ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY
DINGLE CAMPUS
College of Education
Effect of Tootling Positive Reinforcement in Learning Literature among
Grade Five Learners
An Undergraduate Research
Presented to the Faculty of the College of Education Iloilo State
University of Fisheries Science and Technology
Dingle Campus, Dingle, Iloilo
In Partial Fulfillment of the Requirements for the Course Research in
Education
By
Christine Mae Arro BEED-III
2024-2025
ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY
DINGLE CAMPUS
College of Education
Chapter I
Background of the Study
The quality of education in elementary schools is greatly influenced
by classroom management strategies that promote a positive and
conducive learning environment. In recent years, educators have
increasingly recognized the importance of positive reinforcement
techniques in improving student behavior, engagement, and academic
performance. One such strategy is tootling, a peer recognition system
where students are encouraged to anonymously report positive
behaviours observed in their classmates. This method, which focuses on
reinforcing desirable behaviours through peer acknowledgment, aims to
create a more collaborative and supportive classroom atmosphere.
The concept of tootling was initially introduced as a way to
address disruptive behaviours and to foster positive peer
interactions. Unlike traditional methods of classroom discipline,
which often focus on punishing negative behavior, tootling emphasizes
the recognition of positive actions, thereby shifting the focus to
what students are doing right. According to research by DeWitt &
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Lupart (2004), positive reinforcement strategies like tootling are
associated with increased prosocial behavior and student engagement,
as well as improved classroom climate. These benefits are particularly
crucial in the context of elementary education, where young learners
are developing not only academically but also socially.
While tootling has been widely used in various educational
settings to enhance behavior and social skills, its specific impact on
literature education is an area that has not been extensively
explored. Literature, as a subject, requires high levels of student
engagement, critical thinking, and cooperation, making it an ideal
area for exploring the effects of positive reinforcement. For Grade 5
students, who are in a transitional phase of their education, engaging
with literature can sometimes be challenging. Many students in this
age group are at varying levels of reading proficiency, and some may
struggle with motivation or lack confidence in their reading skills.
In light of these challenges, this study seeks to investigate how the
tootling strategy can be implemented to improve student engagement and
learning outcomes in literature lessons. Specifically, it aims to
explore whether tootling can enhance reading comprehension, classroom
participation, and critical thinking skills in literature, as well as
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whether it can foster a positive classroom climate where students feel
safe, respected, and motivated to contribute. The study will also
examine how tootling influences students' prosocial behaviours, such
as helping others, showing empathy, and collaborating effectively
during group activities.
Ultimately, this research aims to provide educators with insights
into how a relatively simple, peer-based positive reinforcement
strategy like tootling can create a more engaging and supportive
learning environment, ultimately improving both social behavior and
academic performance in the teaching of literature for Grade 5
learners. By exploring the potential of tootling in this context, the
study contributes to the growing body of research on innovative
classroom management techniques and their effectiveness in fostering
positive educational outcomes.
Theoretical Framework
The theoretical framework for the study on Tootling Positive
Reinforcement in Teaching Literature among Grade 5 Learners is
grounded in several key theories of behaviourism, social learning, and
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motivational psychology. These theories provide the foundational
principles for understanding how tootling, as a strategy of positive
reinforcement, can influence student behavior, engagement, and
learning in a literature classroom setting.
Behaviourism (B.F. Skinner) At the core of this study lies
behaviourism, particularly the work of B.F. Skinner, who emphasized
the role of reinforcement in shaping behavior. Skinner’s theory of
operant conditioning posits that behaviours can be influenced by
reinforcement, which increases the likelihood of a behavior being
repeated. Skinner argued that behavior can be shaped and maintained by
providing positive reinforcement following a desired behavior. In the
context of this study, tootling acts as a form of positive
reinforcement—students are encouraged to recognize and reward the
positive actions of their peers. When students receive recognition for
their good behaviours, they are more likely to continue engaging in
those behaviours. Skinner also emphasized the importance of providing
reinforcement immediately after the desired behavior, which in the
case of tootling, occurs when students report their peers’ positive
behaviours and the teacher provides verbal recognition of those
behaviours in the classroom.
ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY
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Social Learning Theory (Albert Bandura) Another important
theoretical foundation for this study is social learning theory,
developed by Albert Bandura. According to Bandura, learning occurs
through observation, imitation, and modeling.
Students observe and
model the behavior of their peers. By focusing on and reinforcing
positive behaviours (e.g., helping others, contributing to
discussions, being respectful), students are likely to imitate these
behaviours, leading to improved classroom dynamics. Bandura proposed
that behavior, personal factors (e.g., attitudes, beliefs), and the
environment all interact and influence each other. The tootling
intervention not only encourages positive peer behavior but also
creates a supportive and collaborative classroom environment. This
interaction can enhance students’ attitudes towards learning and
encourage them to engage more actively in literature lessons.
Bandura’s concept of self-efficacy refers to an individual’s belief in
their ability to succeed. By recognizing and reinforcing positive
behaviours, tootling may help students develop greater confidence in
their abilities, both socially and academically. This, in turn, can
lead to greater participation and engagement in literature activities.
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(Vygotsky’s Sociocultural Theory) The study is also informed by
Lev Vygotsky’s Sociocultural Theory, which emphasizes the importance
of social interaction and collaborative learning in cognitive
development. Vygotsky argued that learning is a social process, and
knowledge is constructed through interaction with others. Tootling
supports this concept by encouraging students to work together in
identifying and reinforcing positive behaviours, thus promoting
collaboration and peer learning. Zone of Proximal Development (ZPD):
According to Vygotsky, learners can achieve higher levels of
understanding and skill when they receive support from more
knowledgeable peers. In a tootling environment, students are
encouraged to help each other and learn from one another’s positive
actions. This peer support can lead to growth within the Zone of
Proximal Development, enhancing both academic performance in
literature and social skills.
Conceptual Framework
This study illustrates the relationship between the independent
variable (Tootling Positive Reinforcement), and the dependent variable
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(Learning
Literature among Grade V Learners). This framework provides
a visual representation of how the implementation of tootling impacts
various aspects of classroom behaviour.
Independent Variables
Effect Tootling Positive
Reinforcement
Dependent Variables
Learning Performance in
Literature
Statement of the Problem
This study seeks determine the effect of tootling as reinforcement in
teaching literature among grade five learners specifically this study
will
thought answers to the following questions:
1. What is the Pre-test scores of Grade V learners as a whole and
when group as to sex?
2. What is the Post test score of Grade V learners as a whole and
one group as a sex?
3. Is there a significant difference in the pre-test and post-test
scores of Grade V learners as a whole and when group as to sex?
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Hypothesis of the Study
There is no significant difference in the pre test d post test scores
of Grade V learners as a while and when group as to sex
Significance of the Study
The findings of this research on Tootling Positive Reinforcement in
Teaching Literature among Grade 5 Learners hold valuable implications
for several key stakeholders: school administrators, teachers,
students, parents, and researchers.
School Administrators- the results of this study offer
practical insights into effective classroom management strategies. By
understanding how tootling can foster a positive classroom
environment, administrators can support teachers in adopting
innovative techniques that promote a more engaging and collaborative
atmosphere. Implementing tootling school-wide could lead to improved
student behaviour, increased participation, and a stronger school
culture focused on positive reinforcement. Administrators can also use
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the findings to inform staff training, professional development, and
school policy regarding classroom management and student engagement.
Teachers- this study provides an evidence-based approach to
improving student engagement and classroom dynamics, particularly in
literature lessons. Teachers can benefit from the application of
tootling as a positive reinforcement tool that encourages peer
recognition and collaborative learning. By utilizing tootling,
teachers can create a more inclusive, supportive, and cooperative
classroom where students actively participate in group discussions and
literary activities. This method can also help reduce disruptive
behaviours and encourage a focus on positive behaviours, ultimately
enhancing the learning experience for all students.
Students- Students are the primary beneficiaries of this
research. Through the implementation of tootling, students will
experience an environment that emphasizes positive reinforcement, peer
support, and active participation. Tootling can motivate students to
engage more in classroom activities, particularly in literature
instruction, by rewarding and recognizing their contributions and
ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY
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those of their peers. This strategy can also foster social skills,
teamwork, and mutual respect, leading to an overall improvement in
student relationships and academic performance. Students who
experience success in cooperative learning and positive feedback are
more likely to develop greater self-esteem and a more positive
attitude toward school.
Parents- Parents stand to benefit from the outcomes of this
study as well. As students experience positive reinforcement in the
classroom, parents are likely to see improvements in their children’s
social interactions, behaviour, and academic performance. The
cooperative learning environment promoted by tootling can lead to
children developing stronger communication skills, greater empathy,
and a better understanding of collaboration. Furthermore, parents may
notice an increase in their child’s enthusiasm for school, as the
study suggests that positive reinforcement enhances motivation and
engagement. The study may also encourage parents to become more
involved in supporting classroom activities and reinforcing positive
behaviours at home.
ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY
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Definition of Terms
This section provides the conceptual and operational definitions of
key terms used in the study, “Effect of Tootling Positive
Reinforcement in Learning Literature among Grade 5 Learners.” These
definitions clarify the scope and application of the terms within the
research.
Tootling
Tootling refers to a classroom-based behavioural intervention
where students report their peers’ positive actions rather than
focusing on negative behaviours. It is designed to promote a
supportive and cooperative classroom environment. (Skinner et al.,
2000)
In this study, tootling involves students writing down their
classmates’ positive behaviours on cards, which are collected and
shared during class to reinforce good conduct and foster collaboration
in literature activities.
ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY
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Positive Reinforcement
Positive reinforcement is a behavioural strategy that strengthens
a desired behaviour by providing a reward or incentive after the
behaviour occurs. (Skinner, 1938)
In this study, positive reinforcement is implemented by rewarding
students with praise, tokens, or incentives when they exhibit positive
behaviours or actively participate in literature discussions and
activities.
Literature Learning
Literature learning refers to the process of engaging with
written works, including stories, poems, and plays, to develop
critical thinking, comprehension, and appreciation for literary
themes. (Rosenblatt, 1978)
In this study, literature learning encompasses the activities and
discussions conducted in Grade 5 classes, focusing on understanding
and analyzing literary texts using collaborative and interactive
methods.
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Pre-Test and Post-Test
A pre-test and post-test are tools used to measure learners’
knowledge or skills before and after an intervention, providing data
to evaluate its effectiveness. (Gall et al., 2007)
In this study, the pre-test and post-test are written assessments
administered to Grade 5 learners to evaluate their comprehension and
engagement with literature before and after implementing the tootling
positive reinforcement strategy.
Classroom Behaviour
Classroom behaviour refers to the actions, interactions, and
conduct of students within the classroom setting, which impact the
learning environment and outcomes. (Walker & Shea, 1999)
In this study, classroom behaviour is observed and measured using a
teacher observation checklist, focusing on students’ participation,
cooperation, respect, and attentiveness during literature lessons.
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Scope and Limitation of the Study
This study focuses on the implementation of tootling as a positive
reinforcement strategy in the context of Grade 5 literature education.
The scope is limited to Grade 5 learners within a Agtatacay – Gutao
Elementary School, where the intervention will be applied to assess
its effects on classroom behavior, engagement, and academic
performance in literature lessons. The study seeks to determine the
influence of tootling on the learning outcomes in literature,
particularly in terms inof reading comprehension, participation, and
critical thinking. The study will also examine the effects of tootling
on prosocial behaviours, such as helping peers, cooperation, and
respect within the classroom environment. In addition, it will explore
how tootling affects classroom climate, including the emotional and
social atmosphere of the classroom, which may contribute to an overall
improvement in student learning. The data collection will focus on
both quantitative and qualitative measures, using surveys,
observation, and assessments before and after the intervention. The
participants will include Grade 5 students, their literature teacher,
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and the school administrator to gain a holistic understanding of the
effects of tootling on the classroom dynamics.
While the study aims to explore the potential benefits of tootling as
a positive reinforcement strategy, there are several limitations that
must be acknowledged. Firstly, the study is limited to a single
classroom or a small group of Grade 5 learners, which may affect the
generalizability of the findings. The sample size may not fully
represent the broader population of Grade 5 students, as the results
are specific to the chosen participants and the context in which they
are being studied. The study relies heavily on self-reported data from
students and observations by teachers, which can introduce bias. While
the tootling system encourages positive behavior, it is possible that
students may alter their behaviours in response to the awareness of
being observed or evaluated. This Hawthorne effect could influence the
authenticity of the data collected. The study aims to provide valuable
insights into the effects of tootling on positive reinforcement,
student engagement, and learning outcomes in literature, it is
constrained by certain limitations, including the sample size, time
frame, potential biases in data collection, and external factors.
Despite these limitations, the study will contribute to understanding
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how innovative classroom management strategies like tootling can
impact classroom dynamics and academic achievement in Grade 5
learners.
ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY
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Chapter II: Review of Related literature
The concept of tootling as a positive reinforcement strategy has
garnered attention in recent years, particularly for its potential to
improve classroom behavior and enhance student engagement. Although
the research on tootling in literature education is limited, there are
numerous studies on related concepts such as positive reinforcement,
peer recognition, and classroom management that highlight the benefits
of incorporating such strategies. This literature review aims to
explore the existing research on positive reinforcement, tootling,
student engagement, and their effects on learning outcomes in
educational settings, especially within the context of literature
instruction. Positive reinforcement is a foundational concept in
behaviourist theories, particularly as outlined by B.F. Skinner
(1953). According to Skinner, behaviours that are followed by positive
outcomes are more likely to be repeated. In the classroom, this can be
applied through various strategies that encourage desirable behaviours
by rewarding them. Research has consistently shown that positive
reinforcement improves student behavior and academic performance. For
instance, Patterson (2005) found that providing immediate, specific
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praise for desired behaviours helped students feel motivated and
increased their likelihood of engaging in those behaviours again.
Tootling, a form of peer recognition, is a relatively newer strategy
that shifts the focus from negative behaviours to positive behaviours
within the classroom. DeWitt & Lupart (2004) introduced tootling as a
peer-driven strategy where students are encouraged to report positive
behaviours they observe in their classmates, thereby reinforcing
prosocial behaviours. Unlike traditional classroom management
strategies that often focus on correcting misbehaviour, tootling
allows students to acknowledge and celebrate their peers’ good
actions, which in turn promotes a sense of community and
collaboration. The benefits of tootling have been widely acknowledged.
McKinley et al. (2017) found that tootling not only improved student
behavior but also contributed to a more positive classroom climate by
fostering greater cooperation and reducing instances of bullying.
Tootling creates an environment in which students feel valued, both
for their positive actions and for the actions of their peers. This
sense of belonging and recognition is essential for building a
supportive learning environment.
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Peer recognition has long been recognized as a powerful motivator in
educational settings. Wentzel (1997) highlighted that peer recognition
fosters positive relationships among students, improving both social
and academic outcomes. In classrooms where students are encouraged to
acknowledge one another’s strengths, they are more likely to work
collaboratively, share ideas, and engage actively in learning tasks.
In literature lessons, where discussions and group activities are
crucial, peer recognition can create an atmosphere of trust and mutual
respect that enhances student participation. Research on peer feedback
and recognition in academic settings, such as in reading and writing
tasks, supports the idea that students benefit from knowing their
positive behaviours and academic achievements are being acknowledged
by their peers. Ginsburg (2007) argued that peer recognition not only
boosts self-esteem but also increases students’ commitment to academic
tasks. In literature, this may lead to increased engagement in
reading, improved comprehension, and a greater willingness to
participate in discussions and group work.
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Engagement in literature is often seen as a multifaceted concept
involving cognitive, emotional, and behavioural dimensions.
Fredrick’s, Blumenfeld, & Paris (2004) defined engagement as the
degree to which students are emotionally connected to and actively
involved in academic tasks. In literature, engagement is critical
because students need to be motivated to read, analyze, and interpret
texts. Positive reinforcement strategies like tootling have the
potential to foster this engagement by creating a classroom
environment where students feel safe to express their ideas and share
their thoughts about literature without fear of judgment. Tootling’s
potential for increasing engagement is supported by findings from
Hughes & Cavell (2001), who noted that positive reinforcement not only
encourages students to exhibit prosocial behaviours but also enhances
their overall involvement in classroom activities. When students are
recognized for their positive actions and contributions, they are more
likely to remain attentive, participate actively, and display
enthusiasm in the learning process.
Brophy (2006) emphasized that when students receive recognition for
their efforts, they are more motivated to continue putting forth
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effort and demonstrate improved academic performance. This is
particularly relevant in literature instruction, where comprehension,
analysis, and participation in discussions are critical for academic
success. Studies by Applebee (1993) and Schunk (2012) highlight that
positive reinforcement improves not only student behavior but also
cognitive outcomes in subjects such as literature. Students who engage
in cooperative learning, feel valued by their peers, and are motivated
by positive feedback tend to exhibit higher levels of comprehension,
critical thinking, and analytical skills. The peer-driven nature of
tootling makes it a particularly effective tool for encouraging
students to engage more deeply with literature texts, leading to
improved reading comprehension and interpretive skills.
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Chapter III: Methodology
Research Design
This study employs a quasi-experimental research design, specifically
a pretest-post-tests control group design, to examine the impact of
tootling positive reinforcement on the classroom behaviour of Grade 5
learners. The teacher observation checklist serves as a key instrument
to systematically measure behavioural changes over the intervention
period. This design enables the comparison of two groups: an
experimental group that receives the tootling intervention and a
control group that follows traditional classroom practices.
Locale of the Study
This study conducted at Agtatacay – Gutao Elementary School located in
Brgy. Gutao Dingle, Iloilo for school year 2024-2025
ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY
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Subject of the Study
The subject of the study consists of Grade 5 learners from a selected
elementary school. The study focuses on the experimental group, which
will undergo the tootling positive reinforcement intervention, and the
control group, which will continue with traditional teaching methods.
The goal is to assess the behavioural changes within these groups by
using the Teacher Observation Checklist as a tool for systematic
observation of classroom behaviour.
The experimental group comprises 25 students, who will be encouraged
to recognize and report positive behaviours of their peers through the
tootling intervention. These students will engage in literature
lessons designed to enhance cooperation, participation, and peer
respect. In contrast, the control group, also made up of 25 students,
will follow standard classroom practices without the tootling
reinforcement.
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Group
Number of student
Experimental Group
25
Control Group
25
Total
50
Sampling Procedure
The sample of 50 learners met the required number of sample for a
experimental study which taken from the population of Grade V learner.
Data Gathering Instrument
The Pre-Test and Post-Test instruments are designed to measure the
academic performance and behavioural changes of Grade 5 learners in
response to the tootling positive reinforcement intervention. These
tools collect both quantitative and qualitative data to evaluate the
effectiveness of the strategy.
Pre Test: A test given before the intervention or program begins.
Post-test: A test given after the intervention or program ends.
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Pre-Test Example
Part I: Academic Performance (Literature Comprehension)
1. Who wrote the story “The Lion and the Mouse”?
a. Aesop
b. Hans Christian Andersen
c. Rudyard Kipling
d. Lewis Carroll
2. What is the moral of the story “The Boy Who Cried Wolf”?
a. Be kind to others.
b. Honesty is the best policy.
c. Always be courageous.
d. Hard work leads to success.
3. Identify the main character in “Cinderella.”
a. Ariel
b. Belle
c. Cinderella
d. Rapunzel
4. What is a “protagonist” in a story?
a. The villain in the story.
b. The setting of the story.
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c. The main character in the story.
d. The moral lesson of the story.
5. What does “setting” in a story refer to?
a. The place and time where the story occurs.
b. The main conflict of the story.
c. The feelings of the characters.
d. The ending of the story.
Part II: Behavioural Assessment (Teacher Checklist)
(Rate each on a scale of 1–5: 1 = Never, 5 = Always)
5–Always
1. Participates
actively in
class
discussions.
2. Cooperates
with peers
during group
activities
3. Shows
respect to
teachers and
classmates.
4. Demonstrates
enthusiasm
for
4–Often
3-Sometimes
2-Rarely
1-Never
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literature
lessons.
5. Recognizes
and
appreciates
peers’
positive
behaviours.
Post-Test Example
Part I: Academic Performance (Literature Comprehension)
1. Who is the author of “The Tortoise and the Hare”?
a. Roald Dahl
b. Aesop
c. Mark Twain
d. Dr. Seuss
2. What is the theme of the story “The Ugly Duckling”?
a. Friendship
b. Growth and self-acceptance
c. Loyalty
d. Bravery
3. In “Snow White,” who gave Snow White the poisoned apple?
a. Her stepmother
b. Her sister
c. A stranger
d. A witch
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4. What is the purpose of a “moral” in a story?
a. To explain the characters’ actions.
b. To describe the story’s setting.
c. To teach a lesson or value.
d. To entertain the reader.
5. What does “conflict” in a story mean?
a. The resolution of the story.
b. The problem or challenge faced by characters.
c. The main character’s journey.
d. The ending of the story.
Part II: Behavioural Assessment (Teacher Checklist)
(Rate each on a scale of 1–5: 1 = Never, 5 = Always)
5-Always
1. Reports peers’
positive
behaviours to
the teacher
2. Encourages
classmates to
participate in
activities.
3. Shows
improvement in
class
engagement and
focus.
4. Works
collaboratively
during group
tasks.
4-Often
3-Sometimes
2-Rarely
1-Never
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5. Demonstrates
respect and
appreciation
for peers’
contributions.
Data Gathering Procedure
1. Planning and Coordination
School Administrators: Seek approval from the school administration
for conducting the study. Share the research objectives, test
instruments, and intervention plan. Coordinate schedules to minimize
disruption to regular classes.
Teachers: Orient teachers about their role in administering the pretest and post-test and in implementing the intervention. Provide them
with training on standardized test administration.
Parents: Inform parents about the study’s purpose and reassure them
about their children’s privacy and the non-graded nature of the tests.
Obtain consent forms from parents for their children’s participation.
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2. Pre-Test Administration
Students: Conduct the pre-test in a conducive classroom environment,
ensuring instructions are clear and students are comfortable. The test
evaluates initial knowledge and behaviours related to literature
comprehension and classroom interactions.
Teachers: Assist in administering the pre-test and ensuring a
standardized process. Teachers may also complete a baseline checklist
evaluating students’ behaviours before the intervention.
3. Implementation of Intervention
Introduce the tootling positive reinforcement strategy in literature
classes, involving teachers and students.
Teachers monitor and encourage the practice of recognizing positive
behaviours, recording observations throughout the intervention period.
School administrators may conduct periodic checks to ensure the
intervention aligns with school policies and objectives.
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4. Post-Test Administration
Students: Conduct the post-test after completing the intervention.
Ensure the testing environment and procedures mirror those of the pretest.
Teachers: Administer the post-test and complete a final observation
checklist to assess changes in student behaviour.
Parents: Distribute a brief feedback form to parents to gather
insights into their observations of behaviour changes at home during
the intervention period.
5. Data Collection and Analysis
Collect all completed pre-test, post-test, and teacher observation
checklists. Ensure data is secure and anonymized.
Use statistical tools (e.g., paired t-tests) to analyze pre-test and
post-test results, identifying academic and behavioural improvements.
Compile feedback from parents, teachers, and administrators to
triangulate findings.
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6. Reporting and Dissemination
Share findings with stakeholders (school administrators, teachers,
and parents) through presentations or written reports. Highlight
improvements in student outcomes and the effectiveness of the
intervention.
Provide recommendations for sustaining the practice of tootling and
positive reinforcement in the school curriculum.
This collaborative procedure ensures all stakeholders play a role in
supporting and evaluating the intervention’s success.
Data Analysis
After all the data has been collected, it will be analyzed to
determine the impact of the tootling intervention. Descriptive
statistics (mean, median, standard deviation) will be calculated for
each behaviour category. Comparative analysis will then be conducted
using paired t-tests to evaluate changes within the experimental group
and independent t-tests to compare the experimental and control
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groups. This analysis will identify whether the tootling intervention
led to significant improvements in student behaviours.
Research Question
Research Source/ Instrument
Statistical Tool
1. What is the pre-
Pre-Test Questionnaire
Mean
test scores of
( Academic Question)
Grade V learners
as a whole and
when group as to
sex ?
2. What is the post
Post Test Questionnaire
test score of
(Academic Question)
Grade V learners
as a whole and
when group as a
sex?
Mean
ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY
DINGLE CAMPUS
College of Education
3. Is there a
significant
Pre test and Post test
Paired T-test
Questionnaire
and Independent
difference in
the pretest and
post test scores
of Grade V
learners as a
whole and when
group as to sex?
Data Analysis Procedure
Mean
Paired t-Test
Determines if there is a significant difference between pre-test
and post-test scores of the same learners.
Independent t-Test
ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY
DINGLE CAMPUS
College of Education
Compares the scores of male and female learners to identify any
significant differences between the two groups.
ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY
DINGLE CAMPUS
College of Education
The Impact of Concept-Oriented Reading Instruction
(Cori) on Learner’s Achievement and Reading
Comprehension Skills of Grade 4 Learners
The purpose of CORI strategy is to help students become active
readers, make them focus on the text, attract their motivation, have a
long-term memory in comprehending the text and increase their
score on the test
Method
Design: The study employed a quasi-experimental design with a pre-test
post-test. It was quasi-experimental in nature because two intact
groups of respondents were used; one was the control group, which
received conventional instruction, and the other was the experimental
group, which received concept-oriented reading instruction. Before the
experiment began, both groups completed the Philippine Informal
Reading Inventory (Phil-IRI) to ascertain the learners' reading
ability. The researcher-made test was used to determine the learner's
cognitive achievement.
Instrument: The Phil-IRI is an informal reading inventory composed of
graded passages designed to assess an individual's oral reading,
silent reading, and listening comprehension abilities. These three
types of assessments are designed to ascertain the learner's level of
independence, instruction, and frustration
ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY
DINGLE CAMPUS
College of Education
THE EFFECTS OF RECIPROCAL TEACHING COMPREHENSIONMONITORING STRATEGY ON GRADE 3 LEARNER’S READING
COMPREHENSION
Reciprocal teaching: A packaged intervention composed of
comprehension-monitoring strategies (predicting, summarizing,
questioning, and clarifying) used to increase reading comprehension
abilities.
Method
Experimental Design: A multiple-baseline across-group single-case
design was employed, involving three small reading groups of Grade 3
students.
Instrument: The primary instrument for measuring reading comprehension
growth was the Curriculum-Based Measurement (CBM) maze probe.
CBM-maze for sensitive, time-efficient reading comprehension
monitoring; treatment integrity and acceptability scales.
ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY
DINGLE CAMPUS
College of Education
Effectiveness of Guided Reading Instruction in
Improving the Comprehension and Fluency Skills of the
Grade 2 Learners
Guided reading instruction is a strategy used by teachers in teaching
reading or a small group, differentiated, instructional approach which
is essential to meet the needs of the learners in a grade. The
essential goal of guided reading is to teach learners reading
strategies to help enhance the comprehension and fluency skills. For
guided reading to be successful, the classroom environment should be
inviting and engaging with the presence of differentiated and varied
reading materials and activities to help build a community of readers.
Guided reading or small group is a reading strategy which focused on
developing the early reading skills, phonics, phonemic awareness,
phonological awareness, fluency, vocabulary, and comprehension. The
learners are grouped based on their intellectual capability and needs
then teacher must formulate reading activities which are
differentiated and conducted individualized or small group discussion
helping the learners to acquire skills in reading.
Design. This study employed quasi-experimental research design
utilizing the pre-test and post-test to evaluate the effectiveness of
guided reading in improving the comprehension and fluency skills of
grade 2 learners.
The instrument used in this study is the tool in Early Grade Reading
Assessment (EGRA).
The Department of Education (DepEd) employs the Early Grade Reading
Assessment (EGRA) as a tool to evaluate the reading ability of
learners in the early grades. A learner's ability to read fluently,
comprehend what they have read, and successfully convey their
information is assessed on the EGRA, a standardized reading test.
ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY
DINGLE CAMPUS
College of Education
READING-IN-TANDEM: AN INTERVENTION STRATEGY FOR READING
PROFICIENCY OF PRIMARY GRADE LEARNERS
Research Design: The study used a pre-experimental research design in
which a single group of participants was observed after treatment was
presumed to cause change. Typically, in this design, participants are
selected (sometimes based on performance below a pre-specified
threshold in a test), pre-tested, exposed to an educational
intervention and then post-tested.
Instruments: To gather the necessary data necessary for this study,
Comprehensive Rapid Literacy Assessment results was used. CRLA tool
was used to collect the pre-test and post test result of the
participants of this study. CRLA is a continuum of reading assessments
made to assist teachers in swiftly identifying the reading levels of
Grades 1-3 learners creating the best possible reading teaching for
each profile.
In order to collect data for the study, the researcher secured an
approved letter of permission to conduct the study from the respective
authorities. Primary grade pupils underwent pre-test to identify the
participants of the study. Pupils who were recorded as “full
refresher” in the assessment were the participants of the study. The
number of identified participants was equal to the number of “reading
buddies”. The “reading buddies” were advanced/proficient readers with
good academic standing, desirable character as certified by the school
guidance counselor, and had never been involved and subjected to any
disciplinary action. The materials used by the reading buddies were
underwent content validation by the master teachers of the school as
well as the school head. This step secured that the content of the
materials used in this study was non-discriminatory and suitable to
the needs of the participants of the study.