Title No.

1: RESEARCH WRITING ABILITY OF SENIOR HIGH SCHOOL LEARNERS

IN BUGALLON DISTRICT: BASIS FOR PAPER SCAFFOLDING

Rationale

In the K to 12 Curriculum, academic writing is now a vital part of the continuous

summative assessments in most academic courses in the Senior High School. Senior

High School students are required to present write-ups of scientific inquiry process, draft

experiments, business concepts, marketing ideas, essay on current social issues,

critique papers, project plans, livelihood projects and other such summative

assessments. More so, transparent in the Curriculum Guide for Senior High School is

the inclusion of the subjects Practical Research 1 – Qualitative Research, Practical

Research 2 – Quantitative Research and Inquiries, Investigations and Immersion that

require Senior High School students to master research writing and that Senior High

School teachers are indebted to discuss it in a more creative and interesting way. But

soon after the opening of classes, teachers would often observe that the previously

thrill-filled classroom is painted with boredom, passiveness and lack of interest and

motivation when they start teaching the rigors of research paper writing. It is also

observed that Senior High School students, when given a topic on research writing, are

not confident and are unsettled to further the writing activity itself. Sometimes, it is the

reason of not being able to advance in terms of subject accomplishments that may lead

to getting a failing grade in a specific subject.

To give more emphasis, specified in the DepEd Memo No.39, s.2016, the

Department of Education adopts the enclosed Basic Education Research Agenda which

provides guidance to DepEd and its stakeholders in the conduct of education research

and in the utilization of research results for planning, policy and program development.
Relative to this, Cruz (2013) surmised, supposed that starting 2018, no student will be

admitted to college without having satisfied the College Readiness Standards (CRS).

The CRS specifies, for example, that incoming freshmen should already be able to

“write a research paper in English of at least 1,000 words, with proper documentation of

all sources showing critical thinking about a contemporary issue. These two

requirements clearly raise the bar for senior high school graduates. They should be

ready to handle college-level courses without having to worry about their ability. Dalisay

(2011) further inferred that it must be a good idea, to begin with what is inescapable.

That is the Philippine education, there is no escaping class, not for any writer, not for

any kind of writing and in that sense, it could be a trope, that the one thing that one

cannot ignore is the task of research writing, especially in English. It is conclusive to say

that the government is in its abounding intention to promote research and deemed its

full implementation in the context of the educational system as disclosed by the

programs and mandates of the Department of Education intensified in the school’s

division.

Undeniably, research writing in the K to 12 curriculum demands the utilization of

paper scaffolding which shall provide a temporary linguistic tool to assist students as

they organize their expository writing. Sibal (2017) echoed this observation when she

stressed how scaffolding assists students in moving to levels of language performance

they might be unable to obtain without this support. Moreover, Sibal underscored that In

order for students to take ownership of knowledge, they must learn to rework raw

information, use details and facts, and write.

 To this end, Sevilla (2017) claimed how writing has been given great emphasis in

the Philippine educational system since the teaching and learning of English as a

Second Language (ESL) support the aim of enhancing the English competence of

Filipino learners. Authorities agree that writing is one of the highest forms of academic

skills for it reflects a person’s level of language competence, concept development, and

abstraction.

However, Valdez (2015) argued that writing is a complicated process primarily

because it requires a combination of skills. Writing relies on good fine motor functions,

visual-motor planning, attention, sequencing, thinking, memory, and knowledge of

grammar, sentence structure, vocabulary and the purpose of writing. With this nature of

writing, many are convinced that writing is a complex task. It is the most difficult of the

language abilities to acquire; more so, if the language to be used is considered a

second or a foreign language. Thus, students are faced with difficulties in writing that

they try to avoid the task for they find it a struggle. It is in this context that this study is

hereby proposed. It shall look into the research writing ability of the senior high school

learners in Bugallon District during the school year 2019 – 2020.

Statement of the Problem

This study shall determine the research writing ability of the senior high school

learners in Bugallon District during the school year 2019 – 2020.

Specifically, this study shall answer the following questions:

1. What is the profile of the senior high school students in Bugallon District in terms of:

a. age

b. sex
 c. strand

d. first language spoken at home

2. What is the level of research writing ability of the senior high school learners in terms

of:

a. punctuation

b. grammar

c. word choice

d. citation

e. paraphrasing

f. organization

3. What are the difficulties encountered by the senior high school learners in writing

research reports in terms of:

a. content and ideas

b. organization

c. vocabulary and word choice

d. language use

e. formality and objectivity

4. What scaffolding strategy can be developed in order to improve the research

writing ability of the senior high school learners?

Title No. 2: READING COMPREHENSION OF SENIOR HIGH SCHOOL STUDENTS
IN BUGALLON DISTRICT

Rationale

The future success of children lies in the ability to read fluently and understand

what is read. Undeniably, reading has become an area of concern among the Filipinos

in the past decade. The quick and continuous decline in the amount of time Filipinos

spend on reading has been mainly observed among its youngest readers. Such decline

has been attributed partly by the National Endowment for the Arts in 2004 to the surge

of electronic media such as the worldwide web, video games and portable digital

devices.

The manner by which Filipinos receive information today would give credence to

a remark that has once been made about us not being a nation of readers but, a nation

of storytellers. It would seem that ours is a culture of oral history passed on not through

the written word but by word of mouth. Information we receive today are sourced out

mainly from the television (62 percent) and the radio (57 percent). Moreover,

newspapers and magazines are read by only 47 percent and 36 percent of the

population respectively, based on a survey conducted by the government in 2003.

Literacy improvement is a high priority of the DepEd and the national

government. In this vein it became imperative under the leadership of the former DepEd

Secretary Br. Armin A. Luistro FSC to assess the reading ability of the students. This

stems from the fact that reading serves as the foundation of all academic learning. The

former secretary underscored that it will be a constant struggle for pupils who fail to

master basic reading skills at the outset to successfully get through other disciplines.

Consequently, this will deprive them of the opportunity to become literate and
productive individuals. A student’s success or failure in school is in part determined by

his or her ability to read. This necessitates that students form the habit of reading to do

well in all subjects. Indeed, a student who is a good reader has a better opportunity for

greater achievement in class.

It is no wonder then that, where performance of students in the National

Achievement Test is concerned, Dr. Yolanda Quijano, head of the DepEd’s Bureau of

Elementary Education, underscored reading problems as the main culprit for the

students’ poor performance in the said test. Performance of San Fabian National High

School in English in the 2016 National Achievement Test was also not satisfactory. So,

how does one increase his/her reading skills to ensure their academic progress is not

hampered? There are certainly many methods but as any erudite and well-read person

will recommend, nothing beats simply reading a lot at the earliest possible age.

Based on DepEd Memo No. 143, series of 2012, teachers are still required to

accomplish the students’ individual reading profile and consolidate reports for the

schools profile. This also takes to task the teachers in coming up with a reading

program to address the reading deficiencies of the students. More than just addressing

the diagnosed reading deficiencies, the reading program in the process and in the long

run, purports to up the reading level of the students. This necessitates that the most

critical elements of the reading program for it to be effective include the right kind and

quality of instruction and the right level of intensity. Fluency is vital for students to

develop effective reading comprehension skills. Readers lacking fluency spend

excessive time decoding, leading to less short-term memory available for

comprehension . Students need to be able to decode well, in order to comprehend the

text. Likewise, regular independent reading time must be provided for the students to

practice the strategies. As pointed out by Dr. Michael Pressley, “Reading becomes

better with practice, and comprehending becomes better with more reading practice”.

It is in the above-stated context that this study is hereby proposed. It shall look

into the reading comprehension of senior high school students in Bugallon District this

school year 2019-2020.

II. Statement of the Problem

This study seeks to look into the reading comprehension of senior high school

students in English in Bugallon District for the SY 2019 – 2020.

Specifically, the study seeks to answer the following questions:

1. What is the profile of the senior high school students based on the English PHIL-

IRI result in terms of

a. Independent

b. Instructional

c. Frustration

2. What is the level of the reading comprehension ability of the senior high school

students based on the results of the teacher-made test along:

a. Literal Comprehension

b. Interpretative

c. Critical Evaluation

d. Creative
 3. Is there a significant relationship between the variables under problem number

1 and the variables under problem number 2?

4. What appropriate intervention material in reading can be developed for the senior

high school students?

Research Methodology

Descriptive-developmental research method with the use of a survey

questionnaire as the data- gathering instrument shall be employed in this study. A

descriptive study searches for factual data to substantiate an existing truth (Calderon,

2003). Moreover, the aim of is to determine and describe the nature of a thing by

deciphering its parts by means of collecting data on, and describing in a systematic

manner, the characteristics, features or facts about a given population. This study shall

utilize the descriptive method to enable the analysis of the profile and the reading level

of the students as well as their relationship.

After the data are gathered, these shall be subjected to the corresponding

statistical treatment to arrive at answers to the specific problems.

In answering question number 1, the learners’ reading profile shall be based on

the results of the PHIL- IRI.

The reading comprehension ability of the Grade senior high students based on the

results of the reading inventory were determined using Mean Percentage Score. The

formula is :

MPS = M/HPS x l00

Where:

MPS = is the mean percentage score

 M = is the mean

HPS = is the highest possible score

Pearson – r correlation shall be used to determine the significant relationship

between the variables in problem number 1 and the variables in problem number 2.
 Title No. 3: SCAFFOLDING STRATEGIES IN IMPROVING THE READING
COMPREHENSION OF GRADE 11 GENERAL
ACADEMIC STRAND STUDENTS

Rationale

The future success of children lies in the ability to read fluently and understand what is

read. Undeniably, reading has become an area of concern among the Filipinos in the past

decade. The quick and continuous decline in the amount of time Filipinos spend on reading has

been mainly observed among its youngest readers. Such decline has been attributed partly by

the National Endowment for the Arts in 2004 to the surge of electronic media such as the

worldwide web, video games and portable digital devices.

The manner by which Filipinos receive information today would give credence to a

remark that has once been made about us not being a nation of readers but, a nation of

storytellers. It would seem that ours is a culture of oral history passed on not through the written

word but by word of mouth. Information we receive today are sourced out mainly from the

television (62 percent) and the radio (57 percent). Moreover, newspapers and magazines are

read by only 47 percent and 36 percent of the population respectively, based on a survey

conducted by the government in 2003.

Literacy improvement is a high priority of the DepEd and the national government. In this

vein it became imperative under the leadership of the former DepEd Secretary Br. Armin A.

Luistro FSC to assess the reading ability of the students. This stems from the fact that reading

serves as the foundation of all academic learning. The former secretary underscored that it will

be a constant struggle for pupils who fail to master basic reading skills at the outset to

successfully get through other disciplines. Consequently, this will deprive them of the

opportunity to become literate and productive individuals. A student’s success or failure in

school is in part determined by his or her ability to read. This necessitates that students form the
habit of reading to do well in all subjects. Indeed, a student who is a good reader has a better

opportunity for greater achievement in class.

It is no wonder then that, where performance of students in the National Achievement

Test is concerned, Dr. Yolanda Quijano, head of the DepEd’s Bureau of Elementary Education,

underscored reading problems as the main culprit for the students’ poor performance in the said

test. Performance of Polong National High School in English in the 2015 National Achievement

Test was also not satisfactory. So, how does one increase his/her reading skills to ensure their

academic progress is not hampered? There are certainly many methods but as any erudite and

well-read person will recommend, nothing beats simply reading a lot at the earliest possible age.

Based on DepEd Memo No. 143, series of 2012, teachers are still required to

accomplish the students’ individual reading profile and consolidate reports for the schools

profile. This also takes to task the teachers in coming up with a reading program to address the

reading deficiencies of the students. More than just addressing the diagnosed reading

deficiencies, the reading program in the process and in the long run, purports to up the reading

level of the students. This necessitates that the most critical elements of the reading program

for it to be effective include the right kind and quality of instruction and the right level of intensity.

Fluency is vital for students to develop effective reading comprehension skills. Readers lacking

fluency spend excessive time decoding, leading to less short-term memory available for

comprehension . Students need to be able to decode well, in order to comprehend the text.

Likewise, regular independent reading time must be provided for the students to practice the

strategies. As pointed out by Dr. Michael Pressley, “Reading becomes better with practice, and

comprehending becomes better with more reading practice”.

It is in the above-stated context that this study is hereby proposed. It shall look into the

influence of scaffolding strategies as intervention in improving the reading comprehension of

Grade 11 General Academic Strand students this school year 2019-2020.

II. Statement of the Problem

This study seeks to improve the reading comprehension of Grade 11 General Academic

Strand students in English with the use of scaffolding strategies for the SY 2019 – 2020.

Specifically, the study seeks to answer the following questions:

1. What is the mean score of Grade 11 GAS students in Pretest on reading comprehension

before the intervention ?

2. What is the mean score of Grade 11 GAS students in Posttest on reading

comprehension after the intervention ?

3. Is there a significant difference on the mean scores of Grade 11 GAS students on

reading comprehension before and after using the scaffolding strategies?

Research Methodology

This study shall employ the quasi-experimental design. The mean scores during the

Pretest and Post-test will be computed. Thus, the results of the Pretest using the teacher-made

test will be used as the initial data to determine the reading comprehension level of Grade 11 –

GAS students before the intervention. Post-test (teacher made test ) will be administered again

to the subject cases at the end of the study to find out students’ progress in reading

comprehension as the final data after using the Scaffolding Strategies as intervention.

After the data are gathered, these shall be subjected to the corresponding

statistical treatment to arrive at answers to the specific problems.

To answer sub-problem number 1 on the reading comprehension level of the respondents

based on the result of their pretest before the intervention and sub-problem no. 2 on the reading

comprehension level of the respondents based on the result of their posttest after the

intervention, the mean will be computed.

 The t-test will be used as statistical tool to determine the significant difference on the

mean scores of the pretest and posttest using the scaffolding strategies in improving the

reading comprehension of Grade 11 GAS students.

The researcher will use Microsoft Excel Data analysis and electronic calculator to ensure

the accuracy in the analysis of the data gathered.

Proposed Title 3: LITERACY AND COMPETENCE IN COMPUTER TECHNOLOGY OF
SENIOR HIGH TEACHERS IN BUGALLON DISTRICT: BASIS FOR
COMPUTER LITERACY PROGRAM

Rationale

The implementation of the K to 12 Curriculum brings into focus a new

perspective of the Filipino learner. As Bro. Armin Luistro, DepEd Secretary pointed out,

“Ang bagong Pilipino – higit sa pagiging maka-tao, maka-Diyos, maka-bayan, at maka-

kalikasan ay kailangang magtaglay ng kasanayan at pananaw na angkop sa 21st

century.” The K to 12 Curriculum is focused on the learner’s acquisition of the 21st

century skills such as Learning and Innovation skills which take into scope creativity and

curiosity, critical thinking, problem solving, and risk-taking, adaptability, managing

complexity and self-direction and higher-order thinking and sound reasoning. This calls

for making learning and meaning-making multimodal. Learning and meaning is made

through oral, written, visual, audio, tactile, gestural, and spatial. All these will be

possible when reflected in the very learning environment of the students and in the

pedagogy used by the teachers in aid of instruction.

Undeniably, computers today play a big role in education especially in developing

countries like the Philippines. According to Casiano (2007) computer has a capability for

administrative and managerial users, namely: easing enrolment procedures, preparing

transcript of records, recording grades, paying school fees, and others as well as for

teaching purposes. Moreover, it has given way to the development of multimedia which

is creating an exciting and very real interactive learning environment.

According to Senator Pangilinan, three to four out of five teachers lacked

knowledge in using computers (Philippine Star, 2013). In a survey research with an

overall goal of determining ICT preparedness of teachers stated that the literacy of

teachers in using word processor software is about 63. 27% while the second is internet

browsing with 33.91%. The third is using spreadsheet application, 13.64% and other

software application is quite below at 10% (Manzano, 2011). Also, DepEd estimates

that that only three out of seven schools have teachers who are computer literate

(Luistro, 2010).

Being computer literate gives the learner an opportunity to excel in rapidly

changing environment in technology. According to Reynolds (2007), computer literacy

means being knowledgeable about the capabilities of hardware and software and

understanding how computers and the internet can enhance students’ educational

experiences.

The government and the education department has come up with plans and

programs for computer literacy of learners as well as teachers. According to Carandang

(2010), Senator Angara urged the Aquino administration to legislate an integrated

computer education. He also proposed the creation of the Board of Computer

Education. The proposed board will promote the Build-Operate-Transfer (BOT) scheme

of the program., which is facilitating the computer literacy training of teachers. Angara

also urged to integrate computer subjects in private and public schools from elementary

up to high schools; providing materials and equipment to be used in implementing

computer literacy. They made laws and bills like House Bill No. 632 introduced by

Senator Escudero (2003), an act that integrated a computer education program into the

educational system and for other purposes, for pursuing the objectives in achieving

goals for better quality education.

 In schools some books used by the teachers have additional information and

useful links that can be accessed in the internet. There are times that the researcher

integrates academic subjects for the hands-on activity of students in their computer

subject. If the teachers know how to use computer and its applications, it will be easy for

them to understand the advantage of being computer literate. Also, students will realize

that the computer is only for fun and entertainment but for their own benefit. According

to Carlson and Gedio (2012), educational technology is not and never will be

transformative on its own. It requires teachers who can integrate technology into the

curriculum and use it to improve students’ learning. Teachers are the keys to how

technology is used appropriately and effectively.

To date the senior teachers in public secondary schools in Bugallon have still to

undergo or conduct even an informal basic computer training. This fact along with the

aforecited data inspired the researcher to look into the computer literacy program of

public secondary schools in Bugallon for the senior high school teachers in keeping

with the trend on technology-integrated instruction in the K to 12 program. This study

looks into how a computer literacy module for the teachers can harness the power of

technology in bringing about trained senior teachers and improving students’

achievement in public secondary schools in Bugallon this school year 2019 – 2020.

In view of the researcher’s intention to contribute to the furtherance of

Information Communications Technology in public secondary schools in Bugallon, the

study aims to assess the computer literacy of the public senior high school teachers in

Bugallon and consequently the influence of the computer literacy module in improving

teachers’ computer proficiency and bringing about technology-integrated instruction.

The results of this study shall serve as basis and guide the researcher into formulating

and planning a training module on computer literacy program for senior teachers.

Statement of the Problem

This study aims to assess the computer literacy of the public high school senior

teachers in Bugallon and consequently the influence of the computer literacy module in

improving teachers’ computer proficiency and bringing about technology-integrated

instruction.

Specifically, it aims to answer the following questions:

1. What is the profile of the public high school senior teachers in Bugallon in terms

of:

a. age;

b. sex;

c. position

d. highest educational attainment;

e. number of years of teaching experience

f. computer trainings attended

2. What is the level of computer literacy of the teachers in terms of

a. Microsoft WORD

b. Microsoft EXCEL

c. Microsoft Powerpoint

d. Microsoft Publisher

e. Internet Use

3. What is the status of the provision of technology in the school in terms of adequacy of
instructional technology/facilities?

4. What is the level of effectiveness of improved computer literacy/proficiency in terms

of teachers’ output?

5. What training module can be developed in order to improve the computer literacy or

proficiency of the public high school senior teachers in Bugallon?

RESEARCH METHODOLOGY

Research Design

This study shall utilize the descriptive-developmental method of research. It

shall describe the level of computer literacy of the public high school senior teachers in

Bugallon. It also shall utilize developmental method as it proposes to develop tutorial

sessions on computer use in aid of improving their competence in using it in instruction

and management of records.

Statistical Treatment of the Data

Data gathered from the respondents shall be treated with appropriate statistical

measures.

1. To answer problem number 1, the profile of public high school senior teachers

in Bugallon District shall be determined through the use of frequency counts and

percentage. The formula is :

P= fx/n x l00

Where:

P = is the percentage

fx = is the percentage
 n = is the number of cases

2. To interpret the responses of the respondents, the researcher shall use the ratings

below with its descriptive equivalent.

Degree of Responses Range of Value Descriptive Equivalent

5 4.16 – 5.00 Expert

4 3.33 – 4.15 Proficient

3 2.5 – 3.22 Sufficient for basic tools only

2 1.67 – 2.49 Very Limited Ability

1 0.84 – 1.66 No Ability

To determine the status of the provision of technology in the school in terms of

adequacy of technology tools/resources, average weighted mean shall be used.

To interpret the responses of the respondents, the researcher shall use the

ratings below with its descriptive equivalent.

Degree of Responses Range of Value Descriptive Equivalent

5 4.16 – 5.00 Highly Adequate

4 .33 – 4.15 Adequate

3 2.5 – 3.22 Moderately Adequate

2 1.67 – 2.49 Not Adequate

1 0.84 – 1.66 No Provision

To determine the level of effectiveness of improved computer literacy in

terms of teachers’ output, average weighted mean shall be used.

 To interpret the responses of the respondents, the researcher shall use the

ratings below with its descriptive equivalent.

Degree of Responses Range of Value Descriptive Equivalent

5 4.16 – 5.00 Highly Effective

4 3.33 – 4.15 Effective

3 2.5 – 3.22 Moderately Effective

2 1.67 – 2.49 Least Effective

1 0.84 – 1.66 Not Effective