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Sunday, December 20, 2020
Saturday, January 18, 2020
Action Research Proposal
Freedom Sports Complex, San Jose, Pili,
Camarines Sur
TITLE: Project REACh – Reading
Engagement Activities
for Children: Its Effect on the Performance of Grade
VI-2 Butterfly
RESEARCHER/S
Name: Noel Rellora Dauran
School:
Baya Elementary School
Designation: Master Teacher II
Contact #:09988618102
- CONTEXT AND RATIONALE
The researcher had been
teaching for almost eighteen years. Teaching was his only work After finishing college of education.
Teaching was his means to feed his children of two. A profession, he took with
pride, for him it was more of a calling, an answer for a mission in life. It is
more of a calling because it could not be considered as financially rewarding.
The job was rewarding in terms of the
leaarners being taught and grew right in front of the teachers. Without that,
what was left for a teacher?
Oral reading fluency is one of the five major components of research –
based reading program (National Reading Panel). Reading Fluently refers to the
abiliy to read text with automaticity, accurately, and with good prosody. When
the learners read fluently, they are able to spends less energy on decoding and pronunciation
strategies and focus more on the overall goal of reading – constructing meaning
from text. It has often been found that learners who struggle with comprehension, also
struggle with fluency (Rasinski, 2015)
Oral language lays the foundation for the reading and writing skills
children will develop as they enter and progress through school. They will use
oral language in all aspects of their education, as they connect with their
peers and teachers, and throughout their lives as they grow into adulthood.
Having a solid foundation in oral language will help children become successful
readers and strong communicators as well as build their confidence and overall
sense of well-being (Reeder,2017)
State Think Tank Philippines Institute of Development Studies (PIDS) has
called on the Department of Education (DepEd) to issue clearer instruction to
elementary schools to stop allowing non-readers to graduate. The recommendation
was contained in the study conducted by the PIDS scrutinizing pressure bearing
down on public school teachers and how these impact the quality of basic
education in the country posted in its website.
According to David Bouchard in his
book, the Gift of Reading, “Literacy is not for the chosen few. It is the right
of every child. Teaching children is not the responsibility of the chosen few,
it is responsibility of every teacher, every administrator, and every parent”
In school year 2019 – 2020, I was
reassigned as the adviser of Grade 6 -2 butterfly class of Baya
Elementary School. When I conducted the Philippine Informal Reading Inventory (Phil-IRI) during the the first quarter (June 2019), I found that 19 out of 30
learners in my class did not read well orally and still falls under frustration
level. This prompted me to find a way to make oral reading easy for the slow readers
through Project REACh (Reading Engagement Activities for Children).
It is along with these contentions that the proponents decided to put
forward an action research that involves reading activities and strategies to
improve the oral reading performance of grade VI-2 Butterfly, which in turn
will increase the performance level of the learners in Philippine Informal
Reading Inventory (PHIL-IRI) at least from frustration to instructional level.
- ACTION RESEARCH QUESTIONS
This action research
initiative aims to assess the effectiveness of Project REACh in improving the
oral reading performance level of Grade VI-2 Butterfly in English at Baya Elementary
School, Ragay District in the second and third Quarters of S/Y 2019-2020
Specifically, it will seek to answer the following
questions:
1.
What is
the oral reading performance of Grade VI-2 Butterfly of Baya Elementary School based on assessment result
of Philippine Informal Reading Inventory for the first Quarter of school year
2019-2020?
2.
What is
the level of effectiveness of Project REACh in improving the oral reading performance level of
learners?
3.
What is the effect of
Project REACh on the oral reading performance
level of the learners?
EXPECTED OUTPUT:
1. Improved
oral reading performance level of the Grade 6 learners from frustration to
instructional in the second and third quarters of s/y 2019-2020.
2. Increase listening, speaking, reading, writing
skills and vocabulary
3. Assists learners with phrasing, rate inflection, and
pause
4. Provides opportunity to reflect on text and calls attention to word meaning
5. Motivates reluctant readers.
6. Enrich the remedial reading strategies skills of the teachers
7. Allows for practice in public speaking.
- PROPOSED INNOVATION, INTERVENTION, AND STRATEGY
The following were the
proposed Innovation, Intervention and strategies under Project REACh:
1. Script
Selection - Before the week begins,
choose a script or prepare one based on a text. Make copies for the group,
three or more for each members.
2. Reader’s
Theatre – This will be done every Monday.
discuss
the purpose and procedures for Readers’ play with the class/group. Assign
learners parts by having them volunteer. Practice needs to be done aloud and
also silently. On
Tuesday, Wednesday, have learners practice their parts in class, on their own,
in their groups, and at home.This activity can also be done during center time
or as part of remedial period.
3. Paired (or partner) reading – the learners read with a
peer partner. Each partner takes a turn reading to the other. A more fluent
reader can be paired with less fluent to model fluent reading. The more fluent
reader can provide feedback and encouragement to the less reader.
4. Choral
reading – in choral, or unison reading, learners read along as a group with a
teacher.
5. Culminating
Activity - Friday is performance
day. Learners can read/perform their scripts for an audience of classmates,
parents, or even the principal. Remember, this is not a performance based on
memorization. They are reading the script they have practiced over the week.
6. Word Wall – is a collection of words which are
displayed in large visible letters on a wall which designed to be an interactive
tool for learners and contain an array of words that can be used during
reading.
IV.
ACTION
RESEARCH METHODS
This action research
will employ the Descriptive method of
research to answer the problems being encountered. This design is effective
because it will answer the oral reading performance of the learners before the
implementation of the project, the level of effectiveness of the project and
the effect on oral reading performance of the learners after the project has
been implemented.
a.
Participants
and/or Other Sources of Data and Information
The participants of the study are the total enumeration of the
Grade VI-2
Butterfly of Baya Elementary
School, Ragay District, Division of Camarines
Sur, composed
of 17 male and 16 female who were administered the Philippine
Informal Reading
Inventory (Phil-IRI).
b.
Data
Gathering Methods
The researcher will use the
descriptive method of research through quantitative method. The data of the
oral reading performance level before the implementation of the project will be
based from the Phil-IRI Group screening test which was undertaken 1st
week of July at the same year. The researcher will use sampling technique-
total enumeration to address the problem and enhance the level of oral reading
performance level of learners who are already in the instructional level and
will craft a researcher made form to summarize the results. Furthermore, the
researcher will also provide a survey questionnaire using the Likert – 5point rating
scale to determine the level of effectiveness of the project to be implemented.
The intervention will be measured through the assessment results of the reading
activities. A researcher –made form will also be given for post results and
will measure the effect of the project on the oral reading performance level of
the learners. Basically, all the learners will be the respondent even the ones
who are in instructional and independent level so that they can also improve
and enhance their oral reading performance.
c.
Data
Analysis Plan
The
study will use the result of assessment to measure the level of effectiveness
in improving the oral reading performance of Grade VI-2Butterfly learners and
expedient it through weighted mean. The researcher will use descriptive method
of research to discuss the result of the project. Graphs and tables will be
presented to show the outcomes of the learners as well as the difference of
results during the pre and posttest assessment test.
The gathered data will be
presented, analyzed and interpreted based on the sequence of the action
research questions. The following statistical tools will be used in the
interpretation and analysis of the data.
Mean Percentage Score. This statistical data will be utilized to
measure the oral reading performance level of the Grade VI learners based on
the Phil-IRI Test.
The following formulas will be used
to get the data needed.
1. Compute the level of the learner in oral reading using
this formula.
Oral
Reading Score: the number of words – number of miscues
Number of words
|
2. Identify the overall reading ability of the learner in
word recognition using the table below:
Word Reading
|
Reading
Profile per passage
|
Independent
|
Independent
|
Independent
|
Instructional
|
Instructional
|
Instructional
|
Instructional
|
Frustration
|
Frustration
|
Frustration
|
Frustration
|
Frustration
|
3. To identify the oral reading level of the learner, use
the following criteria.
Oral Reading Level
|
Word Reading Score
In %
|
Independent
|
97-100%
|
Instructional
|
90-96 %
|
Frustration
|
89 – and below
|
Weighted Mean.
This will be used to determine the level of effectiveness of project REACh in
improving the oral reading level of the Grade VI-2 Butterfly learners of Baya
Elementary School.
Scale/criterion
|
Descriptor
|
|
5
|
Highly effective
|
Substantially agree on the statement/indicators
|
4
|
Effective
|
Clearly agree on the statement/indicators
|
3
|
Moderately effective
|
Satisfactory agree on the statement/indicators
|
2
|
Not effective
|
Disagree on the statement /indicators
|
V.
ACTION RESEARCH WORK PLAN AND TIMELINES
ACTIVITIES
|
TIME
FRAME
|
PERSON/S
INVOLVED
|
MEANS
OF VERIFICATION
|
||
PRE-IMPLEMENTATION PLAN
|
|||||
Attend the Division Training Workshop on Action Research and Innovation and District Action Research Training Workshop and Mentoring
|
July 17,
2019
|
District Research and Development Coordinator, School
head -In-Charge of Research, Public School District Supervisor
|
Submitted
draft action research proposal
|
||
Step 1: DIAGNOSING –
Identifying or defining a problem
|
|||||
Conduct
Assessment on Oral Reading as baseline data
|
1st
week
of July
2019
|
School head
Teacher
Learners
|
Result
of the assessment
|
||
Step 2: ACTION
PLANNING – Considering alternative courses of action
|
|||||
Consult
with the school head regarding the intention / plan to conduct the research
|
3st
week
July
2019
|
School Head,
|
Minutes
of consultation & planning meeting
|
||
Submit
action research proposal for approval
|
August 19, 2019
|
Researcher
|
Approved
action research proposal
|
||
Inform
both the teachers and the administration of the study to be conducted—its
nature and target output; solicit the group’s commitment to support the
conduct of the research.
|
3rd week of
August 2019
|
School
head
Teachers
researcher
|
Minutes
of meeting with the school head and teachers
|
||
IMPLEMENTATION PLAN
|
|||||
Step 3: TAKING
ACTION – Selecting a course of action
|
|||||
Implementation
of the intervention Project WARD
1.
script selection
2.
Readers’ Theater
3.
paired (or partner) reading
4.
choral reading
5.
culminating activity
6.
word wall
|
1st
Quarter of 2019
|
School head
Teachers
researcher
|
Monitoring
and Evaluation Form
|
||
Step 4: EVALUATING
– Studying the consequences of an action
|
|||||
Conduct of the
first stage of data gathering among student-respondents
|
1st week
Of Dec.2019
|
Accomplished
research tools
|
|||
Use of research
tools in analyzing the data gained from the research
|
2nd week of Dec. 2019
|
researcher
|
Analyzed data from
accomplished tools
|
||
Step 5: SPECIFYING
LEARNING – Identifying general findings
|
|||||
Analysis of
generated data
|
3rd
Week of – Dec. 2019
|
researcher
|
Research data and
outcome analyzed
|
||
POST IMPLEMENTATION PLAN
|
|||||
Prepare and submit
action research write-up
|
4th
week of – Dec, 2019
|
Researcher
|
Accepted Action
research write-up
|
||
Convey results of the
study to the stakeholders for possible benchmarking
|
4th week of Dec. 2019
|
Researcher and other
stakeholders
|
Minutes of meeting
|
||
Research dissemination – presentation to research forum
|
As
schedule
|
Researcher
|
Certificate as presenter,
TO, Communication
|
||
Utilization / improvement of
the studied innovation in the succeeding school year
|
As
schedule
|
Researcher and other
teachers
|
Utilized/improved the
strategy/ program used
|
||
VI.
COST
ESTIMATES
The following items will be the details of possible
expenses which can facilitate the implementation of this action research
proposal.
1ST
TRANCHE
|
|||||
Activities/Strategies
|
Item
|
Quantity
|
Unit price
|
Total Price
|
|
Preparation of
materials for the research and implementation of innovation/interventions
|
Special paper
|
2 reams
|
160.00
|
320.00
|
|
Laminating film
|
2 reams
|
438.00
|
876.00
|
||
Ball pen, folder,cartolina,
|
200.00
|
||||
Internet service
|
2 pcs
|
500.00
|
1,000.00
|
||
Printing and reproduction
|
2 set
|
500.00
|
1,000.00
|
||
Keyboard
|
1 pc
|
604.00
|
604.00
|
||
TOTAL
|
4,000.00
|
||||
2nd
TRANCHE
|
|||||
Data gathering,
interpretation of data gathered and preparation of completed research report
|
Colored sheets-
assorted, 8.5”x13”
|
1 ream
|
152.00
|
152.00
|
|
Bond Paper (Short)
|
1 ream
|
130.00
|
130.00
|
||
Bond Paper (Long)
|
1 ream
|
130.00
|
130.00
|
||
Internet service
|
12 hrs.
|
16.00
|
188.00
|
||
Printer reset
service
|
1
session
|
400 per reset
|
400.00
|
||
TOTAL
|
1,000.00
|
||||
GRAND TOTAL
|
5,000.00
|
||||
Fund
Source: BASIC EDUCATION RESEARCH FUND
- PLANS FOR DISSEMINATION AND UTILIZATION
Research
Dissemination Plan – The proponent will
present the result of this action research to school head and to stakeholders
during conferences, meetings and assemblies upon completion of this task. If given the chance to present the results of
this action research during international, national, regional, division and
school research forum/conferences.
Data Utilization Plan
– data from this initiative will be used in crafting project proposal which
will form part of the 2019 and 2020 Annual Implementation Plan, School
Improvement Plan and school policy formulation.
- REFERENCES
Doroin, Josephine C. (2018). Work and Financial Plan and
Cost Estimates Template for SDO Deped Camarines Sur Research Proposal.
Bondo,
Victoriana P., David, Rochella C., Gueco, Alma B., Lansangan, Lyn V., Manabat,
Edgar L., Tamayo, Irelyn P., Macaspac,
Imelda P., Action Research Made Easy, Lorimar Publishing Inc.
Submitted by:
NOEL R. DAURAN
Master
Teacher - 2
Noted:
ALMA C.
AGUIRRE
Elementary School
Principal
EVA TIPAY JR. BADONG, Ph.D
Schools District Supervisor
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