Sample Action Research Proposal
IMPROVING READING COMPREHENSION
THROUGH THE USE OF HIGHER ORDER THINKING ACTIVITIES
I - Proponent:
Noel R. Dauran
Master Teacher - I
Baya Elementary School
Ragay, Camarines Sur
II - Background of the Study:
The area of focus for my project is improving Reading Comprehension Through the Use of
Higher Order Thinking Skill Activities. Without the solid foundation of reading skill the researcher feels
the children will be struggle hard throughout their schooling and adult life. By learning the best
comprehension strategies and how to best teach these strategies to the pupils, the researcher hopes to
provide the solid foundation needed to succeed . Although the school's NAT result has meet or exceed
its expectation, still the researcher has a thought of a way to improve it. In reading class, the grade three
pupils scored84%, but the scores dropped in the 4th grade. So the researcher concludes that the pupils
score decreases because of the pupils have very poor higher - order thinking skills to increase reading
test scores and develop meaningful reading experience to the pupils.
III - Statement of the Problem:
As the researcher of this research, I have found out that many of my pupils in grade III are able
to read fluently, but still have difficulty in answering the "how" and "why" questions. I am hoping that by
incorporating higher order thinking skills my pupils would be able to transfer and make connections to
reading. This is important in order for a child to be successful. I feel that incorporating reading strategies
and showing students how to reflect about what they have read, would improve their reading
comprehension and to become life-long learners. I am looking forward to working on this area of
concern, and sharing my findings with my co-teachers.
IV- Significance of the Study:
The study will be deemed important for the proper recognition of the improving Reading
Comprehension Through the use of higher - order thinking activities on the academic Performance of
the grade III pupils, Likewise, the findings of this research may prove useful to the following, to wit;
Pupils. Having a clearer view and firsthand experience of the teacher's performance, this
will further enhance pupil's knowledge of the importance of mastering the basic skills of their
competencies so they will make an effort to do best. This may lead to better enthusiasm and develop
good study habit.
Teachers. This study may heighten their awareness in identifying the learning tasks that
are well developed as well as the least. This may further be a motivating factor to adapt measures and
new strategies for the improvement of instructions in reading.
Parents. The result of this study will serve as bird's eye view of the parent to know the
needs of their children with regards to improving their reading comprehension.
School Administrator and Supervisors. Results of this investigation may encourage administrators
and supervisors help their teachers upgrade their teaching performance in improving reading
comprehension through closer supervision and faculty development and training programs.
Department of Education Camarines Sur Specially Ragay District. With the use of the
results of the study, any educational upliftment will benefit the municipality of Ragay as it may improve
the quality of working force of the municipality or the quality of life of their respective constituents.
Curriculum Planners. The findings of this study may assists the planners in the proper
selection of methods, techniques, and strategies that need to be reinforced.
Community.The result of this study may benefit the community in as much they know
that the teachers of their children are equipped with the necessary tools and competence in teaching
them.
Researcher Himself. This may serve as inspiration in teaching his pupils above and
beyond his capacity.
Future Researcher. The information and insights that will be gained from this study may
serve as guide for other researcher in framing their conceptual framework and design and at the same
time encourage them to conduct lateral studies within their area of preferences.
V- Scope of the Study
The general focus of the present study was on the Improving Reading Comprehension
Through the use of Higher Order Thinking Skills Activities of the grade III pupils in Baya Elementary
School, District of Ragay, Division Of Camarines Sur.The study covered the PHIL-IRI assessment result of
the school year 2011-2012 utilizing the post -test. The aspect s in Improving Reading Comprehension
that the present study will look into the different reading strategies. Predicting, making connections,
visualizing, Inferring, questioning, and summarizing are shown on this research to improve reading
comprehension.
VI - Research Design
A. Methodology
This study employ the pre-Experimental one shot case study. According to De Jesus
the pre experimental one shot case study is a design in which a single group is only studied
once, subsequent to a treatment is the instruction of reading strategies . It is important to
teach
the strategies by naming the strategy and how it should be used, modelling trough think
aloud
process, group practice, partner practice and independent use of the strategy.
The second tool used was the Phil-Iri test administered to the pupils in the grade III
pupils in the first week of July, 2011. This tool used to determine student growth in reading
comprehension.
The teacher observation checklist was used by the researcher to gather data
throughout the intervention. This tool provides information of changes on how well his pupils
understand and use reading comprehension strategies over time.
B. Sampling Design
Purposive sampling was employed in selecting pupils - respondent of the study. The
pupils who were selected were enrolled in the third grade class for the school year 20112012.
C. Description of Instrument Data and Gathering Form.
The Metacomprehension Strategy Index had a total of 25 questions divided into three parts
that asked about the strategies pupils used to help them better understand the story. Part I of MSI is
consist of statement about the strategies used prior to reading a story, Part II of the MSI consist of
statement about the strategies used while reading a story, and the part III of the MSI consist of
statement about the strategies used after reading the story.
VI - Work Plan
Pre - Implementation
Date
Activities
_______________
_________________
_______________
_________________
During Implimentation
_______________
_________________
_______________
_________________
Post - Implementation
_______________
________________
_______________
________________
Proposed Budget:
Expected Expenses
Proposed Budget
* Computer's Ink
Php. 1, 606.00
* Bond paper
Php. 108.00
Prepared by:
_________________
Teacher- I
Noted:
_______________________
School Head
Recommending Approval:
______________________
___________________
Public Schools District Supervisor
ES - I English
Approved:
___________________________________
Asst. Schools Division Superintendent
NAME OF THE RESEARCHER)
_________________________
Talairon Central Elementary School
Talairon, Oroquieta City
Abstract
This paper reports on the investigation of Grade III-Mabini pupils at Talairon Central Elementary School
on the impact of their birth order to their reading and comprehension ability using Individual Psychology
Counseling Method. Student Personal Data Record, Family Background and Family Counseling forms
were utilized in order to know their family background and child’s birth order. PHIL-IRI –Oral pre and
post test results were also used to determine the effectiveness of the method.
Introduction
Reading is the most basic skills. It provides access to other skills and knowledge, facilitates lifelong
learning and open may doors – employment, training, higher education and lifelong learning. Pupils who
don’t read well face serious barriers as they become adults they will attempt to earn a living wage to
support their children’s learning and to fully participate in civic and community life. They are unable to
gain access to a wealth of print information that readers take for granted and they miss out on the joy of
reading for pleasure. As such, it is important to develop the grade III-Mabini pupils of Talairon Central
Elementary School their reading and comprehension ability. This was done studying the impact of pupil’s
birth order to reading and comprehension ability using Individual Psychology Counseling Method.
Birth order is defined as a person’s rank by the sequence of birth order among his or her sibling. Birth
order is commonly believed to have an impact to pupil’s reading and comprehension ability. Zajonc
(2001) is one of the leading researchers who believed that birth order does impact on person’s
intelligence. He has developed what has been termed the confluence model with the idea that the
intellectual growth of every member is dependent on others in the family.
Scholars have studied the effects of birth orders as far back s the time of Alfred Adler, an Austrian
psychiatrist and a contemporary of Sigmund Freud and Carl Jang, who suggest that birth order influence
personality. He argued that birth order can leave an indelible impression on an individual’s style of life,
which is one’s habitual way of dealing with the tasks of friendship, love and work. According to Adler,
firstborns are “dethroned” when a second child comes along and this may have a lasting influence on
them. He may respond to birth of second child by feeling unloved and neglected and strives to keep or
regain parents’ attention. If this failed, he chooses to misbehave and become very discouraged. Younger
and only children may be pampered and spoiled which could be a barrier in developing their reading and
comprehension ability.
The area that the researcher wants to investigate is whether or not birth order of her Grade III pupils
has an impact on their reading and comprehension ability. Frank Sulloway suggests that birth order has
strong consistent effects on pupil’s personality traits that affect their reading and comprehension ability.
He argues that firstborns are more conscientious, more socially dominant, less agreeable and less open
to new ideas compared to laterborns.
Specific Research Questions or Hypothesis
This study aims to answer the following research questions:
1. Does pupil’s birth order has an impact to their reading and comprehension ability using Individual
Psychology Counseling Method?
2. Are the pupils reading and comprehension level increased after implementing the Individual
Psychology Counseling Method with regards to their birth order in the family?
A directional hypothesis is used to indicate the direction of the expected outcome. It is expected that
the Grade III Mabini pupils of Talairon Central Elementary School will show improvement in their
reading and comprehension level.
Methods and Design
Subjects
The pupils selected for the study were Grade III Mabini pupils of Talairon Central Elementary School who
are frustration readers. There were 11 pupils belong to this group consisting of 4 boys and 7 girls.
Materials
The survey is composed of forms with three (3) parts. The first part used the Family Background and
Student Personal Data Record Form. The second part used Family Counseling Form to be filled up by
their parents which included questions involving problems in child at home and to assess birth order.
The third part is the PHIL-IRI Oral Tests to asses their reading and comprehension ability.
Procedure
The researcher gathered baseline data from her pupils. She let her pupils filled up the Student’s Personal
Data and Family Background Form showing their family background. She also called up a PTCA meeting
to let the parents know their child’s reading ability in school and have them filled up the Family
Counseling Form. After that, the researcher analyzed the data filled in by the pupils and parents and
studied the impact of a child’s birth order to their reading and comprehension level showed in the PHILIRI Oral Pretest.
The pupils who were frustration readers were monitored and recommended to read storybooks. They
were also encouraged to have a copy of the Developing Reading Power Book 3 and read books widely on
their leisure time and at home instead of playing and watching television. They were kept track through
their library borrower’s logbook, their speed reading every month and their result of the comprehension
questions of the Developing Reading Power Book 3.
Counseling
When they got low scores of the reading test, their attention were called up and did counseling using
Individual Psychology method. They were not punished by giving low grades but instead, they were
cheered up to do their best next time and encouraged to have more practice in reading and
comprehend the text they read well. The attention of the parents was called up to inform problems
their child’s performance in reading comprehension to have a collaborative plan on their reading
progress.
Results
Table 1. The following were the results of the PHIL-IRI Pre and Post Test surveys taken:
READING LEVEL PRETEST
DATE : JULY 31, 2008 POST TEST
DATE: MARCH 12, 2009
FRUSTRATION READERS 11 0
INSTRUCTIONAL READERS 6 3
INDEPENDENT READERS 8 22
TOTAL 25 25
Table 2. Pupil’s Birth Order and Reading Level
PRE POST PRE POST PRE POST
FIRST BORN CHILD 6 0 2 2 3 9
SECOND CHILD 1 0 3 0 3 7
YOUNGEST CHILD 4 0 1 2 1 5
TOTAL 11 0 6 4 7 21
Figure 1 below summarizes the survey made using Individual Psychology Counseling Method and the
PHIL-IRI-Oral Pretest Result.
Figure 2 below summarizes the survey made using Individual Psychology Counseling Method and the
PHIL-IRI-Oral Post test Result.
Analysis
The frustration readers on the PHIL-IRI-Oral Pretest had shown significant improvement in their reading
and comprehension level as shown in Figure 2 after identifying their birth order using the Individual
Psychology Counseling Method. As such, it was ascertained that the method used to determine pupil’s
birth order is effective in developing reading and comprehension ability of pupils.
One of the things teachers can do is to meet the needs of the pupils towards the improvement of
reading and comprehension skills by providing differentiated and varied reading materials with
comprehension questions and use appropriate strategies and techniques in teaching depending upon
the level of the pupil. However, if the Individual Psychology Counseling Method is inappropriately done
and reading and comprehension ability is not monitored well, strategies applied by a teacher may not
suit to the learners.
Discussion
The purpose of this study was to determine the impact of pupil’s birth order to their reading and
comprehension ability using the Individual Psychology Counseling Method. In the sample of 25 grade III
pupils who participated in this study, the finding showed the importance of determining the birth order
of the pupils to develop their reading and comprehension skills, shaping and transforming them into a
better citizen and lessen the difficulties exist in the classroom, if not be eliminated.
Limitations of the Research
There are also limitations to this research. The sample size of the research is small and we did not take
into consideration individuals who were adopted, foster and step children. In addition, it is only carried
out in one class. Moreover, the research is only carried out for one school year and the limitations of
such short term inventions will have to be taken into consideration.
Birth order is just a small fragment of many other things that impacts individual’s reading and
comprehension ability. We believe that for future research other things such as parenting style, gender,
race and socio-economic status should also be taken into account when looking at what impacts pupils
reading and comprehension ability.
Conclusion
The fact that one can reap great benefits from reading cannot be doubted or questioned. It is for the
reason that teachers must instill a real love for reading and groom them into becoming lifelong readers.
To facilitate this, Individual Psychology Counseling Method in determining pupil’s birth order can
broadly help pupils on improving frustration readers into independent readers.
This is an important area of research that can be expanded on significantly more. The knowledge of a
person’s birth order could be useful in school settings to help explain why some pupils do better than
others. Counseling is also another area that knowing a person’s birth order could be helpful in family
sessions, particularly pertaining to sibling rivalry problems.
References
http://www.childdevelopmentinfo.com/development/birth_order.htm
http:/www.ibe.unesco.org/publications/EducationalPracticesSeriesPdf/prac12e.pdf
http://www.educationalgateway.com/reading-comprehension
http://webspace.ship.edu/cgboer/adler.html
http://www.juliantrublin.com/encyclpedia/psychology/birth_order.html
Prepared by:
_________________
Teacher-in-charge
ACTION RESEARCH
ODIONGAN CENTRAL SCHOOL
ACTION RESEARCH FOR FRUSTRATION READERS IN GRADE V- GUMAMELA
SCHOOL YEAR 2009 – 2010
INTRODUCTION
For a child to do well in school, he or she must be able to connect meanings to written symbols and relate
it to concepts and situations.
THE PROBLEM
Reading problems are a universal phenomenon. In the Grade V-Gumamela class , the Frustration
Readers continue to pose a problem to the researcher. A thorough study on what intervention s to be
used should be made to eliminate or at least reduce the number of frustration readers.
FINDINGS
Data from Phil-IRI reveals that:
ENGLISH
1. 8 or 20.5% are Independent Readers
2. 13 or33.33 % are Instructional Readers
3. 18 or 46% of the pupils are on the frustration readers
4. 3 or 7.69% of the frustration readers are boys while 5 or 12.8% are girls
FILIPINO
1. 8 or 20.5% are Independent Readers
2. 11 or 28% are Instructional Readers
3. 13 or 33.33% are frustration readers
4. 7 or 27.3% of the frustration readers are boys while 6 or 15.4% are girls
The test was administered in July, after the classes have long started, using standardized selections and
scoring rubrics from DepED Central Office. The test is conducted both in English and Filipino twice within
the school year (pre- and post-test).
PLAN OF ACTION
1. Special time will be given to frustration readers every afternoon of class days.
2. Supplementary reading materials will be used for special reading sessions.
3. Weekly meeting with parents will be conducted to discuss progress and possible ways to further
improve reading comprehension of the concerned pupil.
4. The program will be done from December 2009 until February 2010
5. The program shall focus on English reading.
6. A pos test using the Phil-IRI tool shall be administered to determine progress or effect of the program.
MONITORING AND EVALUATION
1. Weekly comprehension test will be given to each concerned pupil
2. Monthly evaluation on the progress will be made with the parents
REPORTING THE RESEARCH
After the research period, a final report will be submitted to the office of the school principal, the district
supervisor and the parents of the concerned pupils.