RESEARCH TITLE: Improving Reading Comprehension Skills through

Collaborative Learning Strategies in Grade 11 Avengers Class at Macayo

Integrated School

A Research Proposal Presented to the Grade 11

Teacher of Macayo Integrated School.

Submitted by:

Thom John Caballero

Raiver C. Dagarag

Jhorome C. Blas

Bernadette Galapate

Bea Sabado

Janden Chris B. Callejo

Mark Jay Sabado

Submitted to:

Ms. Lily Mar T. Vinliuan

 ACKNOWLEDGEMENT

The researchers would like to acknowledge with sincerity and gratitude all the
individuals who had put their expertise and knowledge to shape their work and to
make this research success.

Lily Mar T. Vinluan, LPT, first and foremost our heartfelt thanks to our Practical
Research 1 Adviser for her expert advice, unwavering support, and constructive
feedback. Your patience and commitment have been crucial in guiding us through the
complexities of this research.
Respondents, we would like to thank our humble respondents for their valuable time
and willingness to participate in this study. Your insights and cooperation were
essential in making this research possible.
Researchers, to our fellow researchers, your collaboration and and shared dedication
have made this journey a rewarding experience. Your hard work, insightful
discussions, and teamwork were vital in achieving our goals.
Parents, we owe our deepest appreciation to our parents. Your constant support, both
emotionally and financially, has been the backbone of our endeavors. Thank you for
your understanding, encouragement, and for always believing in our abilities.
 DEDICATION

The researchers dedicated this work, first to Almighty God who gave us
strength, power, and knowledge to finish this research.
To our lovely parents who fully understand us for what we’re doing. Thank
you for your support and motivational words to make us motivated and to make this
research better.
To everyone who helped us through this journey, thank you for your
knowledge you shared to us. Your contribution and personal efforts to finish this
research are meant to us.
Lastly, our Practical Research 1 Adviser who push us to finish this study.
Thank you for your guiding us in making this research possible.

Thank you very much for helping us throughout this journey.

 TABLE OF CONTENTS
Title Page ……………………………………………………………………
Acknowledgement ………………………………………………………….
Dedication …………………………………………………………………..
Table of Contents …………………………………………………………...
Chapter I – INTRODUCTION
Background of the Study …………………………………………..
Theoretical Framework ……………………………………………
Statement of the Problem …………………………………………
Research of Hypothesis ……………………………………………
Significance of the Study ………………………………………….
Scope and Delimitations of the Study …………………………….
Definition of Terms ……………………………………………….
Chapter II – RESEARCH METHODOLOGY
Research Design and Strategy ……………………………………
Population and Sampling ………………………………………...

Data Gathering Instrument ……………………………………….

Ethical Considerations ……………………………………………

Chapter III – Results and Discussion

First Part of the Checklist Survey ……………………………….

Second Part of the Checklist Survey ……………………………

Discussion ………………………………………………………

Chapter IV – SUMMARY, CONCLUSIONS, RECOMMENDATIONS

Summary of the Findings ………………………………………

Conclusion ……………………………………………………..

Recommendations …………………………………………….
Bibliography …………………………………………………

Questionnaire ………………………………………………..

Curriculum Vitae
 CHAPTER 1

INTRODUCTION

A. BACKGROUND OF THE STUDY

Reading comprehension is a fundamental skill that plays a important role in

academic achievement and lifelong learning. Proficiency in this skill empowers

students to understand, analyze, and interpret various texts, enabling them to become

active participants in the educational process and beyond. However, many students

struggle with reading comprehension, particularly in the context of complex texts,

which can hinder their overall academic progress.

Anderson et al. (1985) defined reading as the process of making meaning

from written texts. It needs the harmony of a lot of related sources of information.

According to Wixson, Peters, Weber, and Roeber (1987), reading is the process of

creating meaning that involves: (a) the reader's existing knowledge; (b) the text

information; and (c) the reading context. Grabe (1991 as cited in Alyousef 2005)

defined reading as an interactive process between readers and texts that result in

reading fluency. Kintsch (1998) and van Dijk and Kintsch (1983) defined reading

comprehension as the process of creating meaning from text. The purpose is to get an

understanding of the text rather than to acquire meaning from individual words or

sentences. The outcome of reading comprehension is the mental representation of a

text meaning that is combined with the readers’ previous knowledge. This is called a

mental model (Johnson-Laird, 1983) or a situation model (Kintsch, 1998). This model

defines what has been learned (RAND Reading and Study Group, 2002). Keenan,

Betjemann, and Olson (2008) expressed that reading comprehension needs the

successful expansion and arrangement of a lot of lower-and higher-level processes

and skills. Accordingly, there are many sources for possible comprehension break and

these sources are different based on the skill levels and age of readers.

The purpose of this study is to explore the effectiveness of collaborative

learning strategies in enhancing reading comprehension skills among Grade 11

students in their class. Collaborative learning strategies involve students actively

engaging with their peers to collectively construct meaning from the text. This

approach promotes the development of critical thinking, communication, and

collaboration skills while fostering a positive and inclusive learning environment.

B. THEORETICAL FRAMEWORK

The model illustrates the relationship between the three major parts of the

research paradigm namely Input, Process, and the Output.

The Input is all about the data gathered in Grade 11 Avengers students of

Macayo Integrated School to know if how collaborative strategies improve their

reading comprehension and the survey (checklist) questionnaire.

The Process involves through face-to-face or formal interviewing in our

selected respondents.

The Output is the outcome of the research.

INPUT PROCESS OUTPUT

- Data collected - Through face-to- - Suggestions to

from Grade 11 face and formal improve more their
Avengers of GAS interviewing in reading
our selected comprehension
Department at
Grade 11 through
Macayo
Avengers collaborative
Integrated School respondents. strategy.
to improve the
reading
comprehension
through
collaborative
strategies.
- Survey
(Checklist)
Questionnaire
C. STATEMENT OF THE PROBLEM

This study aims to investigate the effectiveness of collaborative learning

strategies and improving reading comprehension skills among Grade 11 Students. The

study seeks to answer the following research question:

1. How do collaborative learning strategies, such as peer tutoring, group discussions,

and collaborative learning, impact student’s comprehension skills?

2. What is the role of technology, such as online discussions forums, e-books, and

multimedia resources, in enhancing student’s reading comprehension skills?

3. What are the perceptions of Grade 11 students towards collaborative learning

strategies and their effectiveness in improving reading comprehension skills?

D. RESEARCH HYPOTHESIS

It is hypothesized that the Grade 11 Class will improve their reading

comprehension skills after applying the different collaborative learning strategies

through direct instruction and teacher modeling: Preview (previewing and predicting),

Click and Clunk (monitoring for understanding and vocabulary knowledge), Get the

Gist (identifying the main idea), and Wrap Up (self- questioning for understanding).

After students have become proficient in applying the strategies during teacher

directed activities, they work in groups to implement the strategies collaboratively,

with each student performance (Rathvon,2008).

In teaching reading the teachers have responsibilities in helping learners to achieve

the goal to motivate reading by selecting or creating appropriate texts, to design useful

reading tasks, to set up effective classroom procedure, to encourage critical reading,

and to create supportive environment for practicing reading. In the classroom, teacher

has to decide what the purpose in reading will be done.

E. SIGNIFICANCE OF THE STUDY

Following are some people who will benefit from the study's findings:

Teachers. The studies intend to demonstrate that giving each student the right

guidance is a better method for them to deal with issues impacting the grade 11 pupils

in class discussions.

Researchers. The researchers hope to show upcoming researchers that there are both

good and negative aspects influencing the performance of Grade 11 students in class

discussions. Future proof may come from this investigation.

Students. This research seeks to educate pupils about the Improving Reading

Comprehension Skills through Collaborative Learning Strategies in Grade 11 Class.

F. SCOPE AND THE DELIMITATIONS OF THE STUDY

The scope of study focuses in the Improving Reading Comprehension

Skills through Collaborative Learning Strategies in Grade 11 Class. There will be 8

selected students of Grade 11 Avengers who will serve as the respondents of this study

on how collaborative strategies improve their reading comprehension.

The researchers limited to the selected Grade 11 who enrolled in academic

year 2023-2024 at Macayo Integrated School of Alcala, Pangasinan. This study is

delimited only on the perception of Grade 11 Avengers under the General Academic

Strand (GAS).

G. DEFINITION OF TERMS

For a better understanding of this study, the following terms are defined in the

context of the study.

 READING. Is the ability to read text, process it and understand its meaning.

ACADEMICS. Pertaining to schools and education.

PERFORMANCE. The process or action of performing or executing a task,

operation, or function.

The ability to act with determine results with good execution often within a

given amount of time and energy.

 CHAPTER 2

METHODOLOGY

The research methodology, the research site, the study participants, the

sampling strategies, the research tools, the data collection process, and the statistical

approach are all covered in this chapter.

A. Research Design and Strategy

To find accurate data to result from an authentic interpretation that is reliable and

valid, the researchers will use the survey and questionnaire. A survey method is a

systematic approach to collecting information from a sample of individuals to gain

insights related to your research. Surveys can be used to gather your audience’s

information about a wide range of topics, including their demographics, behaviors,

opinions, or their personal experiences with your products and services. A

Questionnaire is a research tool or survey instrument that consists of a set of questions

or prompts designed to gather information from individuals or groups of people.

The study employed the descriptive methodology to identify the many variables to

improve the reading comprehension skills through collaborative learning strategies in

Grade 11 Avengers class.

B. Population and Sampling

The study will be conduct for the selected 8 respondents of Grade 11 Avengers

students of Macayo Integrated School. The respondents will be survey by giving

 them a survey or questionnaire to their respective classroom. This study will be

conducted in the second semester of the school year 2023-2024.

C. Data Gathering Instrument

The research method used in this examination will be a survey checklist box and

questionnaire. The survey checklist box or questionnaire is the most often used

technique for gathering data, a list of survey questions intended to gather information

for one person's individual use. As can be seen from the most common response,

which states that we need our respondents' honesty in every indication and

description, the survey is the collection of questions used to gather the information.

D. Data Gathering Procedure

To address the study's issues, a descriptive survey will be conducted using a

questionnaire.

The researcher will acquire authorization from the school's principal to

administer the surveys in order to collect the necessary data for the study.

The created questionnaire will be shown to the Adviser for feedback and

suggestions on how to improve the final edition of the instrument. After the

questionnaire has been streamlined, improved, and refined, it will be subjected to

content validation by five education professionals. The experts will determine the

instrument's content validity.

E. Ethical Considerations

At first, the researchers sought help and advice regarding from their

Introduction to the people who know our research entitled ” Improving Reading

Comprehension Skills through Collaborative Learning Strategies in Grade 11

Avengers Class at Macayo Integrated School”.

Moreover, the researchers asked the research adviser to validate survey

checklist box questionnaire for the Grade 11 Avengers students in Alcala in particular

with Macayo Alcala Pangasinan. Afterward the reserachers conducted the survey

using the validated survey questionnaire checklist in the said places.

 CHAPTER 3

RESULTS AND DISCUSSION

This chapter presents the data gathered in the form checklist questionnaire.

Furthermore, this chapter presents the analysis of the significant findings that the

researchers has discovered throughout the study in line with the specific problems

found in the study and are supported by related studies and literature. Textual

discussions and corresponding analysis are presented which points out the significant

findings found during the open selective and theoretical coding phases of the research.

FIRST PART OF THE CHECLIST SURVEY

1. Collaborative reading activities have enhanced my reading comprehension skills.

2. I feel more motivated to read when participating in collaborative reading activities.

3. Collaborative reading activities improve my ability to analyse and interpret text.

4. I have noticed a noticeable improvement in my reading comprehension skills since

engaging in collaborative reading activities.

5. Collaborative reading activities are more effective than individual reading in

improving reading comprehension.

In our 8 respondents there are 7 who agreed the question 1,2,3, and 5 and in question

4 only 1 who disagreed and then the rest agreed.

SECOND PART OF THE CHECLIST SURVEY

1. The collaborative strategies used enhanced my understanding of the reading

material.

2. Working with peers improved my ability to analyze and

interpret the text.

3. Collaborating with others increased my engagement with the reading material.

4. Discussing the text with classmates helped me clarify difficult concepts.

5.The collaborative activities encouraged me to think critically about the text.

From question 1 to 5 there are 16 checks where those respondents are Strongly

Agreed in the questions and 12 checks that Agreed, 11 respondents put check in the

box which they are Neutral in there answers and only 1 respondent who Disagreed.

The researchers surveyed the Grade 11 Avengers with 8 respondents and they find

out that the collaborative strategy improve their reading comprehension. As we can

see the answers of the respondents more on positive. The survey results reflect strong

agreement among respondents regarding the efficacy of collaborative strategies in

enhancing reading comprehension.

 Chapter 4

SUMMARY, CONCLUSIONS, RECOMMENDATIONS

This chapter presents the summary of findings, conclusions, and

recommendations to further enhance the concepts and the facts discussed in the

preceding chapters as provided by the results of analysis of data for the research.

A. SUMMARY OF FINDINGS

Important results show that cooperative learning activities, peer teaching, and

group discussions are examples of collaborative practices that have a good impact on

students' reading comprehension by encouraging deeper understanding, active

involvement, and knowledge sharing. The study also emphasizes how important it is

for teachers to facilitate class discussions and assign well-structured assignments in

order to optimize the advantages of collaborative learning strategies.

B. CONCLUSION

In conclusion, our study highlights the effectiveness of collaborative strategies in

improving reading comprehension abilities. Students comprehension skills

significantly improved when different collaborative strategies were used, including

group exercises, cooperative learning assignments, and peer discussions.

Collaborative learning not only improves comprehension but also increases

motivation, engagement, and the development of critical thinking and communication

skills. These findings highlight the significance of incorporating collaborative ways

into reading education to create dynamic learning environments, which has significant

implications for educators. Incorporating varied learning styles and reading levels into

cooperative activities fosters equality and inclusivity in comprehension teaching. In

the end, our research supports the broad implementation of cooperative learning

techniques as essential elements of successful reading comprehension instruction,

enabling students to develop into competent and self-assured readers.

C. RECOMMENDATIONS

To the future researchers, the researchers suggest elaborating more of the

central questions in asking the respondents for the interview to get wider knowledge

about the topic.

1. Design collaborative reading activities that provide scaffolding to support learners

at different levels of proficiency. Scaffolded collaboration can involve gradually

increasing the complexity of tasks, providing guiding questions, and offering

feedback loops to facilitate comprehension.

2. Encourage active participation and engagement among group members during

collaborative reading sessions. Incorporate strategies such as peer-led discussions,

reciprocal teaching, and collaborative annotation to promote deep engagement with

the text and foster comprehension.

3. Cultivate a supportive and inclusive collaborative culture within reading groups or

classrooms. Emphasize the value of teamwork, mutual respect, and constructive

feedback in promoting collective learning and improving reading comprehension

outcomes.
4. Continuously evaluate the effectiveness of collaborative reading strategies through

formative assessment and feedback mechanisms. Monitor students' progress, solicit

input from participants, and be willing to adapt and refine collaborative approaches

based on empirical evidence and learner feedback.

D. BIBLIOGRAPHY

Anderson et al. (1985) defined reading as the process of making meaning from written

texts.

Boston University School of Education. Two Silver Way, Boston, MA 02215. Tel:

617-353-3230; e-mail: [email protected]; Web site:

http://www.bu.edu/journalofeducation

According to Wixson, Peters, Weber, and Roeber (1987), reading is the process of

creating meaning that involves: (a) the reader's existing knowledge; (b) the text

information; and (c) the reading context.

*Al Ghraibeh, A. M. A. (2014). Academic self-Efficacy in reading as a predictor of

metacomprehension among Arabic nonnative speakers. International Journal of
Applied Psychology, 4(1), 1-12. doi:10.5923/j.ijap.20140401.01
https://www.bing.com/ck/a?!

&&p=f0d3dd5ce258428cJmltdHM9MTcxNTkwNDAwMCZpZ3VpZD0yOWFkMzU

3Mi1kMzVjLTY1MmMtMmU1Ny0yNGZkZDJjMTY0NTEmaW5zaWQ9NTQ0NQ

&ptn=3&ver=2&hsh=3&fclid=29ad3572-d35c-652c-2e57-

Grabe (1991 as cited in Alyousef 2005) defined reading as an interactive process

between readers and texts that result in reading fluency. Kintsch (1998) and van Dijk

and Kintsch (1983) defined reading comprehension as the process of creating meaning

from text. h t t p : / / dx.doi.org/10.5296/jse.v6i2.9201

This is called a mental model (Johnson-Laird, 1983) or a situation model (Kintsch,

1998). This model defines what has been learned (RAND Reading and Study Group,
2002). https://www.bing.com/ck/a?!

&&p=33e00074cc4b1383JmltdHM9MTcxNTkwNDAwMCZpZ3VpZD0yOWFkMzU

3Mi1kMzVjLTY1MmMtMmU1Ny0yNGZkZDJjMTY0NTEmaW5zaWQ9NTQ0MQ

&ptn=3&ver=2&hsh=3&fclid=29ad3572-d35c-652c-2e57-24fdd2c16451&psq

Keenan, Betjemann, and Olson (2008) expressed that reading comprehension needs

the successful expansion and arrangement of a lot of lower-and higher-level processes

and skills. https://www.bing.com/ck/a?!

&&p=d1cbf4c9a509b5aeJmltdHM9MTcxNTkwNDAwMCZpZ3VpZD0yOWFkMzU

3Mi1kMzVjLTY1MmMtMmU1Ny0yNGZkZDJjMTY0NTEmaW5zaWQ9NTE5MA

&ptn=3&ver=2&hsh=3&fclid=29ad3572-d35c-652c-2e57-

(self- questioning for understanding). After students have become proficient in

applying the strategies during teacher directed activities, they work in groups to

implement the strategies collaboratively, with each student performance

(Rathvon,2008).
 CURRICULUM VITAE

NAME: Thom John F. Caballero

BIRTHDAY: September 7, 2007

ADDRESS: Macayo, Alcala, Pangasinan

CONTACT NUMBER: 09541899512

GMAIL ADDRESS: [email protected]

GRADE: 11

SECTION: Avengers

SCHOOL: Macayo Integrated School

 CURRICULUM VITAE

NAME: Raiver C. Dagarag

BIRTHDAY: June 28, 2007

ADDRESS: Gualsic, Alcala, Pangasinan

CONTACT NUMBER: 09946865291

GMAIL ADDRESS: [email protected]

GRADE: 11

SECTION: Avengers

SCHOOL: Macayo Integrated School

 CURRICULUM VITAE

NAME: Jhorome C. Blas

BIRTHDAY: October 25, 2007

ADDRESS: Gualsic, Alcala, Pangasinan

CONTACT NUMBER: 09922500364

GMAIL ADDRESS: [email protected]

GRADE: 11

SECTION: Avengers

SCHOOL: Macayo Integrated School

 CURRICULUM VITAE

NAME: Bernadette Galapate

BIRTHDAY: March 2, 2007

ADDRESS: Macayo, Alcala, Pangasinan

CONTACT NUMBER: 09951960268

EMAIL ADDRESS:

GRADE: 11

SECTION: Avengers

SCHOOL: Macayo Integrated School

 CURRICULUM VITAE

NAME: Bea Sabado

BIRTHDAY: September

ADDRESS: Macayo, Alcala, Pangasinan

CONTACT NUMBER: 09387242996

GMAIL ADDRESS:

GRADE: 11

SECTION: Avengers

SCHOOL: Macayo Integrated School

 CURRICULUM VITAE

NAME: Janden Chris B. Callejo

BIRTHDAY: February 26, 2007

ADDRESS: Waig, Malasiqui, Pangasinan

CONTACT NUMBER:

GMAIL ADDRESS:

GRADE: 11

SECTION: Avengers

SCHOOL: Macayo Integrated School

 CURRICULUM VITAE

NAME: Mark Jay Sabado

BIRTHDAY:

ADDRESS: Macayo, Alcala, Pangasinan

CONTACT NUMBER:

GMAIL ADDRESS:

GRADE: 11

SECTION: Avengers

SCHOOL: Macayo Integrated School

 CURRICULUM VITAE

NAME:

BIRTHDAY:

ADDRESS:

CONTACT NUMBER:

GMAIL ADDRESS:

GRADE: 11

SECTION: Avengers

SCHOOL: Macayo Integrated School