USING GRAPHICS, VIDEO CLIPS AND LOCALIZED STORIES: ITS EFFECT ONTHE

READING COMPREHENSION LEVEL OF ENGLISH VI PUPILS IN SAN ISIDRO

ELEMENTARY SCHOOL

AN ACTION RESEARCH

Conducted by:

GEMMA M. TABASA

Through the Grant Facility by the

BASIC EDUCATION RESEARCH FUND (BERF)
of the Department of Education
Region VI (Western Visayas)

December 2017
 iii

Acknowledgment

The author of this action research is immensely pleasured to be associated with this
project. The research study would not have been possible without the approval and funding from
the Basic Education Research Fund (BERF).
It is in this context that the researcher would like to express her endless gratitude and
appreciation to the following God-sent people who in one way or another have been a part in
the preparation and completion of this book:
Dr. Dobie P.Parohinog, CES (CID) for helping the author to have nice research title;
Mrs. Edna R. Ayon, Senior Education Program Specialist for Planning and Research of
the Division of Aklan and the adviser of the author on her research, for her encouragement,
suggestions, guidance and for sharing her wisdom;
Dr.Kyzil D.Lipar,Education Program Specialist in English, the critic, for her patience and
untiring efforts in going over for the improvement of the write- ups of the study;
Dr.Mary Cherry Lynn M. Dalipe, the Education Program Specialist in Science, for her
untiring efforts in giving the researcher’s insights for their queries also for checking her final
outputs;
Prof. Stephen G. Tabasa, her spouse, for helping her in formatting the research
proposal;
Ms. Pearly Gem M. Tabasa and Jannah Gem M. Tabasa, her daughters, for helping her
in the statistical analysis;
The Head Teacher and the Teaching Staff of San Isidro Elementary School for their
prayers and moral support;
Above all, to the Almighty Father, for His blessings, wisdom and patience to endure this
educational endeavour;
To them, the completion of this book is humbly dedicated.

G.M.T.
 iv

Abstract

“Using Graphics, Video Clips and Localized Stories: Its Effect on the Reading
Comprehension Level of English VI Pupils in San Isidro Elementary School”

by

Gemma M. Tabasa

Through the Financial Support Provided by the

BASIC EDUCATION RESEARCH FUND (BERF) of the

Department of Education
Region VI (Western Visayas)

This study aimed to determine the use of graphics, video clips and localized stories and its
effect on the reading comprehension level of English VI in San Isidro Elementary School in the
District of Ibajay East, Division of Aklan for the SY 2017-2018. The participants were the 46
pupils of Grade 6. During the pre-test, the researcher used the stories taken from the book of
Grade 6 Developing Reading Power and patterned in the Philippine Informal Reading Inventory
(Phil -IRI) in silent way of reading. While in the post-test the researcher used graphics, video
clips and localized stories same procedure of Phil-Irri silent way of reading.
Each story is followed by comprehension questions categorized as literal, interpretive and
applied. In the pre-test, using the reading selection and following the Phil IRI style, result
revealed that there is a lower mean results. While in the post test, with the use of graphics, video
clips and localized stories, result revealed that it obtained a higher mean results. The tests
indicate further that there is a significant difference between the scores of pre-test and the
scores of posttest. The survey questionnaires were administered to gather information from 46
pupils of Grade 6 in San Isidro Elementary School. Study showed that the most answered in
reading as study habit of the pupils were sometimes read a book especially story books, seldom
and never in read a book every night and do their homework/ assignment and project. Only few
answered always in doing their homework/assignment and projects. In behavior most of the girls
answered they like to read a book especially story books, others answered they just read for
learning while the boys most answered is they just read for learning, others answered they like
to read a story books. In learner’s motivation, educational facilities that motivates their interest
in reading, the girls most answered were reading story books, textbooks and computers/
multimedia. The boys has common answers they have been motivated in computers/ multimedia
and textbooks. There reading preference were greatly influence by their teachers, parents,
friends/ peers and advertisements/ media.
 v

Table of Contents

Title Page

Title Page i

Certificate of Acceptance ii

Acknowledgment iii

Abstract iv

Table of Contents v

List of Tables vi

Context Rationale 1

Innovation, Intervention and Strategy 2

Action Research Question 3

Action Research Methods

a. Participants and/or other Sources of Data and Information 3

b. Data Gathering Methods 4

c. Ethical Issues 5

Discussion of Results and Reflection 6

Dissemination and Advocacy Plan 11

References 16

Appendices 17

Financial Report 32
 vi

List of Tables

Tables Title Page

1 Innovation, Intervention, and Strategy 2

2 Level of reading comprehension before 6

and after the use of graphics, video clips

and localized stories

3 Difference on the level of reading 7

comprehension in terms of speed reading

before and after the intervention

4 Strategies 12

5 Action Plan 13

6 Work Plan 15
 vii

LIST OF FIGURES
 1

Using Graphics, Video Clips and Localized Stories: Its Effect on the Reading
Comprehension Level of English VI Pupils in San Isidro Elementary School

Context and Rationale

Reading is a process in which the reader decrypts the symbols and

understands the words in order to derive the meaning. Reading has many purposes. One

main purpose is to gain knowledge. Through reading, you can also acquire another

language. Reading is also a means of escape and travel to another world.

Classrooms across the nation experience frustration every day because of

reading comprehension issues of their pupils. These pupils don’t possess adequate

reading comprehension skills to do what is expected of them. Pupils parrot words on a

page all day long but if they don’t have the necessary comprehension skills they will not

be able to make predictions about what will happen next, monitor their understanding of

the content, sequence or characters, clarify confusing parts of the text, or connect what

they’re reading to their own experience or prior knowledge. And that is what true

comprehension is all about. Without comprehension, reading is simply following words on

a page from left to right while sounding them out. The words on the page have no meaning.

That’s why reading comprehension skills are important. Without them the reader cannot

gather any information and use it to efficiently function and enjoy the richness of life.

In order to address our problem 2with the weak reading comprehension skills of

our Grade VI pupils of San Isidro Elementary School of Ibajay East District, this action

research will be conducted to improve the reading comprehension level of pupils using

graphics, video clips, and localized stories to attain and improve quality of learning.

Using Graphics, video Clips and Localized Stories as a means of changing the

traditional ways of teaching and learning process of reading. The pupils were interested
 2

on the teaching and learning process especially in the reading activity prepared by the

researcher. Pupils became attentive and showed focus on the activity.

Table 1: Innovation, Intervention and Strategy

Innovation Intervention Strategy

Meeting with parents Parents and teachers agree on
and Teachers the conduct of study regarding
the Impact on the Reading
comprehension Level of English
6 pupils.
During the meeting, the parents
were told by the teacher that
some of the pupils have low
reading comprehension in
English 6.

Meeting with the pupils Pupils were called one by one Pupils readsone by one to know
and let them read some basic who are the slow readers
sight words

Giving Pre-Test –Silent Pupils were given a reading The grade 6 pupils of SIES took
Reading using the Phil IRI selection individually and let the Pre-test patterned the
style them read silently. Following the procedures of the Phil IRI in a
Phil IRI guide. silent way of reading passages.

After reading, the teacher The pupils answered the

gathered the reading selection questions silently by choosing
materials and they were given a the correct in each item.
questionnaires to be answered.

Giving of Post-test by Used of Graphics, video Clips

Post Test Introducing the use of video
clips, graphics
and localized story.
Using Graphics, video Clips and
Localized Stories as a means of
changing the traditional ways of
teaching and learning process of
reading.
and Localized Stories
The pupils were interested on
the teaching and learning
process especially in the reading
activity prepared by the
researcher. Pupils become
attentive and showed focus on
the activity.
 3

Research Questions

This study aimed to determine the effect of graphics, video clips and localized

stories to the reading comprehension level of English VI pupils of San Isidro Elementary

School for School Year 2017 – 2018.

Specifically, the study answered the following questions:

1. What is the status of reading comprehension level of pupils before and after the use of

graphics, video clips and localized stories in terms of:

1.1. Speed Level;

1.2 Comprehension Level; and

1.3 Reading Level?

2. Is there a significant difference in the reading comprehension level of the pupils when

graphics, video clips, and localized stories were introduced?

3. How effective is the use of graphics, video clips, and localized stories in the reading

comprehension level of the pupils?

Action Research Methods

Sampling

The participants were the 46 Grade 6 pupils of San Isidro Elementary School. They

were purposively chosen as the participants of this study.

Purposive sampling (also known as judgment, selective or subjective sampling) is

a sampling technique in which researcher relies on his or her own judgment when

choosing members of population to participate in the study. It is a non-probability sampling

method and it occurs when “elements selected for the sample are chosen by the judgment
 4

of the researcher (K. Black. 2010) retrieved from https://research-

methodology.net/sampling-in-primary-data-collection/purposive-sampling/.

Data Gathering Methods

The study utilized the pre-test – apply intervention plus post-test design. There

were instruments used in gathering the data. The stories were taken from the grade 6

Developing Reading Power patterned from the Philippine-Informal Reading Inventory

(Phil-IRI) way of silent reading rules during the pre-test. Each story is followed by

comprehension questions categorized as literal, interpretive and applied. In using of video

clips, graphics and localized stories during the posttest following the Philippine-Informal

Reading Inventory (Phil-IRI) way of silent reading rules to determine the speed and

comprehension of the pupils.

It is said that an instrument is valid if it measures what it intends to measure and

reliable if the instrument when administered many times to the same group of participants

and yield the same result or even more than.

The threats to validity were considered. Effects of maturation were prevented by

conducting the research in the shortest possible time, while that of mortality were

addressed by conducting home visitation, designing an engaging class, and creating a

child friendly environment. Giving of rewards/ token such as pencil, ribbons, and candies

to sustain the attendance and add motivation to the participants.

The intervention was implemented after the pre-test on the 3rd week of June, 2017. Post-

test was given August of the same year.

 5

Ethical issues

The researcher made sure that keen attention and due respect be given to the

respondents. Since the respondents were all minors, parental consent were gathered

before the onset of the study. Respondents’ identity, test result and survey answers were

kept with confidentiality.

 6

Discussion of Results and Reflection

Results/Findings

Table 2. Status of reading comprehension before and after the use of graphics,

video clips and localized stories.

Variable Frequencies for Use of Reading Selection Phil IRI Type Survey Data
Total sample size, n=46

Male Female
Gender 25 21
Phil-IRI Speed Level Comprehension Level Reading Level
score
Slow Ave Fast Frustr Instructi Indepe Frustrat Instruction Indepen
ation onal ndent ion al dent

M F M F M F M F M F M F M F M F M F
Score
(Pre- 13 7 12 11 0 3 13 5 12 14 0 2 13 7 12 12 0 2
Test)

Variable Frequencies for Use of video clips, graphics, and localized stories Survey Data

Total Sample size, n=46 Male=25 Female =21

Using
Graphics, Speed Level Comprehension Level Reading Level
Video
Clips, Slow Ave Fast Frustrati Instruct Indep Frustrat Instruction Indepen
and on ional enden ion al dent
Localized t
Stories
M F M F M F M F M F M F M F M F M F
Score

(Posttest)
10 5 15 12 0 4 9 3 16 14 0 4 9 3 16 14 0 4

For the use of the Reading Selection Philippine IRI type, the Speed Level out of

46 pupils, 20 were slow, 23 were average, and 3 were fast. For the Comprehension

Level, out of 46 pupils, 18 were frustration, 26 were instructional, and 2 were

 7

independent. For Reading Level, out of 46 pupils 20 were frustration, 24 for instructional,

and 2 for Independent.

Post-test: With the use of Video Clips, Graphics and Localized Stories, there was

an improvement in Speed Level. Out of 46 pupils, 15 were slow, 27 were average, and 4

were fast. In the Comprehension Level, out of 46 pupils, 12 were frustration, 30 were

instructional and 4 were Independent. For the Reading Level, out of 46 pupils, 12 were

Frustration, 30 were instructional, and 4 were Independent.

Table 3. Difference on the level of reading comprehension in terms of speed reading

before and after the intervention.
______________________________________________________________________
Category Mean t-test value p-value
Decision
______________________________________________________________________
Before Intervention 3.48 0.90 0.000**
After Intervention 5.16
__________________________________________________________________
** highly significant at 1% alpha level (p>0.01)

The test shows that there is a significant difference between the scores of pre-test and the

scores of posttest. Post-test obtained higher mean results than the pre-test. We can

therefore conclude that the use of localized setting of the story, graphics and video clips

can help the pupils increase the level of reading comprehension.

3. Through the use of graphics, video clips and localized stories, it shows that there was

improvement in the reading comprehension of pupils. The result of Pre-test and Posttest

indicates the number of pupils that has improved in the category of frustration from

eighteen pupils (18) to twelve pupils (12), twenty-six (26) to 30 pupils in the category of
 8

instructional, and two (2) pupils to four (4) pupils in the category of independent. It further

shows that through the use of graphic, video clips and localized stories, were effective

measures to improve the reading comprehension of the pupils.

Summary

The focus of this study was to determine the effectiveness of using the

graphics, video clips and localized stories on the reading comprehension level of English

VI pupils in San Isidro Elementary School, San Isidro, Ibajay, Aklan. It also aimed to

determine the level of reading comprehension in terms of speed level, comprehension

level, reading level as well as the significant difference after the use of graphics, video

clips and localized stories.

The study utilized the pre-test- apply intervention plus posttest design. There

were 46-pupil respondents who undergone the pre-test and the posttest. There were

questions to answer in each story used in the pre-test and the posttest patterned from the

Philippine Informal Reading Inventory (PHIL-IRI) in a silent way of reading.

Result showed that there is a significant difference between the pre-test and

the posttest as indicated by the number of the pupils that has improved in the category of

frustration, instructional and independent.

Conclusion

In light of the findings the following conclusions were drawn:

 9

1. Using the graphics, video clips and localized stories, as a strategy in teaching

reading comprehension of English VI pupils in San Isidro Elementary School were

effective measures to meet the objectives.

2. Respondents were more attentive, responsive, and reactive when video clips and

graphics was introduced.

3. The success of the strategy was attributed by the resourcefulness, hard works and

dedication of the teachers with the support of the school head, especially the

parents, and other stakeholders who acted as treatment supporters.

4. There was an improvement in the reading comprehension level of English VI Pupils

in San Isidro Elementary School, S.Y 2017-2018 when graphics, video clips and

localized stories was used.

Recommendation

Based on the above findings and conclusions, the following recommendations are

suggested.

1. Graphics, video clips and localized stories should be used in class in teaching

reading to alleviate the comprehension level of the pupils.

2. To attract the attention and reaction of pupils, graphics, video clips and localized

stories should be used in class in teaching reading to alleviate the comprehension

level of the pupils.

3. Teachers should be given chance to attend in-service trainings on using graphics,

video clips and localized stories for them to gain more knowledge and clear

understanding of the approach.

4. Teachers in all grade levels should use Graphics, video clips and localized stories

to improve the reading comprehension of pupils.

 10

5. Another action research should be conducted related to graphics, video clips and

localized stories

Reflection

Action Research requires teacher-researchers to reflect on their practice. The

evidence to reflect on can be gathered in a variety of formats including video evidence. A

further aspect is action research is the need to keep a personal journal of your experiences

during each phase of planning, acting, observing, reflecting, etc.

Action research provides opportunity to implement my learning into my teaching

practices. It gives me a chance to reflect on my own practices and the proficiencies of my

pupils with an eye toward that works and what doesn’t. (Ferranc ,2000)

Teachers are often the sole adult in a room of children and have little or no time

scheduled for professional conversation with others. (Johnson, 2007) However, one of the

basic principles of action research is that researcher need others’ ideas for stimulation

and depend on other people’s perspective to enrich one’s own( Ferrance 2000) In this

sense, the presentation that were made and will be made in our course allow us to learn

from watching other people’s experiences and share my experience with other teachers.

The presentations offered me an insights into my own action research and helped me to

organize my research project.

Obviously, action research issues as a professional development. However, as an

English Teacher VI need to focus my research on the effective way of English teaching

and learning process.

 11

Dissemination and Advocacy Plan

The positive result of the research will be cascaded to the teachers by grade

level in San Isidro Elementary School through School Learning Action Cell (SLAC)

session. It is expected that there should be no non- readers when pupils reach Grade III

because it would help a lot in improving their reading skills and comprehension skills.

Action Plan

Strategies

If the result of the study shows that using Graphics, Video Clips, and Localized

Stories have positive impact on the reading comprehension level of pupils, we use the

strategy in teaching. If the result is negative, the researcher will conduct another study

using another strategy.

In the implementation of the strategies based on SWOT analysis, the table

below will guide the researcher.

 12

Table 4: Strategies

STRATEGIES SCHEDULE OF IMPLEMENTATION

DATE WAVE OR CYCLE

1. Conduct Phil IRI pre-test

June 2017-July 2017 1st Wave
(Silent Reading)

2. Using Graphics, Video

Clips and Localized Aug. 2017-Sept 2017 1st wave

Stories

3. School-Home
Sept.2017-Oct.2017 2nd wave
collaboration

4. Give small token or

additional points as Oct.2017 3rd wave

motivation

Only strategy 1 will be implemented due to limited resources and time

constraint in the conduct of the study.

 13

Republic of the Philippines

Department of Education
Region VI-Western Visayas
Division of Aklan
District of Ibajay East
SAN ISIDRO ELEMENTARY SCHOOL

ACTION PLAN BASED ON RESULTS OF THE ACTION RESEARCH ENTITLED:

“Using Graphics, Video clips and Localized Stories: It’s Effect on the Reading
Comprehension Level of English VI Pupils in San Isidro Elementary school.”

Fund Received from the BERF: P10,958.00

Duration of Implementation: 6 months

Table 5: Action Plan of the Research

Stages Activities Persons Target Actual Status Success Budget
Involved Date Date Indicator
Initial Meeting/ Researche May May Accomplished Meeting/ Php
Phase Orientation r, School 25, 29,2017 Orientation 500.00
with the SH, Head, 2017 done
teachers and Teachers,
parents of San parents
Isidro
Elementary
School

Meeting/ Researche May May 29, Accomplished Meeting/ Php

Orientation r, pupils 29, 2017 Orientation 500.00
with the pupils 2017 done

Preparation/ Researche May May 15, Accomplished Materials Php

Reproduction r 15, 2017 were ready 6,063.00
of reading 2017 to use
materials for
Pre-Test, Post
Test and
questionnaires.
Buy ink for the
printer, coupon
bonds

Pre-Test –
Silent Reading June June 7, Accomplished Pre-Test Php
(Follow Phil IRI Researche 7,2017 2017 were given 500.00
style) r, for the
46 pupils snacks
 14

Post Test-
Using Aug. Aug. 7, Accomplished Post Test Php
graphics, 7, 2017 were given 500.00
Video Clips Researche 2017 for the
and Localized r, and 46 snacks
Stories as a pupils
means of
changing
traditional
ways of
teaching and
learning
process of
reading.

Final
Phase Request of the Researche Feb. , To be On the Php2,000
Second r 2017 accomplished process
Tranche for the
Book binding
and final
Output

Miscellaneous Researche Nov. February Php1,895

expenses for r 2017 2018
the making of
reseach

GEMMA M. TABASA Action Research 2017

Researcher
 15

Work Plan
The research proposal timeline is reflected below.
Table 6. Timetable for the activities to be done
Au
Mar Jun Jul Sep
Jan Feb Apr May g Oct Nov
Activities 201 201 201 201
2017 2017 2017 2017 201 201 2017
7 7 7 7
7 7
Preparation of
Action Research
Proposal
Submission for
approval
Selection of subject /
sample for the study
Submission for
revision /
Approval of Research
Proposal from the
Regional Office
Proposal Revision
Collection of additional
related literature and
studies
Request for approval
and budget
Purchase of supplies
and materials
Reproduction of
questionnaires /
Preparation of
instrument
Orientation of the
respondents
Actual conduct of the
study
Retrieval of the
questionnaires
Recording of the data
Data processing
Data analysis
Final Editing
Book binding
Submission to
Regional Office
 16

References

Gough, P. B., &Tunmer, W. E. (1986). Decoding, reading, and reading

disability. Remedial and Special Education, 7(1), 6-10
doi:10.1177/074193258600700104

Kendeou, P., Savage, R., & Broek, P. (2009).Revisiting the simple view of
reading. British Journal of Educational Psychology, 79(2), 353-370.
doi:10.1348/978185408x369020

Bishop, D. V., &Snowling, M. J. (2004). Developmental Dyslexia and specific language

impairment: Same or Different?. Psychological Bulletin, 130(6), 858-886.
doi:10.1037/0033-2909.130.6.858

Seidenberg, M. S. (2007). Connectionist models of reading. Oxford Handbooks Online.

doi:10.1093/oxfordhb/9780198568971.013.0014

Coltheart, M., Curtis, B., Atkins, P., & Haller, M. (1993). Models of reading aloud: Dual-
route and parallel-distributed-processing approaches. Psychological Review, 100(4),
589-608. doi:10.1037/0033-295x.100.4.589

Black, K. (2010) “Business Statistics: Contemporary Decision Making”. 6th edition, John
Wiley & Sons. Retrieved from https://research-methodology.net/sampling-in-primary-
data-collection/purposive-sampling/
 17

Appendices
 18

Appendix A. Letter/ Request for Permission to Conduct Study

Department of Education
Region VI- Western Visayas
Division of Aklan
District of Ibajay East
SAN ISIDRO ELEMENTARY SCHOOL

June 5, 2017
MAMERTO ELIER P. IGUIRON
Head Teacher I
San Isidro Elementary School

Re: Permission to conduct Action Research

Relative to conduct of my Action Research Proposal, “Using Graphics, Video Clips

and Localized Stories: Its Effect on the Reading Comprehension Level of English VI
Pupils in San Isidro Elementary School,” I would like to ask permission from your good
office to allow the Grade Six Jasmine pupils, School year 2017-2018 as the respondents
to attend in the research study to take the Pre-test at 7:30- 8:30 in the morning on June
7, 2017, 7:30-8:30 O’clock in the morning and August 4, 2017 with the same time.

Hoping for your favourable action in this regard. Thank you very much.

Respectfully yours,

GEMMA M. TABASA, MT-II

Regional Research Proponent

APPROVED:

MAMERTO ELIER P. IGUIRON

Head Teacher I
 19

Appendix B. Parent’s Permission Form

Department of Education
Region VI- Western Visayas
Division of Aklan
District of Ibajay East
SAN ISIDRO ELEMENTARY SCHOOL

June 5, 2017

PARENT’S PERMISSION

I hereby willingly and voluntarily give my/ our consent on the participation of my
son/daughter ______________________________________ to attend the conduct of
Action Research

“Using Graphics, Video Clips and Localized Stories: Its Effect on the Reading
Comprehension Level of English VI Pupils in San Isidro Elementary School,”

_____________________________________________________
Parents Signature
 20

Appendix C. Research Instruments

Table 7. PHIL-IRI Silent Reading Test Criteria

Reading Level/ Grade Reading Speed Word Comprehension
Per Minute (WPM)
Independent Fast Readers and 90-100% correct
answers
I 70 above
I 100 above
III 120 above
IV 140 above
V 170 above
VI 190 above
Instructional Average Readers And 75-89% correct
answers
I 31-69
II 61-99
III 91-119
IV 111-139
V 141-169
VI 161-189
Frustration Slow Readers And below 75% correct
answers
I 30 below
II 60 below
III 90 below
IV 110 below
V 140 below
VI 160 below

The Phil-IRI has the same limitations of a typical IRI. Its findings are to be
interpreted cautiously and are not to be as an absolute measure and encompassing of the
total pupils reading ability. The Phil-IRI only provides an approximation of the pupil’s ability
in word recognition and comprehension within his/her grade level. The findings are to be
regarded only as “very tentative indicators of pupil’s reading levels and competencies to
modify, when necessary, a classroom reading program” (Miller, 1995). They should never
be the sole bases for promoting or retaining the child in the grade level.
 21

Recording Individual and Class Reading Profile

A. Individual Summary Record

1. Each pupil has an individual summary record which has three parts:
Part A- Speed
Part B- Comprehension
Part C-Summary
2. For Part A- Speed, compute the reading speed of each pupil using the
formula below:

Reading Speed= No. Of words in the passage X 60

Reading time in seconds

3. Write the speed level of the pupil under the appropriate column. Identify the
speed level of the pupil as fast, average and slow using the standard
specified in the form (Refer to table 1)
4. For part B- comprehension, mark each correct answer of the pupils in every
question with one (1) or incorrect answer with (0) under the appropriate
column.
5. Enter the total score under the Score (%) column.
6. Compute the comprehension level of each pupil using the formula below.

Comprehension (C) = no. Of correct answersX 100= % of CR

No. Of questions

7. Identify the comprehension level of the pupil referring to table 7.

Table 8: SAMPLE OF INDIVIDUAL SUMMARY RECORD

Pre-Test
Speed
No. Of words/ minute Reading Time Speed Level
( WMP)
98 60 Average
B. Comprehension Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Score Comprehension
(%) Level
1 1 1 0 1 0 1 0 0 1 6 Frustration

Reading levels:
a.) Frustration * This is the lowest reading level.
 22

 The pupils scores 75% & below in comprehension and

classified as slow reader with the following reading speed per
grade level:
 Grade I- 30 below
Grade II-60 below
Grade III-90 below
Grade IV-110 below
Grade V-140 below
Grade VI- 160 below

b.) Instructional * The pupil scores 75-89% in comprehension and classified as

average reader
with the following reading speed per grade level.
Grade I – 31-69
Grade II- 61-99
Grade III- 91-119
Grade IV- 111-139
Grade V- 111-139
Grade VI-161-189
C.) Independent * This is the highest reading level.
* The pupil scores 90-100% in comprehension and classified as fast
reader with
the following reading speed per grade level.
Grade I- 70 above
Grade II-100 above
Grade III- 120 above
Grade IV- 140 above
Grade V-170 above
Grade VI- 190 above
 23

Pre-test and Post-test Questionnaires

THE COW AND THE CARABAO

The muddy carabao slowly made its way to a grassy field. A cow is munching
grass in a nearby meadow. “Look how dirty you are, friend carabao,” said the cow.

“What do you expect?” ask the carabao angrily. “Do you expect me to look clean
after a day’s work in the muddy fields?
“You should be ashamed of yourself instead, you lazy bone. While I work you do
nothing but eat and sleep the whole day. Of course, your body will not be soiled like
mine.” “You ought to be thankful for being useful in the field,” the cow said. “You will live
much longer than me.”

“What do you mean by that?” asked the carabao.

“Our master wants you to live as long as possible,” explained the cow. “You are
needed to plow and harrow the fields. On the other hand, I eat and rest with little or
nothing to do. I grow big and fat. Our master will then sell me to the butcher to be
slaughtered. All of us have our own destinies to fulfil. So you see, it is useless to
complain about life.”

The carabao heard what the cow said. He knew why the farmer took good care
of him. He was a great help to his work in the fields.

“Poor cow!” said the carabao. “I have always envied you for leading an easy life.
Now, I do not envy you anymore.”
 24

Name_______________________________ Grade_______________

THE COW AND THE CARABAO

Direction: Encircle the letter of the correct answer.
1. A muddy carabao slowly made its way to a _____________________________.
a. garden b. meadow c. grassy field
2. A cow is munching _______________________.
a. hay b. vines c. grass
3. The cow teased the carabao because it was _______________________.
a. clean b. muddy c. hardworking
4. The carabao called the cow a ____________________________.
a. freak b. friend c. lazy bone
5. The carabao and the cow were _______________________.
a. a good friends b. mortal enemies c. not on speaking
terms
6. The cow does nothing but ______________________________.
a. Eat and sleep b. drink and sleep c. munch and
walk
7. The master wants the carabao to _________________________.
a. Drink and eat b. grow big and fat c. live as long as
possible
8. The master will sell the cow to the _________________________.
a. market b. butcher c. slaughterhouse
9. What do you think happened after the conservation between the cow and the
carabao?
a. The carabao no longer wanted to work
b. The carabao became more hardworking
c. The carabao and the cow became mortal enemies
10. Which statement is true?
a. The carabao is wiser than the cow.
b. The cow is wiser than the carabao.
c. The carabao will live much longer than the cow.
 25

The Greedy Dog

There was once a greedy dog in a village. One day he went to search for
his food. From morning until afternoon of searching he didn’t get even a pea size
of food.
Dog: Ah God why this treatment for me today? Hunger kills me. Let me start my
search again.
The dog walked down the street. And suddenly his mouth watered as he saw a
mutton stall.
Dog: Wow! meat... I will be grateful if the man throws me a bone.
The dog was standing looking at the meat. Seeing this, the shop owner threw a
bone which fell near the dog.
Dog: hmmm... Juicy bone. Let me go to the other side of the river and surely I will
have a good time eating this meat.
The dog was about to pick the meat when he heard a growling sound. There he
saw another dog ready to pick the bone.
Dog: Oh my God! A competitor for me. I should get rid of him. The other dog came
near the bone. Hey you! That’s mine. Go away!
Other dog: I see. You will have to fight me before you can have it.
Dog: I am ready.
They both fight and finally the greedy dog succeeded.
Dog: If you have walked out, you would have not suffered wounds.
The greedy dog happily picked out the bone and started walking. The dog walked
for some time and suddenly he stopped.
Dog: My senses say that someone is following me.
The dog turned only to see a small dog following him. The fierce sight of the dog
made the small one to tremble and ran away. The dog again continued his walk.
To go to the other side of the river he has to cross a small bridge. While crossing
the river, he looked down slowly. There he saw his shadow and he thought that
the dog got a larger piece of bone than he has. How lovely it will be if I can have
that too. I will have it. Let me frighten him he will run away leaving the bone, then
it will be mine. He first made a growling sound and moved his body as if he is about
to pounce. The shadow moved too.
 26

Dog: how dare him. It seems he is determined not to loose his meat. Greed made
him loose his thought. He started barking.
Dog: Bow..wow.. bow.. wow.. The moment he opened his mouth the bone slipped
from his mouth into the river. And it sank to the river bed. Seeing this the dog
realized how foolish he was.
The dog was already hungry... now he lost his meat too.
Dog: Hmm. I should have been contented with what I had. Now I have lost the
meat which was the only lunch for me.

Questions from the story of “The Greedy Dog”

Name _____________________________ Grade_____________

Direction: Read silently and select the letter of the correct answer in each
sentence.
1. How is the dog described in the story?
a. Generous b. Avaricious c. Charitable d. Unambitios
2. What did the dog decided to do when he was hungry?
a. Nothing b. To cry because he was hungry
b. To go look for food d. To go to sleep
3. What kind of food did the dog find?
a. Piece of cake b. Bone c. Some bread d. Meat
4. What did the dog think when he picked up the bone?
a. Somebody could see him with the bone
b. To share the bone with another dog
c. The bone was poisoned
d. The bone was too small
5. What happened to the dog on his way back home?
a. Another dog appeared from the water and tried to steal his bone.
b. The dog saw his reflection in the water and thought it was another dog.
c. He was attacked by another dog.
d. He fell into the water.
6. What happened to the dog in the end?
a. He was able to eat the bone
b. He did not find his bone
 27

c. The dog was dreaming

d. He lost the bone
7. The dog had to cross over a _____________.
a. Restaurant b. River c. Ravine d. Small bridge
8. When he saw another piece of bone, the dog felt __________.
a. Happy for that dog b. Greed c. Sad d. Envy
9. The dog thought that the dog he saw in the river was ___________.
a. A real dog b. A ghost c. His own reflection d. A toy dog
10. What happened after seeing the dog’s shadow in the water?
a. He barked and the bone slipped from his mouth into the river.
b. He swallowed all the meat.
c. He was very happy and shared the meat to the dog.
d. He was angry and tried to fright the dog.
 28

Appendix D. Statistical Data

Table 9. Statistical Analysis

Paired Samples Statistics

Mean N Std.dev
Pre-test 3.48 25 1.1944
Boys
Post-test 5.16 25 1.143

Paired Samples Test

Paired Differences
95% Confidence
Interval of the
Difference
Boys Mean Std.dev Lower Upper T
Pretest -Posttest -1.6800 0.9000 -2.05 -1.31 -9.3333

Paired Samples Statistics

Mean N Std.dev
Pre-test 5 21 1.8439
Girls
Post-test 7.2381 21 1.7001

Paired Samples Test

Paired Differences
95% Confidence
Interval of the
Difference
Girls Mean Std.dev Lower Upper T
Pretest -Posttest -2.2381 1.3002 -2.83 -1.65 -7.8882

Based on the statistical test results above, the post-test mean score of girls are higher
than the boys’ post-test mean score.

With 95% Confidence interval, the result shows that the mean score of post-test both for
boys and girls are significantly higher than the true mean score of pre-test.
 29

Hypothesis Testing
µ1=true mean score of pre-test
µ2=true mean score of post-test
Ho: µ1 = µ2 orµ1 - µ2 = 0
Ha: µ1 ≠ µ2 orµ1 - µ2 ≠ 0
α = .05
Test Statistic: Z Test = -11.68
p-value: 0.0

Ho: There is no significant difference between the mean scores of pre-test (without the
use of graphics, video clips, and localized stories) and post-test (with the use of graphics,
video clips, and localized stories)
Ha: There is a significant difference between the mean scores of pre-test (without the use
of graphics, video clips, and localized stories) and post-test (with the use of graphics, video
clips, and localized stories)

Z Test of Hypothesis for the Mean

Data
Null Hypothesis = 0
Level of Significance 0.05
Population Standard Deviation 1.1235
Sample Size 46
Sample Mean -1.9348

Intermediate Calculations
Standard Error of the Mean 0.1657
Z Test Statistic -11.6800

Two-Tail Test
Lower Critical Value -1.9600
Upper Critical Value 1.9600
p-Value 0.0000
Reject the null hypothesis
 32

Financial Report

COST ESTIMATES

The total amount needed for the study is Ten thousand nine hundred fifty-eight
pesos. The table below shows the breakdown of the expenses.
Table 10. Cost estimate for the expenses needed for the study

Description Quantity Unit Cost Total Amount

First Tranche
Bond Paper 2 reams 250.00 500.00
Ink for Printer (EPSON L360 black) 7 bottles 245.00 1,715.00
Ink for Printer(EPSON L360
colored) 9 bottles 265.00 2,385.00
Folders 50 pcs 7.00 350.00

Fasteners 1 box 50.00 50.00

Stapler and staple wire 1 box / 1 stapler 200.00

Illustration board 5 pcs 40.00 80.00

Cartolina 10 pcs 7.00 70.00
Photocopy- initial validation and 15 pages @ 8
reliability test copies 1.00 120.00
Reproduction of instrument for the 5 pages @ 10
FGD copies 1.00 50.00
Snacks during the Focus Group 10 teachers @
Discussion (phase 1) P50 each 50.00 500.00
Snacks during the Focus Group 10 teachers @
Discussion (phase 2) P50 each 50.00 500.00
Reproduction of questionnaires for 4 pages@ 10
Teachers copies 1.50 60.00
Reproduction of instrument for the 7 pages@ 46
Learners copies 1.50 483.00
Subtotal 7,063.00
Second Tranche
Book Binding / reproduction
of the final output 2,000.00
Miscellaneous expense 1,895.00
Subtotal 3,895.00

TOTAL 10, 958.00

33