Republic of the Philippines
Department of Education
DIVISION OF CAPIZ
Banica, Roxas City
Tel. No./Fax No. (036) 6210974
E-mail: capiz@deped.gov.ph | http://depedcapiz.ph
November 20, 20202
DR. SALVADOR O. OCHAVO JR., CESO V
Schools Division Superintendent
Schools Division of Capiz
Dear Sir;
This is to humbly inform your good office that the researcher intends to conduct a study entitled,
“Use of Picture Stories to Enhanced Pupils’ Reading Skills,” among the grade three (3) pupils in Hipona
Elementary School, Pontevedra District, Division of Capiz.
The proponent of this study aims to promote the development of the reading comprehension skills of the
pupils.
May you grant this sincere purpose.
Yours truly,
MILA D. ABALENA
Master Teacher 2
Noted:
_____________________
Teacher-In-Charge
1
Republic of the Philippines
Department of Education
DIVISION OF CAPIZ
Banica, Roxas City
Tel. No./Fax No. (036) 6210974
E-mail: capiz@deped.gov.ph | http://depedcapiz.ph
ACTION RESEARCH PROPOSAL
Use of Picture Stories to Enhanced Pupils’ Reading Skills
Prepared by:
MILA D. ABALENA
Master Teacher 2
2
Republic of the Philippines
Department of Education
DIVISION OF CAPIZ
Banica, Roxas City
Tel. No./Fax No. (036) 6210974
E-mail: capiz@deped.gov.ph | http://depedcapiz.ph
Use of Picture Stories to Enhanced Pupils’ Reading Skills
APPROVAL SHEET
Prepared by:
MILA D. ABALENA
Master Teacher 2
Noted:
Geneluz D. Bermejo, PhD
Principal
Zaldy B. Caalam
District Supervisor
Recommending Approval:
MARGGIE A. OBLIGACION,PhD
Senior education program Specialist
EPS concerned
SEGUNDINA F. DOLLETE,EdD ( Curriculum)
Chief, CID
OR
MARLON D. DESTREZA, EdD
Chief, SGOD
Approved:
SALVADOR O. OCHAVO JR., EdD., CESO V
School Division Superintendent
3
Republic of the Philippines
Department of Education
DIVISION OF CAPIZ
Banica, Roxas City
Tel. No./Fax No. (036) 6210974
E-mail: capiz@deped.gov.ph | http://depedcapiz.ph
•
I. Context & Rationale
Reading is fundamental to functioning in today's society. There are many adults who cannot read well
enough to understand the instructions on a medicine bottle. That is a scary thought - especially for their
children. Filling out applications becomes impossible without help. Reading road or warning signs is difficult.
Even following a map becomes a chore. Day-to-day activities that many people take for granted become a
source of frustration, anger and fear.
Reading is a vital skill in finding a good job. Many well-paying jobs require reading as a part of job
performance. There are reports and memos which must be read and responded to. Poor reading skills
increases the amount of time it takes to absorb and react in the workplace. A person is limited in what they
can accomplish without good reading and comprehension skills.
Why is reading important? It is how we discover new things. Books, magazines and even the Internet
are great learning tools which require the ability to read and understand what is read. A person who knows
how to read can educate themselves in any area of life they are interested in. We live in an age where we
overflow with information, but reading is the main way to take advantage of it.
Reading develops the creative side of people. When reading to children, stop every once in awhile and
ask them what they think is going to happen next. Get them thinking about the story. When it is finished,
ask if they could think of a better ending or anything that would have improved it. If they really liked the
story, encourage them to illustrate it with their own drawings or to make up a different story with the same
characters. Get the creative juices flowing!
Reading is fundamental in developing a good self-image. Non-readers or poor readers often have low
opinions of themselves and their abilities. Oftentimes, they feel as if the world is against them. They feel
isolated [everybody else can read - which isn't true] and behavior problems can surface. They can perform
4
Republic of the Philippines
Department of Education
DIVISION OF CAPIZ
Banica, Roxas City
Tel. No./Fax No. (036) 6210974
E-mail: capiz@deped.gov.ph | http://depedcapiz.ph
poorly in other subjects because they cannot read and understand the material. Often the reader tends to
"give up."
Good reading skills, especially in a phonics reading program, improve spelling. As students learn to
sound out letters and words, spelling becomes easier. Also, reading helps to expand the vocabulary.
Reading new words puts them in their mind for later use. Seeing how words are used in different contexts
can give a better understanding of the word usage and its definitions rather than just the cold facts of a
dictionary.
There is an old saying, "The pen is mightier than the sword." Ideas written down have changed the
destiny of men and nations for better or worse. The flow of ideas cannot be stopped. We need to read and
research to build on the good ideas and expose the bad ideas before they bring destruction. Only by reading
can we be armed in this never-ending, life-and-death struggle.
Finally, why is reading important? Reading is important because words - spoken and written - are the
building blocks of life. You are, right now, the result of words that you have heard or read AND believed
about yourself. What you become in the future will depend on the words you believe about yourself now.
People, families, relationships, and even nations are built from words.
The researcher had seen the challenges on the pupils’ reading comprehension skills that this study
was initiated.
5
Republic of the Philippines
Department of Education
DIVISION OF CAPIZ
Banica, Roxas City
Tel. No./Fax No. (036) 6210974
E-mail: capiz@deped.gov.ph | http://depedcapiz.ph
II. Action Research Questions
This study aims to determine the
Specifically, it seeks to answer the following;
1. What are the common challenges encountered by the intermediate pupils in English?
2. Is there a significant difference between the pupils’ comprehension skills using the
traditional way and their performance using the picture stories?
3. What is the impact of the use of picture stories as strategy in reading tasks?
•
III. Proposed Innovation, Intervention, and Strategy
•
Innovation
The researcher aims to craft a set of worksheets using the picture stories as the pupils’ main tool
to answer a reading task.
Picture stories are enjoyable, they set the scene or context, they inform us, they interest us, they
are a key resource. To be even more specific, picture stories are also common in everyday life. Look at the
cartoon strips in newspapers or comic books and the enjoyment which we derive from them.
Picture stories are often neglected or used in a very predictable way in learning, usually as a starting
point for a narrative speaking and ultimately writing activity, but they can also be of key importance in the
communicative and interactive reading lesson.
6
Republic of the Philippines
Department of Education
DIVISION OF CAPIZ
Banica, Roxas City
Tel. No./Fax No. (036) 6210974
E-mail: capiz@deped.gov.ph | http://depedcapiz.ph
As well as enjoying pictures they also form a key resource for accessing the different learning styles
that each student has. Using pictures really appeals to visual learners who may suffer in a speaking and
listening based classroom. They also offer an opportunity for movement and a multi-dimensional
perspective which will reach our kinaesthetic learners.
Pictures aren't based on level. Of course we can choose certain pictures to access a certain area
of vocabulary if we wish but any picture can be the base of any kind of activity at any level. Reading stories
can restrict our students but an elementary learner can access the most complex story through pictures so
lower levels don't 'miss out' on the 'exciting' stories that the higher levels are looking at.
Of course, as we take our enjoyment from pictures in everyday life so our students take enjoyment
from the pictures in the story. They will add a touch of intrigue to the class and make the lesson much more
dynamic as imaginations are aroused. This is especially useful with those students who find it difficult to
use their imaginations. The picture story provides a support and ideas which the students can then build
on more easily than inventing their own story all together.
Having realized the value of pictures in enhancing the child’s comprehension of a reading text, this
study has proposed an innovation in instruction using picture stories.
Intervention
There were numerous studies that had explored the effects of pictures in developing the reading
comprehension skills of young learners. Several research studies revealed that pictures play a positive role
in helping readers to comprehend a text. Some researchers (Bernhardt, 1991; Gyselinck & Tardieu, 1999;
Hibbing & Rankin-Erickson, 2003) believed that pictures provided readers with a new source of information
in addition to what they could get from reading the text itself, and that the two sources of information
facilitated reading comprehension. However, according to Hadley (1993) “a picture is not always worth ten
thousand words......it is certainly possible to construct differentially effective pictures for the same learning
7
Republic of the Philippines
Department of Education
DIVISION OF CAPIZ
Banica, Roxas City
Tel. No./Fax No. (036) 6210974
E-mail: capiz@deped.gov.ph | http://depedcapiz.ph
task” (p. 274). Therefore, the question concerning how to choose a supplemental picture that can effectively
facilitate reading comprehension has come into many people’s eyes. Some research has been done on
this topic, which can be generally classified into the following four categories.
The study will be used as an intervention for those learners to enhance their reading
comprehension skills through the reading tasks aided by pictures.
This will assist the learners
comprehensions skills in the reading tasks through picture stories. There will be a set of worksheets which
will be designed to ellicit answers for comprehension questions about a reading text. The pupils’ outputs
will be checked to assess their comprehension of the reading text aided by pictures.
Strategy
In this study, the learning tasks will focus on getting the pupils’ responses to the reading
text through picture stories.
The researcher will design the picture stories wherein the reading text will be narrated using
pictures. This will be followed by comprehension questions. The pupils’ scores using the traditional
way of narrating the story will then be compared to the scores of the pupils’ outputs using the picture
stories.
•
IV. Action Research Method
8
Republic of the Philippines
Department of Education
DIVISION OF CAPIZ
Banica, Roxas City
Tel. No./Fax No. (036) 6210974
E-mail: capiz@deped.gov.ph | http://depedcapiz.ph
•
•
a. Participants/Sources of Data and Information
The respondents of the study are the twenty-ninegrade three (3) pupils who are currently
enrolled at Hipona Elementary School, Pontevedra District, Division of Capiz. Since the study will
make use of the whole population of Grade three pupils, total population sampling will be employed
by the researcher.
Total population sampling is a type of purposive sampling technique that involves
examining the entire population (i.e., the total population) that have a particular set of
characteristics (e.g., specific attributes/traits, experience, knowledge, skills, exposure to an event,
etc.).
•
b. Data Gathering Methods
The researcher will craft a set of picture stories.
The designed worksheets will be
distributed among the grade three pupils with focus on assessing the comprehension skills.
The worksheets will then be retrieved after a period of time.
c. Ethical Issues
A letter of intent will be submitted to the Schools Division Superintended to seek for
permission to conduct the study. Upon approval, the letter of endorsement will be given to the
school head for reference.
A letter asking for consent will be sent to the parents’ before the study will be formally
conducted. The pupils’ responses or outputs will be dealt with high confidentiality.
9
Republic of the Philippines
Department of Education
DIVISION OF CAPIZ
Banica, Roxas City
Tel. No./Fax No. (036) 6210974
E-mail: capiz@deped.gov.ph | http://depedcapiz.ph
d. Data Analysis Plan
The researcher will analyze the performance result through the pupils’ gained points in the
English tasks. The scores will then pass through a comparison analysis to find out if there is a
difference in the child’ performance upon employment of learning tasks aided by graphical
organizers.
The study will employ the quantitative-descriptive method of research to come up with a more
detailed result.
Descriptive research can be either quantitative or qualitative. It can involve
collections of quantitative information that can be tabulated along a continuum in numerical form,
such as scores on a test or the number of times a person chooses to use a-certain feature of a
multimedia program, or it can describe categories of information such as gender or patterns of
interaction when using technology in a group situation. Descriptive research involves gathering data
that describe events and then organizes, tabulates, depicts, and describes the data collection (Glass
& Hopkins, 1984). It often uses visual aids such as graphs and charts to aid the reader in
understanding the data distribution. Because the human mind cannot extract the full import of a large
mass of raw data, descriptive statistics are very important in reducing the data to manageable form.
When in-depth, narrative descriptions of small numbers of cases are involved, the research uses
description as a tool to organize data into patterns that emerge during analysis. Those patterns aid
the mind in comprehending a qualitative study and its implications.
Most quantitative research falls into two areas: studies that describe events and studies aimed
at discovering inferences or causal relationships. Descriptive studies are aimed at finding out "what
is," so observational and survey methods are frequently used to collect descriptive data (Borg & Gall,
1989).
10
Republic of the Philippines
Department of Education
DIVISION OF CAPIZ
Banica, Roxas City
Tel. No./Fax No. (036) 6210974
E-mail: capiz@deped.gov.ph | http://depedcapiz.ph
The assistance of a statistician may also be sought when data needs further analysis for
relialibity and validity of the results.
V. Timeline and Gantt Chart
Work Plan
Work Plan
November
December
January
February
Writing of the Action Research
Proposal
Seeking of approval from Schools
Division Office
Crafting of Instrument for pretest and
posttest
Conduct of the study
Gathering of Data (pretest/posttest)
Tabulation of Data
Analysis of Data
Interpretation of Data
VI. Action Research Work Plan and Timeline
The researcher intends to conduct the study in the First week of Decemeber until End of
March which will take almost 16 weeks before the final paper will be submitted.
Plan of Action
Strategies
Activities
Time Frame
Data
Data
to be collected
Analysis
11
Republic of the Philippines
Department of Education
DIVISION OF CAPIZ
Banica, Roxas City
Tel. No./Fax No. (036) 6210974
E-mail: capiz@deped.gov.ph | http://depedcapiz.ph
Secure
Sending a letter of
First week of
Approval to
intent to the Schools
December
conduct the
Division Office
Validated Instrument
study
Data
Distribution of
First week of
Number of worksheets
Gathering
worksheets
January
distributed
Data
Retrieval of
Second week of
Accomplished
Collation
worksheets
January
Worksheets
Data
Interpreting the tes
Third week to 4th
Results and Discussion
Analysis
scores
week of January
Formulation
Arriving at conclusions
First week of
of
and recommendations
February
conclusions
based on the result of
and
the study
Interpreted Results
recommend
ation
12
Republic of the Philippines
Department of Education
DIVISION OF CAPIZ
Banica, Roxas City
Tel. No./Fax No. (036) 6210974
E-mail: capiz@deped.gov.ph | http://depedcapiz.ph
Enhanceme
Modifying the learning
First Week to
Enhanced Learning
nt/
tasks based on the
Second week of
Tasks in English
Modification
results of the study
March
Finalization
Editing, printing, and
Fourth Week of
of the Action
reproduction of the
March
Research
research paper for
Paper
submission
of Learning
Tasks
•
Final Paper
>VII. Plans for Dissemination and Utilization
Upon approval of the Division of Capiz, the results of the study will be disseminated
among the schools for their benchmarking. The compilation of the graphical organizers may
also be utilized by the school for further enhancement.
The results may also be published whenever there will be an opportunity in future
conferences.
13
Republic of the Philippines
Department of Education
DIVISION OF CAPIZ
Banica, Roxas City
Tel. No./Fax No. (036) 6210974
E-mail: capiz@deped.gov.ph | http://depedcapiz.ph
•
VIII. References
Jill, M. (2013). Graphic Organizers in Instruction. Los Angeles, CA: Sage Publications, Inc.
James, H. (2011) Teaching with Graphics. Duke University Press; 2011
Liphart, T. (2014) Graphic Organizers at Work. New York NY. McGraw Hill
Flenn, C. (2013). Graphic Organizers and the Class. Amsterdam, Atlanta GA: Rodopi, 2011.
McGray, D. (2013). How to Use Graphic Organizers. Northamptonshire: Aquarian Press, 2012.
Philips, D. (2015). Maximizing Graphic Organizers. Northamptonshire: Aquarian Press, 2006.
Jump up to:a b "Instructional Strategies Online - Graphic Organizers {waves}". Olc.spsd.sk.ca.
1999-01-01. Archived from the original on 2013-03-10. Retrieved 2012-10-13.
Jump up^Compare: "50 Uses of Graphic Organizers and Rubric". University of Wisconsin Stout:
School of Education. University of Wisconsin. Retrieved 2016-08-12.
Jump up to:a b c d e Graphic Organizers: A Review of Scientifically Based Research, The
Institute for the Advancement of Research in Education at AEL
14
Republic of the Philippines
Department of Education
DIVISION OF CAPIZ
Banica, Roxas City
Tel. No./Fax No. (036) 6210974
E-mail: capiz@deped.gov.ph | http://depedcapiz.ph
15