E-Material in English Comprehension: Improved English Performance in

Grade Four Learners

An Action Research

Agusan Del Sur College, Inc.

Bayugan City

Authors:

CRISTINA G. JALOP
JUNALYN O. TIEMPO
ROSEMARIE SUELES
I. Context and Rationale:

E-Material in English comprehension is an excellent alternative to

traditional teaching materials used to improved the English performance of the

learner. It is computer-mediated learning and teaching that can be used to

improved the English performance of the learners. Reading’s main goal is to

get meaning from all sorts of material, according to (Snow C., 2002).

Improving English performance with e-material will gain experience seeing

and hearing them on screen. Learners are more engaged in their work when

technology is integrated into lessons. This is because utilizing technology to

teach the same concepts in multiple ways can make learning more

entertaining and fun.

The integration of e-material in improving the English performance of

the learners is an essential material to utilize by the teacher because it

motivates learners more. Motivated learners are more likely to participate in

reading activities that will help them gain knowledge and achieve their

learning goals. Several ICT researchers have claimed that the usage of ICT in

teaching and learning improves education and provides more teaching and

learning supports for the teachers and learners (Salehi & Salehi, 2012; Yunus,

Salehi & Chenzi, 2012; Young, 2003). There is no doubt that efficient use of

information and communication technologies in education enhances teachers'

instructional approaches and enhances the learning of learners.

In a recent study from 2018 by the Program for International Student

Assessment (PISA), it was shown that the Philippines obtained the lowest

overall rating (340) in reading comprehension. In all the countries that were
surveyed, this is the lowest ranking. It is obvious that one of the main

challenges our students face is reading comprehension.

This worrying situation motivates the researchers to incorporate the

electronic material into the students' activities in order to improve their English

performance. For the students' reading tasks, the researchers compiled

internet short story videos. To evaluate the students' understanding, these

videos provide questions for them to respond to. Clark (2005) found that

computer-assisted lessons are more attractive for students in part because

learning is thereby presented to them as less arduous, and more like fun and

games.The learning opportunities provided by these engaging, productive,

and interactive activities will allow students to enjoy and learn while the

researchers simultaneously working towards their primary objectives to

improve the English performance of the learners.

Teachers, parents, and students will all benefit from the study's

findings. It will assist teachers in developing their lesson plans and methods.

As a result of the positive outcome, parents will be encouraged to send their

children in school. Additionally, because it will be interactive and student-

centered, learning will be enjoyable for students.

II. Action Research Questions:

This study aims to measure the effectiveness of improving the English

performance of the learners using the E-material on English Comprehension:

Improved English Performance in Grade Four Ruby at Bayugan Central

Elementary School SPED Center, Bayugan City.

Specifically, it will answer the following questions:

1. What is the performance of the learners before implementing the use

of e-material for the improvement of their English performance?

2. What is the performance of the learners after implementing the use

of e-material for the improvement of their English performance?

3. Is there a significant difference between the performance of the

learners before and after implementing the use of e-material in English

comprehension?
III. Proposed Intervention, Innovation and Strategy

Intervention:

The researchers compiled a collection of short story videos from the

internet. In order to help Grade 4 Ruby students understand English text more

efficiently, reading comprehension lessons were put together through videos

collected. The gathered videos were used by all of the Ruby pupils in Grade 4

during their reading comprehension lesson.

The e-material was conceptualized and designed to provide support for

the pupils who needed it to improve their English performance. Both teacher

and learners benefit from this learning strategy. The e-material contains short

story videos with comprehension that can motivate and stir up the attention

and interests of the pupils.

Innovation:

This innovative e-material also enables pupils to study at home without

even the assistance of a parent or teacher to check their answers because

the provided videos include the answer keys so they can independently

assess their work. This e-material gave the learners the opportunity to explore

their comprehension while having fun.

Strategy:

The approach used in this study is student-centered and encompasses

the learner, teacher, and e-material. Teacher will only facilitate learners.
IV. Action Research Methods:

a. Participants and/or Other Sources of Data and Information

This study was conducted at Bayugan Central Elementary School

SPED Center. This is a public school located in P-2 Pomelo Street, Poblacion

Bayugan City, Agusan del Sur.

The researchers started conducting the study upon the approval of the

evaluation committee. The implementation of the intervention will be from

November to December 2023.

This study included 30 learners as participants. These chosen learners

are in grade 4 section Ruby. The parents of the students will be notified and

requested to consent to their children taking part in the study.

b. Data Gathering Methods

Pre-test: This was given to the chosen learners. Prior to implementing

the intervention, it was necessary to assess the participants' abilities. The

assessments were given inside the school.

Post-test: This was used to assess the effectiveness of the intervention

after the learners had completed it. This was done after the selected pupils

had completed the intervention to assess their learning performance.

The pre-test and post-post assessment materials used were the same.

C. Data Analysis Plan

The quantitative method is used to interpret the learners' performance.

Specifically, the mean, and the percentage will be computed to determined

the frequency distribution of data at certain levels of ratings.

 The T-test will be used to determine whether there is a significance

difference between the learners' pre-test and post-test results.

V. Action Research Work Plan and Timelines

Timeline Activity Focal Persons

November 08, 2023 Administration of Pre-Test Researchers Team

November 09-30, 2023 Reading comprehension Researchers Team

activites using e-materials

December 1-9, 2023 Reading comprehension Researchers Team

activities using e-materials

December 10, 2023 Administration of Post-Test Researchers Team

December 11, 2023 Analysis and interpretation of Researchers Team

data

Dec. 12, 2023 Finalization of the study Researchers Team

Submission of the action Researchers Team

research

VI. Cost Estimates

Item Quantity Cost Total

Bond paper (A4) 1 ream 200.00 200.00

Ink 4 Btls. 300.00 1,200.00

1,400.00

VII. Plans for dissemination and utilization

 Target Activities/Methods or Persons Involved Time Fame

Strategies

Phase I Orientation and Pupils/Respondents November 08,

administration of pre- Researchers 2023

test to the respondents

Phase II Utilization of the e- Pupils/Respondents Month of

materials to the reading Researchers November first

activities of the week to second

respondents week of

December 2023

Phase III Administration of post- Pupils/Respondents Second week of

test to the respondents Researchers December 2023

VIII. References

Cresswell JW, Plano Clark VL. 2011. Designing and conducting mixed
method research. 2nd Sage; Thousand Oaks, CA.
https://us.sagepub.com/en-us/nam/designing-and-conducting-mixed-methods-
research/book241842

Foorman, B. R., Petscher, Y., Al Otaiba, S., & Fien, H. (2020). The
relationship between reading comprehension and future success in the
workforce. Journal of Educational Psychology, 112(3), 473-486.
https://www.researchgate.net/publication/
324915696_The_Relationship_Between_Students'_Reading_Comprehension
_and_Their_Achievement_in_English

Janice T. Sambayon, Crisanta P. Lucenara, Danica P. Lucenara,

Queennie M. Bayron (2023). Effectiveness of Contextualized Learning
Materials in Improving the Reading Skills and Comprehension Level of the
Students
https://www.researchgate.net/publication/
369132825_Effectiveness_of_Contextualized_Learning_Materials_in_Improvi
ng_the_Reading_Skills_and_Comprehension_Level_of_the_Students
Mohd Nur Hifzhan bin Noordan, Melor Md. Yunus (2022). The Integration
of ICT in Improving Reading Comprehension Skills: A Systematic Literature
Review
https://www.scirp.org/journal/paperinformation.aspx?paperid=118158

Snow, C. (2002). Reading for understanding: Toward an R&D program in

reading comprehension. Santa Monica, CA: Rand Corporation.
https://www.tandfonline.com

Quimbo (2021). Contextualized English Reading Proficiency Toolkit

(CERPT): Enhance Learners’ English Reading Proficiency.
https://www.intechopen.com/chapters/78938

Van Dijk, T. A., Kintsch, W., & Van Dijk, T. A. (1983). Strategies of
discourse comprehension. New York, NY: Academic Press.
https://www.tandfonline.com

Zul Astr, Isnaeni Wahab (2018). The Effect of Reading Teaching Material
For Different Learning Styles in Improving Students’ Reading Comprehension.
https://www.researchgate.net/publication/
330393360_THE_EFFECT_OF_READING_TEACHING_MATERIAL_FOR_DI
FFERENT_LEARNING_STYLES_IN_IMPROVING_STUDENTS'_READING_
COMPREHENSION