Department of Education
Region V
Schools Division Office of Camarines Sur
THEME: Teaching and Learning
RESEARCHER/S:
Name: NOEL
R. DAURAN, MAED
Position/Designation:
Master Teacher II
Baya
Elementary School/Ragay District 1
Contact no.:
09472547693
Email
address: noel.dauran001@deped.gov.ph
I.
CONTEXT
AND RATIONALE
One of the fundamental abilities that supports social, emotional, and intellectual growth is reading. Its significance extends to many facets of life, making it a crucial endeavor for both professional and personal development.
Cultivating and encouraging a love for reading from an early age sets the foundation for a child’s overall development. It not only contributes to academic achievement but nurtures a lifelong appreciation for learning and personal growth.The Department of Education (DepEd) actively addressing significant challenges in literacy, particularly in reading comprehension among Filipino Students. While the country boasts a high basic literacy rate (over 90% of Filipinos age 5 and over are able to read and write simple message), there’s a substantial issue with functional literacy, meaning students can technically but struggle to comprehend what they’re read. This highlighted by reports indicating that around 90% Filipino children age 10 cannot read simple text, and nearly 2 million students still have problems meeting their grade level reading comprehension requirements.
In
respond to the Department of Education’s initiatives to strengthen the reading
proficiency of every learner, Bawat Bata Bumabasa (3Bs) by the central office
and RO5’s Bawat Bikolanong Bata Bihasang Bumasa (5Bs) have been introduced.
These have compelled schools to take seriously the problem on poor reading
abilities of learners. School officials and teachers need to collaboratively
work together. Poor resources, conceived doable programs, projects, and
activities that will save children from all sorts of reading problems.
Recent
studies conducted in 2025 underscore the critical need for effective reading
intervention among grade 3 learners in the Philippines, a challenge further
highlighted by a Manila Bulletin report revealing that only 15% of grade 1 – 3
students read at grade level as of July 2025. Addressing this, researchers have
explored various approaches: Tigaronita and Aylo (2025) demonstrated
significant improvements in familiar word reading, oral reading fluency, and
comprehension through a “Reading Engagement Through Parent -Adviser
Collaboration (REPACO) program, emphasizing strong home partnership. Similarly,
Niala (2025) found that “Project e-localized “, which utilized electronic book
and printed localized reading materials, effectively enhanced reading comprehension
in Filipino. Furthermore, Cabangon and Ignacio (2025) proved the efficacy of
story maps in improving reading comprehension among grade 3 learners, even in
online settings. These findings, alongside ongoing initiatives like Iloilo
Provincial Government education reform, signal a concerted to tackle reading
competencies. Several studies have explored effective approaches to enhancing
skills among learners in the Philippines. Tamboong (2025) conducted action
research on improving reading comprehension, which implemented a combination of
peer tutoring and guided reading activities for Grade 4 learners in public
elementary school in Metro Manila. The study reported notable improvement in
both literal and inferential comprehension skills after 12 weeks of
intervention, highlighting that collaborative learning paired with targeted
teacher guidance can effectively address reading gaps among upper elementary
learners. Sambajon et al. (2025) documented significant gains in reading
performance, with posttest score reaching outstanding level when materials were
tied to learners’ interest and local context, providing empirical support for
context specific intervention. Cruz and Santos (2025) investigated the use of
choral reading paired with comprehension checks for grade three students in
Cavite, finding that the collaborative oral practice improved both fluency
rates and ability to retell key text details. Mondigo (2024) found that the
precision teaching approach improved oral reading accuracy and comprehension
for struggling readers using the Phil-Iri as an assessment tool and emphasizing
systematic instruction for foundation skills.In another study conducted by
Bautista (2022) focused on Grade 3 pupils, demonstrating that the
question-and-Answer Relationship (QAR) technique significantly boosted
comprehension score through explicit strategy instruction, confirming the
benefit of structured remediation tailored to developmental levels.
Last July 2025, the researcher was reassigned to Grade 3 following a DepEd memorandum that mandates master Teachers handle primary grade classes. After nearly a decade as a Grade 6 adviser, this shift felt both challenging and purposeful. When I administered the Eosy CRLA for grade 2 learners who would be moving to Grade 3 the following school year, I found that 13 out of 23 of them struggled with oral reading in English and showed substantially low to non-existent comprehension. This gap directly aligns with insight from related studies confirm that while structured instruction boosts foundational skills, many primary learners lag because materials lack ties to their daily lives or community contexts.
II.
ACTION
RESEARCH QUESTIONS
This research initiative aims to assess the
improvement of oral reading with comprehension skill of the grade 3 learners in
English at Baya Elementary School, Ragay District 1 in the second and third quarters
of school year 2026-2027.
Specifically, it will seek to answer the following
questions:
1. What is the level
of English oral reading with comprehension of grade 3 learners of Baya
Elementary School based on assessment result of CRLA pretest
of school year 2026-2027?
2. What is the
learner’s perception of English reading materials, and how do these perceptions
relate to their engagement in reading activities?
3. Is there a significant difference on the oral reading with comprehension level of grade 3 learners before and after employing the intervention?
EXPECTED
OUTPUTS:
1. Enhanced oral
reading Fluency and text comprehension skill among the 13-target grade 3
learners with most progressing from low emerging to reader at Grade level as
measured by posttest of CRLA.
2. Enhanced learner
engagement and connection to English reading through localized materials tied
to Ragay culture, traditions, and daily life, as evidenced by increased
participation in reading activities and ability to link to personal
experiences.
3. Enhanced classroom
instructional practices for teaching oral reading with comprehension, including
a set of adaptable, context driven lesson plans and strategies that can be
shared with other primary grade teachers in the district.
III.
PROPOSED
INNOVATION, INTERVENTION, AND STRATEGY
The
following were proposed Innovation, Intervention, and strategies under this
program.
1. INNOVATION:
One Story A Day – Connect & Read A learner -centered reading innovation
tailored to Grade 3 Sunflower learners linking stories to Ragay’s local life
and peer interaction. Instead of
traditional standalone story reading, One story a day – Connect & Read
Frames each narrative around themes, places, and traditional familiar to
learners in Ragay District 1 (examples, Ragay’s annual anahaw festival, Local
abaca, rice and coconut farming practices, landmark and beautiful scenery. Each
story is paired with a connection task that encourages them to share personal
experiences with the plot, turning reading from a solitary activity into a
collaborative learning opportunity built specifically for the grade 3 sunflower
community.
2. INTERVENTION:
12:30 o’clock Reading Habit – The Sunflower Nest
A
structured intervention built for Grade 3 sunflower to build consistent reading
routines among young learners at Baya Elementary School. The intervention leverages
the school midday break (12:30 – 1:00 a dedicated *reading nest” time creating
a predictable, low-pressure space for daily reading. Based on the feedback from
grade 3 sunflower learners that they feel most relaxed during lunch break, the
goal is to turn reading into an automatic habit rather than a scheduled task,
using environmental cues and positive reinforcement tailored to their age and
community context.
3. Strategy:
READ & GROW – SUNFLOWER LAYERED SKILL BUILDING STRATEGY – A
comprehensive strategy aligned with Baya Elementary School’s improvement plan,
integrating the above innovation and intervention to target multiple reading
competencies for grade 3 sunflower. The strategy aligns “One Story A Day –
Connect and Read with the 12:30 O;clock Reading Habit – The sunflower Nest to
build foundational skills while strengthening comprehension and engagement. It
uses a layered approach tailored to Grade 3 learners’ developmental needs and
Ragay’s priorities.
Key Components
a.
LAYER 1. HABIT FOUNDATION: Daily 12:30 o’clock reading time
focuses on building fluency and comfort with text, using high-interest picture
story.
b.
LAYER 2. CONNECTION & COMPREHENSION: Twice – weekly “One
Story A Day “sessions used localized narrative to teach inferential skills,
with peer circles linking text to real life.
c.
LAYER 3. SKILL APPLICATION: Monthly “Sunflower Story Action Days” for
each Grade 3 learner that track both habit consistency and skill development,
chart features illustration of sunflower that bloom as learner reach goals.
d. STAKEHOLDER ALIGNMENT: Monthly
workshop for Baya Elementary School teachers on integrating local Ragay content
into reading plan, plus parent session held at the classroom or available space
on supporting the 12:30 habit and discussing stories at home in English.
OVERALL MONITORING TOOL: A shared digital/physical dashboard displaying each learner’s progress in fluency, comprehension, and engagement-updated monthly for transparency with learners and parents.
REWARDS & RECOGNITION FOR LEARNERS: Reading Star Sticker customs sticker featuring local icons, Reading Growth certificates customized certificates signed by the school head, “Project Reach Hall of Fame” a wall display with photos of learners and their favorite localized story outputs.
IV. ACTION RESEARCH METHOD
This action research will
employ descriptive methods of research in discussing the answer of the three
questions posted.
a.
Participants
and/or Other Sources of Data and Information
The
participants of the study are the total enumeration of Grade 3 sunflower of
Baya Elementary School which have fall under low emerging and transitioning
level for the Bosy of Comprehensive Rapid Literacy Assessment (CRLA) composed
of 15 boys and 8 girls, the researcher/class adviser, the school principal, the
parents of the learners’ participants and other stakeholders.
|
Male |
Female |
Total |
|
|
|
|
|
|
|
|
b. Data Gathering Methods
For
question number 1: The pre-test/Bosy of CRLA will be collected from the subject
teacher to get the level of oral reading and comprehension level of the
participants of the study. This study made use of a descriptive electronic
method of research in answering the problem on enhancing the oral reading and
comprehension skill of grade 3 learners in Comprehensive Rapid Literacy
Assessment (CRLA). Frequency and percentage of CRLA Bosy is used to determine
the oral reading and comprehension level of grade 3 learners at Baya Elementary
School, Ragay District 1, Ragay, Camarines Sur.
|
Name |
Reading
Level |
Reading
Profile |
|
|
Full refresher |
Low emerging |
|
|
Moderate |
High emerging |
|
|
Light refresher |
developing |
|
|
Grade ready |
Reading at Grade level |
For
question number 2: A checklist on the learner’s
perception of English materials affecting the reading performance is used to
identify the learner’s perception that affect the reading of the learners. This
is answered by the learners during their available time.
|
No. |
Statement |
Strongly agree |
agree |
not sure |
disagree |
Strongly
disagree |
|
1 |
|
|
|
|
|
|
|
2 |
|
|
|
|
|
|
|
3 |
|
|
|
|
|
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|
4 |
|
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|
|
|
|
|
5 |
|
|
|
|
|
|
For
question number 3: The pre-posttest of CRLA
will be collected. A one paired -t-test is calculated comparing the pretest and
posttest Comprehensive of Rapid Literacy Assessment (CRLA) results of the
participants in the experiment conducted by the researcher. It assesses whether
the mean difference between these two sets observation is significantly
different from zero.
|
Name |
Pre-Test |
Post-Test |
||
|
Reading level |
Reading Profile |
Reading Level |
Reading Profile |
|
|
|
|
|
|
|
b.
Data
Analysis Plan
This study will use the result of assessment to
measure the level of Oral reading and comprehension skill of Grade 3 learners
and expedient it through calculating weighted mean. The researcher will use
descriptive method of research to discuss the results of the project. Graphs
and tables will be presented to show the outcomes of the learners as well as
the difference of result during the pre and post-test assessment test.
For
question number 1: To analyze the pre-intervention level in the CRLA, first clarify
that the focus is on establishing baseline status, with posttest data used
solely for comparative reference. Organize assessment data into two key domains
-oral reading and comprehension and categorize pretest scores according to
performance levels defined by CRLA guidelines. Calculate frequency by counting
learners with each category, then compute percentage to standardize the results
for clear interpretation. While the primary emphasis is on pre-intervention
proficiency, a brief comparison to posttest findings can help highlight the
specific gaps the intervention was designed to address. Interpreting the result
of CRLA pre – posttest using frequency percentage is a qualitative way to show
changes in learners reading and comprehension proficiency.
Table 1. Reading and Comprehension level of the learners on CRLA Pre-Posttest.
|
Reading and Comprehension level Pretest Posttest
Frequency Percentage Frequency
Percentage |
|
Low Emerging Reader |
|
Developing Reader |
|
Transitioning Reader |
|
At Grade Level |
Total
For
question number 2: Analyzing learner’s
perceptions of English reading materials and relating this perception to their
engagement in reading activities using perception, frequency, and percentage
involves both quantitative (survey, questionnaires) and qualitative (focus
group) data. This allows me to understand what learners think and how often
they engage and then draw connection between the two.
Table 2. Learner’s perception of English reading materials and how do these perceptions relate to their engagement in reading activities.
Perceptions Frequency Percentage
1. I think English reading materials with colorful pictures
are more fun to read.
2. I find stories about animals easier to understand than
ones about growth up topics.
3. Reading materials with short sentences does not make me
feel confused or tired.
4. I am more interested in English that talk about things
That I do in school or at home.
5. some English materials are too hard because they have
words I can’t say or don’t know.
6. I like English books where I can guess what will happen
next in the story.
7. Big English book are better because words and pictures
are easier to see.
8. stories with funny characters make me want to keep
reading in English.
9. English reading materials with activities or questions
at the end help me remember what I read.
10. English Reading materials feel scarier than those in my first language.
For question number 3:
A paired t-test is used to compare CRLA pretest and posttest has related
baseline and post intervention measurement. First, confirm assumption is met
approximate normality of score differences, independent observation, and
continuous /interval scoring. Organize data by pairing each learner’s pretest
and posttest scores, then calculate individual difference scores. Compute the
t-test using the mean difference, standard deviation of differences, and
standard error, with degrees of freedom equal to the number of participants
minus one. Compare the result to a critical value.
Table 3. CRLA Pre-Posttest Results Difference of the Grade
3 Learners
Pretest Posttest
Measure M SD M SD t
I. ACTION RESEARCH WORK PLAN AND TIMELINES
|
ACTIVITIES |
TIME
FRAME |
PERSON/S
INVOLVED |
MEANS OF
VERIFICATION |
|
PRE-IMPLEMENTATION
PLAN |
|||
|
Step 1: DIAGNOSING – Identifying or defining a
problem |
|||
|
Attend 3-day Training in Action Research writing |
March 4-6, 2026 |
Resource speaker, researcher/participants |
Certificates, attendance, photos |
|
Conceptualize of the study |
April 5, 2026 |
Researcher, school head in charge of research and
development proponent |
Conceptualized action research proposal |
|
Write, edit, action research proposal |
April
6-7 2026 |
Researcher, school head in charge of research
development |
Well written, edited action research proposal |
|
Submit action research proposal for approval |
April 9, 2026 |
Proponent, School Head, Implementers |
Approved action research proposal |
|
Designing/adoption and validation of data gathering
instruments |
April 10 -13, 2026 |
researcher |
Research instrument validated |
|
Coordinate with the School Head on the plan of
conducting pre-assessment on CRLA |
April 19, 2022 |
Proponent, School Head, Implementers |
Letter to School Head |
|
Analyze CRLA pre-test (frequency, percentage,
paired t-test result) |
First week of June 2026 |
Proponent School head Learners |
Result of Bosy CRLA |
|
Identify key gaps: Low oral reading fluency and
comprehension among grade 3 learners and define problem statement. |
2nd week Of June 2026
|
Proponent School head Teachers |
Identified key gaps/defined problem statement |
|
CStep 2: ACTION PLANNING – Considering
alternative courses of action |
|||
|
Consult with the school head regarding the
intention / plan to conduct the research |
June 25, 2026 |
School Head, researcher
|
Minutes of consultation & planning meeting |
|
Evaluate alternative based on feasibility, cost,
and alignment with local context. |
June 26, 2026 |
School Head, researcher teachers |
Minutes of consultation & planning meeting |
|
Consult stakeholders, teachers, school head,
parents to prioritize options |
June 27, 2026 |
School Head, researcher teachers |
Minutes of consultation & planning meeting |
|
Finalize intervention strategy combining small
group instruction and parent engagement initiatives |
June 28, 2026 |
School Head, researcher teachers parents |
Minutes of consultation & planning meeting |
|
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. |
1st week of july 2026
|
Proponent, School Head, Implementers |
Minutes of meeting with the school head and
teachers |
|
IMPLEMENTATION
PLAN |
|||
|
Step 3: TAKING ACTION – Selecting a course of
action |
|||
|
Implementation of Reading Enhancement Initiatives: One
story A Day- Connect & Read, 12:30 O’clock Rading Habit – The Daily Nest”
and Read and Grow – Layered Skill Building Strategy. |
First
week July 2026 |
Proponent,
School Head, Implementers |
Accomplished
research tools |
|
12:30 O’clock Rading Habit 5 minutes of reading gradually increased to 15 mins per
week. Read & Grow Update growth charts (habit tracking) |
Every Monday of the week |
Proponent,
School Head, Implementers learners |
Accomplished
task/activities Updated
growth chart |
|
12:30 O’clock Reading Habit 10 minutes reading session One Story – Connect & Read 45 minutes of session read localized story- introduced
connection task.
|
Every Tuesday of the week |
Proponent,
School Head, Implementers learners |
Accomplished
task/activities Updated
growth chart |
|
12:30 O’clock Reading Habit 10 minutes reading session Read & Grow Practice vocabulary through games |
Every Wednesday of the week |
Proponent,
School Head, Implementers learners |
Accomplished
task/activities Updated
growth chart |
|
12:30 O’clock Reading Habit 10 minutes reading session One Story – Connect & Read 45 mins. Review story share connection task outputs. Read & Grow Introducing comprehension skill |
Every Thursday of
the week |
Proponent,
School Head, Implementers learners |
Accomplished
task/activities Updated
growth chart |
|
12:30 O’clock Reading Habit 15 minutes reading session with optional partner Read & Grow Weekly progress check on growth chart. |
Every Friday of
the week |
Proponent,
School Head, Implementers learners |
Accomplished
task/activities Updated
growth chart |
|
Administered the CRLA Eosy Posttest |
As schedule |
Proponent,
School Head, Implementers learners |
Result
of CRLA Eosy posttest |
|
Step 4: EVALUATING – Studying the consequences of
an action |
|||
|
Conduct
of the first stage of data gathering among student-respondents
|
First week March 2027 |
Proponent,
School Head, Implementers |
Accomplished
research tools |
|
Use of
research tools in analyzing the data gained from the research
|
Second week of March 2027 |
Proponent,
School Head, Implementers |
Analyzed
data from accomplished tools |
|
Step 5: SPECIFYING LEARNING – Identifying general
findings |
|||
|
Analysis
of generated data |
Third Week of – March 2027 |
Proponent,
teachers, School Head |
Research
data and outcome analyzed |
|
Summarize
the findings, conclusion, and recommendation |
Third Week of – March 2027 |
Proponent,
teachers, School Head |
Research
data and outcome analyzed |
|
POST
IMPLEMENTATION PLAN |
|||
|
Prepare and
submit action research write-up |
First week of April 2027 |
Researcher |
Accepted
Action research write-up |
|
Convey
results of the study to the stakeholders for possible benchmarking |
second week of April 2027 |
Researcher
and other stakeholders |
Minutes of
meeting |
|
Research dissemination –
presentation to research forum |
As schedule
|
Researcher and SDRC |
Certificate
as presenter, TO, Communication |
|
Data
Utilization – for SIP/AIP Preparation
and data-based planning for the next round project. |
As schedule
|
Researcher
and other teachers |
Utilized/improved
the strategy/ program used |
II.
COST
ESTIMATES
The
following items will be the details of possible expenses which can facilitate
the implementation of this action research proposal.
|
Activities/Strategies |
Description/Item |
Quantity |
Unit Price |
Total Amount |
|
Preparation of materials for the research and
implementation of innovation/interventions
Data gathering, interpretation of data gathered and
preparation of completed research report |
Colored
sheets- assorted, 8.5”x13” |
2
reams |
400.00 |
800.00 |
|
Bond Paper
(Short) |
5
reams |
250 |
1,250.00 |
|
|
Bond Paper
(Long) |
5
reams |
300 |
1,500.00 |
|
|
photocopy |
|
|
950.00 |
|
|
Internet
service |
3
boxes |
150 |
500.00 |
|
|
TOTAL |
5,000.00 |
|||
Fund
Source: BASIC EDUCATION RESEARCH FUND
III.
PLANS
FOR DISSEMINATION AND UTILIZATION
This
Action research on enhancing Grade 3 English oral reading and comprehension
through Project Reach extends beyond Baya Elementary School to support learners
and educators across Ragay District. Aligned
with the Department of Education’s focus on collaborative, localized literacy
initiatives, findings are shared via school workshops, district meetings, and a
simplified adaptable toolkit-with full details published on
coolteacher28.blogspot.com the researchers website. The work aims to turn
classroom progress into sustained improvement for primary grade literacy. In the initiative, the plans are set as follows:
A. PLANS
FOR DISSEMINATION
The following steps will be used in presenting the research
outputs to stakeholders from the local to the international level
|
ACTIVITES |
TIMELINE |
PERSONS INVOLVED |
BUDGETARY REQUIREMENTS |
MEANS OF VERIFICATION |
|
Share the
results of the research during Division MANCOM |
January 2027 |
Researcher |
Php. 200.00 |
Recorded video presentation of the results of action
research |
|
Publish
in the minimum of regional circulation of publication |
January 2027 |
Researcher |
Php. 1,500.00 |
Proof of publication |
|
Attempt
to publish in an international website |
February 2027 |
Researcher |
Php. 2,000.00 |
Proof of publication |
B. PLANS
FOR UTILIZATION - data utilization will be of
four options. One of them is for its
sustainability plan to ensure continuous implementation of the successful
stories of this project.
|
ACTIVITES |
TIMELINE |
PERSONS INVOLVED |
BUDGETARY REQUIREMENTS |
MEANS OF VERIFICATION |
|
Develop
and implement strategies to ensure future utilization or scale up of
promising results |
January,
2027 |
Researcher |
Php.
500.00 |
Action
research proposal based on the need of the personnel during that moment |
|
Identify
concrete research utilization milestones to be inserted into the
study/project work plan |
February,
2027 |
Researcher |
Php.
1,000.00 |
Finalized
action research proposal based on the need of the personnel during that
moment |
|
3] Appeal
for support from the external stakeholders |
March
2027 |
|
|
Fund
sourcing to properly implement the next plan |
|
4]
Advocacy for the involvement of internal stakeholders |
April
2027 |
|
|
Additional
action research proposals from the personnel |
VII.
REFERENCES
DepEd Order No. 16, s. 2017. Research Management Guidelines.
DepEd Order No. 39, s.
2016. Adoption of the Basic Education Research Agenda.
Division Memorandum No.
132, s. 2022. Division Research Management Guidelines.
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