ENHANCING THE READING COMPREHENSION SKILLS
OF GRADE III LEARNERS THROUGH
VIDEO-EXPLAINER LESSONS
An Action Research Proposal
Presented to
the Division Research Committee
Through the
Planning, Policy and Research Division
San Fernando City, La Union
By
ELOISA A. RIVERA
Master Teacher I
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I. CONTEXT AND RATIONALE
Education on the onset of the year 2020, has been hounded by challenges
brought about by the Covid 19 pandemic. The traditional system of face to face
education has took a paradigm shift to the new normal of education which becomes
the opportunity of change, and innovation in our educational system.
The present COVID-19 pandemic has brought extraordinary challenges and has
affected the educational sectors, and no one knows when it will end. Every country is
presently implementing plans and procedures on how to contain the virus, and the
infections are still continually rising. In the educational context, to sustain and
provide quality education despite lockdown and community quarantine, the new
normal should be taken into consideration in the planning and implementation of the
“new normal educational policy”. (Tria, 2020)
New Normal is often heard nowadays all over the country as a result of the
pandemic that is going on now. According to Ceniza (2020). There is a lot of “new
normal” that took place in every daily routine, on jobs, on every government process
and in education. Moreover, “new normal” breaks the norms that people have lived
by. In the daily human routine, “new normal” means to wear face mask every time
people go out. In government, everything must first be done through online.
The Philippine Educational System has been traditional for years but it gradually
changing to cater the demands of the new generation. As a matter of fact, before this
“new normal” came to light, teachers and learner are already using the internet,
computer and other technologies in education. But the difference lies between
having a face to face class and now in “new normal” classes are done virtually or
through modular learning.
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The Department of Education introduced 3 modalities of how learnings shall be
delivered in “new normal”. These are Distance Learning, Blended Learning, and
Homeschooling respectively. (https://portal.edukasyon.ph/blog/bts)
Distance learning is just the same social distancing we’ve been doing since the
start of the pandemic –In this method of learning, the teachers and the students are
geographically apart from each other during the instruction of classes. There are
three types:
Online distance learning is virtual instruction using the internet and various
technologies and platforms like DepEd Commons (free access for Globe and Smart
subscribers!), Google Classroom, Schoology, etc.
Modular distance learning allows learners to use self-learning modules (SLMs).
With technology and internet connectivity being an issue for many students, DepEd
will be providing printed modules. However, to save on costs, DepEd is discouraging
students with gadgets from getting learning modules (using online instead), and has
mentioned the possibility of sharing printed modules.
TV or radio-based instruction was accessible via local DepEd-partnered cable
TV, TV and radio stations. DepEd so far has 2 TV channels available for its learning
modality and they’ve even tapped broadcast journalists Jessica Soho, Korina
Sanchez, and Karen Davila to train teachers for TV programs.
Moreover, blended Learning is a learning also a kind of a learning modality.
Bended just means using a mix or combination of those methods, whether face-to-
face (once appropriate) with modules, online, DepEd Commons or TV/radio. It’s
actually been part of the Philippine education system for decades now but will be
more common while the pandemic remains a threat.
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With these new normal in education, we cannot hide the fact, that there are
many learners who are having a difficulty in learning their lessons. The road to
modular learning seems to be bumpy for this the learners who are still not capable to
read, write and comprehend on their own yet. And the reality that parents or
guardians of these still struggling kids are also illiterate makes the situation harder.
The bigger problem we have is modular learning will not work to some of the
pupils because aside from they can’t read and comprehend on their own, their
parents are also not capable of guiding them .This is a common concern in the
community as the school opening approaches. Parents even resorted before letting
their children skip the school year.
It is apparent that reading is an important skill to engage in the different
learning areas and any type of undertakings. Even in face to face learning, schools
are facing a very crucial problem on reading comprehension of the learners. Based
on the results of the National Assessment of Educational Progress (NAEP), reading
comprehension is lagging behind the improvement in mathematics over the past two
decades. (Philippine Education, 2015).
In addition, continuing activities geared toward reading was conducted by
public and private schools. As early as pre-elementary years, difficulties in reading
usually begins and pupils who did not master reading skills by third grade will
continue to fall behind their peers and probably never catch up without the right
interventions.
Similarly, Department of Education’s Literacy Coordinating Council OIC Dina
Ocampo (2014) states that it is through literacy that one is empowered to interact in
his community and realizes his worth, what he can do and eventually make him do
things that contribute in sustainable development of his society.
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In line with this, the Department of Education continues to address its literacy
thrust on its aim to make every Filipino child a reader by Grade Three and have
mastery of the literacy skills at his/her level. This is reflected in the different
programs and policies of the department such as the ECARP, DEAR, ARALL, and
NO READ, NO MOVE policy.
Another program is the ELLN (Early Language Literacy and Numeracy) which
focuses on capacitating the Kindergarten to Grade 3 teachers and instructional
leaders on a basic knowledge and pedagogical skills in literacy and numeracy and in
establishing and managing a school based mentoring/learning partnership program
as a mechanism for continuous professional development of teachers/mentors,
teachers/mentees, school managers and instructional leaders and an avenue for
teachers to listen to storytelling and read aloud activities from the best storytellers
through the School Based Action Cell, per DepEd Order No. 12 series 2015.
Moreover, there are programs like literacy instruction which provides 1) in
depth orientation on literacy as foundational tool to help the learners acquire the
competencies required in every content area; 2) enhance competence to strengthen
the teaching of advanced skills of comprehension and analysis; and 3) intensify
literacy practices in and out of the classroom to close achievement gaps and
promote a learning culture.
These problems in reading became serious through the years. Nowadays,
teachers need to adapt to the new normal education. Teachers are expected to
design efficient and effective synchronous and asynchronous learning activities for
continuous engagement status.
It is also observed in the individual inventory monitoring plan that some of the
modules were not answered properly because of problems in reading
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comprehension, the learners were having a hard time to comprehend the lessons in
the modules. For the total of 29 Grade III-R learners, 20 of them were listed in the
individual monitoring plan due to difficulty in reading comprehension.
The above situations motivated the researcher to enhance the reading
comprehension skills of the Grade III learners through Video Explainer Lessons.
II. ACTION RESEARCH QUESTIONS
The study aims to enhance the reading comprehension skills of the Grade III
learners through Video Explainer Lessons
Specifically, it will answer the following questions:
1. What is the reading comprehension level of Grade III learners before and after
using the intervention?
2. Is there a significant difference between the reading comprehension level of
the Grade III learners in the pretest and posttest before and after using the
intervention?
III. PROPOSED INNOVATION, INTERVENTION AND STRATEGY
The innovation of teaching strategies was continuous in the delivery of quality
instruction. The La Union School Division Office launched the preparation of TEACH
(Teaching ALL Children)-Explainer video clips to easily guide the learners, parents
and guardians and teachers in the use of Self Learning Modules (SLM). This is an
inspiration to the intervention that the researcher will be using in the improvement of
the reading comprehension of the Grade III learners.
By using the video-explainer lessons in reading comprehension, the teacher can
keep students engaged in new and innovative ways.
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Here are some five ways video lessons can have a powerful impact on teaching
learning. (Umayam 2020)
Engagement: Studies have shown that video learning has positive outcomes
on multiple levels, including increased motivation and deeper learning, and
can specifically impact students’ ability to facilitate discussions and identify
problems.
Effectiveness: Video learning is effective on both sides of the classroom;
educators can use it to create time and space for active learning. Once a
video is created, it can be reused and updated as needed, leaving more time
in the classroom for live discussions and engagement with students.
Authenticity: A compelling 2016 study by the Online Learning Consortium
found that video helped educators build and foster authentic relationships with
students.
Inspired Thinking: Visual cues combined with audio play a huge role in the
comprehension and retention of new material. Forrester Research analyst
James McQuivey claims one minute of video equals approximately 1.8 million
written words. Thus when video is used, students are forced to think critically
when introduced to complex content.
Video For All: Video can help address this gap in training by giving teachers
the opportunity to teach students at their own pace. Students can rewatch a
video multiple times in order to gain and retain learning material. And
captions, for example, enable deaf students to read the video.
The researcher will utilize the video-explainer lessons as an intervention material.
The video will be made using different stories prescribed in the Most Essential
Learning Competencies (MELC) prescribe in English 3 K-12 Basic Education
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Program. It includes different kinds of stories that test their reading comprehension
skills
The videos will contain with stories with reading comprehension questions
answering literal questions like the question what?, when?, where? and who?. Then
the second part were stories with inferential questions like how? and why?. It will be
validated by the 5 Master teachers and key teachers in the District who were trained
by TEACH-VIDEO explainer lessons for its Quality assurance.
The conduct of the intervention will be conducted during the third quarter.
Since home visitation is not allowed, the teacher will conduct it through online by all
possible means. Each learner will be given time to watch the video-explainer lessons
in reading comprehension through online like the Facebook group, messenger, and
other social media if necessary. Data in the LESF (Learners Enrollment and Survey
Form) reveals that the 20 learners can access the videos through mobile data or Wi-
Fi connections, 11 of them has smartphones, 5 have tablets and 4 have netbooks
which they can used to access the videos. The teacher will ask also parents help in
the conduct of the intervention through a letter of agreement and consent signed by
them to conduct the intervention.
Parents will also be asked to document the activity proper through pictures
and video of their child doing the activity with their consent. The teacher will also
extend her help through monetary support in order for the learners to access the
internet through mobile data particularly in the absence of Wi-Fi-connection.
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IV. ACTION RESEARCH METHODS
a. Participants and/or other Sources of Data and Information
The researcher will use the quasi-experimental one group pretest and posttest
design. This design determined the casual relationships by applying a treatment or
condition to one group and comparing the outcome (Creswell, 2014). The 20 Grade
III learners will be the respondents of the study of school year 2020-2021. They
were the identified participants of the study because they were the learners who are
listed in the Individual Monitoring Plan, and they needed most the Intervention
Material as to improving their ability in reading comprehension.
b. Data gathering methods
The reading comprehension level of Grade III learners will be determined
using a comprehension test in English lifted from the Phil-Iri manual. The test will
not be subjected already to scrutiny and validation since the material was already
prescribed by the Department of Education. The test material will be used in
conducting the pre-test and post test is not the same because the pre-test and post-
test material in the Phil-Iri manual was not the same. The learners were given fifty
(50) minutes to answer the test. The teacher will ask the parents help in conducting
the test. The parents will take like pictures and videos for documentations purposes.
c. Data Analysis Plan
The data will be gathered, collated, and tabulated and will be subjected
to statistical analysis and interpretation using the appropriate statistical tools. The
data will be treated using the percentage, frequency count, mean and T-test. The
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frequency of correct answer, mean score and percentage range will be subjected to
the following categorizations (Soriano et.al 2018)
VALUE STATISTICAL DESCRIPTIVE EQUIVALENT RATING
RANGE
5 9-10 Advanced/mastered
4 6-8 Proficient
3 4-5 Practiced
2 2-3 Needs Practice
1 0-1 Struggling
To determine the significant difference of the pretest and posttest, a t-test will
be utilized.
V. ACTION RESEARCH TIMELIMES
Deliverable/s Activity/ies Time
Frame
1.Research *Making of Reading of research November
Proposal introduction materials like journals, 20,2020
books, action research
studies and theses and
dissertations related to
the study
*Formulating the Analyzing the students November
statement of the weaknesses in the 20, 2020
problem individual inventory plan
*Making of the *Reading of statistics November
Research books 25, 2020
methodology *Surfing in the internet
2.a Instruments *Browsing Phil-iri *Lifting the pretest in the December
package s.y. 2019- Phil-IRI package 1-January,
2020 *Ask the parents help in 2021
10
conducting the PHIL-IRI
test
b. Initial Findings .*Conducting the *Reproducing the test February 1,
prettest materials to be used in 2021
the pre-test
c. Intervention *Crafting of the *Collecting of reference Mach 1,
Materials video-explainer materials 2021- April
activity videos in *Surfing in the internet 1, 2021
reading *Collecting stories,
comprehension reading materials for the
Reading
Comprehension Activit
*Ask the help of the ICT
experts / teachers
(Quality Assurance
Team in the District)
c. Utilization of * Utilization of *Ethical Standards in April 1,
Video- Explainer Video- Explainer the Utilization of 2021-May 1
Activity Videos in Activity Videos in Proposed Intervention 2021
Reading Reading Materials (3rd quarter)
comprehension comprehension
e. Final Findings *Conducting the *Administering the post May 1-15,
posttest test of the instrument to 2021
the Grade V learners
*Interpretation of the
result
d. Interpretation of *Findings and Interpretation of the May 15,
results discussions result 2021- June
15, 2021
3. Final Copy of the *Finalization of the *Proof reading June 2021
Action Research manuscript *Editing
*Printing of the
materials
*Binding
4. Dissemination of *Disseminating the July 2021
Results *Dissemination results to the
proper respondents, teachers
and parents
VI. COST ESTIMATES
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Item/s of Estimated
Deliverable/s Activity/ies Expenditures Cost
1.Research *Making of Reading of *Internet fee Php1, 000.00
Proposal introduction research
materials like
journals, books,
action research
studies and
theses and
dissertations
related to the
study
*Formulating Analyzing the *Internet fee Php 500.00
the statement students
of the problem weaknesses in
the individual
inventory plan
*Making of the *Reading of *Internet fee Php2,500.00
Research statistics books
methodology *Surfing in the
internet
2.a Instruments *Browsing Phil- *Lifting the Internet Fee Php 2000.00
iri package s.y. pretest in the Printing Fee Php 1100.00
2019-2020 Phil-IRI package
*Ask the parents
help in
conducting the
PHIL-IRI test
b. Initial .*Conducting *Reproducing *Internet fee Php2000.00
Findings the pretest the test *Printing fee Php1000.00
materials to be *1 ream Php170.00
used in the pre- Coupon
test *ink cartridge Php1,800.00
(black)
*ink cartridge Php1,800.00
(colored)
*Black ink
*Colored ink
c. Intervention *Crafting of the *Collecting of *Internet fee Php 170.00
Materials video-explainer reference * Fare in Php 2000.00
activity videos materials going to the
in reading *Surfing in the place of the
comprehension internet Validators
*Collecting
stories, reading
materials for the
12
Reading
Comprehension
Activity
*Ask the help of
the ICT
experts /
teachers
c. Conducting *Conducting Photocopying of *Printing of Php 2170.00
the Study the study materials the
instruments
d. Utilization of * Utilization of *Ethical *Internet fee Php 5000.00
Video- Video- Standards in the *Mobile Data
Explainer Explainer Utilization of
Activity Videos Activity Videos Proposed
in Reading in Reading Intervention
comprehension comprehension Materials
e. Final *Conducting *Administering *Printing of Php 1500.00
Findings the posttest the post test of the
the instrument manuscript
to the Grade III *Binding of Php1,200.00
learners the final copy
*Interpretation of the Php 1090.00
of the result manuscript
(hard bound)
d. *Findings and Interpretation of Snacks and Php 3000.00
Interpretation discussions the result meals of the
of results participants
TOTAL COST Php 30.000
VI. PLANS FOR DISSEMINATION AND UTILIZATION
ACTIVITIES OBJECTIVES STRATEGIES PERSONS TIMELIN RESOURCES SUCCESS
RESPONSIB E INDICATO
LE R
Disseminati To Present the District July Copies of the The
on of disseminate results of the Supervisor 2021 Manuscript teachers,
Results the results to study to the Principal learners
the parents, parents, Teachers parents
teachers and teachers and Learners and
learners learners Parents communit
through during online Community y
online meeting, and stakeholde
meeting, seminars, LAC stakeholder rs will be
seminars, LAC sessions and s informed
sessions and other forms of and
other forms of communicatio involved
communicatio ns online about the
ns online results of
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the study.
Inform the
parents about
the
performance
of the
learners in
reading
comprehensio
n
Inform the
learners of
their
strengths and
weaknesses
Sharing of To share the Distribute the District August Copies of the Schools
the intervention validated Supervisor 2021 Intervention will be
Intervention materials to explainer School Materials given
Materials all schools in lessons with Head (Validated copies of
Bauang North the Teachers video the
District permission of Parents explainer interventio
the PSDS to all lessons in n materials
the schools in reading
Bauang North comprehensi
District on
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REFERENCES:
A.Books
Creswell J,W (2014). Research design; qualitative and mixed methods approaches.
Singapore;Sage Publications Asia Pacific Curriculum Development Center.
Kuala Lumpur Malaysia
B. Readings
Phil-IRI package v.1 sy. 2019-2020
Philippine Education Act of 2015
Education Endowment Foundation. (2014). Reading at the Transition. Interim
Evidence Brief. Durham University. Education Endowment Foundation
C. Journals
Soriano E. M. et al. (2018) Improving the beginning skills in English of Less Skilled
Readers of Padang Primary Schools through Music Approach
Tria, J. T. (2020). The COVID-19 Pandemic through the Lens of Education in the
Philippines: The New Normal. Catuanduanes State University.
Umayam C. M (2020). The Importance of Videos for Teaching and Learning · Giving
Compass
D. Electronic Materials
A Face of education under the new normal. Herald Express Contributor retrieved at
https://www.baguioheraldexpressonline.com/ on November 24, 2020
Ceniza, M L. (2020). How does “new normal” looks in Philippine Education System?.
retrieved at https://www.researchgate.net/publication on November 26, 2020
Early Language Literacy and Numeracy (ELLN) retrieved at
https://www.deped.gov.ph/wp-content/uploads/2020/06/ELLN.pdf on January 27,
2021
National Center for Education Statistics. (2012). National Assessment of Education
Progress: Reading Assessments 1992-2011. retrieved from
http://nces.ed.gov/pubs2012/2012045_5.pdf#page=85 on November 25 2020
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Challenges and opportunities in education under the new normal retrieve at
https://businessmirror.com.ph/2020/08/24/challenges-and-opportunities on
November 19, 2020
Covid-19: What does the 'new normal' mean? Retrieved at
https://www.thestar.com.my/lifestyle/health/2020/05/21/covid-19-what..on November
15, 2020
‘New normal’: Fun family bonding activities to try at home ... retrieved on November
17, 2030 at https://www.philstar.com/lifestyle/health-and-family/2020/04/30/..
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