OPTIMIZING GRAPHIC ORGANIZERS TO IMPROVE LEARNERS’ READING

COMPREHENSION

MIRANDA, JONATHAN E.

Institute of Graduate Studies

Collegio De Dagupan
Arellano St., Dagupan City

Master in Education-Major in Educational Leadership

NOVEMBER 2019
Colegio de Dagupan

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 COLEGIO DE DAGUPAN

Approval Form

In partial fulfillment of the requirement for the degree Master in Education completed
practicum paper entitled “Optimizing Graphic Organizers to Improve Learners’ Reading
Comprehension”, prepared by Jonathan E. Miranda is hereby endorsed for approval.

Jojo Ramirez Jose

Adviser

This is to certify that the completed practicum paper mentioned above submitted by
Jonathan E. Miranda has been examined and approved on November 2019 by Oral Examination
Committee.

FELIZA ARZADON-SUA,Ed.D.
Chairman

REYNALD JAY F. HIDALGO, Ph.D.

Member

APPROVED and ACCEPTED as a partial fulfilment of the requirements for degree of

Master in Education-Major in Educational Leadership on _____________
a grade of _______________.

FELIZA ARZADON-SUA, Ed.D.

Dean

Arellano Street, Dagupan City, Philippines 2400

(075)522-2405♦ (075) 522-0143 ♦ Fax: (075) 522-3629
www.cdd.edu.ph

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 ABSTRACT

Jonathan E. Miranda, “Optimizing Graphic Organizers to Improve Learners’

Reading Comprehension,” Master in Education, Colegio de Dagupan, Arellano Street, Dagupan
City, Pangasinan, Philippines, November 2019.

Adviser: Jojo R. Jose

“A picture is worth a thousand words.” In a modern-day classroom, learners are surrounded

by visual imagery through textbooks, notice boards, television, videos, or computers. Many High
School classrooms are filled with colorful pictures and photographs. However, it is unclear how –
or if - these images impact the High School English learners who are developing reading
comprehension.

This study aims to determine the effectiveness of Graphic Organizers in improving the
reading comprehension of the Grade 7 learners in English in Lokeb Sur National High School,
Malisiqui, Pangasinan. This study was an experimental research designed to determine the effects
of Graphic Organizer as a predictor of learners’ reading comprehension in English. The pre-test
and post-test control group design was considered appropriate for this study.
The respondents of this study involved the forty-three (43) learners in the Lokeb Sur
National High School, Malasiqui, Pangasinan. currently enrolled for school year 2019-2020.
Twenty-one (21) of the respondents were male and twenty-two (22) were female. The subjects of
the study were belonging to a single class and they are few.
The pre-test result revealed that there were only five Grade 7 students scored within the
range or scale of 50% and above. This result proved that most of the Grade 7 English students have
a problem in terms of their reading comprehension. As to their posttest after the implementation
of graphic organizer as the intervention strategy, the result revealed that no one among the
respondents scored within the range or scale of 0-24% after the implementation of the intervention
program, graphic organizer and there were thirteen (13) Grade 7 students of Lokeb Sur National
School scored within the range of 90-100% which denotes that they are already highly proficient.
The posttest result proved that graphic organizer is effective in improving and enhancing the
learners’ reading comprehension and critical thinking skills of the Grade 7 students in English.

After the three months of the implementation of the graphic organizer teaching strategy
and after the administration of the post-test, the Grade 7 students improved their performance as
manifested on their post-test scores or result. The hypothesis stating that no significant difference
between the test scores of the students was rejected.

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 Table of Contents

Page
Title Page……………………………………………………………………………… i
Approval Form………………………………………………………………………... ii
Abstract……………………………………………………………………………….. iii
Acknowledgment………………………………………………………………..…… iv
Dedication…………………………………………………………………………….. v
Table of Contents………………………………………………………………..……. vi
List of Table...………………………………………………………………………… viii
List of Figures.………………………………………………………………………… ix
Chapter
1 INTRODUCTION…………………………………………………… 1
Background of the Study………………………………………….….. 1
Conceptual Framework..…………………………………………….… 12
Statement of the Problem………………………………….……….… 14
Hypotheses…………………………………………………………… 15
Significance of the Study…………………………………….………. 15
2 METHODOLOGY………………………………………….………. 17
Research Design…………………………………………….……….. 17
Sources of Data………………………………………………………. 18
Instrumentation and Data Collection………………………….…..…. 18

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 Tools for Data Analysis……………………….……………………… 20
3 RESULTS AND DISCUSSIONS…………………………………… 23
Pretest Result of Grade 1 Students in Values Education…………….. 23
Post-Test Result of Grade 1 Students in Values Education…………… 25
Difference Between Pre-test and Post-Test Results in Values Education 28

4 SUMMARY, CONCLUSION AND RECOMMENDATIONS …... 30

Summary………………………………………………………….…… 30
Conclusion………………………………………………………….…. 32
Recommendations………………………………………………….… 32

Bibliography…………………………………………………………..……………… 35
Appendices
A Letter to Conduct Action Research……………………..…………………. 37
B Parent Letter and Permission Form………………..………….………,,,,… 38
C Pre-test and Post-test Results…………………………………………..……. 39
D SPSS Paired-Samples T Test Result…….……………………………….… 41

F Daily Lesson Log………………………………………………………….. 43

G Pre-Test…………………………………………………………………….. 47
H Post-Test …………………………………………………………………….. 55
I Documentations……………………………………………………………… 51
J Curriculum Vitae………………………………………………………..… 58

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 List of Table
Title Page
Table 1 Difference between Pre-test and Post-test Results in Science……….. 28

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 List of Figures
Title Page
Figure 1 Paradigm of the Study………………..………………………..….…. 13
Figure 2 Pre Test Result of Grade 7 Students in Science..…..…..…….……… 23
Figure 3 Post test Results of Grade 7 Students in Science..............................… 25

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