PHILIPPINE CHRISTIAN UNIVERSITY

GRADUATE PROGRAM STUDENTS SHOULD INSERT

THEIR STATEMENTS, RESPONSES AND/OR ANSWERS
DIRECTLY AFTER THE INSTRUCTIONS AND GUIDE QUESTIONS BELOW:

I. THESIS / DISSERTATION PROPOSAL FORMAT

A research proposal outlines the contents of a scientific, social or economic investigation that a
researcher desires to undertake, say, within 12-24 months following the submission of the
proposal.
It should be organized following the format presented below with the required headings and
order. All sections must be completed. The required word count is 1,600 – 2,200 words.

INSTRUCTIONS & GUIDE QUESTIONS STATEMENTS, RESPONSES & ANSWERS

1. INTRODUCTION
Reading skills such as decoding, fluency, and
Provide an Introduction based on the
following: comprehension all draw upon a known bank of words. Hence,
a. the scientific, technological, exhibiting wide range of language is key to learner’s ability to
social, economic subject, topic, idea,
system, policy, trend, theory or practice understand and to express culturally diverse ideas. Indeed,
that the research desires to investigate;
emergent readers often have difficulty decoding words because
b. the environment, industry or
sector which encompasses, or influences they lack a bank of vocabulary words to pull from to make
or is impacted by the research topic;
[Word count: 100 – 150]
sense of the word that they were decoding. Thus, emerges the
necessity of vocabulary in learning second language.

From the survey conducted by the Organization for

Economic Cooperation and Development (OECD) (2018)
through its Programme for International Student Assessment
(PISA) 2018 revealed that for 15-year-olds living in middle
income countries, over ten million students were not able to
complete even the most basic reading tasks. Their PISA report
indicated that in Southeast Asian countries, Thailand,
Indonesia, and the Philippines only managed to reach level 1
(OECD, 2018).
National Institute of Child Health and Development
(2016) suggests that reading comprehension is closely related
to vocabulary knowledge, meaning that students who have
larger vocabularies tend to better understand text. This implies
that limited vocabulary leads to low reading proficiency level
of learners. Thus, from the PISA 2018 results, Filipino
students obtained an average score of 340 points in Overall
Reading Literacy, which was significantly lower than the
OECD average of 487 points. The report found only 1 out of 5
Filipino students (19.4%) achieved at least the minimum
proficiency level (Level 2) in Overall Reading Literacy. Also,
majority of male students (84.82%) and female students
(76.90%) did not obtain the minimum proficiency level (Level
2) in Overall Reading Literacy.

Meanwhile, the recent National Achievement Test

(NAT) results indicated that the performance of grade 4 pupils
in major subjects including English fell under the “low
mastery” level. In particular, the NAT results indicated an
MPS of 38.54 for 2018, 39.28 for 2017, and 41.94 for 2016
(The Manila Times, 2019). The descriptive equivalent of NAT
scores are as follows: 35 below, very low mastery; 36 to 65,
low mastery; 66 to 85, average mastery; 86 to 95, moving
towards mastery; 96 to 100, mastered.

In like manner, the Division Monitoring Evaluation and

Adjustment (DMEA) 2019 baseline data revealed that the
number of independent readers in the division of Northern
Samar is about 36% only of the total population among
elementary schools. The large number fell under instructional,
frustration, and non-readers category. Aligned with this, the
Ginagdanan Elementary School consolidated the Phil-IRI
results in the frustration and instructional average scores
conducted in the 1st quarter of the school year 2020-2021. This
oral reading level result is manifested due to the adverse
impact of CoVid-19 pandemic, the transition of modality from
face-to-face to distance learning (Inan, 2021).
2. RATIONALE
Identify the real-world scientific, Reading ability can be enhanced in various educational
technological, economic, social,
business, organizational and human interventions, including with visual aids and strategies. For
problem that the research will try to some readers, this is as simple as adding a picture or diagram
better understand and/or solve; Or the
pervading Opportunities that the alongside the word (Syaputri, 2016; Sahuddin & Firman, 2011;
research will strive to identify and
explore. Sholihah & Waskita, 2009). Some students learned vocabulary
[Word count: 100 – 150] better with added features to the lessons provided to them,
including sound (Lutviana & Mafulah, 2018) and visual aids
such as pictures and labels (Moore & Calvert, 2000). Another
study by Kim and Gilman suggests that for learners, visual
aids alongside words were effective to explain the meaning of
the word, especially in the form of diagrams (Kim & Gilman,
2008). Both of these studies share that pairing vocabulary with
pictures is helpful in learning word meaning, in their own
populations of learners. However, this form of intervention has
not been used with all populations and is worth studying in a
group of learners in new normal landscape of education.

Another visual strategy involves use of visually

showing relationships between words known and unknown, as
well as synonyms and antonyms of the word. This is called
semantic mapping, and is strongly supported by a study on
third grade readers conducted by (Hakim, 2019; Humaira,
2015; Wardani, 2015). The study showed that when students
related the new word to other words, their vocabulary measure
increased more than those who only wrote the word in a
sentence (Syaputri, 2016; Sahuddin & Firman, 2011; Sholihah
& Waskita, 2009).

In addition, parental involvement in children’s

learning, not only improves a child’s morale, attitude, and
academic achievement across all subject areas, but it also
promotes better behavior and social adjustment (Lee & Bowen,
2016). In all these ways, family involvement in education
helps children to grow up to be productive, responsible
members of the society (Pinantoan, 2018). This concurs that
engagement of parents has always been an essential
component of every teacher-student school academic
endeavor. Parents, who have been considered as one of the
stakeholders of the school community, play tremendous roles
in the child’s educational and environmental transformation
(Sheldon & Epstein, 2017); thus, the intensity or extent of
participation that parents have in their child’s education and
school, more often, have to be realized.
Consequently, the proponent proposed an innovation to
improve the reading level of grade 4 pupils. This study will
showcase visual strategy involving the use of visual
relationships between word-picture context and parent-reader
tutoring to supervise reading at home amidst this CoViD-19
pandemic, thus, the purpose of this action research.
2. RESEARCH OBJECTIVES
Research Objectives:
a. Identify the Researches’ potential
contribution to knowledge and its
implications to existing theory, In general, this action research will seek to improve the
methodology, practice, or any
combination thereof: reading level of grade 4 pupils in Ginagdanan Elementary

i. Re-contextualization of an existing Schoolthrough Comprehensive Home-based Alternative

theory or method, applying a Reading Method (CHARM).
technique in a new context, testing
theory in a new setting, showing the Specifically, it seeks to answer the following:
applicability of a model to a new
situation, and evaluating the result 1. What is the pupils’ reading level during the pre-test
and any implications.
results?
ii. Corroboration and elaboration of an
existing model (e.g. evaluating the 2. What is the pupils’ reading level during the post
effects of a change of condition;
experimental assessment of one test results?
aspect of a model).
3. Is there a significant difference between the pre-test
iii. Falsification or contradiction of an
existing model, or part of one. and post-test results?
iv. Drawing together two or more 4. How can CHARM improve the reading level of
existing ideas and showing that the
combination reveals something new grade 4 pupils?
and useful.
v. Developing and testing a new Hypothesis:
concept, showing that something is
feasible and valuable (or not) and H0: There is no significant difference between the pre-
why.
test and post-test results.
vi. Implementation of someone’s
framework or principle to some field
of practice, showing how it work and
its limitations. This innovation is anchored to the study of Phillips
vii. Empirically-based characterization (2016) that visual strategies, when used together, positively
of a phenomenon (e.g. detailed,
critical, analytic account of the impact learner ability when remembering vocabulary
evolution of an idea; detailed
analytic characterization of a crucial
meanings. This study opens up the idea that the text- visual
case study or a novel chemical strategies used in tandem can help learners to be successful at
compound, or a new planet).
viii. Providing a taxonomy of observed learning and using vocabulary amidst this home learning
phenomena. modality. Mayer (2010) as cited by Zentner (2016)
ix. Well-founded critique of existing
theory or evidence (e.g. correlating underscored vocabulary can be learned in a variety of ways,
the results of a number of existing
studies to show patterns or
including with visual aids and strategies. Kim and Gilman
omissions). (2008) as cited by Phillips (2016) that primary graders learned
b. Clarify your contribution to vocabulary better with added features to the lessons provided
knowledge by explaining the
following: to them, including sound, context, and visual aids such as

x. The importance of the question. pictures and labels.

Why is the question worth asking? Comprehensive Home-based Alternative Reading
 xi. The significance of the findings. Method (CHARM) is a blended approach in improving
Why do these findings matter?
reading ability level of grade 4 pupils in Ginagdanan
xii. What are their implications for
theory, methodology, practice? Elementary School. This features the modified self-learning
xiii. What are the limitations to
generalization of the findings?
booklet that highlights the usability of text-visual materials.
Also, this approach showcases the important role played by
Research work is part of an ongoing
discourse among many researchers, parents in modeling, monitoring, and regulating reading
each critiquing the available evidence
and providing fresh argument and tutorial to ensure and to deliver an appropriately meaningful
evidence that contributes to knowledge
and understanding. way of learning amidst distance learning.
A. Production
Research involves questioning the
accepted wisdom (the obvious), Here are the following materials that will be utilized to
examining and analysing phenomena
from a different perspective, and produce CHARM:
investigated through a variety of
techniques. Research seeks to create 1. Philippine Informal Reading Inventory (Phil-
new understanding of the world, using
new ideas and approaches, rather than IRI). It was created to provide classroom teachers a
describing it using existing frames and
tool for measuring and describing reading
tools.
performance. It is an assessment tool composed of
As more evidence is presented, existing
explanations are re-evaluated. In this graded passages designed to determine a student’s
way knowledge is constantly
reconfirmed, elaborated, revised, or reading level. It is important to note that the Phil-
overturned.
IRI only provides an approximation of the learner’s
Knowledge claims may be small and still
abilities and may be used in combination with other
contribute to the discourse.
reliable tools of assessment.
c. Identify how the research will
support and amplify the
achievement of relevant
development goals at the
personal, institutional,
community, governmental,
regional, national or international
levels.

d. Identify the professional

competences that will be gained
by the student.

e. Specify the type of research that

will be undertaken, e.g.,

i. Exploratory: provides initial insight

to a new situation, issue or
phenomenon.
ii. Descriptive: classifies
phenomena… questions on who,
what, where, when and how Figure 1. Phil-IRI Manual 2018
iii. Explanatory: explains a causal 2. CHARM Book is a self-paced instructional reading
relationship that is meaningful…
why questions material. It comprises the reading texts adopted the
iv. Evaluative: assesses or measures revised Phil- IRI Manual 2018 and reading
impact [assumes a causal strategies:
relationship]
a. improving vocabulary,
f. Specify Research Questions and
Objectives b. coming up with questions about the text read,
i. If your research is driven by policy c. using context clues, and
debates, describe the specific
aspects of these debates on which d. looking for the main idea.
your research will focus.
ii. If your research is driven by Also, written activities in the book involves
theoretical debates, or apparent picture word pairing which personally drew by the
omissions or inconsistencies in the
existing literature (theoretical or researcher. This utilizes of a diagram or picture
empirical), what aspects of these
debates will you address? along with the word to help 4th graders’ reading
iii. If your research focus is on the level.
nature of practice in some field
(e.g., business management or B. Utilization
science research), then what
aspects of practice will you explore To administer the innovation, here the following
(e.g., managerial behaviour or
scientific discovery) procedures that the researcher will be conducted:
[Word count: 100 – 200] 1. Call the attendance of the selected parents who will
be involved in the study during the distribution and
retrieval of modules during Quarter 2 Parent-
Teacher Conference.
2. During the conference or in a one-in-one
conversation, state the objective of the study and
tell how their children get involved in the study.
3. Then, orient the parents on how to use the CHARM
learning package and to conduct reading tutorial.
4. At home, parents supervised silent reading of the
reading text in CHARM Book. With the key
answers provided, parents checked the answers of
their children in the assessment part of the booklet
5. To monitor learning progress of the learners, the
researcher administered 15-minute home-visitation
which will be comprised of brief discussion of the
reading texts and they have learned from the
innovation, CHARM Book. Hence, the researcher
followed health and safety protocols such as
wearing face mask and observing physical
 distancing during the implementation of the
innovation.

C. Validation
The copies of CHARM Book will be submitted to the
San Roque District Quality Assurance Committee for the
initial evaluation. The research paper and the viability of the
research paper and innovation will be screened in District
Action Research Conference. Next, it will be forwarded to the
Division Research Coordinator who will endorse the same to
the Curriculum Implementation and Development for division
level quality assurance to be conducted by the Education
Program Specialist in English. Constructive suggestions and
revisions will be complied with to guarantee the approval of
the innovation.
3. LITERATURE REVIEW Review of Related Literature and Studies
a. Review the published literature,
where you show what has already This chapter discusses the important and relevant
been proposed, claimed, or
established. information taken from magazines, articles, journal, books,
b. The review of literature is normally unpublished theses, dissertations and other reading materials
comprised by theoretical and
empirical studies, policy and which contribute much to this present study in order to arrive
industry reports, and articles
published in respected periodicals in a very comprehensive discussion and review of the subject
and newspapers.
in focused.
c. Summarise and evaluate the
usefulness of these previous
studies in relation to your stated aim Related Literature
or research question.
d. Show awareness of the most
important and relevant theories, One of the indispensable roles of teachers in
models, empirical studies and
methodologies. A good literature primary education is to improve pupils' comprehension skills
review will compare and contrast
theories and empirical results, on reading. This function drives the teachers' competent and
pointing out agreement and
disagreement, gaps and overlaps of innovative efforts to adopt or employ effective strategies in
argument.
honing pupils' interests in reading. Indeed, poor reading
A poor literature review often simply
provides summarised lists of comprehension seems overwhelming to address. However,
theories and empirical studies, with
little or no attempt to compare, reading is a multifaceted process that develops only with
contrast or evaluate these theories constant practice. Certain aspects of reading, such as fluency
and empirical studies.
e. Make clear how well these and word recognition, can be learned in few years, Malana
published studies address your
(2019). These basics must be mastered, but at the same time,
research focus, by examining the
extent to which they provide insight reading comprehension should be emphasized in the process.
to, or answer, each of your research
objectives or questions. Students can parrot words on a page all day long, but if they do
f. Identify omissions or weaknesses in not have the necessary comprehension skills, they will not be
the published literature that gives
you the opportunity to justify your able to make predictions about what will happen next, monitor
study and contribute new
knowledge. their understanding of content, sequence, or characters, clarify
g. Elaborate how your research will confusing parts of the text, or connect what they are reading to
contribute this new knowledge.
their own experience or prior knowledge. This point is what
Depending on your intended research proper comprehension is all about. Reading, therefore, serves
design (next step) you may convert the
identified weaknesses and omissions as the foundation of effective communication and even
into hypotheses. A hypothesis is a
simple but testable statement that intercultural communication, leading to successful interaction
proposes that one factor (call it A)
causes another factor (call it B) to with others.
behave in a certain way.
To be attuned with the K to 12 Program and the
[Word count: 600 – 750] goal of making every child a reader, the Department of
Education (DepEd) strengthens its reading program by
implementing the Early Language Literacy Program. With this,
the DepEd Order number 18, series 2017 was formulated to
enhance the literacy and numeracy skills and attitudes among
Filipino children, contributing to lifelong learning. With this,
the Department's goal is to improve the literacy skills of
"following the K to 12 Basic Education Curriculum by
establishing a sustainable and cost-effective professional
development system for teachers."
In the Philippines, one of the good tools in
measuring elementary pupils' reading performance is the
Philippine Informal Reading Inventory (PHIL-IRI). With this,
the teachers, especially those in the primary levels, are
encouraged to use this instrument to diagnose the learners'
reading difficulties and identify the reading level of each pupil.
For example, For instance, in the local context of the
researcher, there were 15 out of 28 pupils who fell under the
category "frustrated," which means that these learners found
reading materials so challenging that they were unable to
respond to them successfully (Flippo, 2014). As a result, these
learners needed sound intervention to improve their reading
and comprehension skills.
In reading, one mechanism that has a potential
effect to enhance reading comprehension is the Sandwich
approach. It improves the reading capabilities of lagging
readers where the lagging reader is seated between the two fast
readers. The two fast readers will help the lagging learners
every reading time until the lagging reader can read
independently. Furthermore, the approach exudes the
principles of modeling and social constructivism in which the
poor reader becomes motivated to read because of the
assistance and guidance given by their peers who are advanced
readers. Hence, based on the preceding contexts, the study
aimed to determine the effectiveness of the Sandwich approach
to developing the mastery of concepts and skills in reading
among the Grade 4 pupils.

Students lack motivation and perform below grade

level expectancy on reading tasks that relate to comprehension
and fluency. This is evidenced because despite recent national
attention to the importance of teaching early reading skills,
many children in America continue to struggle with reading.
According to the most recent National Assessment of
Educational Progress, 40% of U.S. fourth grade children read
below a “basic level” and have “little or no mastery” of the
Knowledge of skills necessary to perform work at each grade
level. (National Center for Educational Statistics, 1999, as
cited in Asha, 2004, p. 421).
Additionally, student performance is affected by
students’ motivation with regard to class time devoted to
reading. Students “withdraw quickly from any activity when
they perceive that success is not possible” (Ford & Opitz,
2002, p.712). Students’ ability to read fluently and
comprehend what they read is directly affected by their
motivation. If they do not believe they will be successful on an
assigned task they will not try.
As Fawson states, the guided reading movement
has come out of New Zealand and has taken hold in the United
States. Many teachers believe that guided reading requires
extra curriculum resources in order to meet the needs of every
student in the classroom. Many teachers who are just
beginning to implement guided reading often express
frustration with the need to provide large numbers of leveled
books in classrooms where they do not have ready access to
the quantities and varieties of leveled titles needed. Often for
these teachers, the only reading materials they have multiple
copies of are a few trade books gathered into a classroom
library and a district adopted basal reader (2000, p. 1).
 Guided reading in the classroom allows
teachers to meet the individual needs of each student. As stated
above in the article written by Asha, there are many students
below grade level, at grade level, and above grade level all
placed in one classroom. In order to meet the needs of all these
students, a teacher must have access to a large number of
multi-level texts to teach each student at his or her own
instructional level.
“Guided Reading is an important ‘best practice’
associated with today’s balanced literacy instruction. It allows
teachers to address specific reading strategy needs of children
in their classrooms” (Fawson, 2000, p. 6). But many teachers
and districts are not equipped with an adequate amount of texts
to meet the needs of every student. “In short, failing to
recognize that basal readers continue to be a major tool for the
classroom reading instruction has greatly slowed the
implementation of those best practices associated with guided
reading” (Fawson, 2000, p. 4).
In one of the studies mentioned in the article
“But I only have a basal…” a second grade veteran teacher
learned to use the basal until she was able to acquire enough
leveled texts to implement guided reading. “Even within a
single grade level basal there can be substantial variability in
reading levels of the selections” (Fawson, 2000, pp. 1-2).
According to Fawson, the first step is to determine the level of
each story in the basal reader. Teachers know that not all
students will be successful when reading a selected book
because the book they are reading is not at their appropriate
reading level. “A key to supporting reading is the selection of
books that are not too easy, yet not too hard, and that offer a
variety of challenges to help readers become flexible problem-
solvers.” (Fountas & Pinnell,1999, p.10).
According to Pinnell, many factors influence a
students’ ability to read fluently and comprehend what they
have read. Some of the factors are length, layout, subject,
structure, illustrations, vocabulary, sentence structure,
punctuation, and literary features of the selected book. Pinnell
states that one of the first steps in helping students chose a
book at their appropriate reading level is for a teacher to level
the books within their classroom. A leveled book collection is
a large set of books that are grouped by the previously listed
characteristics according to levels of difficulty. Helping
readers develop independent, effective strategies, involves
engaging them in reading texts that offer just the right level of
support and challenge as well as providing skillful teaching.
When books are matched to readers, then teaching can be
powerful because we are engaging the young reader in
successful processing that builds the self-extending system, a
network of understandings that work together to help the
reader extend his or her skill. (Fountas & Pinnell, 1999, p. 9).
As stated above, in a majority of classrooms,
teachers are searching for ways to reach all their students while
teaching reading. In a Connecticut School District, part of the
balanced literacy program included Reading Recovery
instruction. In the first grade classroom discussed in the article,
“An Important Aspect of Guided Reading: Books Galore!”
Reading Recovery was primarily for the students who needed
intensive intervention. The school district decided to look
for a more efficient program that would be able to teach the
struggling readers as well as the rest of the students. “Guided
reading is an excellent way to provide reading instruction to
Reading Recovery children as well as children who do not
need intensive intervention” (LaMere & Lanning, 2000, p. 26).
The article also states some reasons why the district chose
guided reading. One of the reasons is guided reading uses
flexible small groups to help students become independent
readers. Another reason is that the small group instruction
makes it easier for the teacher to differentiate for the students
in the class and to meet the needs of each student. A third
reason is that the small group instruction gives all students the
opportunity to participate actively in discussions.
Some districts find it difficult to start the process of creating a
leveled book collection. However, as LaMere states, it does
not have to be a difficult process. In this example, the district
purchased books through a variety of ways including grant
money, district purchases, and purchases through companies
such as Scholastic and Troll. “They propose that teachers
recycle selections from anthologies and add these to their
collection of leveled texts” (LaMere & Lanning, 2000, p. 27).
Once the books were purchased, the district then organized
them by three factors: readability level, interest, and genre.
While the district was purchasing books, it kept in mind that
“[s]tudents are more likely to be motivated to read if they are
reading books that interest them” (LaMere & Lanning, 2000,
p. 28). The last step in creating a leveled book collection is
finding a way to organize and store books. This district put the
sets of books in plastic bags to be stored in baskets labeled
with the reading level of the books. Another tip given by the
author was to put the books in alphabetical order within each
basket. According to this district guided reading was a large
commitment, but worth the effort.
“Children’s reading improves as the teacher
provides appropriate and focused instruction in a small group
setting. As children become better readers, their thirst for
reading more books begins to grow” (LaMere & Lanning,
2000, 28). As this thirst for reading grows, the child is willing
to be put in control of his or her own reading abilities and
choices. In Mooney’s article, “Guided Reading—The Reader
in Control,” it states that guided reading focuses on “extending
the ‘trying and exploring’ part of a reader’s role and
concentrates on ‘initiating and controlling’ (Mooney, 1995,
54).” This differs from the more frequently used reading
strategies within the classroom. For example, teacher-led
whole group instruction, chorale reading, skill-based
workbooks and unified district curriculum offer little room for
choice. According to the author, the ideal way to implement
guided reading is working with a small group of children while
thinking, talking and reading a text that is at an appropriate
level for the reader. The teacher’s role should be one of
support while helping the students comprehend what they read.
It is essential that each reader has a copy of the same book and
is in control of his or her reading. Students take ownership
over their reading so it becomes meaningful for them. A
teacher “can help the children establish the habit of not only
working for meaning but of checking and reflecting as they
read” (Mooney, 1995, 2). In Ford’s article, “Using Centers to
Engage Children…” he also discusses the potential hurdles a
teacher faces when implementing guided reading and gives
suggestions as to how to manage them. Most teachers are
intimidated by guided reading due to the fact that teachers
need to relinquish control of student learning. Ford would
argue that guided reading actually requires more control over
student learning compared to typical reading strategies. This is
because the teacher must plan appropriate, challenging, grade-
level activities to engage the students while the teacher is
facilitating the guided reading process.
The success of guided reading as an instructional
process certainly depends on the implementation of a
classroom structure that provides teacher with opportunities
to effectively work with small groups of readers while keeping
other readers independently engaged in meaningful literacy
learning activities (Ford & Opitz, 2002, p. 711).
Another concern people have about guided reading is that the
mandated curriculum will be overlooked in order to implement
the guided reading structure. Ford states, “designing enters
with the literacy curriculum in mind is an excellent way to
ensure that children are exposed to it” (p. 712). Guided reading
should blend in with the current establish program, classroom
organization, behavior models, and structures already inherent
in the classroom.
In conclusion, the previous articles speak to the
issue of low motivation and low performance in the classroom.
“Converging evidence has recognized that children with
reading difficulties require instruction that is quantitatively and
qualitatively superior to the instruction received by children
who are already facile with the reading code” (Choutka,
Jitendra, Edwards, Starosta, Sacks & Jacobson, 2004). Guided
reading is a qualitative reading program that meets the needs
of all students, regardless of their ability. The problem of low
comprehension and fluency performance can be addressed
through the use of guided reading. The expectancy is that the
fluency and comprehension scores of students in grades 2-4
will be lower prior to the implementation of the guided reading
program and increase as the intervention progresses.
4. RESEARCH DESIGN
Research Methodology and Design
Following your review of literature,
outline how you plan to go about
collecting empirical data that will build This action research is anchored on Grundy’s (1982)
the understanding required to fulfil your
research aim, or test the hypotheses you technical action research model because the intervention is
have developed from your review of the
literature. Describe how you will carry out developed by the researcher. Also, Craig’s (2009) reactive
your study, referring to frameworks and action research is exemplified in this study since the
concepts found in the research methods
literature. intervention is intended to cater to a problem that has been
Specifically, this section must describe experienced previously, and that is, pupil’s frustrated and non-
your Overall Approach and specific
Methods/Techniques of Data Collection. reading level.
You must also explain how you will
analyse the data collected On another note, the Mixed Methods concurrent
(Methods/Techniques of Data Analysis), embedded research design (Creswell & Plano Clarke, 2003)
what measures you are taking to ensure
the quality of your research design will be adopted in collecting and analyzing varied data.
(Research Quality Issues), and show an
awareness of ethical considerations Instantaneously, the quantitative data from the pre-test and
around academic research (Research
Ethics Issues). post-test and the qualitative data from the interview will be

The proposal requires that you have collected and analyzed. Thereafter, the results will be merged
made firm arrangements with your target to acquire an in-depth understanding of the efficacy of the
(e.g., the organization or community you
propose to study or work with) for access intervention.
to data prior to writing the proposal,
rather than describing that you plan to As regards the action research process, iterative action
seek access to your target after the
proposal is written. research cycle (Froilan and Adarayan-Morallos, 2019) will be

a. Overall Approach. This will be either utilized which involved the following stages: (1) design
Qualitative or Quantitative, or some intervention, (2) implement, (3) assess, and (4) reflect for the
combination of the two. Describe
your particular Approach, e.g., first cycle and refine intervention at the beginning of the
ethnographic, case study, survey, or
experiment; and why the chosen succeeding cycles.
Approach is appropriate for the
study.

b. Methods/Techniques of Data
Collection .The overall Approach is
broken down into specific
methods/techniques of data
collection. For example a Qualitative
Approach can be broken down into
semi-structured interviewing and
observation, while a Quantitative
Approach is broken down into
questionnaires, experiments, and
others. Describe your chosen
methods/techniques and explain why
they are appropriate techniques for
achieving your research objectives or
testing your hypotheses.
Figure 2. Iterative Action Research Cycle
 A. Participants and/or other Sources of Data Information
c. Methods/Techniques of Data
Analysis. How will you analyse the
data collected? Describe the
methods/techniques of data analysis, Heterogenous purposive sampling technique (Froilan &
for example the procedures you will
use for analysing text or quantitative
Adarayan-Morallos, 2020) will be used to identify the action
data or patterns (e.g., statistical research participants. Particularly, there were a total of 41
analysis).
Grade 4 pupils. Most of them are boys (27 or 66%) and the rest
d. Research Quality Issues. Explain
how you will ensure that you collect are girls (14 or 34%), aged between 9 to 10 years old. They are
the right data to address the
research questions or hypotheses, or enrolled in Ginagdanan Elementary Schoolduring the school
that the data you collect is reliable.
This requires some discussion about
year 2020 – 2021. In the Phil-IRI assessment, the most of the
the validity and reliability of your learners managed to obtain frustrated (23 or 56%) and non- (10
data, and what triangulation
techniques have been employed to or 24%) reading level. This prompts the proponent to find
strengthen the validity and reliability
of your data. Your findings should ways in improving their reading level.
also be generalizable rather than
only valid for the particular
phenomenon you studied. You are
encouraged to check the meaning
B. Data Gathering Methods
and relevance of these terms in any
research methods textbook.
The quantitative data will be gathered through the pre-
e. Research Ethics Issues. Does your
proposed research topic raise any test and post-test. It consists of the five (5) reading texts with
ethical issues? For example, does
your research design present any twenty five (25) items. The proponent will supervise this
possible danger to your subjects
(physical, emotional, professional)? If
assessment during the home visitation. The test instrument will
so what will you do to avoid that? no longer undergo validation because it is adopted from the
[500 – 700 words] revised Phil- IRI Manual 2018.
On the other hand, the qualitative data will be collected
using semi-structured interviews (Froilan & Adarayan-
Morallos, 2020) to acquire in-depth understanding on how
ChARM helps improve the reading level among the grade 4
pupils. It will be administered using a 3-item interview guide
which will be prepared beforehand. The interview guide is a
researcher-made, thus, it was subjected for validation by
language and content experts to ensure trustworthy results. The
interview sessions will be conducted face-to-face at the home
of the pupil-participants following strict observance of the
minimum health standards. Each session lasted for at least 20 –
30 minutes. Participants’ responses will be audio/video
recorded with their permission.
C. Data Analysis Plan

The quantitative data from the frequency and

percentage of the pre-test and post-test will be interpreted
using the Phil-IRI reading test that uses redetermined set of
criteria in identifying the reading level of each participant for
each passage. These criteria include the percentage of word
recognition accuracy and the percentage of correct answers to
comprehension questions (adapted from Johnson, Kress and
Pikulski, 1987).

Table 1. Phil-IRI Oral Reading Profile

Oral Reading Word Reading Comprehension
Level Score (in %) Score (in %)
Independent 97 - 100% 80 - 100%

Instructional 90 - 96% 59 - 79%

Frustration 89% - and below 58% - Below

Further, t-test will be used to test the hypothesis that

there is no significant difference between the pre-test and the
posttest scores of the pupils.
In terms of the qualitative data reflected in the
interview transcripts, Erlington and Brysiewicz’s (2017)
thematic analysis model will be used.

familiarize with divide text into condense these develop

formulate codes report
the data meaning units meaning units categories

Figure 3. Thematic analysis by Erlington and Brysiewicz

(2017)
D. Ethical Considerations

Research ethics will be at the forefront in the conduct

 of this action research. The participants’ right to join or decline
(Froilan & Adarayan-Morallos, 2020) will be met with utmost
respect. Assure will be given to them that proponent who did
not use his/her authority as their subject teacher to persuade
them nor use reward or coercion tactics. They and their parents
will be informed of the details, scope, and limitations of the
study in consideration of their right to information (Froilan &
Adarayan-Morallos, 2020). Participants will be accorded the
right to confidentiality (Froilan & Adarayan-Morallos, 2020)
of information being given during the interview and test results
as well as anonymity of their identities. Finally, the
participants will be assured to be protected from the negative
impact of this study.
In terms of data gathering protocols, permission will be
secured to conduct the study from the public school district
supervisor and the division research coordinator. Also, ideas
adopted from various sources will be properly cited through
APA format.

5. CONCLUSIONS
The proponent will plan to present the completed
Summarise your proposal, including your
potential contribution to knowledge.
action research during District Action Research Conference.
Also, the researcher will intend to venture its research findings
[200 – 250 words]
in research conferences in the division, regional, and
international level. Aside from these, it is the utmost desire of
the proponent to reproduce copies of the learning material to
reading coordinators twho are willing to use it in their
respective school reading program. To further expand its
impact, the researcher’s innovation will be submitted to the
Division LRMDS for evaluation and approval until it becomes
available in the online platform.
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SUBMITTED BY:

MORILLO, LEAH JANE C. (MMEM-V)

EGTIC, LYZA L. (MMEM-V)
MERINO, CATHLYN A. (MMEM-V)