CHAPTER I

The Problem and its Background

Part 1: Introduction

Reading is an important factor of learning. It is considered as one of the most

valuable skills everyone can acquire. In the field of teaching, reading plays a very crucial

role on the part of the learners’ academic performance. Thus, pupils are expected to have

a good reading comprehension skills for them to be able to achieve progress and mastery

in every learning area they are engaged in.

However, not all the learners are good readers and have the capabilities to easily

comprehend what they read or listened to. Learners of today are observed having poor

reading comprehension skills. They have a great difficulty in understanding the passage

or text they read and this barrier that the learners are facing overweigh their desire to

read which resulted to poor academic performance.

As an English teacher of Grade IV- Narra, I had this observation particularly during

their Phil- IRI and periodical tests. The learners usually just read the piece but could not

answer the comprehension questions, they just answer the test questions without even

reading the instructions and the selections given in the test. In most cases, there are no

active participation during class discussions, they are lack of interest and when being

called, they refused to comply with the teacher probably because they have no confidence

in expressing what they have in mind. Instead, they preferred to engage in any disruptive

behaviors rather than participating in the class discussion.

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 These factors affecting the reading comprehension skills of Grade- IV Narra

triggers the pursuit of the researcher to delve into the root cause of the situation for her

to acquire the effective strategies for this ineffective teaching- learning process.

Hence, the researcher arrived into a realization that there is an impelling need to

appraise the situation and employ a variety of methodologies in order to improve the

reading comprehension skills of the learners.

In intensive reading, the learners will be engaged in a variety of reading materials

and will be tasked to answer the comprehension questions for them to develop a greater

progress on their reading comprehension skills. Intensive reading is related to further

progress in language learning under the teacher’s guidance. It provides a basis for

explaining difficulties of structure and for extending knowledge of vocabulary and idioms.

It will provide material for developing greater control of the language, speech and writing.

Intensive reading is generally at a slower speed and requires a higher degree of

understanding to develop and refine word study skills, enlarge passive vocabulary,

reinforce skills related to sentence structure. (Nation, 2009)

This idea of the researcher came to existence with an aim of enhancing the

reading comprehension skills of Grade- IV Narra as she imposed the intensive reading

activities in the classroom.

I.I Background of the Study

The research occurred in an elementary school situated in a suburban area of a

large area city. The school consists of 194 grade four pupils. About 75% of the pupils

belonged and considered themselves living in a poor family. There are 50 fulltime

2
 teachers and the teacher to pupil ratio is about 40 to 1. In Grade Four- Narra class

which I handle, there are 41 pupils which includes 16 males and 25 females. Out of

those 41, I had 30 respondents only, 15 males and 15 females.

1.2 Review of Related Literature and Studies

Reading plays a vital role in mastering the four basic skills in English. Nunan

(2004:68) states, reading is a fluent process of reader combining information from a

text and their own background knowledge to build meaning. This means that readers

combine the information they have gathered from the text and the information from

their existing background knowledge.

To be a good and effective reader, one has to find the effective strategies and

techniques to develop good reading skill. Ozdemer (2009) stresses that reading is

fundamental in getting knowledge as all the lessons and learning activities are mostly

based on the power of comprehensive reading; thus, it is crucial for the pupils to read

comprehensively for them to be able to understand the lesson he/ she is engaged in.

Furthermore, Ono (2004) emphasized that reading has the potential to help English

Language learners become better readers and make improvements in other aspects

of their English skills.

Unfortunately, many of our pupils’ reading skill is far way failing. The pupils find

difficulty in understanding the passage which consists a lot of words. This statement

is supported by Paran

in Harmer (2005: 203). He said, if the readers do not know half of the words in a text,

they will have great difficulty in understanding the text as a whole.

3
 What factor affect reading comprehension? (Keith Lenz) While word identification

is a process that results in a fairly exact outcome (i.e., a student either reads the word

“automobile” or not) the process of comprehending text is not so exact. Different

readers will interpret an author’s message in different ways. Comprehension is

affected by the reader’s knowledge of cognitive and metacognitive strategies, their

reasoning abilities, their motivation and their level of engagement.

Reading comprehension is also affected by the quality of the reading material.

Some writers are better writer than others. Text that is well organized and clear is

called “considerate text”. The more inconsiderate the text, the more work will be

required of a reader to comprehend the text. Readers who do not have the

background, abilities or motivation to overcome the barriers presented in

inconsiderate text will have more difficulty comprehending these kinds of texts.

Pupils who had trouble learning to decode and recognize words often will have

difficulty with reading comprehension. Pupils who struggle with decoding will rarely

have a chance to interact with more difficult text and often learn to dislike reading. As

a result, these pupils do not have enough sufficient opportunities to develop the

language skills and strategies necessary for becoming proficient readers.

The type of instruction that a pupil receives will also affect reading comprehension.

Strategies for improving reading comprehension must be taught directly by teachers.

Simply providing opportunities or requiring for children read will not teach many pupils

the comprehension strategies they need to proficient readers.

Thus, intensive reading approach is introduce to pupils with learning disabilities.

This approach focuses comprehension, regular and irregular sound- spelling

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 relations, vocabulary, grammar, cohesion, information structure, genre features and

strategies. (Nation, 2009)

1.3 Theoretical Framework

This study was assumed on the theory of enhancing the reading comprehension

skills of the pupils through intensive reading activities. In intensive reading, learners will

be engaged on different reading materials which enable them to develop general

reading skills like; answering the comprehension questions, skimming, scanning,

sequencing the order of the events and locating the meaning of unfamiliar words. This

will also help the pupils in widening their vocabulary and grammar skills as they can

encounter new words from the text they read.

Macalister (2011) in intensive reading, the learners usually read texts that are

more difficult, in terms of context and language than those used or extensive reading.

To help learners make sense of text that may present a significant challenge in terms of

vocabulary and/ or concept. Teachers should focus on reading skills such as identifying

the main ideas and guessing the meaning of unfamiliar words from context.

Waring (1997) argues that intensive reading is very useful for learning vocabulary

and understanding how the text is organized.

Stahl (2003) found out that there is a relationship between intensive reading

activities and overall language proficiency. He examines 88 Chinese students who were

asked to read the text and find the meaning, synonym and antonym of the unknown

words, give a paraphrase and write a summary. This study also revealed the significant

improvement in the reading comprehension of the pupils.

5
 Conceptual Framework

INPUT PROCESS INPUT

Demographic Profile Survey An action plan to

Enhancing Reading
Questionnaire/ enhance the reading
Comprehension Skills
Blooms Taxonomy skills of Grade IV- Narra
checklist
Cognitive Domain
a. Knowledge Measure/ Evaluation
b. Comprehension
c. Application Statistical Analysis
d. Analysis
e. Evaluation

FEEDBACK

6
1.4 Statement of the Problem

This study aims to enhance the reading comprehension skills of Grade IV- Narra
pupils through intensive reading activities.

Specifically, this study endeavors to answer the following questions.

1. What is the demographic profile of Grade IV- Narra as to?

a. Age
b. Gender
c. Grade in English (Second Grading)

2. How the cognitive skills of Grade IV- Narra be described in terms of?

a. Knowledge
b. Comprehension
c. Application
d. Analysis
e. Evaluation

3. Is there a significant difference in the reading comprehension skill among the

Grade IV- Narra in terms of?

a. Age
b. Gender
c. Academic Performance

4. How is reading comprehension skills related to the academic performance of

Grade IV- Narra?

5. What implications will you make to enhance the reading comprehension skills of
Grade IV- Narra?

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1.5 Significance of the Study

Good reading comprehension skills is a way that leads to effective reading. It is the
most significant tool in shaping the educational and professional lives of our pupils.
Hence, this study will be of big profitable to the following:

Pupils: This would help the pupils improve their reading comprehension and
communication skills and academic performance. This would also help them learn
new vocabulary and grammar hence enable them to build a sense of momentum as
readers.

Teachers: This would serve as an effective guide/ or resources for the teachers
particularly to those who are teaching Reading and English language. This study
would enable the teachers to explore more on how reading comprehension skills be
taught on the struggling pupils and what particular ways and approaches would be
suited to them.

Parents: This would help the parents to easily monitor and assess their children’s
reading and comprehension skills. In this study, the parents could easily follow- up
their child by assisting them read while they are at home.

School Administrator: This study would might help the school administrators to
gain perceptions of how the teachers and pupils achieve on the course that would
lead rapid advancement or success towards reading comprehension skills.

Department of Education: This study would might be of big help to the Department
of Education to anticipate of how the poor academic performance of the pupils be
minimized and uprooted.

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1.6 Scope and Limitation of the Study

This study was designed only to enhance the reading comprehension skills
of Grade IV- Narra through intensive reading activities.

The respondents were the 30 Grade IV- Narra pupils enrolled at Apelo
School Elementary School for the SY: 2017- 2018

The analysis was confined to enhancing the reading comprehension skills in terms
of their age, gender and their grade in English for the second grading period.

A checklist and demographic profile and questionnaire were administered.

1.7 Hypothesis

There is no significant difference in the reading comprehension skills of

the

respondents when grouped according to profile.

I.8 Definition of Terms

For a clearer understanding of the discussion, the following words that were used

in the study have been defined.

1. Reading- is a process that involves recognizing words, leading to the development

of comprehension

2. Reading Comprehension- is the ability to read text and understand its meaning.

3. Intensive- involving very great effort and work

4. Demographic- of or relating to the study of changes that occur in a large groups

of people over a period of time.

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5. Profile- a brief written description that provides information about someone or

something

6. Relation- the way in which two or more concepts, objects or people are connected;

a thing’s effect on or relevance to another

7. Academic- of or related to schools and education

8. Performance- the action or process of carrying out or accomplishing an action,

task or function

Bloom's taxonomy is a set of three hierarchical models used to classify

educational learning objectives into levels of complexity and specificity. The three

lists cover the learning objectives in cognitive, affective and sensory domains. The

cognitive domain list has been the primary focus of most traditional education and is

frequently used to structure curriculum learning objectives, assessments and

activities.

1. Knowledge- Remembering involves recognizing or remembering facts, terms,

basic concepts, or answers without necessarily understanding what they mean.

2. Comprehension- Comprehension involves demonstrating understanding of

facts and ideas by organizing, comparing, translating, interpreting, giving

descriptions, and stating the main ideas.

3. Application- Applying involves using acquired knowledge—solving problems

in new situations by applying acquired knowledge, facts, techniques and rules.

Learners should be able to use prior knowledge to solve problems, identify

connections and relationships and how they apply in new situations.

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4. Analysis- Analyzing involves examining and breaking information into

component parts, determining how the parts relate to one another, identifying

motives or causes, making inferences, and finding evidence to support

generalizations.

5. Evaluation- Evaluating involves presenting and defending opinions by making

judgments about information, the validity of ideas, or quality of work based on

a set of criteria.

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 CHAPTER 2
Research Methodology
The methodology describes and explains about the different
procedures including research design, research instrument, and respondents of the
study, data gathering procedure, as well as the statistics treatment and analysis used in
this study.

2.0 Method Used

The Descriptive Method was used in this study. Descriptive research involves
description, recording, analysis and interpretation of the present nature, composition or
processes of phenomena which focuses on prevailing conditions, on how a person, group
or thing behaves or
functions in the present. It often involves some types of comparison or contrast. In other
words, descriptive research maybe defined as purposive process of gathering, analyzing,
classifying and tabulating data about prevailing conditions, practices, beliefs, process,
trends, and cause effect
relationships and then making adequate and accurate interpretation about such data with
or without the aid of statistical methods. (Calderon)

2.1 Instrumentation/ Structure of the Questionnaire

The instrument of the research is the checklist. The checklist was made
with

the following variables:

Section A Demographic profile of the respondents (age, gender)

Section B The checklist

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 The checklist that the teachers used to identify the important indicators to

determine

the Comprehension Skills in English of Grade Six Aquarius pupils of Apelo Cruz

ElementarySchool S.Y 2016 – 2017.

2.2 Sources of Data/ Sampling Techniques

The tool used for this study were the Grade IV- Narra of Apelo Cruz Elementary
School. Thus, the respondents are composed of 15 males and 15 females.

2.3 Procedure of the Study

Permission to conduct the survey was submitted to the Principal of Apelo

Cruz Elementary School. The researcher made a draft checklist that is subject to validity.

After validating the checklist, a dry run survey to measure the reading comprehension

skills of Grade IV- Narra was conducted. The researcher undertook the survey and

administered personality for 100% retrieval. The data were tallied, tabulated, analyzed

and interpreted using statistical tools.

Respondents of the study were the Grade IV- Narra pupils which include

fifteen (15) male respondents and fifteen (15) female respondents.

2.4 Statistical Tools

The following formulas are used in this study in order to find the reading

comprehension skills of Grade IV- Narra pupils in relation to their gender and age.

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a. Mean:
𝚺𝐱
x̅ = Where:
𝐧

x̅ = the mean (read as bar x)

x = observed values

Σx = sum of the observed values

n = number of observed values or total

The following legends were used as an interpretation with scores.

Descriptive Rating Weight Scale Interval

Always 4 3.51- 4.00

Sometimes 3 2.51 – 3.50

Rarely 2 1.51 – 2.50

Never 1 1.0- 1.50

b. Variance:

𝚺(𝐱− x̅)𝟐
S2 = Where:
𝐧

S2 = sum of squares

x̅ = mean from the given value

n = number of observed values or total

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c. Standard Deviation

𝚺𝐱 − (𝚺𝐱) 𝟐
SD =√ 𝑛 − 1 Where:

SD = standard deviation

x̅ = mean

∑ 𝑥 2 = sum of x2

n = number of scores sample

d. T-test
x̅1− x̅2
t=
[(n1−1)S12 + (n2−1)S22 ] 1 1
[√ ][√ + ]
𝑛1+𝑛2−2 𝑛1 𝑛2

Where:

x̅1 = mean of first group

x̅2 = mean of second group

S12 = variance of first group

S22 = variance of second group

n1 = size of first group

n2 = size of second group

e. Coefficient of Correlation
𝐧𝚺𝐱𝐲− 𝚺𝐱𝚺𝐲
ɲp =
√[𝐧𝚺𝐱 𝟐 −(𝚺𝐱)𝟐 ][𝐧𝚺𝐲 𝟐 −(𝚺𝐲)𝟐 ]

15
f. Simple Linear Regression Model

y = a + bx Where:

y = dependent variable

a = y – intercept

b = slope of the line

x = independent variable

ΣyΣ𝐱 𝟐 − ΣxΣxy nΣxy− ΣxΣy

a= b=
nΣ𝐱 𝟐 −(Σ𝐱)𝟐 nΣ𝐱 𝟐 −(Σ𝐱)𝟐

g. ANOVA Table

Source of Sum of Degree of

Mean Square F – Ratio
Variation Squares Freedom
Treatment SSC
S12 = k−1
SSC k–1
(between groups)
S12
F=
SSE S22
Error S22 = N−k
SSE N–k
(within group)

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 CHAPTER 3
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
The results and discussion sections present the findings and the analysis

of findings about the survey. The data are presented, tabulated, analyzed, and interpreted

through the use of tables

A. Profile of the Respondents

Table 1: Gender of Respondents

Gender N Percentage

Male 15 50 %

Female 15 50 %

Total 30 100 %

The table no. 1 shows that there are 15 or 50% male respondents and 15

or 50% female respondents. Thus, there are equal male and female respondents in the

study.

Table 2: Age Group of the Respondents

Male Female Aggregate
AGE GROUP
n % n % n %

9 years old 6 20% 8 27% 14 47%

10 years old 9 30% 7 23% 16 53 %

TOTAL 15 50% 15 50% 30 100 %

Mean 7.5 7.5 15

2.121 0.707 1.414

Standard Deviation

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 Table 2 shows that there are 6 or 20% male respondents who were 9 years
old and 9 or 30% male respondents who were 10 years old.
On the other hand, there are 8 or 27% female respondents who were 9
years old and 7 or 23% female who were 10 years old
When combined, there is a total of 14 or 47% from the respondents who are
9 years old and 16 or 53% respondents who are 10 years old.
Therefore, the average age of the respondents are 10 years old.

Table 3: Academic Performance of the Respondents

Academic Male Female Aggregate

Performance
n % n % n %

81- 84 2 7% 2 7% 4 13%

85 - 88 9 30% 10 33% 19 63%

89 above 4 13% 3 10% 7 23%

Total 15 50% 15 50% 30 100%

Mean 5 5 15

3.606 4.36 7.94

Standard Deviation

Table 3 shows the grades of the respondents in Grade Four. Based on the

tabulated results, 2 or 7% male respondents got 81- 84 grade in English, 9 or 30% got

85 – 88 and there are 4 or 13% respondents who got a grade of 89 and above in English.

In addition with this, there are 2 or 7% female respondents got 81 – 84, 10

or 33% got 85– 88 and there are 3 or 10% respondents who got a grade of 89 and above

in English

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 When the results are combined, it showed that 4 or 13% of the total

respondents got 81- 84, 19 or 63% of the respondents got 85- 88 and there are 7 or 23%

of the respondents got 88 and above. Therefore, there are more students who got a grade

of 85- 88 in English.

Table 4: Mean Perception and Standard Deviation of Grade IV – Narra Pupils

Towards
Reading Comprehension Skills According to Gender

Male Female Aggregate

Indicators

X Int. X Int. x Int.

Knowledge
1. I can define the meaning of unfamiliar words.
2. I can recall important details from the story read.
3.11 S 2.73 S 2.92 S
3. I can label the parts of the sewing machine.

Comprehension
1. I can describe the characters in the story.
2.91 S 2.91 S 2.91 S
2. I can rewrite the story using the correct punctuation
marks.
3. I can retell the story using my own words

Application
1. I can make predictions and read to see to it if it was right. 2.73 S 2.36 R 2.55 S
2. I can draw the things found in the sewing box.
3. I can determine the cause- effect relationship.

Analysis
1. I can distinguish reality from fantasy.
2. I can infer the character traits of the characters from the 2.8 S 2.98 S 2.89 S
story read.
3. I can analyze the uses of the sewing tools from the story
read.
Evaluation
1. I can evaluate prior knowledge by completing a K- W
chart. 2.44 R 2.02 R 2.23 R
2. I can conclude of what will happen next base on the
given situation.
3. I can express my opinion by answering an opinionnaire.

Total 13.99 13 13.5

Overall Mean 2.80 2.68 2.7 S

Standard Deviation 0.246 0.404 0.305

CV < TV

T – TEST CV = -0.41 TV = 2.048 Accept HO

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 Table 4 shows the Mean Perception and Standard Deviation of Grade IV-
Narra According to Gender.
As shown in table 4, Indicator 1 “Knowledge” it obtains a mean response of
3.11 from male respondents and 2.73 from female respondents. It is interpreted as
“Sometimes”. The combined mean response of male and female respondents is also
“Sometimes” because the mean is 2.92.
In indicator 2 “Comprehension”. Both male and female respondents got the
same mean of 2.91 with an interpretation of “Sometimes when combined.
In indicator 3, “Application” male respondents got 2.73 which means
“Sometimes” and 2.36 from the female respondents which also means “Rarely”. A mean
of 2.54 which means “Always” was obtained by male and female when combined.
In indicator 4, “Analysis”, male respondents got a mean of 2.8 (Sometimes)
and female respondents got 2.98 (Sometimes). When results are combined, the mean is
2.89 which means “Sometimes”.
In indicator 5 “Evaluation”, male respondents got 2.44 mean which is
interpreted as “Rarely” while female respondents got a mean of 2.02 (Rarely). When
combined, the mean is 2.23 which means “Rarely”.
The overall mean of the data gathered is 2.80 from male respondents with
a scatter of 0.246 and 2.6 mean response from female respondents with a scatter of
0.404. This means that the average response of the male and female falls on
“Sometimes”. Thus based on the tabulated result, it showed that male respondents are
more skillful in reading comprehension than female.
The T-test computed value is 0.41 which is lesser than the tabulated value
of 2.048 therefore Accept Ho. There is an evidence that Grade IV- Narra pupils have no
significant difference on their reading comprehension skills according to gender.

20
Table 5: Mean Perception and Standard Deviation of Grade IV- Narra Towards

Reading Comprehension Skills According to Age Group

9 10
Aggregate
years old years old
Indicators
X Int. X Int. X Int.
Knowledge
1. I can define the meaning of unfamiliar words.
2. I can recall important details from the story 2.88 S 2.95 S 2.92 S
read.
3. I can label the parts of the sewing machine.
Comprehension
1. I can describe the characters in the story.
2. I can rewrite the story using the correct 2.93 S 2.90 S 2.92 S
punctuation marks.
3. I can retell the story using my own words
Application
1. I can make predictions and read to see to it if
it was right. 2.36 R 2.65 S 2.51 S
2. I can draw the things found in the sewing box.
3. I can determine the cause- effect relationship.
Analysis
1. I can distinguish reality from fantasy.
2. I can infer the character traits of the
2.76 S 2.96 S 2.86 S
characters from the story read.
3. I can analyze the uses of the sewing tools
from the story read.
Evaluation
1. I can evaluate prior knowledge by completing
a K- W chart.
2. I can conclude of what will happen next base 2.45 R 2.10 R 2.28 R
on the given situation.
3. I can express my opinion by answering an
opinionnaire.

Total 13.39 13.56 13.47

Overall Mean 2.68 2.71 2.70 S

Standard Deviation 0.257 0.362 0.290

CV < TV
CV =
T-test TV = 2.048
0.001 Accept HO

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 Table 5 shows the Mean Perception and Standard Deviation of Grade IV-
Narra Pupils towards Reading Comprehension Skills According to Age Group. The overall
mean of the respondents from 9 years old is 2.68 with a standard deviation of 0.257 and
from 10 years old, an overall mean of 2.71 with a standard deviation of 0.362. These are
all interpreted as “Sometimes”.
As shown in the table, Indicator 1 “Knowledge” it obtains a mean response
of 2.88 from 9 years old, 2.95 from 10 years old which both means “Sometimes”. The
combined mean response of the two groups is 2.92 which means “Sometimes”.
For indicator 2, “Comprehension”, all of them got a response of
“Sometimes” because the combined mean is 2.92 and the mean of age 9 is 2.93 and
2.90 for age 10 respectively.
For indicator 3, “Application” age 9 got a mean of 2.36 which means
“Rarely”, while a mean of 2.65 is from the 10 years old respondents which means
“Always”. When results are combined, a mean of 2.51 was obtained by both respondents
which means “Sometimes”.
For Indicator 4, “Analysis”, respondents from 9 years old got a mean of 2.76
which is interpreted as (Sometimes) and the respondents from 10 years old got a mean
of 2.96 which is also mean (Sometimes). When results are combined, the mean is 2.86
which means “Sometimes” was obtained by both respondents.
For the last indicator “Evaluation”, respondents from 9 years old got 2.45,
respondents from 10 years old got a mean of 2.10 which both means “Rarely”. When
responses are combined, it obtained a “Rarely” response because the mean is 2.28.
The overall mean of the data gathered is 2.70 and the average response
falls on “Sometimes”. For this result, we can say that the older respondents are more
skilled in reading comprehension than the younger ones. This may due to the fact that
older respondents are much conscious than younger respondents.
The t- test computed value is 0.001 which is lesser than the tabulated value
of 2.048 therefore Accept Ho. There is an evidence that Grade IV- Narra pupils, among
ages, have no significant difference on their reading comprehension skills.

22
Table 6: Mean Perception and Standard Deviation of Grade IV- Narra Towards

Reading Comprehension Skills According to Academic Performance

81- 84 85-88 89 and above Aggregate

Indicators

X Int. X Int. X Int. X Int.

Knowledge
1. I can define the meaning of
unfamiliar words.
2. I can recall important details 2.58 S 2.81 S 3.42 S 2.94 S
from the story read.
3. I can label the parts of the
sewing machine.
Comprehension
1. I can describe the characters
in the story.
2. I can rewrite the story using 2.84 S 2.82 S 3.19 A 2.95 S
the correct punctuation marks.
3. I can retell the story using my
own words
Application
1. I can make predictions and
read to see to it if it was right.
2. I can draw the things found in 2.33 R 2.51 S 2.76 S 2.53 S
the sewing box.
3. I can determine the cause-
effect relationship.
Analysis
1. I can distinguish reality from
fantasy.
2. I can infer the character traits
2.92 S 2.84 S 3.00 S 2.92 S
of the characters from the story
read.
3. I can analyze the uses of the
sewing tools from the story read.
Evaluation
1. I can evaluate prior knowledge
by completing a K- W chart.
2. I can conclude of what will
2.5 R 2.26 R 2.00 R 2.25 R
happen next base on the given
situation.
3. I can express my opinion by
answering an opinionnaire.
Total 13.17 13.24 14.37 13.59

Overall Mean 2.63 2.65 2.87 2.72 S

Standard Deviation 0.244 0.256 0.546 0.349

CV < TV
ANOVA CV = 0.95 TV = 3.89
Accept HO

23
 Table 6 shows the Mean Perception and Standard Deviation of Grade IV-

Narra pupils towards Reading Comprehension Skills According to Academic

Performance. The overall mean of the respondents that has the average grade of 81-84

with a mean of 2.63 with a standard deviation of 0. 244, mean of the respondents that

has the average grade of 81- 85 is 2.65 with a standard deviation of 0.256, and mean of

the respondents that has the average grade of 89 and above is 2.87 with a standard

deviation of 0.546. These are all interpreted as “Sometimes”.

As shown in the table, Indicator 1 “Knowledge” it obtained a mean response

of 2.58 from respondents with grades of 81-84, 2.84 from respondents with grades of 84-

88, and 2.33 from respondents with grades of 89 and above. The combined mean

response of the three group is 2.72 which means “Sometimes”.

For indicator 2, “Comprehension”, the mean of 2.24 was obtained from the

average grade of 81-84, which interpreted as “Sometimes” and from the average grade

of 85-88, the mean of 2.82 which is still under “sometimes” was obtained. For the average

grade of 89 and above, the computed mean is 3.19, categorized as “always”. When

combined, the mean of 2.95 was obtained by the respondents.

For indicator 3, “Application” the mean of 2.33 from the respondents having

the grades of 81-84 which means “Sometimes” was obtained. The mean of 2.51 from the

respondents having the grades of 85-88 and for the average grade of 89 and above, 2.76

mean response was tabulated. When the results are combined, 2.56 a mean response of

2.53 which means “Sometimes” was gained by the respondents.

In Indicator 4, “Analysis”, the respondents having the grade of 81-84 got a

mean of 2.92 (Sometimes), the respondents having the grades of 85-88 got a mean of

24
2.6 (Always) and the respondents with the grades of 89 and above got 3.00 (Sometimes).

When results are combined, the mean is 2.92 which means “Sometimes” was gained by

the respondents.

For the last indicator “Evaluation”, the respondents with grades of 81-84 got

2.5 and from the respondents with grades of 85-88 got a mean of 2.26 which both means

“Rarely” and 2.00 mean response from respondents with grades of 89 and above which

means “Always”. When responses are combined, it obtained a “Rarely” response

because the mean is 2.25.

The overall mean of the data gathered is 2.72 which means the average

response falls on “Sometimes”. Thus, the respondents who got the grades of 84 - 87 are

more skillful in reading comprehension.

The ANOVA computed value is 0.95 which is lesser than the tabulated value

of 3.89 therefore Accept Ho. There is no significant difference on the reading

comprehension skills of Grade IV- Narra pupils in accordance to their grades in English

for the second grading period.

Table 7: Correlation and Regression Model

y = a + bx
Trend line Equation
y = 84.62 + 1.05x

Table 7 shows the trend line equation which means that the linear

regression model in the form of scatter graph-intercept that will be used to predict the

25
values of dependent variable (Academic Performance/Grades) in terms of independent

variable (Reading Comprehension Skills).

As shown in the table above, the regression line, y = 84.62+1.05x, we can

predict that in every one unit in x (reading comprehension skills), there is a corresponding

1.05 academic grade.

The Coefficient of Correlation (ɲp) is 0.13 which denotes a positive marked

or moderate associations between x and y. Therefore their reading comprehension skills

moderately affect their grades in English.

26
 CHAPTER 4
SUMMARY, CONCLUSION AND RECOMMENDATION
This explains briefly the results gathered from the survey questionnaires

that serve as instrument to answer the questions found in the statement of the problem.

A. Summary of Findings

The following are the summary of the findings in the study:

1. Demographic Profile

Based on the tabulated results, it showed that there are 15 male and 15

female respondents in the study. Also, there are two age group of respondents who

were used in the study and the average age of the respondents is 10 years old.

The academic grades/performance of the respondents in English which

is categorized in three groups 81 to 84, 85 to 88 and 89 and above and the grades

of the respondents as shown in the table ranges from 85- 88.

In connection with the reading comprehension of Grade IV- Narra pupils of

Apelo Cruz Elementary School for the SY 2017 – 2018 and its relation to their

academic performance, the following results were revealed:

It showed that among gender, female respondents got 2.32 mean response

which is greater than 2.24 of male. The t-test computed value is 0.41 which is less

than the tabular value 2.048, hence accept HO. This means that there is no

significant difference between the reading comprehension skills of male and

female.

27
 Among ages, respondents from 9 years old got a mean response of 2.68

which is lesser than 2.71 from the respondents with 10 years of age. The t- test

computed value is 0.001 which is less than the tabular value 2.048, hence accept

HO. This means that there is no significant difference between the reading

comprehension skills of age groups.

Among academic performances/grades, the respondents who have an

average grade of 81 to 84 got a mean response of 2.63 which is lesser than 2.65

from respondents who have an average grade of 85 to 88 and the respondents who

have a mean of 2.87 have an average grade of 89 and above. The ANOVA

computed value is 0.95 which is less than the tabular value 3.89, hence accept HO.

This means that there is no significant difference between the reading

comprehension skills in accordance to their academic grades in English.

It showed that in every one unit in reading comprehension skills, there is a

corresponding 1.05 mean response on their academic grade.

CONCLUSION:
Based on the findings of the study, the following are the conclusion drawn:

1. There are equal male and female respondents.

2. Majority of the respondents belonged to age 10 years old.

3. There is no significant difference between the reading comprehension skills

of Grade IV- Narra pupils in terms of gender, age and their academic

performance/grades.

28
 4. There is a positive or marked relationship between the reading performance

skills of Grade IV- Narra pupils and their academic performance in English.

Recommendation

Based on the aforementioned findings and conclusions, the following

recommendations are presented:

1. Pupils should be given more activities that will develop their reading

comprehension skills and enhance their academic performance.

2. Teacher must initiate HOTS in every reading activity so that the pupils’ thinking

and critical skills will be more developed.

3. Teachers should use contextualization in teaching reading comprehension to

learners.

4. The use of grammar- translation approach for the students to easily comprehend

the meaning of text, sentence by sentence.

5. Initiate regular and irregular sound- spelling relation

29
APPENDIX A

30
 REQUEST FOR PERMISSION TO CONDUCT A RESEARCH

Date: _______________

DR. TIRSO V GALI

PRINCIPAL III

APELO CRUZ ELEMENTARY SCHOOL

Dear Sir:

May I request from your good office to please allow me to conduct an action

research in our school. The research that I wish to conduct for my Master’s Degree

involves the reading comprehension skills of Pupils.

Upon completion of the study, I undertake to provide the school with a

bound copy of the full research report. If you require any further information, please do

not hesitate to contact me. Thank you for your time and consideration in this matter.

Sincerely yours,

ELENITA M. BESINA
MAEd. – CITY UNIVERSITY OF PASAY

31
APPENDIX B

32
 ENHANCING THE READING COMPREHENSION SKILLS
OF GRADE IV- NARRA THROUGH INTENSIVE READING ACTIVITIES

RUBRICS ASSESSMENT OF LEARNERS’ COMPETENCIES

TOWARDS READING COMPREHENSION SKILL

I. DEMOGRAPHIC PROFILE
Title of the Story: There is a Riot in My Mother’s Sewing Box
Direction: Fill in the information below.
NAME (optional):
___________________________________________________
AGE (last birthday): ______________

GENDER: Male Female

Final Grade in English (Grade IV): ____________

II. ASSESSMENT
Direction: Kindly rate the checklist to evaluate your reading comprehension
skills. The options 4, 3, 2, and 1 represents the extent of the indicators.

4- Always 3- Sometimes 2- Rarely 1- Never

Indicators Always Sometimes Rarely Never

Knowledge
1. I can define the meaning of unfamiliar words.
2. I can recall important details from the story read.
3. I can label the parts of the sewing machine.

Comprehension
1. I can describe the characters in the story.
2. I can rewrite the story using the correct
punctuation marks.
3. I can retell the story using my own words

Application
1. I can make predictions and read to see to it if it
was right.
2. I can draw the things found in the sewing box.
3. I can determine the cause- effect relationship.

Analysis
1. I can distinguish reality from fantasy.
2. I can infer the character traits of the characters
from the story read.
3. I can analyze the uses of the sewing tools from
the story read.

Evaluation
1. I can evaluate prior knowledge by completing a
K- W chart.
2. I can conclude of what will happen next base on
the given situation.
3. I can express my opinion by answering an
opinionnaire.

33
APPENDIX C

34
 A. Tally of the Scores

Tally of the Scores According to Gender

Male Female

Indicators

4 4
3 2 1 Mean 3 2 1 Mean

Knowledge

1. I can define the meaning of 7 7 1 0 3.4 4 11 0 0 3.27

unfamiliar words. 4 10 1 0 3.2 1 11 1 2 2.73
2. I can recall important details from
the story read. 5 5 1 4 2.73 2 6 0 7 2.2
3. I can label the parts of the sewing 3.11 2.73
machine.
Comprehension
1. I can describe the characters in the
5 8 2 0 3.2 6 9 0 0 3.4
story.
2. I can rewrite the story using the 5 8 2 0 3.2 3 9 2 1 2.8
correct punctuation marks.
2 4 6 3 2.33 1 7 4 3 2.4
3. I can retell the story using my own
words 2.91 2.91
Application
1. I can make predictions and read to 6 7 1 1 3.2 3 10 1 1 3
see to it if it was right.
5 5 4 1 2.93 1 6 5 3 2.33
2. I can draw the things found in the
sewing box. 1 5 3 6 2.07 0 3 5 7 1.73
3. I can determine the cause- effect 2.73 2.36
relationship.

Analysis
1. I can distinguish reality from fantasy. 7 5 2 1 3.2 10 5 0 0 3.67
2. I can infer the character traits of the
2 9 2 2 2.73 1 11 3 0 2.87
characters from the story read.
3. I can analyze the uses of the sewing 3 5 3 4 2.47 0 8 5 2 2.4
tools from the story read. 2.8 2.98

Evaluation
1. I can evaluate prior knowledge by 5 5 3 2 2.87 2 8 3 2 2.67
completing a K- W chart.
2. I can conclude of what will happen 2 5 6 2 2.47 0 5 4 6 1.93
next base on the given situation. 1 4 3 7 1.93 0 1 5 9 1.47
3. I can express my opinion by
answering an opinionnaire. 2.44 2.02

35
 Tally of the Scores According to Age Group

9 10

Indicators years old years old

4 3 2 1 x 4 3 2 1 x
Knowledge
1. I can define the meaning of 4 7 0 0 3.36 7 11 1 0 3.32
unfamiliar words.
2. I can recall important details 1 9 1 0 3 4 12 1 2 2.95
from the story read.
3. I can label the parts of the 2 4 0 5 2.27 5 7 1 6 2.58
sewing machine. 2.88 2.95
Comprehension
1. I can describe the characters
6 5 0 0 3.55 5 12 2 0 3.16
in the story.
2. I can rewrite the story using 4 5 2 0 3.18 4 12 2 1 3
the correct punctuation marks.
1 3 3 4 2.09 2 8 7 2 2.53
3. I can retell the story using my
own words 2.93 2.90
Application
1. I can make predictions and
2 7 0 2 2.82 7 10 2 0 3.26
read to see to it if it was right.
2. I can draw the things found in 1 5 3 2 2.45 5 6 6 2 2.74
the sewing box.
0 3 3 5 1.82 1 5 5 8 1.95
3. I can determine the cause-
effect relationship. 2.36 2.65
Analysis
1. I can distinguish reality from 8 1 1 1 3.45 9 9 1 0 3.42
fantasy.
2. I can infer the character traits 1 6 2 2 2.55 2 14 3 0 2.95
of the characters from the story
read. 2 3 2 4 2.27 1 10 6 2 2.53
3. I can analyze the uses of the
2.76 2.96
sewing tools from the story read.
Evaluation
1. I can evaluate prior
knowledge by completing a K- W 4 5 1 1 3.09 3 8 5 3 2.58
chart.
2. I can conclude of what will 1 5 2 3 2.36 1 5 8 5 2.11
happen next base on the given
situation. 1 2 3 5 1.91 0 3 5 11 1.58
3. I can express my opinion by
2.45 2.10
answering an opinionnaire.

36
 Tally of the Scores According to Academic Performance

81-84 85-88 89 and above

Indicators
4 3 2 1 X 4 3 2 1 x 4 3 2 1 x

Knowledge
0 7 4
1. I can define the
meaning of unfamiliar 0 4 0 0 3 2 11 1 0 3.32 3 3 0 0 3.57
words. 3 1 0 2.75 14 1 2 2.84 4 0 0 3.43
0 4 3
2. I can recall important
details from the story 2 0 2 2 6 0 9 2.26 3 1 0 3.29
read. 2.58 2.81 3.42
3. I can label the parts of
the sewing machine.
Comprehension
1. I can describe the
characters in the story. 3 0 0 3.25 7 11 1 0 3.32 3 3 1 0 3.29
11
2. I can rewrite the story 3 0 0 3.25 4 11 3 1 2.95 3 3 1 0 3.29
using the correct 0
punctuation marks. 1 2 1 2 1 7 6 5 2.21 2 3 2 0 3
3. I can retell the story 2.83 2.83 3.19
using my own words
Application
1. I can make predictions
0 4 0 0 3 7 9 2 1 3.16 2 4 0 1 3
and read to see to it if it
was right. 0 0 4 0 2 4 7 5 3 2.63 2 4 0 1 3
2. I can draw the things
0 1 2 1 2 1 3 5 10 1.74 0 4 1 2 2.29
found in the sewing box.
3. I can determine the 2.33 2.51 2.76
cause- effect relationship.
Analysis
1. I can distinguish reality
2 2 0 0 3.5 11 6 2 0 3.47 4 2 0 1 3.29
from fantasy.
2. I can infer the character 1 2 1 0 3 1 13 4 1 2.73 1 5 01 1 2.86
traits of the characters
0 2 1 1 2.25 1 8 6 4 2.32 2 3 1 2.86
from the story read.
3. I can analyze the uses 2.92 2.84 3.00
of the sewing tools from
the story read.
Evaluation
1. I can evaluate prior
0 3 1 0 2.75 6 6 5 2 2.84 1 4 0 2 2.57
knowledge by completing
a K- W chart. 0 3 1 0 2.75 2 6 5 6 2.21 0 1 4 2 1.86
2. I can conclude of what
will happen next base on
the given situation. 0 1 2 1 2 1 4 3 11 1.74 0 0 3 4 1.43
3. I can express my
2.5 2.26 2.00
opinion by answering an
opinionnaire.

37
COMPUTATION OF VARIANCE

Variance of Perception Towards Reading Comprehension Skills According

to Gender

MALE FEMALE AGGREGATE

x̅ x̅2 x̅ x̅2 x̅ x̅2

3.11 9.67 2.73 7.45 2.92 8.53

2.91 8.47 2.91 8.47 2.91 8.47

2.73 7.45 2.36 5.57 2.55 6.50

2.8 7.84 2.98 8.88 2.89 8.35

2.44 5.95 2.02 4.08 2.23 4.97

Σ x̅ = Σ x̅2 = Σ x̅2 = Σ x̅2 =

Σ x̅ = 13 Σ x̅ = 13.5
13.99 39.39 34.45 36.82

38
COMPUTATION OF VARIANCE

Variance of Perception Towards Reading Comprehension Skills According

to Age Group

9 years old 10 years old AGGREGATE

x̅ x̅2 x̅ x̅2 x̅ x̅2

2.88 8.29 2.95 8.70 2.92 8.53

2.93 8.50 2.90 8.41 2.92 8.53

2.36 5.57 2.65 7.02 2.51 6.30

2.76 7.62 2.96 8.76 2.86 8.18

2.45 6.00 2.10 4.41 2.28 5.20

Σ x̅2 = Σ x̅ = Σ x̅
Σ x̅ = 13.38 Σ x̅2 = 37.3 Σ x̅2 =36.74
35.98 13.56 =13.49

39
COMPUTATION OF VARIANCE

Variance of Perception Towards Reading Comprehension Skills According to

Academic Performance

81-84 85-88 89 above AGGREGATE

x̅ x̅2 x̅ x̅2 x̅ x̅2 x̅ x̅2

2.58 6.66 2.81 7.90 3.42 11.70 2.94 8.64

2.84 8.07 2.82 7.95 3.19 10.18 2.95 8.70

2.33 5.43 2.51 6.30 2.76 7.62 2.53 6.40

2.92 8.53 2.84 8.07 3 9 2.92 8.53

2.5 6.25 2.26 5.11 2 4 2.25 5.06

Σ x̅ = Σ x̅2 Σ x̅ = Σ x̅2 Σ x̅ = Σ x̅2 = Σ x̅ Σ x̅2 =

13.17 =34.94 13.24 =35.33 14.37 42.5 =13.59 37.33

40
MEAN PERCEPTION OF GRADE IV- NARRA TOWARDS PROBLEM
TOWARDS READING COMPREHENSION SKILLS

Mean Grade y2
Pupils x2 xy
(x) (y)
3.33 87 11.12 7569 290.058
1

2.686 90 7.21 8100 241.74

2

3.2 85 10.24 7225 272

3

3.068 86 9.41 7396 263.848

4

3 94 9.00 8836 282

5

3.4 93 11.56 8649 316.2

6

3.066 85 9.40 7225 260.61

7

2.2 93 4.84 8649 204.6

8

1.8 91 3.24 8281 163.8

9

2.534 87 6.42 7569 220.458

10

2.6 85 6.76 7225 221

11

2.8 80 7.84 6400 224

12

2.532 86 6.41 7396 217.752

13

2.732 85 7.46 7225 232.22

14

3.066 87 9.40 7569 266.742

15

2.868 85 8.23 7225 243.78

16

2.934 81 8.61 6561 237.654

17

2.934 88 8.61 7744 258.192

18

1.934 86 3.74 7396 166.324

19

2.532 86 6.41 7396 217.752

20

2.266 86 5.13 7396 194.876

21

2.6 83 6.76 6889 215.8

22

2.334 88 5.45 7744 205.392

23

2.334 88 5.45 7744 205.392

24

2.332 85 5.44 7225 198.22

25

2.932 94 8.60 8836 275.608

26

2.932 93 8.60 8649 272.676

27

2.532 88 6.41 7744 222.816

28

3.398 93 11.55 8649 316.014

29

2.134 86 4.55 7396 183.524

30

81.01 2624.00 223.85 229908.00 7091.05

TOTAL

2.70 87.47 7.46 7663.60 236.37

AVERAGE

STANDARD 0.411 3.630 2.193 639.10 39.02

DEVIATION

41
T – Test According to Gender
11.20−11.59
t= [(15−1)(25.35)2+ (15−1)(27.07)2] 1 1
[√ ][√ + ]
15 +15 − 2 15 15

−0.39
t=
[(14)(642.62)+ (14)(732.78)] 2
[√ ][√ ]
28 15

−0.39
t=
[(8996.68)+(10258.92)] 2
[√ ][√ ]
28 15

−0.39
t=
[(19255.6)] 2
[√ ][√ ]
28 15

−0.39
t= 2
[√687.7][√ ]
15

−0.39
t = (26.22)(0.36)

−0.39
t= 9.44

t= -0.041

T- Test According to Age Groups

13.99 − 13
t=
[(15 − 1)(39.38)2 + (15 − 1)(34.35)2 ] 1 1
[√ ][√ + ]
11 + 19 − 2 11 19

0.99
t=
[(14)(1550.78)+ (14)(1179.92)] 30
[√ ][√ ]
28 209

0.99
t=
[(21710.92) + (16518.88)] 30
[√ ][√ ]
28 209

0.99
t=
[(38229.8)] 30
[√ ][√ ]
28 209

0.99
t= (1365.35)(0.38)

0.99
t=518.83

t= 0.001

42
ANOVA Table According to Academic Performance
Source of Sum of Degree of
Mean Square F – Ratio
Variation Squares Freedom
Treatment 0.26
S12 = 2
0.26 3–1=2
(between groups) 0.13
S12 = 0.13 F= 0.136

Error 1.64
S22 = F= 𝟎. 𝟗𝟓
12
1.64 15 – 3 = 12
(within group)
S22 = 0.136

Total 1.9 14

Coefficient of Correlation

(𝟑𝟎)(𝟕𝟎𝟗𝟏.𝟓)−(𝟖𝟏.𝟎𝟏)(𝟐𝟔𝟐𝟒)
ɲp =
√[(𝟑𝟎)(𝟐𝟐𝟑.𝟖𝟓)−(𝟖𝟏.𝟎𝟏)𝟐 ][(𝟑𝟎)(𝟐𝟐𝟗𝟗𝟎𝟖)−(𝟐𝟔𝟐𝟒)𝟐 ]

𝟐𝟏𝟐𝟕𝟒𝟓 −𝟐𝟏𝟐𝟓𝟕𝟎.𝟐
ɲp =
√[(𝟔𝟕𝟏𝟓.𝟓)−(𝟔𝟓𝟔𝟐.𝟔𝟐)][(𝟔𝟖𝟗𝟕𝟐𝟒𝟎)−(𝟔𝟖𝟖𝟓𝟑𝟕𝟔)]

𝟏𝟕𝟒.𝟖
ɲp =
√[(𝟏𝟓𝟐.𝟖𝟖)][(𝟏𝟏𝟖𝟔𝟒)]

𝟏𝟕𝟒.𝟖
ɲp =
√[𝟏𝟖𝟏𝟑𝟕𝟔𝟖.𝟑𝟐]

𝟏𝟕𝟒.𝟖
ɲp = 𝟏𝟑𝟒𝟔.𝟕𝟔

ɲp = 𝟎. 𝟏𝟑

ɲp = 𝟎. 𝟏𝟑 denotes a positive marked or moderate relationship between the

mean perception of reading comprehension skills and their academic performance

43
Simple Linear Regression
ΣyΣ𝐱 𝟐 − ΣxΣxy nΣxy− ΣxΣy
a= b=
nΣ𝐱 𝟐 −(Σ𝐱)𝟐 nΣ𝐱 𝟐 −(Σ𝐱)𝟐

(2624)(223.85)−(81.01)(7091.05) (30)(7091.05)−(81.01)(2624)
a= b=
(30)(223.85)−(81.01)2 (30)(223.85)−(81.01)2

587382.4 − 574445.96 212731.5 −212570.24

a= b=
6715.5 − 6562.62 6715.5 − 6562.62

12936.44 161.26
a= b = 152.88
152.88

a = 84.62 b = 1.05

The line passes through (0, 84.62) = a.

If x increases by 1 unit, y increases by 1.05 unit.

If y = a + bx, then

y = 84.62 + 1.05x

44
References:
https://en.wikipedia.org/wiki/Reading_comprehension

http://local.lsu.edu.ph/institutional_research_office/publications/vol.16no.1/3.html

https://en.wikipedia.org/wiki/Bloom%27s_taxonomy

http://www.academia.edu/9147414/IMPROVING_READING_COMPREHENSIO

N_THROUGH_EXTENSIVE_READING_ACTIVITY_A_Classroom_Action_Rese

arch_for_the_Second_Grade_Students

http://www.eurojournals.com/ejss_12_3_14.pdf

http://findarticles.com/p/articles/mi_hb6516/is_2_246/ai_n32067948/

Lessons in Research Methods and Writings

Basic Course in Statistical Method

Developmental Reading 1 by: Alejandro S. Bernardo

45
CURRICULUM

VITAE

46
ELENITA M. BESINA
0744 (A) E. Rodriguez Int. St.
Malibay, Pasay City
Elenita.maturan@deped.gov.ph
Cp no. 09176364751

EDUCATIONAL ATTAINMENT

GRADUATE STUDIES: Master of Education (MAED)

City University of Pasay
Pasadeña St., Pasay City

COLLEGE DEGREE: Bachelor of Elementary Education

(BEED)
Bato Institute of Science and Technology
Dolho, Bato Leyte
2004- 2008 Graduate

ELIGIBILITY: Licensure Examination for Teachers

(LET)

PROFESSIONAL EXPERIENCES:

Grade 4 teacher Apelo Cruz Elememtary School

E. Rodriguez St. Malibay Pasay City

SY: 2017- Present

Grade 3 Adviser Apelo Cruz Elementary School

English Asst. Coordinator E. Rodriguez St. Malibay Pasay City
Reading Asst. Coordinator SY: 2013- 2016

Office Staff/ English Teacher- High school KCM Academy Parañaque

05/01/2012
Grade 1 Class Adviser KCM Academy Parañaque
07/16/2011
English Teacher in Elementary-
High school levels/
Grade 3 Class Adviser KCM Academy Parañaque
05/16/2009
English Teacher in Elementary level

47
 PERSONAL INFORMATION
Date of Birth: November 17, 1981
Age: 36 years old
Sex: Female
Civil Status: Married
Place of Birth: Bontoc, Southern Leyte
Daughter: Gwynne Eleisha M. Besina (10 months old

SEMINARS/TRAININGS ATTENDED:

Conduct of District Wide Learning Action Cells (LACs) for Division of City Schools Pasay,
11/21/2016 12/9/2016
the Roll- out of Early Literacy and Numeracy (ELLN) City

Development and Engagement of

10/24/2016 10/28/2016 Apelo Cruz Elementary School
Teachers In The Age of Technology Through Enhanced
Pedagogical Approaches

Constructing Teacher's E-Presentation with the theme "

Enriching 21st Century 8/23/2016 8/25/2016 Apelo Cruz Elementary School
Instructional Materials through Active Particpation in
LRMDS

3- Day School- Based Seminar Workshop on the 7/20/2016 7/22/2016 Apelo Cruz Elementary School
Publication of School Paper

Pansangay na Palihan ng mga Guro sa Pamamaraan ng Division of City Schools Pasay,

6/9/2016 6/10/2016
Paglinang ng Kahusayan sa Pag- unawa sa Pagabasa sa City
Ikatlong Baitang

Enriching 21st Century Teaching Strategies in Dealing with 6/6/2016 6/10/2016 Apelo Cruz Elementary School
Diverse Learners

2- Day School Seminar on Gender and Development

6/6/2016 6/7/2016 Apelo Cruz Elementary School
(GAD) Concepts, Legal Mandates and Other Policies
Towards Responsive Planning and Budgeting

The Ultimate Directors Towards the Battle of the 21st 10/26/2015 10/30/2015 Apelo Cruz Elementary School
Century Education

Seminar Workshop in Mathematics 10/3/2015 10/4/2015 MTAP/ DepEd NCR

Re- Echo Training on Technology Enhanced Instruction 8/17/2015 8/20/2015 Apelo Cruz Elementary School

7/25/2105 8/8/2015 Division of City Schools Pasay,

Division Induction Program for 21st Century Teachers
City

Empowering the Teachers to Meet the Challenges of the 5/25/2015 5/28/2015 Apelo Cruz Elementary School
21st Century Education

48