ENHANCING THE READING SKILLS OF GRADE ONE LEARNERS

USING TECHNOLOGY BASED ENVIRONMENT

A Thesis
Presented to The Graduate School
CEBU TECHNOLOGICAL UNIVERSITY
Danao City Campus
Sabang, Danao City

In Partial Fulfillment of the Requirements for the

Requirements for the Degree
MASTER OF ARTS IN EDUCATION
Major in Administration and Supervision

ROWENA PITOGO ARANCO

February, 2023
 APPROVAL SHEET

This thesis entitled “ENHANCING THE READING SKILLS OF GRADE ONE PUPILS
OF TIPOLO ELEMENTARY SCHOOL USING TREE” prepared and submitted by
ROWENA ARANCO, in partial fulfillment of the requirements for the degree Master of
Arts in Education major in Administration and Supervision has been examined and
recommended for acceptance and approval for ORAL EXAMINATION.
THESIS ADVISORY COMMITTEE

ROSEIN A. ANCHETA Jr., ASEAN, PE., DM. Ph. D.

Chairman

REBECCA DC. MANALASTAS Ed. D., Ph D., DPA.

Co-Chairman

LUCILA L. GARBO, Dev.Ed.D. PERLA N. TENERIFE, ED.D., Ph.D.

Adviser Member

ROSE MARY L. ALMACEN, Ph.D. LISLEE C. VALLE, MAED.

Member Member

JOSE MARIE M. ANOOS, DBA

Member
-----------------------------------------------------------------------------------------------------------
Approved by the Committee in Oral Examination with a grade of _________.
PANEL OF EXAMINERS
ROSEIN A. ANCHETA Jr., ASEAN, PE., DM. Ph. D.
Chairman
REBECCA DC. MANALASTAS Ed. D., Ph D., DPA.
Co-Chairman

LUCILA L. GARBO, Dev.Ed.D. PERLA N. TENERIFE, ED.D., Ph.D.

Adviser Member
ROSE MARY L. ALMACEN, Ph.D. LISLEE C. VALLE, MAED.
Member Member

JOSE MARIE M. ANOOS, DBA

Member

APPROVED and ACCEPTED in partial fulfillment for the degree Master of Arts in
Education major in Administration and Supervision.

Comprehensive Examination: PASSED

JOSE MARIE M. ANOOS, DBA

 Dean, Graduate School

ABSTRACT

ENHANCING THE READING SKILLS OF GRADE ONE LEARNERS USING

TECHNOLOGY BASED ENVIRONMENT

ROWENA P. ARANCO
[email protected]
Cebu Technological University- Danao City Campus

The recent reading validation conducted in Tipolo Elementary School last March
2019 showed a huge number of non-readers and struggling readers. Out of 5 sections
with 177 pupils, there were 32 reported as non-readers and 54 struggling readers in
English. The data is in alarming tone, since almost 50 % were at-risk readers. The
researcher assessed the reading skills of the Grade One learners of the school year
2020-2021 as the basis for an action plan.

The study used Quasi-experimental method of research design. This study aimed
to contribute with new findings to the enhancement of the reading skills of the learners
in relation to the application of the technology-based environment. A standardized Oral
Reading Verification form was employed to determine the reading skills of the 74
respondents. The study revealed that during this first quarter Oral Reading Verification
results, there is an improvement on the post-test result of both groups. The result
proves Lev Vygotsky’s Theory that learning is social and that children learn by
internalizing activities and language of other into their world, (Morrow, 2009). The use
of technology-based environment was religiously implemented by the teacher adviser.
It can be concluded that the use of technology-based environment in enhancing reading
skills conducted by the teachers had made an impact on the reading skills of the
learners based on the reflected ORV results, although a notable number of non-reader
were still observed. It was recommended technology-based environment reading
module should be enhanced and be used in enhancing the learners reading skills.

Key Words: Reading skills, Technology-Based Environment, Descriptive Method,Tipolo

Elementary School, struggling readers, enhancing
 ACKNOWLEDGMENT

This thesis is product of hard work and determination of the researcher. The
realization of this thesis would not be possible without the invaluable contribution of
significant persons that helped in the completion of this study.
The researcher would like to express her profound gratitude for the help and
support of the following:

To the panel members, Dr. Rosein A. Ancheta Jr., Dr. Rebecca C. Manalastas, Dr.
Lucilla L. Garbo, Dr. Perla N. Tenerife, Dr. Rose Mary L. Amacen, Maam Leslie C. Valle
and most importantly, Galileo A. Toledo for the detailed and constructive comments and
suggestions for the enrichment of this study.

To Dr. Lucila L. Garbo, for her patience and guidance. The researcher is beyond
privilege to have her as an adviser. She has been always the source of strength by
giving very valuable suggestions throughout the research work. Her research
experiences have greatly contributed for bringing out her thesis. Her patient approach,
helpful suggestions, keen interest and constant encouragement in the preparation of
this thesis was a unique experience for the researcher.

To the respondents, Teachers and PTA officers who extended their immense
help by providing the required information, which in turn helped in achieving the
objective of this study.

Above all to the Almighty God for the strength, heath, and mind.
 DEDICATION

I whole heartedly dedicate this study to my family, my lovely daughters, to my

parents, friends and most importantly to our creator, God almighty.
A special feeling of gratitude to my loving and ever supportive husband, Ednel,
thank you for always with me in my most difficult times. Thank you for being my
support system as always. Always remember that my success is also your success.
My deep honor and dedication goes also to my parents, Antidio my father,
although he has departed, I know you are always proud of me whatever I become. To
my mama, Judith, my personal lawyer, doctor, and provider, I am forever grateful for
all you have done to my life. You shaped me with good character and knowledge.
This hard work is likewise dedicated to my four lovely daughters, Khuleen,
Precious, Maybelle, and Mariel. I hope someday you’ll see this work and you will be
proud as proud as I am to each of you.
And, foremost of all, to our creator, Almighty God, I am always thankful for all
the favors, for always taking care and guiding us always, for the divine providence. This
won’t be successful if this was not goes as planned. God has given me a purpose. I
know this is great, but through him and in him, I know I can fulfill my purpose.
 TABLE OF CONTENTS

Chapter 1: THE PROBLEM AND ITS SCOPE

Introduction
Rationale of the Study 11
Theoretical-Conceptual Background of the Study
14
The Problem
Statement of the Problem
22
Statement of Hypothesis 24

Significance of the Study 24

Research Methodology
Flow of the Research Process
26
Research Environment 28
Research Instrument 31
Data Gathering Procedure 32
Data Analysis 33
Scoring Procedure 34
Definition of Terms
35

Chapter 2: PRESENTATION, DATA, ANALYSIS AND INTERPRETATION

Related Information of the Respondents 37

Oral Reading Verification Result 40
Result 40
Item Analysis 43

Chapter 3: SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS
Summary of Findings 44
Conclusion 44
Recommendations 45

BIBLIOGRAPHY 46

APPENDICES
 Appendix A- Transmittal Letter 47

Appendix B- Research Questionnaire 48

Appendix C- Oral Verification Results 49

Curriculum Vitae

LIST OF FIGURES

Figure No. Title Page

1 Theoretical-Conceptual Framework of the

Study 6

2 Flow of the Study 24

3 Geographical Location of the Research 25

Environment of the Study
 Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

In the new normal situation that we have because of the pandemic, the unusual

process of teaching learning has become the usual and widely accepted. The normal

face to face lesson with the teachers is now prohibited to ensure safety against the

infection caused by COVID 19. There are many health protocols such as wearing mask,

face shield and social distancing. Since public school has huge number of students

inside the classroom it is difficult to maintain the social distancing. This situation can

lead to increase the cases of students and teachers with infection. In line with this, the

Department of Education mandated that the school year 2020-2021 should adhere to

the standards of IATF or Inter-Agency Task Force for the Management of Emerging

Infectious Diseases. In order to ensure the students’ safety, the DepEd Philippines

issued the DepEd order no. 014 s. 2020 about the Guidelines on the Required Health

Standards in Basic Education Offices and Schools.

Moreover, the education system needs to adjust to cater the students in different

types of learning modalities to ensure the public health and safety. There are multiple
modalities in the new normal teaching-learning process, these are: modular, television-

based, radio-based instruction, blended, and online. The integration of this alternative

learning delivery modalities will help the department to ensure the quality basic

education for the learners in SY 2020-2021. No matter what modalities the students will

be using, the teachers must give quality education. It is the objective of this study, to

create a support system for the teachers to ensure that there will be quality education

that amidst the pandemic crisis. This study will use the online learning flatform of

Technology-based Environment. It aims to provide an aid to the pupils’ reading

enhancement since reading is a vital element of learning. Learning starts from reading

and this is also the start of developing the language skills.

The recent reading validation conducted in Tipolo Elementary School last March,

2019 shows a huge number of non-readers and struggling readers. Out of 5 sections

with 177 pupils, there are 32 reported as non-readers and 54 struggling readers in

English. The data is in alarming tone, since almost 50 % are considered to be at-risk

readers.

Being one of the teachers of this school, the researcher hopes to create a

quality teaching of reading among the grade one pupils even though the situation is

very unusual. Having the new normal situation for the learners require a new normal

strategy of teaching the lessons. Moving on, no matter what modalities that the

students will be using the teachers must give the quality teaching-learning process most

especially in reading since it is the backbone and the heart in learning the major

subjects such as Science, Mathematics, Social Studies and the rest of the subjects.
Moreover, in terms of following the spiral curriculum, the level of difficulty in reading is

ascending, that is the challenge among reading teachers. If the child has poor reading

ability, chances are his or her performance in any other subjects is poor and eventually

affects learning. As early as possible, in the first grade of these pupils, they are

expected to syllabicate and read words. By the end of third grade, a student should be

reading proficiently to succeed and be promoted in upper grades. The meaning of

reading has moved beyond decoding printed symbols and recognizing words; thus,

reading is a course of action of constructing meaning to a written text. It is a dream of

any teacher that every student may acquire knowledge, skill, and understanding to

combat the challenges of life to meet the global demands. However, it is a challenging

time to pursue this dream because of the pandemic but the teachers are determined to

do their best in teaching the students in different ways and in varied learning

modalities.
Theoretical Background

The research will be anchored on the Constructivist theory, wherein children

should be active participants in their own learning. An expert, Jean Piaget stated that

children learn best when able to interact in their environment with peers and adults. A

constructivist approach in the classroom would include time to play, experiment,

explore and use of language. His approach is an extremely valid one to take when

teaching phonemic awareness and phonics. For children to better comprehend

phonemic awareness, the alphabetic principle and gain phonic knowledge, they need to

divulge and more exposure to language. Constructivist theory and best practices for

teaching phonemic awareness agree that child should use “curiosity, inquisitiveness and

spontaneity to help themselves to learn” (Morrow, 2009).

Theorist Lev Vygotsky believed that learning is social and that children learn by

internalizing activities and language of other into their world, (Morrow, 2009) children

gain more knowledge when their learning is scaffolding or supported, by a more

knowledgeable person. Therefore, the teachers of beginning readers are most

successful when they provide support in the form of modelling and scaffolding (Barone
and Morrow, 2003) which is necessary in teaching phonemic awareness and phonics

skills.

Another theory that can be linked to this study is the Pre-operational stage in

early childhood. This stage in Piaget’s theory starts from pre-school from two years and

is done by seven years. This is called the early childhood. Early childhood is then

categorized this stage into two parts: the pre-conceptual sub-stage (2-4 years old) and

the intuitive sub-stage, (4-7 years of age). It is so called pre-operational because by

that age, the intelligence of the preschoolers is more conceptual and symbolic.

At the pre-conceptual sub-stage, children got the abilities to assume the role one

thing by another. This enables them to use language, to make sense of and draw

pictures to extends his parameter in play, in symbolic or constructional game and to

later read and write. It links greatly to this study since the age span of the subject will

be five to six years old and still be considered as preschoolers.

The Bottom-Up theory says that reading is a skill in which student learn to read

in a step by step manner. This approach utilizes a building-block starting with the

foundation of phonics and phonemic awareness. The theory descry that students must

first learn the basics in order to fully apprehend the more complex and conglomerate

components such as comprehension and inferences.

Theories in Modern Education Legal Bases

 Jean Piaget -  Republic Act No. 10157

Constructivist theory “Kindergarten
 Lev Vygotsky - modelling  Republic Act No. 10533
and scaffolding “Enhanced Basic
 E.J Gibson -The Bottom- Education Act of 2013
Up theory Education Act”

Reading Skills of
Grade One Faith Learners
 ACTION PLAN

Figure 1.
Theoretical – Conceptual Framework of the Study

Reading is the most vital part of life and a major focus of elementary school

teaching. The need to learn reading comprehensively manifests in the result of the

recently concluded Program for International Student Assessment (PISA) 2018. The test

is conducted every three years for the purpose of research and policy. As per result, the

Philippines ranked last out of 79 participating countries. Philippines is indicating as a low

performing school and our education system needs to have a reform. To find the root

cause, though many factors have to be considered, still, it all boils down to the reading

ability of our pupils. Teachers’ ways of imparting techniques on how to read same with

the materials need to be evaluated, once and for all.

The use of phonics for the advancement in teaching children to read is an

important part and parcel of successful reading programs, however there are no set

requirements for elementary school teachers in how they should teach phonics. One of

the major factors in the difficulty in learning how to read is the orientation and

introduction of letters to the pupils. There are still several teachers who teach reading

in a traditional way. But the curriculum then and now ways big differ. The challenge of

pandemic is now considered as barrier in effective teaching of reading since the teacher
cannot see their students face to face for public safety protocol. Therefore, what was

applicable and effective before may not fit and may not meet the demands of today’s

learners. The struggle in each first-grade teachers and pupils are visible.

Kinder level being the first formal schooling of each, and every child as

mandated by the law, Republic Act No. 10157 “Kindergarten Education Act” and

Republic Act No. 10533 “Enhanced Basic Education Act of 2013 is set for the

socialization alone. This is one of the problems encountered by the grade one teachers.

Majority of the pupils who are enrolled in Grade one was not able to recognize letters.

The first-grade teachers chose to teach reading instead of academics. They tried to

managed time to balance the lessons. Though they did teach, the target has not been

hit.

Cayubit (2015) added that any Filipino child with sufficient reading skills would

have greater chance of success in school as compared to a child whose reading skills

are poor. In the long run, not being able to successfully comprehend can prevent

students from learning, retaining information that they read and graduating from school

which will have negative impact in different aspects of their life later on (Heoh, 2015)

Reading is a cardinal and imperative skill in life and reading intervention can be

fundamental for many students to find success and be better able to achieve more in

academics. Studies show that k-3 student reading progress through intervention,

reading intervention strategies, and which strategies are effective for all students. All

studies showed positive results, but each study had its soundness and sore points. Few

interventions had clear-cut results for all types of students and/or all aspects of reading.
Early identification, assimilation and knowing the needs of each student is even

important to provide the most effective, appropriate intervention.

Reading achievement is essential for school achievement (Reis, McCoach, Little,

Muller, & Kaniskan, 2010). Reading is one theme that is used in all aspects of the

school day. The studies and theories rolling around reading are voluminous.

Researchers and teachers and the people behind education system ponder many

questions about reading, but many answers are obscure. Successful reading

intervention weaves differentiated instruction strategies and meaningful expectation

into effective reading intervention experiences. (Weikert, 2018)

The different strategies offered may not seem to fit the needs of some of the

Filipino children due to some factors. The implementation of K to 12 Curriculum (2013)

played one of the biggest factors on the rapid growth of non-readers of today’s learners

especially those aging 4 to 6 years of age.

As stated in the Republic Act No. 10157 “Kindergarten Education Act” and the

Republic Act No. 10533, “Enhanced Basic Education Act of 2013, mandatory and

compulsory Kindergarten Education that effectively promotes physical, social, cognitive

and emotional skills stimulation and values formation is offered to all five (5) year old

Filipino children to sufficiently prepare them for Grade One.

More research needs to be concluded, reviewed, and reconsidered to better

understand the cryptogram of reading and the effects of reading interventions have on

elementary children who are at-risk readers. The more tone research done, the more
the students of today and tomorrow will benefit. It is important and imperative that we

provide all children with strategies to help them become proficient readers.

With so many struggling readers with diverse and discrete reading difficulties, it

is inescapable that teachers not only identify struggling readers, but also know the best

reading intervention proceeding. The literature was reviewed in an effort to find the

best, practical and effective practices to take a hand and intervene with students who

are at-risk readers. It is essential for students to get the appropriate and suitable

instruction needed for them to find something successfully done using the online

flatform of Technology-based Reading in Electronic Environment or TREE. Achievement

and triumph in reading can affect a favorable outcome in every subject area in a child’s

school day as well as their future success in ensuing a career.

To add with, there are multifarious reasons why there is a need to thrive more

on reading skills from a young age. Encouraging young children to engage in reading

will help them to develop into confident, independent learners (KUMON article about

reading, 2017) As a child’s reading skills develop, they turn to branch out in boldness

and self-reliant individuals as they tackle and encounter unknown words on their own.

One they have an established knowledge of words, pronunciation, spelling, and

grammar, they will feel more confident and with conviction to learn new vocabulary

alone using knowledge they have previously acquired. Children can also learn to

disseminate and communicate better with others and broadens knowledge which

enable them to achieve more and excel deeper in other subjects. If a child can read a
book, they are also adequate to read Math problems, questions in test and any other

text they may face and encounter at school.

The plan and composition of K to 12 Curriculum Guide in English One (May 2016)

somehow tackled some of the major domains like oral language, phonological

awareness, alphabet knowledge, phonics and word recognition. But these domains will

be discussed in between every other competency which effects to slow pace of learning

how to read.

Time constraints and emergent need to be academically equipped are the

reasons of designing this module. The researcher believes that teaching reading isn’t

impossible or hard at all. But because of this situation, the teacher performs a close

monitoring among the at-risk readers using a simplified module about letter sounds.

The reading intervention is then named, Technology-based Reading in Electronic

Environment which will serve as tool in producing proficient readers through online

modalities.
 THE PROBLEM

Statement of the Problem

This research assessed the reading skills of the grade one learners at Tipolo

Elementary School during school year 2020-2021 as basis for an enhancement.

Specifically, this answered the following:

1. What are the related information of the teachers in their:

1.1 Educational Background

1.2 Length of service

2. What is the reading level of the controlled group based on the pre-post test

results?
 1.1 Independent

1.2 Instructional with comprehension

1.3 Instructional without comprehension

1.4 Frustration

1.5 Struggling

3. What is the reading level of the experimental group based on the results of post-

test?

1.1 Independent

1.2 Instructional with comprehension

1.3 Instructional without comprehension

1.4 Frustration

1.5 Struggling

4. Is there significant difference between the pretest and post-test in each group?

4.1. length of service, and

4.2. highest educational attainment

5. Is there a significant difference between the post-test result controlled group and

experimental group?

6. Based on findings, what action plan can be proposed?

Statement of the Null Hypothesis

HO1. There is no significant difference between the pre-test and post-test in

each group.

HO2. There is no significant difference between the post test result of the

controlled and experimental group.

Significance of the Study

The outcomes of the study which is innovative materials for phoneme awareness

and letter symbols and letter sequence instructions hoped to provide Grade One

teacher’s ready tools to assist, enable and empower teachers to teach in a dynamic,
enjoyable and productive manner through a song and sound activity that lock up

mastery of the skills necessary for success in learning to read online.

The findings of the study would be beneficial and of great help to many. This

would further aggrandize the government’s knowledge and awareness on the

characteristics of elementary pupils – citizens of the country – in terms of their

background, interest and absorption relating to their competence in English. They may

assimilate the ideas of the results of this study into the present and future curricula to

further refine the pupils’ proficiency in reading.

People in the community may benefit from the development this study that

would take effect on the behavior and attitude of the pupils towards reading, who are

part of the community. They would have taken into consideration the outcomes and

recommendations of this study and would have used these to determine ways on how

to encourage the pupils to learn the effective reading skills with the use of technology-

based environment or online learning modality. The findings of the study would have an

immense value to the following persons:

Administrators. The findings of the study will benefit the school in as much as

the attainment of the goal and mission of the teachers and the school itself.

Teachers. The findings of the study may provide over-and-above information in

the use and development of appended materials for basic phonics in teaching reading in

Grade One which may be helpful in turning over a new leaf or enhancing their teaching
strategy the teacher may also find suitable and effective materials for the student to

learn online.

Parents. Parents may also find this study necessary because it will help them

lead their children into training and disciplined learning. They will also find reasonable

means on how to encourage their children to learn to read fast with the help of this

study.

They are the major persons who gains of the enhancement of the module that

teachers may implement in the teaching-learning process. Sustaining the innovative,

state-of-the-art materials for basic phonics may help develop their full potential in

reading pupils.

Learners. This study would help the pupils in improving skills in reading and to

be essential individuals in the society.

Future Researchers. This study would help lessen the reading problems and

can help improve the education system in the country.

RESEARCH METHODOLOGY

Research Design

The TREE or Technology-Based Reading in Electronic Environment for Grade One

is specifically designed to address the needs of the Grade One at-risk readers for the

S.Y. 2020-2021 in Tipolo Elementary School, in the City of Mandaue.

The Grade One level is composed of 5 sections with the population raging 30 to

40 pupils per class. The section Faith has the most numbers of at-risk readers will be
the target of this study. This section will home the respondents after the conduct of the

pre-test given by the researcher and the reading validation team.

Section Faith will be taught how to read for the period of 30 minutes, their

remedial time. Weekly formative test will be given to the pupils to check their reading

level. After second quarter, these pupils will then again undergo a post test to see the

validity and reliability of the study.

Flow of the Study

This study used quasi-experimental of research in assessing the extent of the reading

skills of the learners.

The input, process and output design were utilized in analyzing data. The input

considered the demographic profile of the respondent groups and the profile of the

learners handling the group. It also considered the learners’ reading

habits and the availability of reading resources home. The process involved the

tabulation of data gathered using the Orv results, analysis of the data and interpretation

of data.

INPUT PROCESS OUTPUT

1. The reading level of the learners

based on the results of pre-test: 1. ORV
Results
1.1 Independent
1.2 Instructional with comprehension
1.3Instructional without
2. Gathering of
comprehension
Dat
1.4 Frustration
1.5 Struggling A
2. The reading level of the controlled
3. Subjecting C
group based on the results of post-
the data to
test. T
appropriate
1.1 Independent statistical
1.2 Instructional with comprehension I
computation
1.3 Instructional without O
 Figure 2.
The Flow of the Study

Research Environment

This study will be conducted in Tipolo Elementary School (TES). The said school

is under the flagship of Mandaue City Division operated by Department of Education

(DepEd) which offers a complete elementary curriculum. TES is located in P. Basubas

St. Tipolo Mandaue City. Tipolo Mandaue City is a barangay in Mandaue

City, Philippines.
Tipolo is the second southernmost barangay of Mandaue. The first being Subangdaku

which bounds Tipolo in the south and southwest. In the east it is bounded by The

Mandaue Reclamation Area. In the north by barangay Guizo and in the northeast by

Banilad, Mandaue.

Most of the students of TES are coming from its barangay and its neighboring

barangays. TES is also a competitive elementary school in Mandaue City Division. Since

its establishment in 1976, TES bagged several awards in academic competitions and co-

curricular not only in division, regional and national level as well. Such feats indicate

that the school promotes excellent and quality education.

In school year 2020-2021, TES has a total enrollment of 1200 learners from

Kindergarten to Grade 6. Its faculty members are composed of 37 teachers.

The researcher purposively selected the said school as a pilot area for data

collection since she is one of the teachers and thus, administering the study and

collection of the necessary data would be feasible. Figure 3 that follows shows the

location map of the research environment.

 Map of Cebu

Figure 3.
Location Map of the Research Environment
Respondents

The respondents of this study were the grade one learners and respective teacher

advisers of Tipolo Elementary School this school year 2020-2021. There are 149

enrolees in the grade one level in this school year.

Table 1 showed the two sections were the respondents of this study. In section Faith,

there are 23 male learners and 14 female learners which comprise the total of 37

learners. Section Delight has 22 and 15, which sums to 37 enrollees as well.

Table 1
Distribution of the Respondents of the Study

Grade One Teacher-Learner Respondents

Teacher Femal
Section Male Total %
e
Teacher 1 Faith 23 14 37 50
Teacher 2 Delight 22 15 37 50
TOTAL 45 29 74 100

Research Instruments

The online reading module in enhancing the reading skills of grade one learners

of Tipolo Elementary School using technology-based environment was classified as a

contextualized module in enhancing the reading skills of grade 1 pupils in Tipolo

Elementary School. The topics presented are under lessons of K-12 Basic Education
Curriculum for Grade 1. The lessons were aligned with the new curriculum guide

prescribed by DepEd during the non-face to face learning or remote teaching-learning

process. This material was a compilation of video classes and reading activities that the

students can listen to and follow with the guidance of their parents at home.

This module gave focus on the enhancement of Grade 1 pupil’s reading skills

through technology-based environment teaching. The pedagogical approaches used in

this module as reflected in the activities were dynamic and creative in employing variety

of techniques in online or remote learning. It was conceptualized with different learning

strategies such as cooperative, collaborative, interactive, constructivist, and reflective

by using games and varied online activities.

Data Gathering Procedures

The needed information for this research was gathered through intensive

research on the basic information and related theories of the study. The researcher had

a thorough observation in identifying the problem in delivering the education in the

midst of pandemic. She had further readings in order to justify her initial ideas and

have an in-depth overview on how to conduct the research properly and effectively.
The readings helped the researcher in identifying the variables to focus on. The

variables were carefully identified to get the data needed for the research. In gathering

the needed the data, the researcher sent a letter of permission to the principal of the

school to conduct test to the target population.

With the different data collected and gathered, the researcher interpreted and

analyzed the figures derived from the data. With the interpretation and analysis of the

data gathered, the researcher made findings that led to the making of conclusions and

recommendations.

Statistical Treatment

To provide factual, valid and reliable presentation, tabulation, analysis and

interpretation of the important information collected from the survey was made. Data

gathered was organized through the use of a statistical package. Cross tabulation was

done using the pivot table and pivot chart wizard. Averaging and simple percentages

were used to describe the elements of the tables. The T-test of related samples was
done to determine if there is significance in the performance of the learners in the ORV

and the remedial reading activities conducted by the teachers.

Scoring Procedures

Pretest and Post-Test of Oral Verification Test Results using DsMET Consolidation

Tool No. 4.1.

The standard reading assessment includes the following categories: Independent,

Instructional, Frustrated and Struggling. Where an Independent reader can read with

ease, accuracy, and comprehension at above-average levels. as Independent readers

means. On the other hand, the Instructional reader uses strategies, and processes the

skills and reading level appropriate for his or her age and grade. Moving on. The

frustrated reader is a reader has problems recognizing phonic elements, cannot blend

sound and words, and does not comprehend what they are reading. And lastly, the No

fluency or struggling reader is a reader who has recently started to work with word

recognition and comprehension strategies. They need assistance in learning the

foundation of literacy.

DEFINITION OF TERMS

For the purpose of this study, conceptual terms related to literacy, reading

intervention and reading skill development that are integral and critical to this study

were operationally defined.

Alphabetic Understanding. this refers to the understanding that words are consist

of individual letter and that letter correspond to sounds.

Analytic Phonic Approach. when children learn to analyze letter sound relationship in

previously learned word.

At-risk Readers. It refers to the pupils who weren’t able to read nor recognized letters

Blending. it pertains to the activity in which the children build words from individual

sounds of each letter

Bottom-Up. refers to the skill in reading in which student learn to read in a step-by-

step manner

Letter Sequence. It pertains to the order of the letters to be taught as differ from the

order in the alphabet.

Letter symbols. It pertains to a teaching approach or method created to like some

things in real life.

Onsets and Rime. It pertains to “An onset in a syllable is the initial consonant(s)

(e.g., the c in cat); the rime comprises the vowel and consonants that follow (e.g., the

at in cat)”

Online modalities. It pertains to the learning delivery style in teaching the pupils

Phonemes. It pertains to the distinct unit of sounds which make the difference

between words

Phonics. It pertains to the instruction or method in the association of speech sounds

with printed symbols

Synthetic phonics. It refers to a method of teaching reading by training an individual

to pronounce sounds associated with particular letters in isolation and then blending

them together.
 Chapter 2

PRESENTATION, DATA ANALYSIS AND INTERPRETATION

This chapter analyzes and interprets data obtained from the grade one learners

and their respective class advisers of Tipolo Elementary School. The results of the Oral

Reading Verification (ORV) in the beginning of the school year and in the end of the 1 st

quarter were also interpreted. From the findings, action plan on enhancing reading skills

with the use of technology-based environment was proposed.

 RELATED INFORMATION OF THE RESPONDENTS

This part presents the profile of the teachers and learners in Tipolo Elementary School

for the school year 2020-2021 in terms of teacher’s highest educational attainment and

length of service.

Teachers’ Profile. The teachers’ profile presents the highest educational attainment
and

length of service of the grade one learners’ teachers.

Highest Educational Attainment. The educational background of a teacher is

important in one’s field of work. One’s educational attainment determines the

knowledge a teacher may have. In this section, the educational attainment of the

teachers is presented.

The figures on the teachers’ length of service in the learner-respondents’ school are

presented in Table 6.

Table 6
Teachers’ Length of Service
Length of Service Frequency Percentage %
Over 15 years 1 0
 11 to 15 years 0 50
5 to 10 years 2 50
Less than 5 years 2 0

Table 6 shows that two teachers in the Grade level was new to the institution.

There were 2 teachers who had been staying for five to ten years in the said school.

There was no teacher who had been staying for 11 to 15 years in the said school. One

belonged to over 15 years bracket.

The figures indicate that the respondents were handled by experienced and

competent teachers. This idea might be attributed with the respondents’ reading skills

reflected on the Pre-Test and Post-Test results.

Length of Service. According to experts, experience is considered as the best

teacher. A teacher having longer years of experience may be considered knowledgeable

and an experienced teacher. One’s experience can help an educator solve problems in

school and can aid them in looking for possible interventions.

Table 7
Teachers’ Highest Educational

Attainment Percentage %

Academic Qualifications Frequency

Doctoral 0 0

Masters 0
 Baccalaureate 5 100

Table presented the data on the teachers’ highest educational attainment. It revealed

that no teacher in the Grade One level had attained doctoral and master’s degree. Both

are baccalaureate degree. None of the teachers started acquiring units for their

master’s degree.

This further showed that the teachers handling the grade one respondents had

acquired much knowledge needed in teaching and in improving the learners’ skills and

abilities in reading.

ORAL READING VERIFICATION POST-TEST RESULTS

For a learner to read confidently, one must master the five fundamental reading

skills namely phonemic awareness, phonics, fluency, vocabulary and comprehension

skill (MacPhee, 2015). The ORV assessment of DepEd tests learners’ fundamental

reading skills with guidelines for teachers to follow.

 The data which indicate the Pre-test and Post-test ORV results of the respondents

shown in Table 8 was the controlled group of this study. Where, the respondents were

given the same reading materials and taught without the use of technology-based

environment tool. The materials were the materials which teachers used to teach with

learners for the past years. This Table also shows the period the Pre-test and Post-test

ORV is conducted; the first quarter of the year which starts in October and ends in 1 ST

quarter in December.

Table 8
Pre-test and Post-Test Oral Reading Verification (ORV) Result
Controlled Group

Frequency
ORV Result Percentag
Percentag
e
e%
Pre-Test Post Test %
Independent 0 0 0 0
Instructional With C 0 0 1 0.5
Instructional W/O C 4 11 5 18
Frustration 15 40 21 56
Struggling 18 49 10 27
Total 37 100 37 100

Table 8 presented the data on the Pre-test and Post-test ORV results of the Grade

one respondents in the beginning of the school year which is the pre-test and in the

end of the 1st quarter of the year which is the post-test. Zero (0) for the Pre-test in

Independent result and remained zero (0) in the Post-Test. For the Instructional with

comprehension has 0% in Pre-Test and 0.5% in the Post-test. Instruction without

comprehension has 11% in the Pre-test and 18 in Post-test. Whereas, Frustration has
40% in the Pre-test and got 56% in the Post-test. Finally, struggling readers has 49%

in the Pre-test and 27% in the Post-test.

The Table 8 further shows that there were a big percentage for the struggling

readers in the Pre-test but has a 3% improvement in the Frustrated level during Post-

test.

The results further imply that majority of the Grade one learners were Frustrated

readers and struggling readers and still they needed further enhancement for the

reading skills of the learners.

On the other hand, the data which indicate the ORV results of the respondents

shown in Table 9 was the experimental group of this study. Where, the respondents

were given and taught using technology-based reading materials. This Table also shows

the period the Pre-test and Post-test ORV is conducted; the first quarter of the year

which starts in October which is the Pre-test and ends in 1 ST quarter in December which

is the Post-test.
 Table 9
Pre-test and Post-Test Oral Reading Verification (ORV) Result
Experimental Group

Frequency
ORV Result Percentag
Percentag
e
e%
Pre-Test Post Test %
Independent 0 0 1 2
Instructional With C 0 0 3 8
Instructional W/O C 4 11 7 19
Frustration 16 43 17 46
Struggling 17 46 9 25
Total 37 100 37 100

Table 9 presented the data on the Pre-Test and Post-Test ORV results of the

Grade one respondents in the beginning of the school year which is the pre-test and in

the end of the 1st quarter of the year which is the post-test. Zero (0) for the Pre-test in

Independent result and have 2% in the Post-Test. For the Instructional with

comprehension has 0% in Pre-Test and 3% in the Post-test. Instruction without

comprehension has 4% in the Pre-test and 19% in Post-test. Whereas, Frustration has

16% in the Pre-test and got 17% in the Post-test. Finally, struggling readers has 46%

in the Pre-test and 25% in the Post-test.

The Table 4 further shows that there was a big percentage improvement in all

levels . From 46% of struggling readers in the Pre-test has huge improvement during

the post-test for 25%.

 The results further imply that majority of the Grade one learners were Frustrated

readers and struggling readers and still they needed further enhancement for the

reading skills of the learners.

TEST ANALYSIS ON THE SIGNIFICANT DIFFERENCE

BETWEEN THE ORV RESULTS

To verify the results of the ORVs between the controlled group and the

experimental group a test analysis was made.

The data on Table 10 illustrates the difference between the Pre-Test and Post-

Test ORV results in the controlled group and the experimental group.
 Table 10
t-Test Analysis on the Difference between the Post-test ORV results between the
controlled group and the experimental group of their reading skills

Mea t- p-
Group n value value Findings
Pre-test
3.00
ORV Significan
Controlled -3.43 0.00
Post-test t
3.39
ORV
Pre-test
3.35
Experiment ORV Significan
-9.03 0.00
al Post-test t
3.96
ORV

Table 9 presented the mean percentage of the Post-Tests results of the controlled

group and the experimental group. Data showed that controlled group got 3.39 mean

percentage result. Whereas, Experimental group got 3.96 mean percentage result.

Chapter 3

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary and the findings, the conclusions gathered out

of the findings as well as the recommendations proposed based on the findings.

SUMMARY
 The ultimate purpose of the study was to enhance the reading skills of the

learners using technology-based environment in Tipolo Elementary School for S.Y 2020-

2021.

This study used the quasi-experimental method of research. It utilized

questionnaires for the teachers’ respondents and data from the school Pre-test and

Post-test Oral Reading Verification to gather needed answers for the study. The result

of the ORV was obtained from the guidance counselor with the consent of the school

administrator.

FINDINGS

This part of the study presents the summary of findings based on the figures and

statistical treatment conducted to the data. The following findings were obtained:

 It showed that there were significant changes of figures of the learners’ reading

skills in the Pre-test results and to that of the Post-test results. A great number
 of the respondents could be considered average readers. However, there were

learners who were still considered non-readers.

 The teacher of the respondents had a strong foundation in the school for the

they had served the public in the said institution for more than 5 years and one

had stayed for even more than 15 years as well.

 It showed that the teachers of the learner-respondents had acquired

baccalaureate degree.

 It was found out that the learners are keen and active in participating the

activities in technology-based environment teaching.

 There was a significant difference between the mean scores of controlled group

respondents and experimental group. Experimental group had also made a slight

change in the mean score of performance.

 With the aid of t-test to analyze the means of the ORV results in the Post-test of

controlled group and Post-test of experimental group, it was found out that

there was a significant difference.

CONCLUSION

Based on the findings, the researcher could infer that the use of technology-based

environment teaching conducted by the teacher made an impact on the reading abilities
and skills of the learners based on the reflected ORV results. Although a notable

number of non-readers were still observed.

RECOMMENDATIONS

Based on the findings and conclusions of the research, the output of the study is

hereby recommended.

RECOMMENDATION FOR FURTHER STUDIES

This research suggests the following research topics for further study:

1. Reading Comprehension of Grade One Learners in Tipolo Elementary School

2. Reading Difficulties of Tipolo Elementary School Learners.

3. Factors affects the low reading skills of the Grade One learners.

4. The Impact of Reading Comprehension to the Performance of the Grade One

Learners.

5. The Impact of the use of Technology-Based Environment teaching.

BIBLIOGRAPHY

BIBLIOGRAPHY
Almutairi, N. R., (2018) Effective Reading Strategies For Increasing The Reading
Comprehension Level Of Third-Grade Students With Learning Disabilities,
Retrieved from; www.yourtermpapers.com/reading-comprehension improvement...

Bast J. M., May (2013) Integration of Phonics into Elementary Reading Programs,
https://eric.ed.gov/?id=ED542750

Blickenstaff, J., St. Catherine University Ellie Hallquist, St. Catherine University,
Retrieved from: sophia.stkate.edu/maed/index.4.html

Caccamise, D., Ph.D. (2015) Constructivist Theory and the Situation Model: Relevance
to Future Assessment of Reading Comprehension, Retrieved from:
experts.colorado.edu/vitas/115770.pdf

Cimmiyotti, C. B., "Impact of Reading Ability on Academic Performance at the Primary

Level" (2013). Graduate Master's Theses, Capstones, and Culminating Projects.
Retrieved from: https://doi.org/10.33015/dominican.edu/2013.edu.18

Figuracion, C. E. (2017) How to Deal with the New generation of Students. The
Modern Teacher, Volume 65, January 2017, No. 8.

Forbes, S A., Et. Al. Educational Research and Evaluation Publication details, including
instructions for authors and subscription information: Retrieved from:
http://www.tandfonline.com/loi/nere20 Single-subject designs and action research in the
K-12 setting

Franco, O. (2019). Enhancing The Oral Communication Skills of Grade Eleven ICT
Students of Sto. Domingo Integrated High School Using (SMILE) Sustainable Module in
Learning English. Master’s Thesis. LSPU Los Banos Laguna.

Gacelo, E. P.,(2012). Principles of Teaching 1. Published by C & E Publishing, Inc.

Gamze, E. L. T., Almacıoğlu Journ (2009) Three Reading Phases and Their
Applications in the Teaching of English as a Foreign Language in Reading Classes with
Young Learners, Language and Linguistic Studies Vol.5, No.1, April 2009

Ibarra, L. C., (2013). Coping with X and Y Understanding the Persona of Algebra
Professors. Dissertation. University of Perpetual Help System of Laguna, Sto. Niño, City
of Biñan, Laguna.

Jubran, S. M., (2016) The Effect of the Social Constructivist Approach on Teaching
Reading to Jordanian University Students. Vol. 6, No. 5, 310-315, Al Balqa’
Applied University, Amman, Jordan

Kopel, K. (2013) The Effects of Reading Strategies in Comprehension for Elementary

Age Learners, St. Catherine University. Retrieved from :
sophia.stkate.edu/cgi/viewcontent.cgi?article=1001&context=...

Lagura, B. (2018). Innovative Teaching Strategies in Teaching Mathematics in

Upgrading Students’ Performance. Master’s Thesis. Pamantasan ng Cabuyao.
Cabuyao City Laguna.

Lorenzo, R. L. (2014). Teaching the Noblest Profession (An Inspirational Book

for Teachers and Students.

Ogunyemi, F. T., (2015) Promoting Constructivist Early Childhood Education in a

Post Modernist Era: Challenges for Nigeria.

Ogunyemi, F. T., International Journal for Cross-Disciplinary Subjects in Education

(IJCDSE), Special Issue Volume 5 Issue 2, 2015

Richards, C.-Tutor1, Baker2 D. L., Gersten3R., Scott K. Baker2, and Jeani Mercier
Smith (2015) The Effectiveness of Reading Interventions for English Learners: A
Research Synthesis, Retrieved from:
journals.sagepub.com/doi/10.1177/0014402915585483

Rohde, L., 1 (2015) The Comprehensive Emergent Literacy Model: Early Literacy
in Context. Retrived from: journals.sagepub.com/doi/abs/10.1177/2158244015577664

Sitthitikul, P. (2014) Theoretical Review of Phonics Instruction for Struggling/Beginning

Readers of English PASAA Volume 48 July - December 2014, Thammasat University.
Retrieved from:

Smith, B.S., (2015) A Case Study of the Impact of Reading Intervention in Early
Elementary School Grade Levels, Gardner-Webb University. Retrieved from:
digitalcommons.gardner webb.edu/cgi/viewcontent.cgi?...

Talle, L. A., (May 2017) Best Teaching Strategies To Help Struggling Readers
Carson Newman University, Retrieved from:
www.cn.edu/.../Dissertations2017/Leigh_Talley.pdf

Umali, M. P., (July 2016) Reading Difficulties Of Grade Iii Pupils In District IV In
The Schools Division Of Manila. Retrieved from:
www.academia.edu/27383330/THE_READING_DIFFICULTIES_OF...

Weikert D. E., (3-28-2018) Effectiveness of Reading Intervention Program Types in

Increasing Comprehension for Intermediate School Students Concordia University
Portland.
 APPENDICES

Appendix A
TRANSMITTAL LETTER

DR. JENNIFER Y. AMANTE

Principal
Tipolo Elementary School
Tipolo, Mandaue City

Ma’am:

Greetings of peace and love!

The undersigned would like to humbly ask for your permission to allow her to
collect necessary data though data gathering among Grade One section Faith pupils.
This is in connection with her thesis entitled “ENHANCING THE READING SKILLS OF
GRADE ONE PUPILS OF TIPOLO ELEMENTARY SCHOOL USING TECHNOLOGY
BASED READING IN ELECTRONIC ENVIRONMENT (TREE)” to carry out the
academic requirements for the degree of Master or Arts in Education, Major in
Administration and Supervision.
The researcher further guarantees that the empirical data gathered from survey
will be exclusively used for the study only and it would be treated will utmost
confidentiality and secrecy.
The researcher further anticipates for your positive response to this humble
request. Thank you so much!

Very truly yours,

ROWENA P. ARANCO
Researcher
Noted:

LUCILA L. GARBO, Ph.D GALILEO A. TOLEDO, Ph.D

Thesis Adviser Dean, Graduate School

Approved:
JENNIFER Y. AMANTE, EdD
Principal

Appendix B
Standardize Reading Assessment Tool
 Appendix C
TREE Module
 CURRICULUM VITAE

Name : Rowena P. Aranco

Date of Birth : December 04, 1988
Place of Birth : Pitogo, Consolacion Cebu
Gender : Female
Civil Status : Married
Spouse : Ednel B. Aranco
Children : Precious Hyacinth P. Aranco
Maybelle Rose P. Aranco
Mariel Chrysant P. Aranco

I. Educational Background

Graduate Studies : Master of Arts in Education Major in Administration and

Supervision
Cebu Technological University - Danao City Campus
Sabang, Danao City, Cebu
December 2020

Tertiary : Bachelor of Elementary Education

Major in General Education
University of Cebu -LM
Mandaue City
March, 2010

Secondary : Jagobiao National High School

Jagobiao Mandaue City
2000-2004

Elementary : Jugan Elementary School

Jugan, Consolacion Cebu
2000
III. ELIGIBILITY

Passed the Licensure Examination for Teachers (LET) ELEMENTARY,

with a rate of 81.40% on March 30, 2011.

III. WORK EXPERIENCES

Teacher 1
Tipolo Elementary School
2015-Present