ABSTRACT

This study was conducted to improve the reading level of Grade II pupils of

Honrado Elementary School for SY 2017-2018 in terms of word recognition and

comprehension skills, through a multimedia remedial instruction. Specifically, it aimed to:

(1) identify the reading level of grade II pupil both in English and Filipino before and after

the Multimedia Remedial Instruction in word recognition and comprehension (2)

determine the significant difference of reading level of grade II pupil in English and

Filipino before and after the Multimedia Remedial Instruction in word recognition and

comprehension. The methodology used was descriptive method making use of the

researched videos, reading passage from PHIL-IRI and the standard procedure of the

PHIL-IRI in determining the reading level. The multimedia lessons were validated by the

master teachers and selected Grade I teachers of the district. The study has three

phases, namely: the conduct of the pretest, the implementation of the intervention and

the post evaluation. The data gathered were statistically treated using simple mean and

standard deviation and t-test. The study revealed the following significant findings: In

English pretest, out of 13 or 32.5% are Non-readers, 18 or 45% belong to Frustration

level, 5 or 12.5% Instructional level, and 4 or 10% Independent level. After the

Multimedia remedial instruction, there are no more Non-readers, Sixteen or forty percent

Frustration level, 8 or 20% (Instructional level) and 16 or 40% (Independent level).

Moreover, in Filipino pretest; there were 6 or 15% (non-readers), 23 or 57.5% (frustration

level), 9 or 22.50% (instructional level), and 2 or 5% (Independent level). After the

Multimedia reading remedial instruction, there were no more non-readers in Filipino, 10

or 25% (frustration level) 12 or 30% (Instructional) and 18 or 45% (Independent level)

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.Based on the results, it was found out that the multimedia remedial instruction is very

effective especially to non-readers and frustration readers .

Keywords: comprehension level, frustration level, independent level,

instructional level, intervention, Phil-IRI, multimedia

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 ACKNOWLEDGMENT

The completion of this action research could not have been possible if not for the

sincere efforts of those involved who poured their expertise throughout the conduct of

this research. It is for this reason that the researchers are most grateful to the following:

Dr. Lorna E. Borja, for her guidance, critical insights, comments, suggestions and

inspiring words to push through with this study;

Dr. Vilma Juanite and the Schools Division Research Team for their humane

criticisms and suggestions for the improvement of this research;

To the Master Teachers and Grade I teachers of Anao-aon District who validated

the multimedia clippings;

To Sir Julius Caadan and Sir Carlito Biol for the expertise they shared in treating

the data of the research;

To Ma’am Cora E. Requina, the class adviser, who facilitated the remedial

instruction religiously and patiently.

To the Honrado Elementary School teaching staff and parents for their support

especially when monitoring people visited the school.

Similarly, the untiring support and encouragement of the researchers’ family and

friends who have lifted the researchers during difficult times.

To the Grade II Pupils who responded positively every remedial instruction with

their parents who patiently waited them during overtime.

Above all, to the Almighty God who has always been their constant guide, for

making all these people mentioned available, the beautiful experiences they gained in

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the process; the provision of the needed resources at the right time, all of which made

this piece of work a reality.

To all, a million thanks.

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 TABLE OF CONTENTS

Title Page i

Abstract ii

Acknowledgment iv

I Context and Rationale 1

II Action Research Questions 3

III Innovation, Intervention and Strategy 4

IV Action Research Methods 5

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

b. Data Gathering Methods
c. Data Analysis Utilized

V Discussion of Results 8

a. Findings and Conclusions

b. Reflection

VI References 15

Annexes

1. Declaration of Anti-Plagiarism and Absence

of Conflict of Interest 22
2. Letter of Consent to District Supervisor 25
3. Instrument/ Tool 26
4. Time Table/ Gantt Chart 34
5. Cost Estimates 37
6. Plans of Dissemination and Utilization 38
7. Pictorials 41

Curriculum Vitae

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 LIST OF TABLES

No. Page

1 Phil-IRI Oral Reading Test Criteria 6

2 Overall Reading Level Ability in Word Recognition
and in Comprehension 6
3 Reading Level of Grade II in English (Pretest & Post Test) 8
4 Reading level of the Grade II pupils in English before and after
the multimedia remedial instruction in terms of Word Recognition 8

5 Reading level of the Grade II pupils in English before and after the
multimedia remedial instruction in terms of Reading Comprehension 9

6 Reading Level of Grade II in Filipino (Pretest and Posttest) 10

7 Reading level of the Grade II pupils in Filipino before and after the
multimedia remedial instruction in terms of Word Recognition 10

8 Reading level of the Grade II pupils in Filipino before and after the
multimedia remedial instruction in terms of Reading Comprehension 11

9 Difference on Word Recognition in English before

and after the multimedia remedial instruction 11

10 Significant Difference on Reading Comprehension in English before

and after the multimedia remedial instruction 12

11 Significant Difference on Word Recognition in Filipino before

and after the multimedia remedial instruction 12

12 Significant Difference on Reading Comprehension in Filipino before

and after the multimedia remedial instruction 13

LIST OF ANNEXES

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No.

1 Proponents' Information
2 Declaration of Anti-Plagiarism and Absence of Conflict of Interest
3 Phil-IRI English and Filipino Pre-test/ Post Test Reading Passage
4 Letter of Approval to the District Supervisor
5 Validation Tool for Multimedia Clippings
6 Teacher’s Class Program
7 Remedial Reading Session Plan
8 Cost Estimates, Workplan, Timelines