Republic of the Philippines

Department of Education
Region I
Schools Division of La Union

ENHANCING THE READING COMPREHENSION LEVEL OF GRADE 5 LEARNERS

THROUGH PROJECT KAPIT

An Action Research
Presented to
the Division Research Committee
through the
Planning, Policy and Research Division
San Fernando City, La Union

MARILOU A. FELIX
SY 2022-2023

Address: Flores St., Catbangen City of San Fernando

Telephone No.: 205-0046
Email: [email protected]
 ABSTRACT

Reading comprehension is the ability to read text, process and understand its meaning.

Its help build vocabulary, learn about the world and understand complex concepts. The study

aims to reveal how reading comprehension skills of Grade 5 graders who have problems in

reading comprehension can be improved by means of Project KAPIT .The most essential skill

that a person can acquire is reading. Indeed, a great pillar upon which the teaching-learning

process is built, thus, it plays a key role in the success at all educational levels. To increase the

interpretation skills of the learners, comprehension questions through magic basket and reading

bee are intended. Furthermore, this study conducted to further hone the reading skills of Grade

5 learners of Manga Elementary School. The one-shot pretest-posttest research design was

employed since it tends to quantify the reading skills of the learners before and after the

intervention was applied. 27 Grade 5 learners were the respondents of the study. To ascertain

the reading comprehension skills of the learners, hence, pretest and post-test were used.

Moreover, the tool for analysis is the percentage, frequency count, mean and T-test. The

learners were fairly good readers during their pretest and highly good readers in their post-test.

As concluded, Project KAPIT played a great role in the enhancing the reading skills of the

learners. Schools are highly recommended to adopt the intervention to enhance the reading

level of learners.

Keywords: Reading Comprehension Skills, Reading Proficiency, Teaching - learning, Reading

Intervention, Reading Bee,Magic Basket, Utilization, Project KAPIT
 ACKNOWLEDGEMENT

The researcher sincerely acknowledges and appreciate the following people for their

guidance and words of wisdom for the realization of this study:

Atty. Donato V. Balders Jr., CESO V, Schools Division Superintendent of La Union, ,

Dr. Rhodora Marie A. Roque and the La Union Research Committee and Mr. Ryanbille

Cabading, for granting permission to the researchers to conduct the study;

Dr. Aidena Nuesca, Public Schools District Supervisor, Aringay District, La Union; for

the orientation; Dr. Myra Puzon, District Research Coordinator for her brilliant ideas and

suggestions that help the researcher enhance and finish the study and Sir Bryan M.

Openano, Head Teacher III, Manga Elementary School, Aringay District, Aringay, La Union,

for granting permission and words of encouragement to the researcher to administer the

intervention to the target respondents;

Mrs. Eliza Marie G. Adina , who helped the researcher in conceptualizing her study;

Her families and relatives, for all the moral and financial support they provided for the

completion of the study;

Her co-teachers and friends: Geelyn L. Tumbaga, Risabel P. Estolas, Russel De

Lena, Merry Cris D. Campos, Jessa Mae A, Robles and Ms. Jamsine O. Tamsi for inspiring

the researcher to push through with her study.

Above all, the Almighty God for His love, guidance and compassion He showered.
 TABLE OF CONTENTS

Title Pagee
Title Page…………………………………………………………………………… i
Abstract……………………………………………………………………………… ii
Acknowledgement…………………………………………………………………… iii
Table of Contents…………………………………………………………………… iv
List of Tables……………………………………………………………………….. v
Context and Rationale…………………………………………………………….. 1
Innovation, Intervention, and Strategy…………………………………………… 4
Action Research Questions………………………………………………………. 5
Action Research Method………………………………………………………….. 6
Discussion of Results……………………………………………………………… 8
Reflection…………………………………………………………………………… 13
Action Plan………………………………………………………………………….. 14
References………………………………………………………………………….. 15
Financial Report……………………………………………………………………. 17
Appendices…………………………………………………………………………. 21
A Letter of Permission from the Schools Division Superintendent………… 21
B. Letter of Permission to Administer the Contextualized Reading
Comprehension Test ……………………………………………….……… 22
C Letter to the Respondents…………………………………………………… 23

D Letter to Expert Evaluators………………………………………………….. 24

E Contextualized Reading Comprehension Test…………………………….. 25

F Rubrics in Checking the Summary…………………………………………… 33

G Questionnaire of Validity for the Contextualized Reading Comprehension

Test…………………………………………………………………………………… 34

H Computation of Validity……………………………………………………….. 35

I Pictures……………………………………………………………………..……… 36

About the Author………………………………………………………………….. 53

 LIST OF TABLES

Table Title Page

1 Reading Comprehension Skills of Grade V Learners along the Five
Skills (PreTest…………………………………..……………….……. 7

2 Comprehension of Skills Grade V Learners along the Five Skills (Post

Test)……………………………………………………………………... 10

3 Significant Difference of the Scores in the Pre-Test and Post Test….. 12

I. CONTEXT AND RATIONALE

Reading is important for it helps as a basic building block for learning, regardless of the

school subject, be it language arts or even math. In daily life, the need to read things such as

street signs or prescriptions proves reading is also an important life skill.. Also, it is a major pillar

upon which the teaching-learning process is made. The reading ability plays a central role in the

teaching-learning success at all educational stages. Having any difficulty with this skill will result

in a variety of consequences on all subjects of study since reading includes a variety of sub-

skills. (Tizon R. , 2011) as cited by (Isidro, 2015) stated that the mother of all study skills is

reading, therefore it is one of the most valuable skills a person can acquire. Reading is a

complex process which cannot be taught in isolation. Learning in any lesson depends on the

understanding of the learning instrument of that lesson; thus, a learner who cannot read

comprehensively finds it difficult for him/her to be successful in his or her lessons. Furthermore,

reading has the potential to help English language learners become better readers and make

improvements in other aspects of their English skills.

According to (Sabado, p. 2019), the real core of the reading process is reading

comprehension; and a big process around which all other processes are centered.

Comprehension is the peak of the reading skills and the basis for all reading processes.

Nevertheless, reading is nothing more than tracking symbols on a page with your eyes and

sounding them out. Imagine being handed a story written in Egyptian hieroglyphics with no

understanding of their meaning. You may appreciate the words aesthetically and even be able to

draw a little bit of meaning from the page, but you are not truly reading the story. The words on

the page have no meaning. The ability to read is vital to learning. One who is handicapped in

reading is deprived of a wonderful medium of learning since access to knowledge in the various

disciplines is made possible through reading. It is always the mandate of the school to produce

quality students who could not only read but could also always the mandate of the school to
produce quality students who could not only read but could also perform well academically.

However, common problems such as non-readers or students under frustration level in reading

is still present.

Considering this perennial problem and in support to the Department of Education’s

intensified campaign on reading proficiency to bridge literacy gaps among learners, the Division

of La Union initiated the Brigada Pabasa in which will be implemented in all schools. Manga

Elementary School throughout the years has already implemented various reading programs
1
such as Project GUAPO para sa Lahat (Garantisadong Ugnayan at Adbokasiya sa Pagbasa-

Obligasyon ng Lahat) which are Simplified Tasks in Addressing Reading Problems.

This schools reading program is designed to create communities of learners among

student in all levels with a focus on improving their reading performance, both in word

recognition, fluency and comprehension. Through this program, learners’ reading strengths and

emerging reading difficulties were identified and addressed which will contribute to the student’s

academic performance as a whole.

Manga Elementary School is one of the schools in La Union with poor reading

comprehension skills of learners as evident in the result of Reading assessment conducted

every beginning of the school year. Added to this dismal result, the school Phil-IRI result in

school year 2021-2022 is not outstanding. As reflected in the result, most learners can read

words, however they can’t understand and interpret what they have read.Only three can answer

comprehension questions as to what they had understood in reading texts provided in their book

exercises in English. Most of the learners cannot answer the literal questions. Out of 27 learners

,the percentage under frustration is 90% while instructional is 10% and there is no learner who is

independent reader.

The aforementioned issues in the reading skills of the learners motivated the researcher

to improve the reading comprehension skills of Grade 5 learners of Manga Elementary School.
The researcher adopted the Project KAPIT to enhance their reading comprehension as her

intervention strategy and can be used to assess the learners in the reading process. Project

KAPIT plays an integral part of learning the major contents stands of the the reading process-

phonemic awareness, phonics, fluency ,vocabulary and comprehension.

II. Innovation, Intervention, and Strategy

It is always the mandate of the school to produce quality students who could not only

read but could also perform well academically. However, common problems such as non-

readers or students under frustration level in reading is still present. .

Project KAPIT (Kasanayan at Adhikain sa Pagbasa, Ipagpatuloy tungo sa Tagumpay) is

aligned to the reading program is designed to create communities of learners among students in

all levels with a focus on their reading performance, both in word recognition, fluency and

comprehension. Through this program, students’ reading strengths and emerging reading

difficulties were identified and addressed which will contribute to the student’s academic

performance as a whole.

The researcher utilized “reading bee” and “magic basket” as her intervention materials.

This can be used to assess the learners in the reading process. This reading comprehension

materials are hands on activities that was intended at helping learners to enhance their skills in

reading. In the reading bee they are going to retell the story that they have read using the

different parts of the materials such as introduction, rising action, climax, falling action and the

resolution. While the magic basket contains comprehension questions that need to be answered

by the learners. Questions inside the basket are laminated to be used repeatedly during the

intervention periods.

Moreover, the teacher uses any of these materials with a guided reading group. To make

it more fun, the teacher used pass the ball game will be used in the magic basket. The learners
sat in a circle, with the ball when the music plays the ball will be passed through and when the

music stop the one holding the ball will be the first to get questions .to be answered. The game

continue until everybody will be able to participate.. Each learner is responsible for one question.

The teacher used this also for individual reading and peer reading.

In addition, the reading bee tool will be used in group reading activities/individual and

peer reading. The teacher made some reading bee questions. This will serve as their home

reading activity. This a story reading activity facilitated by parents/guardian. Afterwards they will

answer the questions based on the story. The teacher used this for reading to ensure that their

parents will play their roles in

this reading program.

III. Action Research Questions

This study aims to enhance the reading comprehension skills of Grade 5 learners in

Manga Elementary School, Aringay District, Division of La Union through Project

KAPIT((Kasanayan at Adhikain sa Pagbasa-Ipagpatuloy tungo sa Tagumpay).

Specifically, it sought to answer the following questions:

1. What is the level of reading comprehension of the Grade 5 learners in the Pre-Test and

the Post-Test?

2. Is there a significant difference on the level of the reading comprehension of the

Grade 5 learners in the Pre-Test and Post-Test?

3. What is/are the learning experiences of the the of Project KAPIT (Kasanayan at

Adhikain sa Pagbasa-Ipagpatuloy tungo sa Tagumpayin) to the reading comprehension?

IV. Action Research Methods

a. Participants and/or other sources of data and information

 The participants of this study were the Grade 5 learners enrolled in Manga Elementary

School this School Year 2022-2023. The researcher utilized the total enumeration of twenty-

seven(27) Grade 5 learners who were identified as poor and fair/ frustration and instructional

readers during the Phil-IRI inventory test conducted last August 2022 .

b. Data Gathering Methods and Research Instruments

The design adopted by the researcher is One Group Design Pretest-Posttest. This

design is appropriate for the study since the primary aim of the study is to find out the difference

in the performance of the respondents before and subsequently letting out the respondents with

the strategy employed in the field.

To determine the level of reading comprehension of the twenty-seven(27) Grade 5

learners in noting details, inferring, getting the main idea, organizing and outlining, the main

instrumentation in data gathering is the Phil-IRI and FLAT reading materials intended for Grade

5. Further, the test materials used in conducting the pretest and posttest is the same.

Accordingly, after the test, the test materials collected, checked and interpreted by the

researcher.

c. Data Analysis

This study used the quantitative approach. Quantitative research (Bhandari, 2020)

focuses on gathering numerical data and generalizing it across groups of people or to explain a

particular phenomenon. This approach is use for the study for numerical data, such as mean

and percentages were considered in the data analysis. This approach is suited for this study

since it made use of quantitative techniques to show the reading comprehension level of Grade

5 learners.

In determining the reading comprehension skills of the learners, the FLAT and Phil-IRI

reading materials were used. For question number 1 it was answered using the percentage,

frequency count and mean. Question Number 2 is about the significant difference of the pretest

and post-test, dependent t-test was used.

 The following scale was used to determine the level of reading comprehension of the

learners:

Numerical Value Descriptive Equivalent

8.1-10.0 Excellent
6.1-8.0 Very Good
4.1-6.0 Good
2.1-4.0 Fair
0.1-2.0 Poor

VI. Discussion of Results

1. Level of Comprehension Skills of the Grade 5 learners in the Pre-Test and Post-Test

Evaluation

Table 1
Reading Comprehension Skills of Grade 5 Learners (Pre-test)

Number of Participants 27

Highest Possible Answer 10

Highest Score Obtained 6

Lowest Score Obtained 2

Total Score 94

Percentage 35%

Mean 3.48

Description Fair

Table 1 presents the level of reading comprehension skills using the Phil-IRI materials. It

can be gleaned from the table that the obtained Mean is 3.48 or 35% of Mastery and interpreted

as Fair Reader. This implies that the learners’ level of comprehension needs to be enhanced

through an intervention introduced by the researcher as Project KAPIT.

Table 2
Reading Comprehension Skills of Grade 5 Learners (Post-Test)
 Number of Participants 27

Highest Possible Answer 10

Highest Score Obtained 10

Lowest Score Obtained 6

Total Score 197

Percentage 73%

Mean 7.29

Description Very Good

Table 2 shows the results of the post-test of the Grade 5 learners comprehension skills

using the same items during the pre-test. It can be noted that the learners got a Mean of 7.29 or

73% Mean Percentage and an equivalent of Very Good.

Table 3
Percentage of Learners with their Level of Comprehension Skills

Raw Score Range of Reading Level Pre-Test Post-Test

Percentage # % # %
9-10 90-100% Excellent 0 - 4 15%
7-8 70-80% Very Good 0 - 16 59%
5-6 50-60% Good Reader 4 15% 7 26%
3-4 30-40% Fair/Frustration 18 67% 0 -
0-2 0-20% Poor 5 18% 0 -

Table 3 shows the range of percentage of learners during the pre and posttest. It could

be gleaned from the data that the most number of correct answers range from 7-8 or an

equivalent of 70-80% which has a reading level of Very Good. This signifies that majority of the

learners are very good readers.

2. Significant Difference on the level of the Reading Comprehension of Grade 5 learners in the
Pre-Test and Post-Test
Table 4

PRE-TEST POST-TEST

Number of Respondents 27 27

Highest Possible Answer 10 10

Highest Score Obtained 6 10

Lowest Score Obtained 2 6

Total Score 94 197

Percentage 35% 73%

Mean 3.48 7.29

Standard Deviation

Mean Difference 3.81

Level of Significance 0.05

Degrees of Freedom 26

Computed t-value 17.31

Critical t-value 2.05

Table 3 presents the comparison of the results during the pre-test and post-test using the

T-test analysis. This is the basis for getting the significance difference of the level of the

comprehension skills of Grade 5 learners during the Pre-Test and Post-Test.

It can be noted that the mean during pre-test is 3.48 while in the post-test is 7.29 and a

mean difference of 3.81. T-test for Paired Two-Sample Means was used to compute for the t-

value at 0.05 level of significance. The computed t-value is 17.31 which is higher than the

critical value of 2.06. Thus, this means that there is a significant difference between the pre-test
and post-test. Therefore, it can be concluded that the level of the reading comprehension skills

of Grade 5 learners improved and so Project KAPIT is an effective intervention.

Most of the learners perceived the Project KAPIT increased the level of their reading

comprehension and they develop better reading study habit. They also believed that their grades

in the different learning areas improved. Similar findings were reported by (Dizon, 2019) that

strategies are needed to enhance the reading skills of students and one of these is an

intervention in the creation of instructional materials that could be found in the textbooks. In

another study

(https://www.researchgate.net/publication/299487538_A_Qualitative_Study_of_Reading) it

corroborated the result of the findings that reading comprehension strategies are great for

analyzing and dissecting difficult passages, gaining a deeper understanding of the written word,

and speeding up the reading skills.

3. Learners’ Perception on the significant effect/learnings from Project KAPIT (Kasanayan at

Adhikain sa Pagbasa-Ipagpatuloy tungo sa Tagumpay) in enhancing their reading

comprehension

The respondents of this study were interviewed by the teacher-researcher to find out the

significant effect/learnings from Project KAPIT and here are some of their responses:

Learner A: Nagmayat dagidiay activities nga inted ni Ma’am.

Learner B: Nalalaingak agbasa itan ta adda diay inted ni Ma’am nga pagbasaak.

Learner C: Idi pay la kuma dagidiay pa-games ni Ma’am nu agbasa tanu nakasursuro ak.

Learner D: Haan nga makauma iti agbasa. Nagmayat ag -answer ti story.

Most of them expressed their appreciation to the activities to the different activities they

did during the implementation of Project KAPIT.

VII. Reflection
 The catastrophe brought about by the Covid-19 pandemic in education made me realize

to improve/enhance my teaching strategies in reading. I have observed that the reading abilities

of learners declined. As a result, other subject areas were affected, too.

There were interventions launched and introduced by friends and colleagues. But the

most suited to the researcher’s learners need to be tested and proven so it could help other

teachers especially those who were assigned in a far-flung barangays to improve their teaching

competencies in reading. They may adapt the strategies, IMs and make use of the available

reading materials to enhance their learners’ level of reading comprehension.

Furthermore, the result of the Project KAPIT (Kasanayan, Adhikain sa Pagbasa-

Ipagpatuloy tungo sa Tagumpay) improved the level of reading comprehension of the Grade 5

learners of Manga Elementary School. There were challenges that aroused during the

implementation of the study but through the able support of the people behind the success of

this project, there is no way to hinder the real objective of the study for achieving the MATATAG

agenda of the Vice President and DepED Secretary Sara Duterte.

VII. PLANS FOR DISSEMINATION & UTILIZATION

ACTIVITY OBJECTIVES STRATEGY/IES PERSONS TIMELINE RESOURCES SUCCESS

RESPONSIBLE INDICATOR
SLAC. To disseminate Planning and PSDS 1st quarter Bond Paper Adopt the use of
District the result of the Organizing Principal PPT the intervention
Meeting research Teachers Laptop
Facilitate the SLAC Non Teaching Staff Conduct other
To encourage researches using
other teachers Feed backing similar intervention
to conduct
research on Brainstorming
similar aspect
but wider in Giving of TA
scope

Publicati To publish in Contact a PSDS August- Bond Publish in a

on a newspaper publisher Principal Septemb Paper local
the findings Teachers er PPT newspaper/
of the study Publish the Non Teaching 2023 Laptop school journal
to findings/ results of Staff
encourage the study Parents Donation
parents and Publisher (publication)
 other
stakeholders
to participate
in the
reading
activities of
the children
Social
Media/
Online
Platform

VIII. Action Research Work Plan and Timelines

Deliverable/s Activity/ies Time

Frame
1. Research - Making of  Reading of research November
Proposal with introduction materials like journals, 2022
the books, action research
incorporated studies and thesis and
suggestions dissertations related to
the study

- Formulating November
the statement of 2022
the problem
 Reading of statistics November
- Making of the 2022
books
Research
methodology  Surfing in the internet

2. a. Crafting of - Crafting of the

the instruments  Collecting of reference December
Reading Materials materials
form SLMs, AiRs, 2022
 Surfing in the internet
Developing Power,
Phil-IRI, FLAT and  Validation of the Teacher
other references for made materials and Questions
grade 4 for the Pre -Test
b. Floating of - Interpreting and December
the instruments analyzing the pretest 2022
results
 - Floating the  Reproducing the December
Validated Teacher Validated Test 2022
made Test to the 
Respondents (Pre-  Administering the
Test) Validated Teacher
made Test to the
respondents

c. - Interpreting the  Interpretation of the

Interpretation of answers of the result on the Pre-test
results respondents during
the Pre-test
3. Intervention - Crafting the  Crafting the December
Material intervention Material Intervention Material 2022
based on the result
of the Pre-Test
 Validation of the
Teacher made January
reading materials 2023
 Reproduction of
Reading Materials

4. Utilization of - Utilization of  Scheduling of

the Intervention Reading Material Parents an
Material Stakeholders January -
 Monitoring of the June
2023
learners’ progress
 Evaluation
 5. - Administration of the  Reproduction of the June
Administration Post Test Validated Teacher 2023
of the Post Test Made Context Clues
Analysis Test
 Administration of the
Post Test
 Interpretation of the
result during the Post
Test
6. Final Copy of - Finalization of the  Proof reading June
the Reseach manuscript 2023
 Editing
 Printing of the
materials
 Binding
 Submission of Final
Manuscript
7. - Registration of July 2023
Dissemination participants onwards
of Results
- Dissemination
proper

IX. Cost Estimates

Deliverable/s Activity/ies Items of COST

Expenditures ESTIMATES
1. Research - Making of  Reading of Bond Paper Php 2000.00
Proposal with the introduction research materials Data
incorporated like journals, Allowance
suggestions books, action Printer Ink
research studies
and thesis and
dissertations
- Formulating the
statement of the
problem
 Reading of
statistics books
 Surfing in the
internet
 - Making of the
Research
methodology
2. a. Crafting of Bond Paper 2,000.00
Collecting of
the instruments Data
reference materials
Allowance
Surfing in the internet Printer Ink
Validation of the
Teacher made
Context Clues
Analysis Test
b. Floating of - Interpreting and
the instruments analyzing the pretest
results

*Reproducing the
Validated Test on
Context Clues Analysis
*Administering the
Validated Teacher
made Context Clues
Analysis Test to the
respondents

c. Interpretation Interpretation of the Bond Paper 2,000.00

of results result on the Pre- Data
test Allowance
Printer Ink

3. Intervention - Crafting the Bond Paper 12,000.00

 Crafting the
Material intervention Folder
Intervention Material
Material Paper Clip
based on the result
of the Pre-Test Fastener
Data
 Validation of the
Allowance
Teacher made
Printer Ink
reading materials
 Reproduction of
materials
 Binding of
Teacher made
reading materials
4. Utilization of
the Intervention  Crafting the Bond Paper Php 4000.00
Material Intervention Material Folder
based on the result of Paper Clip
the Pre-Test Fastener
Data
 Validation of the
Allowance
Teacher made reading Printer Ink
materials
 Reproduction of
reading materials

5. Administration  Reproduction of the Bond Paper 3,000.00

of the Post Test Validated Teacher Folder
Made Context Clues Paper Clip
Fastener
Analysis Test
Data
 Administration of the Allowance
Post Test Printer Ink
 Interpretation of the
result during the Post
Test
6. Final Copy of  Proof reading Bond Paper 3,000.00
the Reseach Folder
 Editing
Paper Clip
 Printing of the Fastener
materials Data
 Binding Allowance
 Submission of Final Printer Ink
Manuscript
7. Dissemination - Registration of Bond Paper Php 2000.00
of Results participants Data
Allowance
- Dissemination Printer Ink
proper

TOTAL Php
30,000.00
References
(2013). Retrieved from http://www.Philippinebasiceducation_us/2013/07/the-national-achievement-
test_in.htm.

Al Khateeb, O. (2010). The impact of using kwl strategy on grade ten female students' reading
comprehnsion of religious concepts in Ma'an city.

al khateeb, o. (2010). The impact of using kwl strategy on grade ten female student's reading
comprehnsion of religious in Ma'an City.

Balala, A. (2013). A skillbook in reading comprehension grade 6.

Barredo, K. J. (2015). Evaluating the effectiveness of using strategic intervention material in improving
academic performance inScience.

Bautista, M. T. (2012). Reading Levels of high school students: Basis for a proposed school-based reading
intervention program.

Cresswell, J. (2014). Research Design.

DepEd. (2013). DepEd order 31 s. 2012.

Estepa, F. (2016). Problem solving proficiency of grade iv learners in burgos district.

Gultiano, A. P. (2012). Effects of strategic intervention material in the academic achievement in

chemistry of public high school students.

Luistro, A. (n.d.). Philippine basic education.

Ozdemir, A. (2009). The effect of reading comprehension abilities of primary school students over their
problem solving achievemnt.

Quijano, Y. (2007). Philippine High School obtain low NAT scores.

Tizon, M. (2013). Reading comprehension ability of gradesix pupils of Kinangay Sur Elementary School.
APPENDICES
APPENDICES
 Republic of the Philippines
Department of Education
Region I
Schools Division of La Union

November 2, 2022

ATTY. DONATO D. BALDERAS, JR.

Schools Division Superintendent
Division of La Union
City of San Fernando, La Union

Sir:

I have the honor to request from your good office to conduct an Action Research entitled
“Enhancing the Reading Comprehension of Grade 5 Learners through Project KAPIT
(Kasanayan at Adhikain sa Pagbasa, Ipagpatuloy tungo sa Tagumpay) of Manga Elementary
School, Manga, Aringay, La Union.

Your approval to this request is highly appreciated.

Very truly yours,

MARILOU ALANO-FELIX
Teacher III

Noted:

BRYAN M. OPEŇANO
Head Teacher III
 Republic of the Philippines
Department of Education
Region I
Schools Division of La Union

1st Indorsement
November 2, 2022

Respectfully forwarded to the Schools Division Superintendent, Division of La Union, City

of San Fernando, La Union the herein request of MRS. MARILOU A. FELIX, Teacher III of
Manga Elementary School, Manga, Aringay, La Union to conduct an Action research entitled
“Enhancing the Reading Comprehension of Grade 5 Learners though Project KAPIT
(Kasanayan at Adhikain sa Pagbasa, Ipagpatuloy tungo sa Tagumpay).

BRYAN O. OPENANO
Head Teacher III
 Republic of the Philippines
Department of Education
Region I
Schools Division of La Union
APPROVAL SHEET

Permit to Conduct Action Research

This Basic or Action Research proposal entitled, “Enhancing the Reading

Comprehension of Grade 5 Learners though Project KAPIT” was prepared and submitted
by Mrs. Marilou A. Felix, Teacher III of Manga Elementary School, Manga, Aringay, La Union

Pertinent documents submitted/attached have been read, thoroughly evaluated and

validated by the Schools Division Research Committee (SDRC) members and thereby
recommended for approval of the Schools Division Superintendent.

SCHOOLS DIVISION RESEARCH COMMITTEE:

MARIE RHODORA A. ROQUE, Ph.D.

Senior Education Program Specialist
In-charge of Basic or Action Research

EMILIANA M. BOAC, Ed.D.

Chief Education Program Supervisor
School Governance and Operations Division

APPROVED:

ATTY. DONATO D. BALDERAS, JR.

Schools Division Superintendent

FOR THE SCHOOLS DIVISION SUPERINTENDENT:

DOMINADOR LAUD, Ph. D.

Principal IV
OIC, Office of the Assistant Schools Division Superintendent
ANNEX 1: Research Proposal Application Form and Endorsement of the Principal

A. RESEARCH INFORMATION
RESEARCH TITLE
“Enhancing the Reading Comprehension of Grade 5 Leraners throughProject KAPIT ”
SHORT DESCRIPTION OF THE RESEARCH

RESEARCH CATEGORY check only one RESEARCH AGENDA CATEGORY

o Schools Division (check only one main research theme)
o District o Critical Content
o School o Contextualization
o Spiral Progression
(check only one) o Integration
o Action Research o Inclusive Education
o Basic Research o Special Programs

FUND SOURCE (if applicable) * Personal

Year the Research was conducted: SY 2022-2023
*indicate if proponent used personal funds
B. PROPONENT INFORMATION
LEAD RESEARCHER/ INDIVIDUAL RESEARCHER

LAST NAME: FIRST NAME: MIDDLE NAME:

FELIX MARILOU ALANO
BIRTHDATE (MM/DD/YYYY) SEX: POSITION/ DESIGNATION:
FEMALE TEACHER III
REGION/ DIVISION/ SCHOOL (whichever is applicable)

CONTACT NUMBER 1: CONTACT NUMBER EMAIL ADDRESS

2

EDUCATIONAL ATTAINMENT TITLE OF THESIS/ RELATED

DEGREE TITLE RESEARCH PROJECT
enumerate from bachelor’s degree up to
doctorate degree
SIGNATURE OF THE RESEARCHER:
IMMEDIATE SUPERVISOR’S CONFORME
I hereby endorse the attached proposal research. I certify that the researcher will
conduct the said research in Manga Elementary School.

Name and Signature of Immediate Supervisor

Position/ Designation:BRYAN M. OPEŇANO

Head Teacher III
November 2, 2022
Date: __________________________________

ANNEX 3: Declaration of Anti-Plagiarism and Absence of Conflict of Interest

DECLARATION OF ANTI-PLAGIARISM

1. I, MARILOU A. FELIX, understand that plagiarism is the act of taking and using
another’s ideas and works and passing them off as one’s own. This includes explicitly
copying the whole work of another person and/ or using some parts of their work without
proper acknowledgement and referencing.

2. I hereby attest to the originality of this completed research and has cited properly
all the references used. I further commit that all deliverables and the final
research study emanating from this proposal shall be of original content. I shall
use appropriate citation referencing other works from various sources.

3. I understand the violation that I am solely legally and administratively liable for
any violation of this declaration and commitment.

4. I also understand that any violation of this declaration and commitment shall be
subjected to disqualification from the BASIC EDUCATION RESEARCH FUND.

MARILOU A. FELIX
PROPONENT: ____________________________

SIGNATURE: _____________________________
NOVEMBER 2, 2022
DATE: ___________________________________
 DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. I, MARILOU A. FELIX understand that conflict of interest refers to situations in which

financial or other personal considerations may compromise my judgment in evaluating,
conducting, or reporting research.

2. I hereby declare that I do not have any personal conflict of interest that may arise from
my application and submission of my research proposal. I understand that my research
may be returned to me if found out that there is conflict of interest during the initial
screening and evaluation of the SDRC/RRC/BCD.

3. Further, in case of any forms of conflict of interest (possible or actual) which may
inadvertently emerge, I will duly report it to the research committee for immediate action.

4. I understand that I may be held accountable by the Department of Education and (insert
grant mechanism) for any conflict of interest which I have intentionally concealed and will
automatically disqualify my research from the BASIC EDUCATION RESEARCH FUND.

MARILOU A. FELIX
PROPONENT: ____________________________

SIGNATURE: _____________________________
NOVEMBER 2, 2022
DATE: ___________________________________