find the reading
comprehension skills of Grade IV- Narra pupils in relation to their gender and age.
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a. Mean:
𝚺𝐱
x̅ = Where:
𝐧
x = observed values
b. Variance:
𝚺(𝐱− x̅)𝟐
S2 = Where:
𝐧
S2 = sum of squares
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c. Standard Deviation
𝚺𝐱 − (𝚺𝐱) 𝟐
SD =√ 𝑛 − 1 Where:
SD = standard deviation
x̅ = mean
∑ 𝑥 2 = sum of x2
d. T-test
x̅1− x̅2
t=
[(n1−1)S12 + (n2−1)S22 ] 1 1
[√ ][√ + ]
𝑛1+𝑛2−2 𝑛1 𝑛2
Where:
e. Coefficient of Correlation
𝐧𝚺𝐱𝐲− 𝚺𝐱𝚺𝐲
ɲp =
√[𝐧𝚺𝐱 𝟐 −(𝚺𝐱)𝟐 ][𝐧𝚺𝐲 𝟐 −(𝚺𝐲)𝟐 ]
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f. Simple Linear Regression Model
y = a + bx Where:
y = dependent variable
a = y – intercept
x = independent variable
g. ANOVA Table
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CHAPTER 3
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
The results and discussion sections present the findings and the analysis
of findings about the survey. The data are presented, tabulated, analyzed, and interpreted
Gender N Percentage
Male 15 50 %
Female 15 50 %
Total 30 100 %
The table no. 1 shows that there are 15 or 50% male respondents and 15
or 50% female respondents. Thus, there are equal male and female respondents in the
study.
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Table 2 shows that there are 6 or 20% male respondents who were 9 years
old and 9 or 30% male respondents who were 10 years old.
On the other hand, there are 8 or 27% female respondents who were 9
years old and 7 or 23% female who were 10 years old
When combined, there is a total of 14 or 47% from the respondents who are
9 years old and 16 or 53% respondents who are 10 years old.
Therefore, the average age of the respondents are 10 years old.
Performance
n % n % n %
81- 84 2 7% 2 7% 4 13%
Mean 5 5 15
Table 3 shows the grades of the respondents in Grade Four. Based on the
tabulated results, 2 or 7% male respondents got 81- 84 grade in English, 9 or 30% got
85 – 88 and there are 4 or 13% respondents who got a grade of 89 and above in English.
or 33% got 85– 88 and there are 3 or 10% respondents who got a grade of 89 and above
in English
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When the results are combined, it showed that 4 or 13% of the total
respondents got 81- 84, 19 or 63% of the respondents got 85- 88 and there are 7 or 23%
of the respondents got 88 and above. Therefore, there are more students who got a grade
of 85- 88 in English.
Indicators
Knowledge
1. I can define the meaning of unfamiliar words.
2. I can recall important details from the story read.
3.11 S 2.73 S 2.92 S
3. I can label the parts of the sewing machine.
Comprehension
1. I can describe the characters in the story.
2.91 S 2.91 S 2.91 S
2. I can rewrite the story using the correct punctuation
marks.
3. I can retell the story using my own words
Application
1. I can make predictions and read to see to it if it was right. 2.73 S 2.36 R 2.55 S
2. I can draw the things found in the sewing box.
3. I can determine the cause- effect relationship.
Analysis
1. I can distinguish reality from fantasy.
2. I can infer the character traits of the characters from the 2.8 S 2.98 S 2.89 S
story read.
3. I can analyze the uses of the sewing tools from the story
read.
Evaluation
1. I can evaluate prior knowledge by completing a K- W
chart. 2.44 R 2.02 R 2.23 R
2. I can conclude of what will happen next base on the
given situation.
3. I can express my opinion by answering an opinionnaire.
CV < TV
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Table 4 shows the Mean Perception and Standard Deviation of Grade IV-
Narra According to Gender.
As shown in table 4, Indicator 1 “Knowledge” it obtains a mean response of
3.11 from male respondents and 2.73 from female respondents. It is interpreted as
“Sometimes”. The combined mean response of male and female respondents is also
“Sometimes” because the mean is 2.92.
In indicator 2 “Comprehension”. Both male and female respondents got the
same mean of 2.91 with an interpretation of “Sometimes when combined.
In indicator 3, “Application” male respondents got 2.73 which means
“Sometimes” and 2.36 from the female respondents which also means “Rarely”. A mean
of 2.54 which means “Always” was obtained by male and female when combined.
In indicator 4, “Analysis”, male respondents got a mean of 2.8 (Sometimes)
and female respondents got 2.98 (Sometimes). When results are combined, the mean is
2.89 which means “Sometimes”.
In indicator 5 “Evaluation”, male respondents got 2.44 mean which is
interpreted as “Rarely” while female respondents got a mean of 2.02 (Rarely). When
combined, the mean is 2.23 which means “Rarely”.
The overall mean of the data gathered is 2.80 from male respondents with
a scatter of 0.246 and 2.6 mean response from female respondents with a scatter of
0.404. This means that the average response of the male and female falls on
“Sometimes”. Thus based on the tabulated result, it showed that male respondents are
more skillful in reading comprehension than female.
The T-test computed value is 0.41 which is lesser than the tabulated value
of 2.048 therefore Accept Ho. There is an evidence that Grade IV- Narra pupils have no
significant difference on their reading comprehension skills according to gender.
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Table 5: Mean Perception and Standard Deviation of Grade IV- Narra Towards
9 10
Aggregate
years old years old
Indicators
X Int. X Int. X Int.
Knowledge
1. I can define the meaning of unfamiliar words.
2. I can recall important details from the story 2.88 S 2.95 S 2.92 S
read.
3. I can label the parts of the sewing machine.
Comprehension
1. I can describe the characters in the story.
2. I can rewrite the story using the correct 2.93 S 2.90 S 2.92 S
punctuation marks.
3. I can retell the story using my own words
Application
1. I can make predictions and read to see to it if
it was right. 2.36 R 2.65 S 2.51 S
2. I can draw the things found in the sewing box.
3. I can determine the cause- effect relationship.
Analysis
1. I can distinguish reality from fantasy.
2. I can infer the character traits of the
2.76 S 2.96 S 2.86 S
characters from the story read.
3. I can analyze the uses of the sewing tools
from the story read.
Evaluation
1. I can evaluate prior knowledge by completing
a K- W chart.
2. I can conclude of what will happen next base 2.45 R 2.10 R 2.28 R
on the given situation.
3. I can express my opinion by answering an
opinionnaire.
CV < TV
CV =
T-test TV = 2.048
0.001 Accept HO
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Table 5 shows the Mean Perception and Standard Deviation of Grade IV-
Narra Pupils towards Reading Comprehension Skills According to Age Group. The overall
mean of the respondents from 9 years old is 2.68 with a standard deviation of 0.257 and
from 10 years old, an overall mean of 2.71 with a standard deviation of 0.362. These are
all interpreted as “Sometimes”.
As shown in the table, Indicator 1 “Knowledge” it obtains a mean response
of 2.88 from 9 years old, 2.95 from 10 years old which both means “Sometimes”. The
combined mean response of the two groups is 2.92 which means “Sometimes”.
For indicator 2, “Comprehension”, all of them got a response of
“Sometimes” because the combined mean is 2.92 and the mean of age 9 is 2.93 and
2.90 for age 10 respectively.
For indicator 3, “Application” age 9 got a mean of 2.36 which means
“Rarely”, while a mean of 2.65 is from the 10 years old respondents which means
“Always”. When results are combined, a mean of 2.51 was obtained by both respondents
which means “Sometimes”.
For Indicator 4, “Analysis”, respondents from 9 years old got a mean of 2.76
which is interpreted as (Sometimes) and the respondents from 10 years old got a mean
of 2.96 which is also mean (Sometimes). When results are combined, the mean is 2.86
which means “Sometimes” was obtained by both respondents.
For the last indicator “Evaluation”, respondents from 9 years old got 2.45,
respondents from 10 years old got a mean of 2.10 which both means “Rarely”. When
responses are combined, it obtained a “Rarely” response because the mean is 2.28.
The overall mean of the data gathered is 2.70 and the average response
falls on “Sometimes”. For this result, we can say that the older respondents are more
skilled in reading comprehension than the younger ones. This may due to the fact that
older respondents are much conscious than younger respondents.
The t- test computed value is 0.001 which is lesser than the tabulated value
of 2.048 therefore Accept Ho. There is an evidence that Grade IV- Narra pupils, among
ages, have no significant difference on their reading comprehension skills.
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Table 6: Mean Perception and Standard Deviation of Grade IV- Narra Towards
CV < TV
ANOVA CV = 0.95 TV = 3.89
Accept HO
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Table 6 shows the Mean Perception and Standard Deviation of Grade IV-
Performance. The overall mean of the respondents that has the average grade of 81-84
with a mean of 2.63 with a standard deviation of 0. 244, mean of the respondents that
has the average grade of 81- 85 is 2.65 with a standard deviation of 0.256, and mean of
the respondents that has the average grade of 89 and above is 2.87 with a standard
of 2.58 from respondents with grades of 81-84, 2.84 from respondents with grades of 84-
88, and 2.33 from respondents with grades of 89 and above. The combined mean
For indicator 2, “Comprehension”, the mean of 2.24 was obtained from the
average grade of 81-84, which interpreted as “Sometimes” and from the average grade
of 85-88, the mean of 2.82 which is still under “sometimes” was obtained. For the average
grade of 89 and above, the computed mean is 3.19, categorized as “always”. When
For indicator 3, “Application” the mean of 2.33 from the respondents having
the grades of 81-84 which means “Sometimes” was obtained. The mean of 2.51 from the
respondents having the grades of 85-88 and for the average grade of 89 and above, 2.76
mean response was tabulated. When the results are combined, 2.56 a mean response of
mean of 2.92 (Sometimes), the respondents having the grades of 85-88 got a mean of
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2.6 (Always) and the respondents with the grades of 89 and above got 3.00 (Sometimes).
When results are combined, the mean is 2.92 which means “Sometimes” was gained by
the respondents.
For the last indicator “Evaluation”, the respondents with grades of 81-84 got
2.5 and from the respondents with grades of 85-88 got a mean of 2.26 which both means
“Rarely” and 2.00 mean response from respondents with grades of 89 and above which
The overall mean of the data gathered is 2.72 which means the average
response falls on “Sometimes”. Thus, the respondents who got the grades of 84 - 87 are
The ANOVA computed value is 0.95 which is lesser than the tabulated value
comprehension skills of Grade IV- Narra pupils in accordance to their grades in English
y = a + bx
Trend line Equation
y = 84.62 + 1.05x
Table 7 shows the trend line equation which means that the linear
regression model in the form of scatter graph-intercept that will be used to predict the
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values of dependent variable (Academic Performance/Grades) in terms of independent
predict that in every one unit in x (reading comprehension skills), there is a corresponding
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CHAPTER 4
SUMMARY, CONCLUSION AND RECOMMENDATION
This explains briefly the results gathered from the survey questionnaires
that serve as instrument to answer the questions found in the statement of the problem.
A. Summary of Findings
1. Demographic Profile
Based on the tabulated results, it showed that there are 15 male and 15
female respondents in the study. Also, there are two age group of respondents who
were used in the study and the average age of the respondents is 10 years old.
is categorized in three groups 81 to 84, 85 to 88 and 89 and above and the grades
Apelo Cruz Elementary School for the SY 2017 – 2018 and its relation to their
It showed that among gender, female respondents got 2.32 mean response
which is greater than 2.24 of male. The t-test computed value is 0.41 which is less
than the tabular value 2.048, hence accept HO. This means that there is no
female.
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Among ages, respondents from 9 years old got a mean response of 2.68
which is lesser than 2.71 from the respondents with 10 years of age. The t- test
computed value is 0.001 which is less than the tabular value 2.048, hence accept
HO. This means that there is no significant difference between the reading
average grade of 81 to 84 got a mean response of 2.63 which is lesser than 2.65
from respondents who have an average grade of 85 to 88 and the respondents who
have a mean of 2.87 have an average grade of 89 and above. The ANOVA
computed value is 0.95 which is less than the tabular value 3.89, hence accept HO.
CONCLUSION:
Based on the findings of the study, the following are the conclusion drawn:
of Grade IV- Narra pupils in terms of gender, age and their academic
performance/grades.
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4. There is a positive or marked relationship between the reading performance
skills of Grade IV- Narra pupils and their academic performance in English.
Recommendation
1. Pupils should be given more activities that will develop their reading
2. Teacher must initiate HOTS in every reading activity so that the pupils’ thinking
learners.
4. The use of grammar- translation approach for the students to easily comprehend
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APPENDIX A
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REQUEST FOR PERMISSION TO CONDUCT A RESEARCH
Date: _______________
PRINCIPAL III
Dear Sir:
May I request from your good office to please allow me to conduct an action
research in our school. The research that I wish to conduct for my Master’s Degree
bound copy of the full research report. If you require any further information, please do
not hesitate to contact me. Thank you for your time and consideration in this matter.
Sincerely yours,
ELENITA M. BESINA
MAEd. – CITY UNIVERSITY OF PASAY
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APPENDIX B
32
ENHANCING THE READING COMPREHENSION SKILLS
OF GRADE IV- NARRA THROUGH INTENSIVE READING ACTIVITIES
I. DEMOGRAPHIC PROFILE
Title of the Story: There is a Riot in My Mother’s Sewing Box
Direction: Fill in the information below.
NAME (optional):
___________________________________________________
AGE (last birthday): ______________
Knowledge
1. I can define the meaning of unfamiliar words.
2. I can recall important details from the story read.
3. I can label the parts of the sewing machine.
Comprehension
1. I can describe the characters in the story.
2. I can rewrite the story using the correct
punctuation marks.
3. I can retell the story using my own words
Application
1. I can make predictions and read to see to it if it
was right.
2. I can draw the things found in the sewing box.
3. I can determine the cause- effect relationship.
Analysis
1. I can distinguish reality from fantasy.
2. I can infer the character traits of the characters
from the story read.
3. I can analyze the uses of the sewing tools from
the story read.
Evaluation
1. I can evaluate prior knowledge by completing a
K- W chart.
2. I can conclude of what will happen next base on
the given situation.
3. I can express my opinion by answering an
opinionnaire.
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APPENDIX C
34
A. Tally of the Scores
Male Female
Indicators
4 4
3 2 1 Mean 3 2 1 Mean
Knowledge
Analysis
1. I can distinguish reality from fantasy. 7 5 2 1 3.2 10 5 0 0 3.67
2. I can infer the character traits of the
2 9 2 2 2.73 1 11 3 0 2.87
characters from the story read.
3. I can analyze the uses of the sewing 3 5 3 4 2.47 0 8 5 2 2.4
tools from the story read. 2.8 2.98
Evaluation
1. I can evaluate prior knowledge by 5 5 3 2 2.87 2 8 3 2 2.67
completing a K- W chart.
2. I can conclude of what will happen 2 5 6 2 2.47 0 5 4 6 1.93
next base on the given situation. 1 4 3 7 1.93 0 1 5 9 1.47
3. I can express my opinion by
answering an opinionnaire. 2.44 2.02
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Tally of the Scores According to Age Group
9 10
4 3 2 1 x 4 3 2 1 x
Knowledge
1. I can define the meaning of 4 7 0 0 3.36 7 11 1 0 3.32
unfamiliar words.
2. I can recall important details 1 9 1 0 3 4 12 1 2 2.95
from the story read.
3. I can label the parts of the 2 4 0 5 2.27 5 7 1 6 2.58
sewing machine. 2.88 2.95
Comprehension
1. I can describe the characters
6 5 0 0 3.55 5 12 2 0 3.16
in the story.
2. I can rewrite the story using 4 5 2 0 3.18 4 12 2 1 3
the correct punctuation marks.
1 3 3 4 2.09 2 8 7 2 2.53
3. I can retell the story using my
own words 2.93 2.90
Application
1. I can make predictions and
2 7 0 2 2.82 7 10 2 0 3.26
read to see to it if it was right.
2. I can draw the things found in 1 5 3 2 2.45 5 6 6 2 2.74
the sewing box.
0 3 3 5 1.82 1 5 5 8 1.95
3. I can determine the cause-
effect relationship. 2.36 2.65
Analysis
1. I can distinguish reality from 8 1 1 1 3.45 9 9 1 0 3.42
fantasy.
2. I can infer the character traits 1 6 2 2 2.55 2 14 3 0 2.95
of the characters from the story
read. 2 3 2 4 2.27 1 10 6 2 2.53
3. I can analyze the uses of the
2.76 2.96
sewing tools from the story read.
Evaluation
1. I can evaluate prior
knowledge by completing a K- W 4 5 1 1 3.09 3 8 5 3 2.58
chart.
2. I can conclude of what will 1 5 2 3 2.36 1 5 8 5 2.11
happen next base on the given
situation. 1 2 3 5 1.91 0 3 5 11 1.58
3. I can express my opinion by
2.45 2.10
answering an opinionnaire.
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Tally of the Scores According to Academic Performance
Indicators
4 3 2 1 X 4 3 2 1 x 4 3 2 1 x
Knowledge
0 7 4
1. I can define the
meaning of unfamiliar 0 4 0 0 3 2 11 1 0 3.32 3 3 0 0 3.57
words. 3 1 0 2.75 14 1 2 2.84 4 0 0 3.43
0 4 3
2. I can recall important
details from the story 2 0 2 2 6 0 9 2.26 3 1 0 3.29
read. 2.58 2.81 3.42
3. I can label the parts of
the sewing machine.
Comprehension
1. I can describe the
characters in the story. 3 0 0 3.25 7 11 1 0 3.32 3 3 1 0 3.29
11
2. I can rewrite the story 3 0 0 3.25 4 11 3 1 2.95 3 3 1 0 3.29
using the correct 0
punctuation marks. 1 2 1 2 1 7 6 5 2.21 2 3 2 0 3
3. I can retell the story 2.83 2.83 3.19
using my own words
Application
1. I can make predictions
0 4 0 0 3 7 9 2 1 3.16 2 4 0 1 3
and read to see to it if it
was right. 0 0 4 0 2 4 7 5 3 2.63 2 4 0 1 3
2. I can draw the things
0 1 2 1 2 1 3 5 10 1.74 0 4 1 2 2.29
found in the sewing box.
3. I can determine the 2.33 2.51 2.76
cause- effect relationship.
Analysis
1. I can distinguish reality
2 2 0 0 3.5 11 6 2 0 3.47 4 2 0 1 3.29
from fantasy.
2. I can infer the character 1 2 1 0 3 1 13 4 1 2.73 1 5 01 1 2.86
traits of the characters
0 2 1 1 2.25 1 8 6 4 2.32 2 3 1 2.86
from the story read.
3. I can analyze the uses 2.92 2.84 3.00
of the sewing tools from
the story read.
Evaluation
1. I can evaluate prior
0 3 1 0 2.75 6 6 5 2 2.84 1 4 0 2 2.57
knowledge by completing
a K- W chart. 0 3 1 0 2.75 2 6 5 6 2.21 0 1 4 2 1.86
2. I can conclude of what
will happen next base on
the given situation. 0 1 2 1 2 1 4 3 11 1.74 0 0 3 4 1.43
3. I can express my
2.5 2.26 2.00
opinion by answering an
opinionnaire.
37
COMPUTATION OF VARIANCE
to Gender
38
COMPUTATION OF VARIANCE
to Age Group
Σ x̅2 = Σ x̅ = Σ x̅
Σ x̅ = 13.38 Σ x̅2 = 37.3 Σ x̅2 =36.74
35.98 13.56 =13.49
39
COMPUTATION OF VARIANCE
Academic Performance
40
MEAN PERCEPTION OF GRADE IV- NARRA TOWARDS PROBLEM
TOWARDS READING COMPREHENSION SKILLS
Mean Grade y2
Pupils x2 xy
(x) (y)
3.33 87 11.12 7569 290.058
1
41
T – Test According to Gender
11.20−11.59
t= [(15−1)(25.35)2+ (15−1)(27.07)2] 1 1
[√ ][√ + ]
15 +15 − 2 15 15
−0.39
t=
[(14)(642.62)+ (14)(732.78)] 2
[√ ][√ ]
28 15
−0.39
t=
[(8996.68)+(10258.92)] 2
[√ ][√ ]
28 15
−0.39
t=
[(19255.6)] 2
[√ ][√ ]
28 15
−0.39
t= 2
[√687.7][√ ]
15
−0.39
t = (26.22)(0.36)
−0.39
t= 9.44
t= -0.041
13.99 − 13
t=
[(15 − 1)(39.38)2 + (15 − 1)(34.35)2 ] 1 1
[√ ][√ + ]
11 + 19 − 2 11 19
0.99
t=
[(14)(1550.78)+ (14)(1179.92)] 30
[√ ][√ ]
28 209
0.99
t=
[(21710.92) + (16518.88)] 30
[√ ][√ ]
28 209
0.99
t=
[(38229.8)] 30
[√ ][√ ]
28 209
0.99
t= (1365.35)(0.38)
0.99
t=518.83
t= 0.001
42
ANOVA Table According to Academic Performance
Source of Sum of Degree of
Mean Square F – Ratio
Variation Squares Freedom
Treatment 0.26
S12 = 2
0.26 3–1=2
(between groups) 0.13
S12 = 0.13 F= 0.136
Error 1.64
S22 = F= 𝟎. 𝟗𝟓
12
1.64 15 – 3 = 12
(within group)
S22 = 0.136
Total 1.9 14
Coefficient of Correlation
(𝟑𝟎)(𝟕𝟎𝟗𝟏.𝟓)−(𝟖𝟏.𝟎𝟏)(𝟐𝟔𝟐𝟒)
ɲp =
√[(𝟑𝟎)(𝟐𝟐𝟑.𝟖𝟓)−(𝟖𝟏.𝟎𝟏)𝟐 ][(𝟑𝟎)(𝟐𝟐𝟗𝟗𝟎𝟖)−(𝟐𝟔𝟐𝟒)𝟐 ]
𝟐𝟏𝟐𝟕𝟒𝟓 −𝟐𝟏𝟐𝟓𝟕𝟎.𝟐
ɲp =
√[(𝟔𝟕𝟏𝟓.𝟓)−(𝟔𝟓𝟔𝟐.𝟔𝟐)][(𝟔𝟖𝟗𝟕𝟐𝟒𝟎)−(𝟔𝟖𝟖𝟓𝟑𝟕𝟔)]
𝟏𝟕𝟒.𝟖
ɲp =
√[(𝟏𝟓𝟐.𝟖𝟖)][(𝟏𝟏𝟖𝟔𝟒)]
𝟏𝟕𝟒.𝟖
ɲp =
√[𝟏𝟖𝟏𝟑𝟕𝟔𝟖.𝟑𝟐]
𝟏𝟕𝟒.𝟖
ɲp = 𝟏𝟑𝟒𝟔.𝟕𝟔
ɲp = 𝟎. 𝟏𝟑
43
Simple Linear Regression
ΣyΣ𝐱 𝟐 − ΣxΣxy nΣxy− ΣxΣy
a= b=
nΣ𝐱 𝟐 −(Σ𝐱)𝟐 nΣ𝐱 𝟐 −(Σ𝐱)𝟐
(2624)(223.85)−(81.01)(7091.05) (30)(7091.05)−(81.01)(2624)
a= b=
(30)(223.85)−(81.01)2 (30)(223.85)−(81.01)2
12936.44 161.26
a= b = 152.88
152.88
a = 84.62 b = 1.05
If y = a + bx, then
y = 84.62 + 1.05x
44
References:
https://en.wikipedia.org/wiki/Reading_comprehension
http://local.lsu.edu.ph/institutional_research_office/publications/vol.16no.1/3.html
https://en.wikipedia.org/wiki/Bloom%27s_taxonomy
http://www.academia.edu/9147414/IMPROVING_READING_COMPREHENSIO
N_THROUGH_EXTENSIVE_READING_ACTIVITY_A_Classroom_Action_Rese
arch_for_the_Second_Grade_Students
http://www.eurojournals.com/ejss_12_3_14.pdf
http://findarticles.com/p/articles/mi_hb6516/is_2_246/ai_n32067948/
45
CURRICULUM
VITAE
46
ELENITA M. BESINA
0744 (A) E. Rodriguez Int. St.
Malibay, Pasay City
Elenita.maturan@deped.gov.ph
Cp no. 09176364751
EDUCATIONAL ATTAINMENT
PROFESSIONAL EXPERIENCES:
47
PERSONAL INFORMATION
Date of Birth: November 17, 1981
Age: 36 years old
Sex: Female
Civil Status: Married
Place of Birth: Bontoc, Southern Leyte
Daughter: Gwynne Eleisha M. Besina (10 months old
SEMINARS/TRAININGS ATTENDED:
Conduct of District Wide Learning Action Cells (LACs) for Division of City Schools Pasay,
11/21/2016 12/9/2016
the Roll- out of Early Literacy and Numeracy (ELLN) City
3- Day School- Based Seminar Workshop on the 7/20/2016 7/22/2016 Apelo Cruz Elementary School
Publication of School Paper
Enriching 21st Century Teaching Strategies in Dealing with 6/6/2016 6/10/2016 Apelo Cruz Elementary School
Diverse Learners
The Ultimate Directors Towards the Battle of the 21st 10/26/2015 10/30/2015 Apelo Cruz Elementary School
Century Education
Empowering the Teachers to Meet the Challenges of the 5/25/2015 5/28/2015 Apelo Cruz Elementary School
21st Century Education
48