Action Research Proposal Saihs Sample

Department of Education
Region V
Freedom Sports Complex, San Jose, Pili, Camarines Sur
APPROVAL SHEET
This is to certify that the research entitled: PROJECT SHARE: IMPROVING THE GRADE
7 LEARNERS READING COMPETENCIES THROUGH CONTINUOUS IMPROVEMENT
(CI) PROGRAM
by NOEL P. CAPARANGA, LORELIE L. PINEDA, ROSEMARIE M. BARTILET,

GLENARD M. SIAT and CHARITO S. RELATIVO
(Researcher/s)
of SIBAGUAN AGRO-INDUSTRIAL HIGH SCHOOL
(Office/School/District)
was evaluated and approved by the Schools Division Research Committee (SDRC).
Given this ____ day of February, 2018 at DepED Schools Division Office of Camarines Sur,
Freedom Sports Complex, San Jose, Pili, Camarines Sur.
ELMER V. TENA, Ph.D. JOSEPHINE C. DOROIN, Ph.D.

Administrative Officer IV Senior Education Program Specialist
Budget Planning and Research
Committee Member Committee Member
MARIBEN D. BERJA LITA T. MIJARES

Education Program Supervisor 1 Chief Education Program Supervisor
In-Charge of Araling Panlipunan Curriculum Implementation Division
Committee Member Committee Member
SUSAN S. COLLANO, Ph.D.

Assistant Schools Division Superintendent
Chairman
Project SHARE: Improving the Grade 7 Learners Reading Competencies through Continuous
Improvement (CI) Program by Noel P. Caparanga et,al. Page 1
Department of Education
Region V
Freedom Sports Complex, San Jose, Pili, Camarines Sur
ACTION RESEARCH PROPOSAL EVALUATION FORM

(as contained in DepEd Order No. 16, s. 2017)
TITLE: PROJECT SHARE: IMPROVING THE GRADE 7 LEARNERS READING

COMPETENCIES THROUGH CONTINUOUS IMPROVEMENT (CI) PROGRAM
Name of Proponents: NOEL P. CAPARANGA

ROSEMARIE M. BARTILET
CHARITO S. RELATIVO
LORELIE L. PINEDA
GLENARD M. SIAT
MAIN CRITERIA SUB- % SCORE Remarks

CRITERIA
Rationale of the Context 15
Action Research (30 Proposed Intervention, 15
points) Innovation, Strategy
Action Research Minimum of three 30
Questions (30 points) research questions
Action Research Participants and/or 10
Methods other Sources of Data
(30 points) and information
Data Gathering Method 10
Data Analysis Plan 10
Action Research Work Includes interventions,
Plan and Timelines innovations and
(5 points) strategies 5
Cost Estimates With specific items and
(5 points) expenses 5
TOTAL SCORE 100%
Evaluation Result:
(Check one only)
____ Approved Evaluated by:
____ Disapproved Signature : _______________________
____ Conditional Approved Printed Name:______________________
____ Need some revision on: Date Evaluated: ____________________
__________________
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V
DIVISION OF CAMARINES SUR
SIBAGUAN AGRO-INDUSTRIAL HIGH SCHOOL
Sibaguan, Sagñay, Camarines Sur
PROJECT SHARE: IMPROVING THE GRADE 7 LEARNERS READING COMPETENCIES

THROUGH CONTINUOUS IMPROVEMENT (CI) PROGRAM
RESEARCHERS: NOEL P. CAPARANGA-09054241332

School Head
LORELIE L. PINEDA
Teacher III
Sibaguan Agro-Industrial High School
ROSEMARIE M. BARTILET-09957365822
Teacher III
CHARITO S. RELATIVO-09561704802
Teacher II
GLENARD M. SIAT
Teacher I
I. CONTEXT AND RATIONALE
Reading is essential for child’s success. All too often, the barriers faced by children with reading
difficulty outweigh their desire to read and, without proper guidance they never overcome them (PBS
2003-2018).
One definition of the verb “to read” is, “to utter aloud written matter” another definition is “to
understand and interpret.” (https://english-magazine.org). Everything you read fills your head with new
bits of information, and you never know when it might come in handy. The more knowledge you have,
the better-equipped you are to tackle any challenge you’ll ever face. The more words you gain exposure
to and they’ll inevitably make their way into your everyday vocabulary (https://www.lifehack.org).
Reading is an integral skill a learner has to acquire in order to be successful in his academic
undertakings. Likewise, it will be his tool in achieving successful career in the outside world of
the school. To add,” Learning to read is a prerequisite for success in our literate society” (Hines,
2009, p.21). Thus, reading achievement is essential for school achievement (Reis, McCoach,
Little, Muller, & Kaniskan, (2010). According to Busick (2013)
Reading is the basic skill that the students should have in order to learn other macro skills.
Failure to acquire the skill in the specified period that the students must get will possibly affect the
students’ performance in school. Low reading competency is the prevailing issue faced by most of the
public schools in the Philippines that is why reading interventions will be of great help to address the
problem. Project SHARE which stands for Shuffled Letter Game, Home Reading Report, A-word-a-day,
Read a Line and Share, Every Reader a Story Teller is an attempt to solve the low reading competency of
the Grade 7 students in Sibaguan Agro-Industrial High School. Out of 123 grade 7 students of the said
school 20% or 23 students fall under the independent level and 21% or 26 students fall under Average
Level and 59% or 73 students fall under Frustration/dependent reader. Data shows that most of the grade
7 students belong to frustration level that led them to lose their interest in coming to school that causes in
the increase of dropping out. This project is the capsulized form of the reading interventions that we can
use to improve the reading competency of the target group of students.
II. ACTION RESEARCH QUESTIONS
The study will seek to answer the following problems:
1. What are the students’ reading competency levels in Grade 7 as reflected in the pre-test
reading inventory?
2. What are the strengths and areas needing improvement encountered by the students in the use
of the reading interventions?
3. What are the level of effectiveness of the different reading interventions implemented?
4. What are the rate of increase/decrease in the students’ mastery level in reading after the
implementation of the reading interventions?
EXPECTED OUTPUT: Improved the 73 of 123 Grade 7 Learners’ Reading Competencies from
Frustration Level to Independent Level of Sibaguan Agro-Industrial High School through Project
SHARE for school year 2018-2019.
III. PROPOSED INNOVATION, INTERVENTION AND STRATEGY
Project Share is the capsulized form of reading interventions that will aid the
teachers to improve the reading competency of the students in a fun and challenging
ways.
Along with the project, the following activities will be implemented as
interventions or strategies:
1. WORD BRAIN PROJECT! – Shuffled Letters Game
- This intervention will encourage the learners to create/form a word in a fun way to
exercise their brain, improve their concentration and their ability to learn other macro
skill such as writing. This activity will be done during vacant period or Individual
Cooperative Learning (ICL). Making use of scrabble board and Word Factory cubes.
2. WELCOME HOME @ FIVE PROJECT- Home Reading Report
- This intervention will serve as the follow-up activity in an at home setting to
enhance the reading competency of the students. An excerpt passage from a novel or
story will be given to the students as their take home activity. Students are expected
to answer and fill in the needed data on the Home Reading Card as their expected
output. This will be done every Wednesday. Their progress will be monitored by the
teacher.
3. LADDER OF SUCCESS- This is a VISUAL MANAGEMENT strategy to monitor
students’ reading competency level through a personalized stick with students’ pictures at
the tip which will move from one to another if one has answered/accomplished the
activity.
4. THINK, PAIR, SHARE PROJECT of A-Word-A-Day -This activity will strengthen
the vocabulary and reading competence of the students through word transcription and
sentence usage. Teacher will assign at least 5 students everyday to share a word with its
meaning and use them in a sentence. Word will be written in a piece of paper to be
collected and deposited in a fish bowl.
5. #JUST SAYIN’ PROJECT- Read a Line and Share
- Students will read a line it can be in the form of quotation, maxim, adage, motto etc. and
share it to the group. Through this learners will be motivated to read and share insights
and ideas to help boost their self-esteem. One student per day will share a line.
6. ONCE UPON A TIME PROJECT-Every Reader a Story Teller
- This activity will enhance the reading competence of the students as well as their skill in
storytelling. Teacher will assign 1 student per week to read a story to the class. Stories to
be read will b provided by the teacher.
IV. ACTION RESEARCH METHODS
This action research will employ descriptive - quantitative method to answer the main
problem of the study. Quantitative data will be derived from the researcher-made questionnaire
to be used in this study.
A. Participants
Participants of this action research are the 123 Grade 7 students of Sibaguan Agro-
Industrial High School for the school year 2018-2019
B. DATA GATHERING METHOD
For students’ reading competency level, a tabulation of the result of the pre-test inventory score shall
be reflected in the table below.
Reading Competency Level

Name Sex Independent Instructional Frustration
Descriptors: Independent - 85% - 100%

Instructional - 76% - 84%
Frustration - 75% and below
To determine the strengths and areas needing improvement encountered by the students the
researchers will use the table below reflecting the rating and rank of the students reading competency
using DOLCH Basic Word Sights method.
Indicators Rating Rank

Can read letters from the
DOLCH Basic Sight Words
Can Read Phrases
Can Read Sentences
Can read Paragraph
Can answer comprehension
check
To measure the level of effectiveness of the different reading interventions implemented
researchers-made instrument in survey-questionnaire form using the following scale.
Interventions Level of Effectiveness

1 2 3 4
1. Word Brain Project! – Shuffled Letters Game
2. Welcome Home @ Five Project- Home Reading Report
3. Visual Management
4. Think, Pair & Share Project -A-Word-A-Day
5. #Just Sayin’ Project- Read A Line And Share
6. Once Upon A Time Project-Every Reader A Story Teller

Legend:
4. 93%-100% -Very Effective
3. 85%-92%-Moderately Effective
2. 76%-84%-Less Moderately Effective
1. 75 and below-Less Effective
To compute for the increase/decrease in the students’ competency level in reading after the
implementation of the reading interventions, a research tool for performance level will be used.
𝑃𝑜𝑠𝑡 𝑇𝑒𝑠𝑡 − 𝑃𝑟𝑒 𝑇𝑒𝑠𝑡
Inc / Dec Rate = x 100%
𝑇𝑜𝑡𝑎𝑙 𝐼𝑡𝑒𝑚
The post-test result will also be recorded together with the pre-test result for comparison and
computation of the difference of the scores obtained.
Name of
Post-test results Pre-test results Difference Interpretation
Students
Descriptors: 10 and above – Very High

8 to 9 – high
6 to 7 – moderate
4 to 5 – low
Less than 4 – very low
C. DATA ANALYSIS PLAN
The data in this part will be organized according to the order of the statement of the problem
in tabular form. Moreover, the identified statistical tools will be used for the easy analysis and
interpretation of data in this study, to improve the reading competency level and to determine the
level of effectiveness of Project Share in Grade 7 students.
A pre-test will be given to the target group to establish the current reading competency level
of the students. During the implementation phase, Ranking of the students’ rating will be used to
describe the order of the data obtained. Post-test will be administered to determine if there is an
increase or decrease in the student’s mastery level.
IV. ACTION RESEARCH WORK PLAN AND TIMELINES
PERSON/S
ACTIVITIES TIME FRAME MOV
INVOLVED
PRE-IMPLEMENTATION PLAN
1. Prepare action research January 26-28, Draft Action
proposal 2018 Researchers Research Proposal
2. Conduct consultation February 5-6, Researcher Revised Action
meeting with the school 2018 School Head Research Proposal
head
3. Submit action research February 8-9, Researcher Approved action
proposal for approval 2018 SEPS research proposal
ASDS
4. Reproduce the Pre-test May 29 – June 2, Researcher Reproduced Pre-
materials 2018 test materials
IMPLEMENTATION PLAN
1. Administer Pre-test June 7-8, 2018 Researcher Pre-test results
Participants
2. Implement the June 12, 2018 to Researcher Compiled
Intervention: March 13, 2019 Participants Worksheet
a. Orient students and June 12, 2018 Researcher Attendance
parents of the project Participants Picture
Parents documentation
b. Adaptation of the June 13, 2018 to Researcher Compiled daily
reading interventions March 13, 2019 Participants accomplished &
Parents checked
1. Shuffled Letters Game student’s
2. Home Reading Report Worksheets
3. A-Word-A-Day
4. Read a Line and Share
5. Every Reader a Story
Teller
3. Conduct of Post test March 14-16, Researcher Post-test results
2019 Participants
POST IMPLEMENTATION PLAN
1. Prepare and submit March 18-20, Researcher Raw Tabulated
action research write- 2019 data
up/Terminal Report
2. Submit Result to the March 23-25, Researcher Processed &
Division Office 2019 Analyzed Data
Result
3. Communicate the May 20-23, Researcher Minutes
research results 2019 Stakeholders Documentation
V. COST ESTIMATES
ACTIVITIES RESOURCE REQUIREMENTS AMOUNT
A. PRE-IMPLEMENTATION PLAN
1. Prepare action research 1 ream bond paper short sub. 20 Php. 195.00
proposal
2. Conduct consultation meeting Snacks during the meeting Php. 560.00
with the school head
3. Submit action research Transportation from school to Php. 150.00
proposal for approval Division office and back
4. Reproduce the Pre-test Photocopy (clear copy) 246 pages Php. 6,000.00
materials Worksheet, 123 sets
123 pcs Kraft Folder short Php. 240.00
8 pcs Ring Binder 1.5 inches Php. 640.00
B. IMPLEMENTATION PLAN
1. Administer Pre-test
2. Implement the Intervention:
Php. 1,950.00
a. Orient students and parents of 1 ream short bond paper sub. 20 Php. 195.00
the project
b. Adaptation of the reading
interventions
1. Shuffled Letters Game 10 reams short bond paper sub. 20 Php. 1,950.00
2. Home Reading Report Cartolina 150 pcs. Php. 750.00
3. A-Word-A-Day
4. Read a Line and Share
5. Every Reader a Story
Teller
3. Conduct of Post test Photocopy (clear copy) 246 pages Php. 6,000.00
Worksheet, 123 sets
123 pcs Kraft Folder short Php. 240.00
8 pcs Ring Binder 1.5 inches Php. 640.00
b. POST IMPLEMENTATION PLAN
1. Prepare and submit action research 1 ream short bond paper sub. 20 Php. 195.00
write-up/Terminal Report
2. Submit Result to the Division Transportation from school to Php. 150.00
Office Division office and back
3. Communicate Research result
TOTAL Php. 30,000.00
VI. PLANS FOR DISSEMINATION AND UTILIZATION
The research results will be disseminated to the principal, school personnel and
research enthusiasts attending research seminars and trainings to provide them with the
new findings and data. Also, this study will be of great help to English teachers to serve
as their basis to improve the reading competency of the students.
Region V
PROJECT SHARE: IMPROVING THE LEVEL OF GRADE 7 LEARNERS READING

COMPETENCIES THROUGH CONTINUOUS IMPROVEMENT (CI) PROGRAM
(An Action Research Proposal)
Prepared and Submitted By:
NOEL P. CAPARANGA LORELIE L. PINEDA

School Head Teacher III
ROSEMARIE M. BARTILET CHARITO S. RELATIVO

Teacher III Teacher II
GLENARD M. SIAT
Teacher I
Region V
Questionnaire
Research Question Number 1. What are the students’ reading competency levels in Grade 7 as reflected
in the pre-test reading inventory?
Name of Students Mean rating of Interpretation
Reading Inventory
Research Question Number 2. What are the strengths and areas needing improvement encountered by the
students in the use of the reading interventions?
Indicators Rating Rank
Can read letters from the DOLCH
Basic Sight Words
Can Read Phrases
Can Read Sentences
Can read Paragraph
Can answer comprehension check
Research Question Number 3. What are the level of effectiveness of the different reading interventions
implemented?
Interventions, Innovations and Number of students who Percentage Interpretation
strategies implemented got the correct answer
Shuffled Letters Game- This intervention
will encourage the learners to create/form a
word in a fun way to exercise their brain,
improve their concentration and their
ability to learn other macro skill such as
writing.
Home Reading Report- This intervention
will serve as the follow-up activity in an at
home setting to enhance the reading
competency of the students.
Simplified process
Step 1 – Accomplish Home Reading
Report Form
Step 2 – Let parents affix their signature
in the HRRF
Step 3 – Submission and validation of
answers with the teacher
A-Word-A-Day-This activity will improve
the vocabulary and reading competence of
the students through word transcription and
sentence usage.
Read a Line and Share- Students will
read a line it can be in the form of sayings,
maxim, adage, motto etc. and share it to the
group. Through this learners will be
motivated to read and share insights and
ideas to help boost their self-esteem.
Every Reader a Story Teller- This
activity will enhance the reading
competence of the students as well as their
skill in storytelling.
Research Question Number 4. What are the rate of increase/decrease in the students’ mastery level in
reading after the implementation of the reading interventions?
Name of Post-test results Pre-test results Difference Interpretation
Students
Legend: 10 and above – Very High

8 to 9 – high
6 to 7 – moderate
4 to 5 – low
Less than 4 – very low
VII. REFERENCES
DepEd Order Number 16, s. 2017 – Research Management Guidelines (RMG)
Berja M. D. (2012) Capability of DepEd Camarines Sur in Developing Job-Ready Graduates
Education For All 2015 National Review., Philippine Education for All 2015 Review Report
https://www.google.com.ph/search?sclient=psy-ab&btnG=Search&q=EFA#q=EFA+pdf
unesdoc.unesco.org/images/0023/002303/230331e.pdf.
Date Retrieved: May 9, 2017
Gilmer, Penny J. Action Research in One’s Own Classroom in Higher Education. Florida
State University, USA; Science and Mathematics Education Center, Australia
https://www.chem.fsu.edu/~gilmer/PDFs/action_research_in_own_sci_class.pdf.
SEAMEO INNOTECH., Competency-based Continuing Education Programme for Teachers

Utilizing Distance Education Technologies and Materials., University of the Philippines,
Diliman, Quezon City, Philippines; www.seameo-innotech.org/iknow/wp.../COMPETE-
21.-Classroom-action-research.pd...
RESEACH INSTRUMENT
PRE-TEST RESULTS
Reading Competency Level

Name Sex Independent Instructional Frustration
RESEACH INSTRUMENT
PRE/POST TEST RESULTS
No. Name of Students Sex Result Inc/Dec Remarks

Pre Post Rate
RESEARCH PROPOSAL APPLICATION FORM AND ENDORSEMENT OF
IMMEDIATE SUPERVISOR
A. RESEARCH INFORMATION
RESEARCH Project SHARE: Improving the Grade 7 Learners Reading Competencies
TITLE through Continuous Imrovement (CI) Program
SHORT This project is the capsulized form of the reading interventions that we can
DESCRIPTION use to improve the reading competency of the target group of students.
OF THE
RESEARCH
RESEARCH CATEGORY (check only one) RESEARCH AGENDA CATEGORY
o National (check only one main research theme)
o Region / Teaching and Learning
o Schools Division o Child Protection
o District o Human Resource Development
/ School o Governance
(check up to one cross-cutting theme, if
(check only one) applicable)
/ Action Research o DRRM
o Basic Research o Gender and Development
o Inclusive education
o Others (please specify)
FUND SOURCE (e.g. BERF, SEF, others)* AMOUNT
BERF Php 30, 000.00
TOTAL AMOUNT Php 30, 000.00

*indicate also if proponent will use personal funds
B. PROPONENT INFORMATION
LEAD PROPONENT/ INDIVIDUAL PROPONENT
LAST NAME: FIRST NAME: MIDDLE NAME:
CAPARANGA NOEL P
BIRTHDATE (MM/DD/YYYY) SEX: POSITION/DESIGNATION:
01-26-1969 MALE SCHOOL HEAD
REGION/ DIVISION/ SCHOOL (whichever is applicable)
CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:
EDUCATIONAL ATTAINMENT TITLE OF THESIS/ RELATED RESEARCH PROJECT
(DEGREE TITLE)
Enumerate from bachelor’s
degree up to doctorate degree
SIGNATURE OF PROPONENT:
Proponent 2:

(DEGREE TITLE)
Proponent 3:

(DEGREE TITLE)
IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached research proposal. I certify that the proponent/s
has/have the capacity to implement a research study without compromising his/her
office functions
Name And Signature of Immediate Supervisor
Position/Designation:
Date:
Date:
Date:
Declaration of Anti-Plagiarism and Absence of Conflict of Interest
Declaration of Anti-plagiarism
1. I _________________________________, 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 research proposal 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 citations in referencing other works from various sources.
3. I understand that violation from this declaration and commitment shall be subject to
consequences and shall be dealt with accordingly by the Department of education
and (inset grant mechanism)
PROPONENT:
SIGNATURE:
DATE:
PROPONENT:
SIGNATURE:
DATE:
PROPONENT:
SIGNATURE:
DATE:
DECLARATION OF ABSENCE OF CONFLICT OF INTEREST
1. I, _______________________________, understand the conflict of interest
refers to situations in which financial or other personal considerations may
compromise my judgment in evaluating, conducting, or reporting research.1
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 proposal may be returned to me if found out that there is conflict of
interest during the initial screening as per (insert RMG provision).
3. Further, in case of any form of conflict of interest (possible or actual) which may
inadvertently emerge the conduct of my research, 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.
PROPONENT:
SIGNATURE:
DATE:
PROPONENT:
SIGNATURE:
DATE:
PROPONENT:
SIGNATURE:
DATE:
1
Office of Ethics and Compliance, University of California, San Francisco, retrieved from http://col.ucsf.edu/

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Department of Education

Freedom Sports Complex, San Jose, Pili, Camarines Sur

by NOEL P. CAPARANGA, LORELIE L. PINEDA, ROSEMARIE M. BARTILET,

ELMER V. TENA, Ph.D. JOSEPHINE C. DOROIN, Ph.D.

MARIBEN D. BERJA LITA T. MIJARES

SUSAN S. COLLANO, Ph.D.

Freedom Sports Complex, San Jose, Pili, Camarines Sur

ACTION RESEARCH PROPOSAL EVALUATION FORM

TITLE: PROJECT SHARE: IMPROVING THE GRADE 7 LEARNERS READING

Name of Proponents: NOEL P. CAPARANGA

MAIN CRITERIA SUB- % SCORE Remarks

PROJECT SHARE: IMPROVING THE GRADE 7 LEARNERS READING COMPETENCIES

RESEARCHERS: NOEL P. CAPARANGA-09054241332

I. CONTEXT AND RATIONALE

Little, Muller, & Kaniskan, (2010). According to Busick (2013)

use to improve the reading competency of the target group of students.

II. ACTION RESEARCH QUESTIONS

The study will seek to answer the following problems:

of the reading interventions?

implementation of the reading interventions?

III. PROPOSED INNOVATION, INTERVENTION AND STRATEGY

Along with the project, the following activities will be implemented as

1. WORD BRAIN PROJECT! – Shuffled Letters Game

2. WELCOME HOME @ FIVE PROJECT- Home Reading Report

- This intervention will serve as the follow-up activity in an at home setting to

4. THINK, PAIR, SHARE PROJECT of A-Word-A-Day -This activity will strengthen

collected and deposited in a fish bowl.

5. #JUST SAYIN’ PROJECT- Read a Line and Share

6. ONCE UPON A TIME PROJECT-Every Reader a Story Teller

be read will b provided by the teacher.

IV. ACTION RESEARCH METHODS

to be used in this study.

Industrial High School for the school year 2018-2019

B. DATA GATHERING METHOD

be reflected in the table below.

Reading Competency Level

Descriptors: Independent - 85% - 100%

using DOLCH Basic Word Sights method.

Indicators Rating Rank

To measure the level of effectiveness of the different reading interventions implemented

researchers-made instrument in survey-questionnaire form using the following scale.

Interventions Level of Effectiveness

2. Welcome Home @ Five Project- Home Reading Report

6. Once Upon A Time Project-Every Reader A Story Teller

computation of the difference of the scores obtained.

Descriptors: 10 and above – Very High

C. DATA ANALYSIS PLAN

level of effectiveness of Project Share in Grade 7 students.

increase or decrease in the student’s mastery level.

IV. ACTION RESEARCH WORK PLAN AND TIMELINES

ACTIVITIES RESOURCE REQUIREMENTS AMOUNT

VI. PLANS FOR DISSEMINATION AND UTILIZATION

as their basis to improve the reading competency of the students.

PROJECT SHARE: IMPROVING THE LEVEL OF GRADE 7 LEARNERS READING

Prepared and Submitted By:

NOEL P. CAPARANGA LORELIE L. PINEDA

ROSEMARIE M. BARTILET CHARITO S. RELATIVO

Legend: 10 and above – Very High

DepEd Order Number 16, s. 2017 – Research Management Guidelines (RMG)

Berja M. D. (2012) Capability of DepEd Camarines Sur in Developing Job-Ready Graduates

SEAMEO INNOTECH., Competency-based Continuing Education Programme for Teachers

Reading Competency Level

PRE/POST TEST RESULTS

No. Name of Students Sex Result Inc/Dec Remarks