SDRC-ACTION RESEARCH
l1
SHR OFFLINE MULTIMEDIA: IMPROVING READING
PERFORMANCE OF GRADES I- III
STRUGGLING READERS IN
THE NEW NORMAL
A Completed Action Research
Submitted to the
Schools District Research Committee (SDRC)
Aurora East District
Aurora, Zamboanga del Sur
Research Proponents:
MARICHU V. DUMAPE
LEAH FE V. LACTUAN
Balide Elementary School
Aurora East District
Aurora, Zamboanga del Sur
November, 2021
Completed Action Research 2021
SDRC-ACTION RESEARCH
l2
SHR OFFLINE MULTIMEDIA: IMPROVING PERFORMANCE
OF GRADES I- III STRUGGLING READERS
IN THE NEW NORMAL
ORCID NO.
marichu.dumape@deped.gov.ph
leahfe.lactuan@deped.gov.ph
Balide Elementary School, Aurora East District
Aurora, Zaboanga del Sur
ABSTRACT
Reading is an important skill to develop in every learner. The ability to read is one of the
factors that affect the learning process. The reading performance of Grades 1-3 in Balide
Elementary School is low as reflected in the Individual Reading Progress Monitoring Checklist of
the teacher. It covered the 26 pupils from Grades 1-3 as the respondents. The research looked into
the reading level of the respondents as can read, few sentence/phrases reader, CVC reader, syllable,
and alphabet knowledge reader and the significant difference after they are expose to the reading
intervention.
This study focused on the effectiveness of SHR (See it, Hear it, Read it) Offline Multimedia
reading materials to improve the performance of Grades 1-3 struggling readers. The researchers
utilized both qualitative and quantitative method of research.
The result of the study shows that there is an improvement of the performance of the
respondents in their reading level. The result further shows that there is a significant difference
before and after they use the intervention.
KEYWORDS
Struggling readers, offline multimedia, effectiveness, performance
Completed Action Research 2021
SDRC-ACTION RESEARCH
l3
ACKNOWLEDGEMENT
The realization of this research is made possible due to the concerted effort of the teachers,
parents, and pupils who in a way or another extended their whole-hearted assistance, time, effort,
and encouragement.
We would like to express our gratitude to our District Supervisor, Mrs. Beatriz A. Legados,
School Heads, Mrs. Astrid Rose Limbungan and Mrs. Roselyn V. Parot, District research
committee, and all others who at all times never get tired of inspiring, encouraging, and even
reminding us always to finish this research.
Above all, our Almighty God, the source of wisdom and strength you deserve all honor,
glory, and majesty God for, without your guiding spirit, this research cannot be made possible.
Completed Action Research 2021
SDRC-ACTION RESEARCH
l4
I. CONTEXT AND RATIONALE
Reading is the most vital part of the learning method and social interaction because reading
is one of the most effective communication tool in a civilized society. Reading is the window of
the world. It is also one of the most necessary skills in English that gives many benefits to us.
Through reading, people can get more knowledge and information from the web, books,
newspapers, and others.
The Department of Education (DepEd) continues to develop its various reading programs
and activities to further improve the reading performance of every Filipino learner. Despite all
efforts exerted by the teachers in their desire to help their pupils read and comprehend, many just
cannot cope and could hardly decode the printed words (Pineda, 2016).
Due to the outbreak of coronavirus disease (COVID-19), the academic performance of the
learners may be at stake even their reading abilities. Even the World Health Organization (WHO)
has been declared a Public Health Emergency (WHO, 2020). As a result, many schools have closed
and even postponed the opening of classes which reflects the difficulties the education sector is
encountering. But this doesn’t stop DepEd to continue in achieving quality education. According
to DepEd Secretary Leonor M. Briones, “Education of children must continue.” (Manila Bulletin,
May 28, 2020). School opening will not necessarily mean traditional face-to-face learning in the
classroom setting (TeacherPH, June 14, 2020). Most schools in the Philippines, especially in the
public schools adapted the Modular Distance Learning (MDL) where it is most applicable to young
learners like preschoolers. In this modality, children must stay at home and learn under the
instructional supervision of their parents. Thus, their reading abilities may not directly address
especially struggling readers. Therefore, it may affect the reading performance of the pupils while
staying at home.
Completed Action Research 2021
SDRC-ACTION RESEARCH
l5
The development of education is growing, and technology-provided lesson is a powerful
tool to attract pupils' attention, especially in reading. This intervention can be seen as an adaptive
movement to equip the reading learning process. Nowadays, the demand for technology-provided
lessons is increasing as it is proven to help pupils learn better.
The multimedia cognitive feature is targeted on the thought that learners decide to build
meaningful connections between words and photos which they have learned a lot more deeply than
the use of words or photos solely in the reading text (Samat, 2020). Hence, this study explores
SHR ( See it, Hear it, Read it) offline multimedia as an intervention to teaching reading.
The reading performance of pupils based on oral reading test results conducted in our
school this year is indeed alarming to all of us because 50 pupils from Grades 1-3 are struggling
readers and it is about 52% of the whole population in the lower grades. this prompted the
researchers to conduct action research on SHR (See it... Hear it... Read it) Offline Multimedia as
an intervention to improve the reading performance of the struggling readers in Grades 1-3 as they
yield the most numbers of struggling readers in the entire school based on the LTR Tool
Assessment.
This research would implement a reading intervention for the 26 pupils in Grades 1-3 of
Balide Elementary School. Furthermore, this research will share the innovations with teachers that
could help struggling readers.
II. INNOVATION, INTERVENTION AND STRATEGY
The researchers propose to implement the use of SHR Offline Multimedia reading
materials to the pupils to practice reading through their cellphones, tablets, and televisions to
improve their reading performance while at home. This will also make pupils feel that reading is
more enjoyable and comfortable.
Completed Action Research 2021
SDRC-ACTION RESEARCH
l6
The researchers made video reading materials by episode to reinforce struggling pupils.
The researchers provide a soft copy in a flash drive to the pupils with television at home, for the
pupils own a laptop/desktop the researchers let them copy the files, for the pupils with
smartphones/android phone the researchers share the files via bluetooth/share it and for the pupils,
without any gadgets at home the researchers conduct a home visitation and give one-on-one
reading remediation using the intervention by viewing the video through the laptop. The
researchers agreed with the family that they called their neighbor every time they viewed the
reading video, especially to the respondent pupils to watch together in their respected home.
Moreover, reinforcing the struggling readers using the SHR Offline Multimedia reading
materials is useful as the combination of multiple elements of media scaffolded the process of
word recognition.
III. ACTION RESEARCH QUESTIONS
This action research seeks to determine SHR Offline Multimedia as an intervention to
improve the performance of Grades 1-3 struggling readers of Balide Elementary School.
Specifically, this study sought to answer the following questions:
1. What is the reading performance of pupils before exposing to offline multimedia
intervention?
2. What is the reading performance of pupils after exposure to offline multimedia
intervention?
3. Is there a significant improvement in the reading performance of pupils before
and after exposure to offline multimedia?
4. How effective is offline multimedia in improving the reading performance of
pupils?
Completed Action Research 2021
SDRC-ACTION RESEARCH
l7
IV. ACTION RESEARCH METHODS
A. Participants and/or other Source of Data and Information
The population of interest for this study are the struggling readers in Grades 1-3 of Balide
Elementary School, Aurora East District, Aurora, Zamboanga del Sur.
To identify the struggling readers, Learning to Read Tool (LTR) materials was used. The
reading level of the pupils was analyze using the Individual Reading Progress Monitoring
Checklist such as Can Read, Few Sentence/Phrases Reader, CVC Reader, Syllable, and Alphabet
Knowledge are documented as Individual Reading Progress Monitoring Report in the school. The
Learning to Read (LTR) Oral Reading Test gives quantitative information about the pupil’s oral
reading capabilities.
In this study, reading level of the target respondents based on the record of the Individual
Reading Progress Monitoring Report out of 50 total enrolments in Grades 1-3 only 48% or 24 can
read and 52% are struggling readers or 26 pupils; 13 are few sentence readers, 5 CVC readers, 6
syllable readers and 2 are alphabet knowledge readers. This implies that the twenty six (26) pupils
or 52% are considered as struggling readers. These struggling readers was exposed to SHR (See
it, Hear it, Read it ) Offline Multimedia intervention.
B. Data Gathering Methods
In the conduct of the study the researchers asked permission from the school head of the
school to administer the research. The researchers borrowed the Individual Reading Progress
Monitoring Checklist from the adviser to identify the struggling readers. Informed the parents
about the reading intervention and asked permission. The implementation of the intervention
happened upon the approval of the principal and the parents.
Completed Action Research 2021
SDRC-ACTION RESEARCH
l8
Then, distribute the SHR offline multimedia materials to the 26 struggling readers as
identified. The parents and pupils were instructed on how to use it. The pupils should read the
materials every day in his most convenient time using SHR Offline Multimedia with the assistance
of the parents and other family members. The researchers monitored pupil’s progress every
Saturday through home visitation for feed backing and other related problems encountered during
the conduct of the intervention. After this intervention, post reading oral test was administered by
the researchers.
The researchers collected and retrieved the data. After which, the data will be retrieved,
tallied, tabulated, it will be analyzed and interpreted.
To meet the set objectives under study, the data gathered will be subjected to appropriate
statistical analysis and interpretation.
To answer problem number 1 and number 2 on the reading performance of pupils before
and after exposing to offline multimedia, descriptive statistics was used such as frequency and
percentage distribution.
To determine the significant improvement on pupils reading performance T-test was used.
To determine how effective the SHR Offline Multimedia in improving the reading
performance of pupils both quantitative and qualitative were used. For quantitative analysis
compare means of pre-test and post-test as well the significant results in T-test was used, while for
the qualitative analysis on the reading performance of the pupils interview has been conducted.
V. DISCUSSION OF RESULTS AND REFLECTION
During the week of pre-documentation, the researchers introduced the intervention to the
struggling readers by viewing the SHR Offline Multimedia reading materials. The researchers
observed the behavior of pupils upon watching the videos. They were excited and active to read
Completed Action Research 2021
SDRC-ACTION RESEARCH
l9
the reading exercises presented in the videos of SHR because they enjoyed watching it. Through
proper guidance and motivation of the pupils with the help of the parents, we can stimulate their
eagerness to learn as they recognize the letters, words, sentences and other reading exercises shown
in the video.
This is one of the reasons why this research was conducted to help our struggling readers
to be able to read while staying at home especially this pandemic and for us teachers that we may
find it easy to teach reading in our teaching journey.
The SHR Offline Multimedia is easy to use and can also be used anytime even when we
have our back to normal face to face classes.
Table 1 and 2 present the result of the reading assessment test of the pupils before and after
the given intervention and are presented in the form of explanations and tables.
A. Reading Performance of the Pupils before exposing to SHR offline Multimedia
Table 1. Pre-test Result
Grade
Level
CAN
READ
Enrolment
I
II
III
TOTAL
16
13
21
50
F
4
6
14
%
25%
46.15%
66.66%
24
48%
Readers- 48%
FEW
SENTENCE
READER
F
%
7
43.75%
2
15.38%
4
19.04%
13
26 %
CVC
READER
SYLLABLE
READER
F
2
1
2
F
2
4
0
%
12.5%
7.69%
9.52%
%
12.5%
30.76%
0%
ALPHABET
KNOWLEDGE
F
1
0
1
5 10% 6
12%
2
52% - Struggling Readers
%
6.25%
0%
4.76%
4%
The result of Pre-test shows that out of 50 total enrolments only 48% or with a frequency
of 24 can read and 52% are struggling readers or with a frequency of 26 pupils; 13 are few sentence
readers, 5 CVC readers, 6 syllable readers and 2 are alphabet knowledge readers. These 26 pupils
exposed to SHR Offline Multimedia reading intervention.
Completed Action Research 2021
SDRC-ACTION RESEARCH
l 10
B. Reading Performance of the Pupils after Exposure to SHR Offline Multimedia
Table 2. Post-test Result
CAN READ
Grade
Level
Enrolme
nt
I
II
III
16
13
21
F
10
10
18
%
62.5%
76.92%
85.71%
TOTAL
50
38
75.05%
FEW
SENTENCE
READER
F
%
5
31.25%
3
23.08%
2
9.52%
CVC
READER
F
1
0
1
%
6.25%
0%
4.76%
F
0
0
0
%
0%
0%
0%
10
2
3.67%
0
0%
21.28%
SYLLABL
E READER
ALPHABET
KNOWLEDG
E
F
%
0
0%
0
0%
0
0
0
0%
24.95% - Struggling Readers
Readers- 75.05%
The Post- test result revealed that after the struggling readers exposed to SHR Offline
Multimedia Reading intervention the result of pupils can read increased from 48% to 75.05% with
a frequency of 38 out of 50 pupils, and the struggling readers reduced from a frequency of 26 to
12 pupils or 24.95% struggling readers.
The data implies the effectiveness of the intervention given to the pupils in improving the
reading performance of struggling readers.
C. Compare Means on the Reading Performance of Pupils
Table 3.1 The paired means on the Reading Performance of pupils
Paired Samples Statistics
Mean
Pair 1
N
Std. Deviation
Std. Error Mean
Pre-test
1.9800
50
1.20357
.17021
Post-test
1.2800
50
.53605
.07581
Completed Action Research 2021
SDRC-ACTION RESEARCH
l 11
Table 3.2 t-Test Results on the Reading Performance of Pupils
Paired Samples Test
Paired Differences
95% Confidence Interval
Mean
Pair 1 Pre-test - Posttest
.70000
Std.
Std. Error
Deviation
Mean
.76265
of the Difference
Lower
.10785
.48326
Sig. (2-
Upper
t
.91674
6.490
df
tailed)
49
.000
According to the paired result stated that there is a significant improvement in the reading
performance of pupils after the intervention, having compared means of .70000 and SD of .10785
with the computed t value = 6.490 with a significance value of 0.000 which is less than the critical
value α= 0.05. It implies how the given intervention improves the reading performance of pupils.
Null hypothesis H0: There is no significant difference on the pre-test and post-test
i.
reading performance of pupils.
ii.
Alternative Hypothesis Ha: There is a significant different between the pre-test and
post-test reading performance of pupils.
D. Effectiveness of Offline Multimedia in Improving the Reading Performance of Pupils
Feedbacks during the interview showed that pupils agreed that they have enjoyed and were
comfortable using the offline multimedia given to them, as their reading intervention. The pupils
had mentioned they felt more comfortable in using multimedia learning to optimize their text
recognition. The pupils effectively used the reading materials available in SHR offline multimedia
in associating the three elements of multimedia pictures, words, and audio. The study showed that
the pupils were able to recall the memory of the words during the test. Hence, it has been proven
that the proper stimulus used in multimedia learning can help the pupils to read and recall the
Completed Action Research 2021
SDRC-ACTION RESEARCH
l 12
knowledge through memorization. In another response from an interview, a pupil recalled easily
the words and the letter sound. It showed the pupil was able to memorize and store the words in
short- and long-term memory and recalled them easily.
Education nowadays demands fun and interactive lesson in the classroom to attract pupils’
attention. Without any doubt, SHR offline multimedia reading materials has its share to ensure the
learning satisfaction and motivation of pupils. This study revealed that they enjoyed and were
motivated to learn reading with SHR offline multimedia as it offers funs, exciting, and interactive
learning experiences. In light of these points, it can be said multimedia learning is effective in
enhancing pupils learning especially in reading. Hence, the grades 1-3 struggling readers of Balide
Elementary School have greatly improved their reading performance after they were exposed to
SHR Offline Multimedia reading materials. The children learn more if they really enjoyed what
they are doing. This research journey was quite rewarding both for the pupils and the researchers.
VII. RESEARCH REFLECTION AND CONCLUSIONS
The results of the action research showed us how the given intervention improved the
performance of the struggling readers of the school.
As for the pupils; they improved their reading skills and overcome their struggles in
reading with the help of this given intervention which is SHR Offline Multimedia reading
materials.
As for the teachers; teaching reading using SHR offline multimedia reading materials has
been an extensive reading tool it is very easy and convenient at any time especially in this new
normal of teaching even in face-to-face learning.
In conclusion, multimedia learning plays a vital role in providing the pupils learning in
reading. Most reading problems lie in decoding word sounds and unfamiliar words. These
Completed Action Research 2021
SDRC-ACTION RESEARCH
l 13
problems can be solved with the help of SHR offline multimedia reading learning as it lets the
pupils visualize the information presented in the text, which is useful for the pupils. Besides that,
this study acquaints the other researcher, such as teachers, to plan multimedia learning for pupils.
Furthermore, from this study, it is well aware that the visualization process in multimedia learning,
assisting the struggling in the reading text is essential and effective in improving the reading
performance of pupils. Thus, explain that multimedia learning was effective in enhancing the
pupil’s reading performance as it helps them visualize the information quickly without relying
much on their existing knowledge.
The action research was a productive experience; now that we have seen an improvement
in the reading level of the pupils, we would like to continue using this intervention in school and
share it with other schools as well.
RECOMMENDATIONS:
The result of SHR Offline Multimedia reading intervention has helped the reading
performance of Grades 1-3 to improve their reading level. Therefore, the following
recommendations are considered:
1. SHR Offline Multimedia reading intervention will be included in the LAC session of all
schools in the District.
2. A recognition or any form of reward is given to pupils whose reading level is improving.
3. Parents involvement in the reading activity must be recognize because they have a great
influence in the learning outcome of their children.
Completed Action Research 2021
SDRC-ACTION RESEARCH
l 14
VIII. ACTION PLAN
Goals/
Objectives
Activities/
Strategies
Persons
Involved
Resources
Needed
Time
Frame
Success
Indicator
To determine
the result of the
assessment to
the
respondents,
immediate
school head
and research
coordinator.
To improve the
reading
performance of
struggling
readers.
Submit the
completed
copy of the
action
research along
with the data
gathered.
Researchers
Respondents
School Head
Research
Coordinator
Flash drives
Hard copies
of LTR
Reading
Materials
January
2022
(after the
completion
of the study)
Submitted
completed copy
of the Action
Research
Conduct LAC
session to all
teachers in
school.
Researchers,
teachers of
Balide ES
Flash drives
Hard copies
of LTR
Reading
Materials
TV, Laptops
January
2022
Attendance
sheets,
pictorials,
Accomplishment
report
To share the
innovations to
teachers that
could help
struggling
readers in their
school.
Write a letter
asking
permission
from the
school head
and district
supervisor to
distribute
flash drives
and hard
copies of
reading
materials.
Researchers
Respondents
School Head
Research
Coordinator
District
Supervisor
Flash drives
Hard copies
of LTR
Reading
Materials
FebruaryMarch 2022
Distributed flash
drives/hard
copies of LTR
reading
materials to
other schools.
Completed Action Research 2021
SDRC-ACTION RESEARCH
l 15
IX. REFERENCES
Department of Education. Every Child A Reader Program (ECARP) Bureau of
Elementary Education Flagship Program
DepEd learning delivery modalities for school year 2020-2021. (2020, June 14). TeacherPH.
https://www.teacherph.com/deped-learning-delivery-modalities/
Manila bulletin. (2020, July 23). Education must continue’ - DepEd sec. Briones - Manila
Bulletin. https://mb.com.ph/2020/05/28/education-must-continue-deped-sec-briones/
(PDF) The effectiveness of multimedia learning in enhancing reading comprehension among
Indigenous pupils. (n.d.). ResearchGate.
https://www.researchgate.net/publication/342367204_The_Effectiveness_of_Multimedia_Learni
ng_in_Enhancing_Reading_Comprehension_Among_Indigenous_Pupils
World Health Organization (2020) Coronavirus disease (COVID-19): Schools.
https://www.who.int/news-room/q-a-detail/coronavirus-disease-covid-19-schools
Completed Action Research 2021
SDRC-ACTION RESEARCH
l 16
X. FINANCIAL REPORT
Deliverables
Particulars
Cost Estimate
1. Encoding of Proposal
Encoding cost
P 100.00
2. Proposal Reproduction
Printing Cost
P 100.00
3. Encoding of Questionnaire
Encoding Cost
Photocopy
Expense
P 100.00
Travel expenses
P 500.00
Meals and snacks
Ink and
Bondpaper , flash
drive
P 1000.00
4. Reproduction of Questionnaire
5. Travel Expenses during Collection of
Data
6. Meals and Snacks during Data
Collection
7. Office Supplies
Total
P 250.00
P 5,600.00
P 7,650.00
Completed Action Research 2021