UNIVERSITY

PERPETUAL
OF
SYSTEM DALTA
HELP
GRADUATE SCHOOL
RESEARCH CONCEPT PROPOSAL

TOPIC AND TITLE

Name of Student RAMIL C. MELO
Program MAED Major: FILIPINO
School Year: 2024-2025
Research Topic READING INTERVENSION IN ENGLISH 6
Research Problem How does the level of performance of the respondents in the control and
experimental groups differ in the posttest result?
Proposed Title # 1 Reading Intervention package in English 6
Proposed Title #2 Effectiveness of Reading Intervension Package in English 6
Proposed Title #3 Level of acceptability of the Grade 6 Reading Intervention Package in English 6

Proposal Details:

1. INTRODUCTION AND ITS BACKGROUND*

Please state the context of your study or research background.

Education is a lifetime journey. It is incessant and incredibly important. It prepares individuals for the
challenges of life.
English as one of the subjects taught in school, reading comprehension in particular, is expected to
increase the knowledge, skills, attitudes, and values contained therein. Reading comprehension is a fairly
complex subject and requires precision, accuracy and a deeper understanding of the work because
reading comprehension lesson that can not only read but also have to understand the message of the text.
Reading is a lifelong skill to be used both at school and throughout life. Reading is a basic life skill. It is
a cornerstone for a child's success in school and, indeed, throughout life. Without the ability to read well,
opportunities for personal fulfilment and job success inevitably will be lost. Despite its importance, reading is
one of the most challenging areas in the education system. The ever-increasing demand for high levels of
literacy in our technological society makes this problem even more.
A child's reading skills are important to their success in school as they will allow them to access the
breadth of the curriculum and improve their communication and language skills. In addition, reading can be a
fun and imaginative time for children, which opens doors to all kinds of new worlds for them.

Review of Related Literature/ Prior Art

The literature and studies cited in this section should focus on justifying any of the components of the research
framework (Provide at least 5 major related literature and studies).
 UNIVERSITY
PERPETUAL
OF
SYSTEM DALTA
HELP
Gottschling, 2016- The learning objectives specify the skills, but there are also attitudes and knowledge to be
considered. The starting point for course design is the attitudes. What do we want the students to feel about
the topics? What changes do we wish them to contemplate in their thinking? Then the skills and knowledge
are specified, often starting at a quite general level, then working down to specifics. Without learning
objectives it is difficult for students to know what they are supposed to be learning. In a lecture, a teacher can
talk extensively about a case, but unless she states explicitly, it can be difficult for the students to know where
to direct their attention. Do they need to know the details of that specific case or what principles are they
supposed to glean from the example? Or was it just a “war-story” to entertain the troops? Students can waste
a great deal of time studying things that are not necessary, to the detriment of their learning as a whole. The
uncertainty also causes unnecessary anxiety.

Hansen 2015- learning objectives should be student-centered, should break down the task and focus on
specific cognitive processes as well as it should be measurable to check whether students have mastered the
skills.

Irimia 2016- Objectives (learning goals) are important to establish in a pedagogical interchange so that
teachers and students alike understand the purpose of that interchange. Organizing objectives helps to clarify
objectives for themselves and for students. Having an organized set of objectives helps teachers to: “plan and
deliver appropriate instruction”; “design valid assessment tasks and strategies”; and “ensure that instruction
and assessment are aligned with the objectives.

Everrete, 2017- Starting with “I can…” helps frame the objective in student-friendly language. A simple
graphic organizer can help. It can be helpful to plan objectives in sets, just like planning for a unit or week of
lessons, so that it can see the learning arc over a series of lessons. DO make sure the objective matches the
desired student learning. DON’T make an objective about activities. It should be about skills and learning

Lewis, 2018- Objectives are the first step in writing a strong plan. After the Objective, one will define the
Anticipatory Set. The objective is also known as the "goal" of the lesson

Lay down your research questions/objectives

1. How is the development of Grade 6 Reading Intervention Package?

2. What are general features of the Grade 6 Reading Intervention Package?

3. What is the level of acceptability of the Grade 6 Reading Intervention Package in English 6 as evaluated by
the experts with respect to:

3.1 objectives;

3.2 learning activities;

3.3 content;

3.4 format; and

 UNIVERSITY
PERPETUAL
OF
SYSTEM DALTA
HELP
3.5 applicability and usefulness?

4. What is the level of performance of the respondents in the control and experimental groups as revealed in
the pretest and posttest results with respect to different skills in reading such as:

4.1 Recognizing Main Idea;

4.2 Making Inference;

4.3 Distinguishing Fact and Opinion; and

4.4 Identifying Cause and Effect?

5. How does the level of performance of the respondents in the experimental and control groups differ in their
pretest and posttest results with respect to the different skills in reading?

6. How does the level of performance of the respondents in the control and experimental groups differ in the
posttest result?

7. What enhancements can made on the developed Grade 6 Reading Intervention Package as a result of the
evaluation?

State the significance of your study to theory and/or practice.

The paradigm shows Coomb's system approach wherein the input frame consists of the materials used in the
study such as selected lessons in reading. It also includes the level of acceptability of the Grade 6 Reading
Intervention Package with respect to Objectives, Learning Activities, Content, Format and
Applicability/Usefulness. Likewise, it considered the level of performance of the respondents in the control
and experimental groups with respect to Recognizing Main Idea, Making Inference, Distinguishing Fact and
Opinion, and Identifying Cause and Effect
2. THEORETICAL AND/OR CONCEPTUAL FRAMEWORK

Please describe the Theoretical and/ or conceptual framework of your study. This framework consists of: (1)
your chosen approach to address the research problem/s, (2) the variables you will consider in the study, with
their operational definitions, (3) the hypotheses and/or propositions of the study, with a rationale or
justification for each, and (4) model equation/s, if applicable. Include a diagram or a figure to show the key
concepts and describe how they interplay with each other.
 UNIVERSITY
PERPETUAL
OF
SYSTEM DALTA
HELP
INPUT PROCESS OUTPUT

3. METHOD

If the research requires the involvement of human subjects, the proposal must go through the NU
Ethics Committee.

If a survey is needed, identify the participants or subjects.

 UNIVERSITY
PERPETUAL
OF
SYSTEM DALTA
HELP
Identify and describe the population and the sample of your research study. Discuss your sampling plan with
regards to sample size determination, and sampling and selection procedures.

Identify the instruments/Sources of Data

Include sources of data, instruments, and questionnaire/s to be used; how these were or are to be developed,
with proofs/tests of validity and reliability.

Context and participants (number and demographic profile of participants, place when the study is to be
conducted)

This study used the descriptive-developmental and experimental methods of research.

The descriptive method will be used since this study includes a collection of data in order to test the
hypothesis, gathering information to answer the questions concerned in the study and to validate the
developed Grade 6 Reading Intervention Package. The developmental method was also used since the main
purpose of the study is to develop an intervention material. The purpose of developmental research is to
investigate patterns and sequences of growth and/or change as a function of time.
Furthermore, experimental method will also be used since the study considers how the developed material
helps improve the skills of the two (2) groups- experimental and control. It is a type of evaluation that seeks to
determine whether the material or intervention has the intended causal effect on the groups of respondents.
There are three key components of an experimental study design: (1) pre-posttest design, (2) a treatment
group and a control group, and (3) random assignment of study participants.
The researcher believed that through a modular medium of executing the lesson, the pupils and teachers
would be provided by the information that contains some lessons in reading that can be used as an
instructional material with no significant differeto the traditional way of teaching the lessons.
Furthermore, the researcher will also utilize qualitative descriptive method in determining the development
of the Grade 6 Reading Intervention Package and its general features as well as the enhancements made as a
result of the evaluation.
The researcher will gather information and necessary data through conducting an observation and gathering important
figures and facts such as School Achievement Test (SAT), Periodic Test Result and National Achievement Test (NAT)
results, Philippine Informal Reading Inventory (Phil IRI) Report to justify the problem in reading among the pupils. He will
also make use of the reference media such as encyclopedia and dictionary, books; browse the International Network
(internet) and visit different websites for the improvement of the Grade 6 Reading Intervention Package. He referred to
some published and unpublished theses to gather ideas regarding the topic.

The respondents of the study were the five (5) teachers at Sampaloc Elementary School who are handling English 6
subject to evaluate the level of acceptability and the two groups of respondents-the control and experimental groups.
The control group was comprised by the pupils of Grade 6 Section Luna, a heterogeneous class, with 30 pupils and the
experimental group, the Grade 6 Section Del Pilar, a heterogeneous class, with 30 pupils of Sampaloc Elementary School.
The average grade during two grading periods in English of Grade 6 Luna is matched to the average grades of Grade 6 Del
 UNIVERSITY
PERPETUAL
OF
SYSTEM DALTA
HELP
Pilar. The experimental group was exposed to the developed Grade 6 Reading Intervention Package while the control
group was taught traditionally to determine their performance in reading focused on the least mastered skills.

Instrument (describe the instrument you are planning to be used and how they will be validated; specify how to
measure reliability if applicable)

The researcher will utilize an adopted questionnaire-checklist that contained the aspects such as Objectives, Learning
Activities, Content, Format and Applicability/Usefulness with five questions in each.

The researcher will also prepare a number of tasks in the Grade 6 Reading Intervention Package in a module form based
on the competencies to be enhanced. Each competency is based on the least mastered skills of the pupils based on the
previous grading periodic tests namely Recognizing Main Idea, Making Inference, Distinguishing Fact and Opinion and
Identifying Cause and Effect.

The researcher also utilized researcher-made pretest and posttest to determine the level of performance of the pupil-
respondents. This was composed of 20 items about the target competencies.

Data gathering procedure

To come up with the Grade 6 Reading Intervention Package, first, the researcher will prepare a manuscript of the
material to be used for the reading intervention, which could be of help to increase the performance of the students
based on the needed competencies to be developed.

The researcher will prepare a number of reading intervention activities in a module form. Each competency is anchored
on the least mastered skills of the pupils based on the previous grading periodic tests.

After the developed material has been finalized, it was validated by the experts before it was subjected to level of
acceptability among teacher-respondents and afterwards as teaching material to pupils with pretest given prior to usage,
then posttest after.

With the prepared instruments, the researcher will seek for permission from the office of the principal to conduct and
administer the pretest and the post-test together with the use of the developed Grade 6 Reading Intervention Package in
the teaching and learning processes.

With the approval from the office of the principal, the researcher will start the data-gathering among respondents.

The pretest and post-test will be administered at Sampaloc Elementary School's simple classroom set-up. The pretest will
be administered to determine the pupils' performance in reading after which the developed Grade 6 Reading
Intervention Package was utilized in the experimental group. Thus, the control group will not be exposed to the
 UNIVERSITY
PERPETUAL
OF
SYSTEM DALTA
HELP
developed material. To determine the effectiveness of the said material, posttest was administered to the two (2) groups
of respondents.

Sources of Data

The researcher will gather informations and necessary data through conducting an observation and gathering important
figures and facts such as School Achievement Test (SAT), Periodic Test Result and National Achievement Test (NAT)
results, Philippine Informal Reading Inventory (Phil IRI) Report to justify the problem in reading among the pupils. He will
make also use of the reference media such as encyclopedia and dictionary, books; browse the International Network
(internet) and visit different websites for the improvement of the Grade 6 Reading Intervention Package. He will referr to
some published and unpublished theses to gather ideas regarding the topic.

As the primary source of data, the researcher will utilize an adopted questionnaire-checklist used by Robles (2016) in his
thesis, "Developed and Validated Enhancement Activities in Reading 9.” The questionnaire-checklist was divided into two
parts: the first part provided the personal information of the experts, the second part provided the evaluation on the
developed Grade 6 Reading Intervention Package that consists of five questions in every aspect.

This scale was used to determine the pupils' level of performance, level of acceptability of the developed Grade 6
Reading Intervention Package.

Data Analysis (appropriate statistical tools to be used or coding scheme)

To validate and interpret the data gathered, the researcher will use the following statistical treatments.

To determine the development of the Grade 6 Reading Intervention Package, descriptive qualitative research will be
used.

To determine the general features of the Grade 6 Reading Intervention Package, descriptive qualitative research will be
used.

To determine the level of acceptability of the Grade 6 Reading Intervention Package in terms of objectives, learning
activities, content, format and applicability/ usefulness, Mean will be used..

To determine the level of performance of the respondents in the control and experimental groups as revealed in the
pretest and posttest results with respect to the different lessons in reading, Mean will be used..

To determine the level of performance of the respondents in the experimental and control groups differ as revealed in
their pretest and posttest result with respect to the different skills in reading, Dependent t-test will be used.

To determine the level of performance of the respondents in the control and experimental groups differ in their posttest
 UNIVERSITY
PERPETUAL
OF
SYSTEM DALTA
HELP
result, Independent t-test will be used..

To distinguish the enhancement made on the developed Grade 6 Reading Intervention Package as a result of the
evaluation, descriptive qualitative research will be used..

4. References

Hansen, W. J. (2015). Rendering Tcl/Tk Windows as HTML. doi:10.21236/ada412017

The Importance of Reading. (2019). Retrieved August 6, 2024, from

https://www.nordangliaeducation.com/our-schools/al-khor/parent-resources/our-school-
enewsletter/primary/the-importance-of-reading

Teaching Cause & Effect in English. (n.d.). Retrieved August 6, 2024, from
https://www.literacyideas.com/teaching-cause-effect-in-english

Teaching Inference. (n.d.). Retrieved August 5, 2024,

from https://www.literacyideas.com/teaching-inference

The Importance of Fact Checking Your Content. (2015, July 15). Retrieved August 5, 2024, from
https://www.compukol.com/the-importance-of-fact-checking-your-content/

The Importance of Learning Materials in the Learning Process. (2013, January 1). Retrieved August 6, 2024,
from https://www.bartleby.com/essay/The-Importance-of-Learning-Materials-in-the-FKQ7TELK6YZS

The importance of learning when making inferences. (2015, March). Retrieved August 5, 2024, from
http://journal.sjdm.org/bn6/bn6.html

The Importance of Reading. (2019). Retrieved August 6, 2024, from

https://www.nordangliaeducation.com/our-schools/al-khor/parent-resources/our-school-
enewsletter/primary/the-importance-of-reading
UNIVERSITY
PERPETUAL
OF
SYSTEM DALTA
HELP