Complete Action Research

DepEd – DIVISION OF QUEZON
Sitio Fori, Brgy. Talipan, Pagbilao, Quezon

Cell # 09175824627 or at www.depedquezon.com.ph
“Creating Possibilities, Inspiring Innovations”
Page 1 of 19
TEMPLATE FOR COMPLETE ACTION RESEARCH
PARTS OF A COMPLETE GUIDE QUESTIONS IN WRITING A COMPLETE ACTION RESEARCH

ACTION RESEARCH
TITLE OF ACTION Enhancement of Students Reading Skills through Computer Aided
RESEARCH Reading Intervention
I. INTRODUCTION Modernizing the education system is one of the most challenging

tasks of every educator. Taking on the K to 12 curriculum has set the
educational leaders for a battle on how to bridge the learners to the 21st
century education. Many things were considered in carrying out the
mission and vision of the K to 12 advocacy.
DepEd Region IV-A CALABARZON issued the Regional Guidelines
on Comprehensive Reading Policies that intends to intensify the program
for reading development. In relation to this, the Department of Education
launched a program called Every Child a Reader Program (ECARP)
which is a national program that address the thrust of DepEd to make
every child a reader at his/her own level. It is designed to equip
elementary pupils with strategic reading and writing skills to make them
independent young readers and writers. It also provides a year long
training to make them multi literate and independent problem solver. On
the other hand, there are still students who are promoted in junior high
school who are not independent readers.
In relation to the above-mentioned issue, this action research shall
pave its way to more efficient and effective interventions for the
identified frustrated and slow readers. This present scenario let the
language teachers reshape a new horizon for the methods and
techniques used in the academic environment and teaching learning
process.
In the teaching of reading, there are limiting factors such as
motivation, vocabulary, decoding and comprehension that students
must be able comprehend text, making the subject of literacy, in
particular, difficult to teach.
In the digital Era, exposing students to both print and digital
reading early on in school is a way of reflecting what authentic reading
looks like.
Email address: quezon@deped.gov.ph

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21st century education has always required using modern

technology. Giving emphasis on educational developments, highlights
the skills like the ability to use technological tools, understand and
remember the knowledge. Teachers expect that students can be able
to successfully use computers and gadgets to access information. Thus,
it must enhance student’s literacy.
As teachers who are facilitators of learning, choosing appropriate
materials in teaching-learning process is imperative. Usually, teachers ask
“Will the material be appropriate?”, “What medium will I use to teach the
lesson? or “How can students master the skill and be motivated?”. In a
direct statement, what materials can be used for the learners and how
will the competency be transferred effectively to the learners.
ICT material is one of the most utilized tools to have effective
transfer of competency. Interactive materials aid critical thinking
requiring students to be challenged. Through challenging learner get to
establish engagement and organize ideas in the mental process. The
main purpose of using ICT material in the school is not to give just a
graphical map data but to absorb required actual knowledge and skill.
ICT material is one of the highest forms of visual materials. It has the
features of presenting and transferring of complex or high amounts of
information especially in the text, important data, tables, and figures.
numerical data and illustration as well. The peculiar characteristic of ICT
material is that it can transform long and complex information transform
to simpler and understandable knowledge. This makes the presentation
a significant and remarkable mental interaction with the learners.
Information are carried out in a vivid and visual presentation of complex
data. Combining these appropriate utilization technique of ICT materials
would result to an effective transfer of learning to the learners.
The above information caught the attention of the researcher to
device a technique in utilizing the ICT material in increasing the time on
task. It was observed by the researcher that during the reading test,
learners showed low interest and attention to answering the test
correctly. The reading inventory of the students was ostensibly
decreasing when the teacher compared the reading inventory of
previous years.

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Thus, with the alarming condition of the apparent PHIL-IRI results

and observed scenario in the classroom, the researcher developed a
technique in utilizing ICT materials. The researcher opted that it is very
timely to conduct an action research to test if the technique on utilization
of ICT materials would increase the awareness of the students in literacy.
The researcher used “Computer Aided Reading Intervention” in
presenting the passages on silent reading during the learning process.
A. Research Research Questions

Questions
This study was designed to enhance the reading skills of students
through “CARI” the computer aided reading intervention.
Specifically, it sought to answer the following questions:
1. What is the performance in reading of grade 7 students in

Sampaloc National High School before and after the
computer aided reading intervention?
2. Is there any significant difference in the reading
performance in reading of grade 7 students of SNHS before
and after the use of the computer aided reading
intervention?
3. What are the implications of the findings of the study for the
improvement of performance in reading of grade 7
students in SNHS?
B. Hypothesis Hypothesis
There is no significant difference in the mean scores of the readers

in grade 7 students of SNHS before and after using the “Computer Aided
Reading Intervention” in enhancing students’ reading skills.
II. BRIEF REVIEW OF The justification that various forms of silent reading were supported
RELATED with increases in reading attitude scores, on-task reading behavior, and
LITERATURE AND
reading and language test scores might help the researcher to analyze
STUDIES
the test scores in the pretest and post-test of the respondents (Anderson,

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1988; Kelley & Clausen-Grace, 2006; Krashen, 2009; Kyung & Dong, 2008;
Reutzel et al., 2008; Trudel, 2007).
Whereby the focus of the study is on silent reading. This is in
congruent with the theory that there are two suggestions such as
independent reading and scaffolded silent reading. Positive reading
attitudes together with stronger reading abilities may be the result
(Rosseau, 2012).
The aforementioned study may be related to the present study
because both studies were about the attitudes of learners towards
reading. Although, in their findings they found out that there is an
increase of test scores if various forms of silent reading are used. It would
still be just a reference to this study.
The work of Genlott (2013) that stated that students are required
to provide textual evidence and synthesize from multiple sources. The
need for reading skills has never been greater. In the past, students with
limited reading skills could participate in discussion based on life
experiences by stating their opinion. It is related to the present study as it
studied about reading skills of students in the past which is also similar with
what the researcher would do in the study. Furthermore, they focused on
the textual evidences from multiple sources.
James (2014) concluded that in the future computerized
programs may assist elementary schools to meet literacy goals and show
greater improvements in English Language Learners’ reading fluency
and comprehension scores. This study is found to be related as the study
focused on the analysis of the use of computerized programs from
elementary schools which may also be adapted to secondary schools.

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In another comparable study according to Hiebert and Daniel,

the strongest evidence is the fact that these students comprehended
well when comparable text and questions were administered on paper
under the observation of an examiner.
The above study focused on students comprehend well when
pretest and posttest is administered which may be seen as related to the
present study since the current study also used pretest and posttest.
Singer and Alexander (2017) concluded that, when texts were
short (less than 500 words), comprehension was as good or better in the
digital format as on paper. The study of Singer and Alexander is deemed
related with this study because this study uses shorter text that may serve
as point of reference of the study.
In an interview in the study of Seitz, a student expressed his
pleasure with a computer-learning center. As compared to the research
conducted by Khan and Gorard (2012) on effectiveness of computer-
based programs suggests that it may be hard to know the level of
effectiveness the program has on "all" students because effectiveness
was not conducted on individuals. Since the accessibility of computers in
schools is greater, educators are implementing computer-based
programs to supplement the need for additional assistance for struggling
readers (Stetter & Hughes, 2010). This is related to the study in because
learners enjoy the use of computers while reading. Thus, computers are
supplemental which can assists struggling readers.
The computerized reading and writing instruction, organized by
levels of language, resulted in significant improvement in subword
handwriting level skills, word level reading and spelling skills, and syntax
level reading and writing skills (Tanimoto, 2015).

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Attention ratings and working memory for written words predicted

post-treatment accuracy, which correlated significantly with the silent
sentence reading rate score. Implications are discussed for (a)
preventing silent reading disabilities during the transition to increasing
emphasis on silent reading, (b) evidence-based approaches for making
accommodation of extra time on timed tests requiring silent reading, and
(c) combining computerized instruction with strategies for self-regulation
during silent reading (Niedo, 2013).
Results suggested that the program, even when less than fully
implemented, yielded gains in reading achievement for these at-risk
readers that were superior to gains from regular classroom teaching and
an alternative intensive method, even with less time devoted to class
silent reading practice than in comparison classes. Additionally, the
program yielded significant improvement in measured attitudes to
reading for girls (Vollands et al., 2011).
The development of reading measures intended for computer
administration is complex. Information obtained from traditional paper-
pencil based reading computer-based measures is valuable, but
administration can be time consuming, as students must be administered
each measure individually. The measures reported here are experimental
in nature, but they represent a potential step forward in the efficiency of
reading CBM.
Using a computer interface means a whole class of students could
potentially take the measures simultaneously in a computer-lab setting
which will also be the process in the research.
However, changing the measures to a computer interface will also
require modifications to the paper-pencil based assessments. It remains

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to be seen if data obtained from the measures reported here will be

comparable to data obtained from more traditional oral reading
computer-based measures. It is likely that the new measures will require
a shift in the way we think of the data from computer-based measures
(i.e., silent versus oral reading fluency). But the potential time that
computer administration could save educators may make the shift in
thinking well worth the effort (Nese et al., 2011).
The above discussion of the theories and concepts about the
topic from different literature served as the researchers point of reference
in the conduct of the data analysis. Thus, the mentioned concepts and
theories did not affect the judgement or analysis of the data to be
gathered by the researcher.
III. SCOPE AND SCOPE AND LIMITATIONS
LIMITATIONS
This study was limited only on enhancing the reading skills of
readers through “Computer Aided Reading Intervention” in improving
the students reading skills. The study was conducted at Sampaloc
National High School. This study used a self-made questionnaire. The
research was concluded during the first quarter of the school year. Two
sections of readers in grade 7 of Sampaloc National High School. The
participants were limited to those who are currently enrolled in grade 7.
The data were collected through pretest and post-test. The researcher
used t-Test to find the significant difference of the two means of the tests.

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IV. METHODOLOGY AND RESEARCH DESIGN

METHODOLOGY
Researcher Design
The researcher utilized the descriptive – comparative method

where the research itself consider two entities: pretest and post-test of
students after the use of “Computer Aides Reading Intervention” for
reading materials in measuring reading capability. Descriptive was used
in getting the mean of the test results of the grade 7 readers in junior high
school students. Descriptive research design is a valid method for
researching specific subjects and as a precursor to more quantitative
studies (Shuttleworth, 2008).
The pre test was given to the grade seven students who are mostly
subjected to intervention in the school with the greatest number of
frustrated readers. After the pre test had been given the readers in grade
seven student. To see the enhancement in students’ reading skills pre test
and post-test were compared. The significant difference of the pre test
and post-test were computed using the dependent t-test. The data and
information gathered were systematically checked, computed,
tabulated and interpreted.
Research Locale
The study was conducted in Sampaloc National High School

(SNHS). The school is an integrated high school and is located in Brgy.
Banot, Sampaloc, Quezon. Sampaloc National High School belongs to
Sampaloc district in the Division of Quezon.
Population and Sample
Experimental sampling was used in the choice of the Sampaloc

National High School as the venue of the research. The total number of
respondents were 20 respondent in grade 7 students with 12 males and 8
females. The respondents were purposively selected based from the
reading inventory in Sampaloc National High School.

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Purposive sampling was used in cases where the specialty of an

authority can choose more representative sample that can bring more
accurate result than by using other probability sampling technique
(Explorable.com, 2009).
Research Instrument
The instrument used in the study were the 8-item pre test and the
post test. The instrument was self-made by the teacher. The items of the
test were taken from the content of PHIL-IRI materials which are aligned
in the junior and senior high school K-12 curriculum issued by the
Department of Education. Validation of the instrument was done by the
master teacher in Sampaloc District. The computer aided reading
material is adapted from Bhavesh Shaha published on January 06, 2018
an interactive quiz game.
Data Gathering Procedure
The researcher asked permission to the school head to conduct

the study on enhancing the reading skills of students through computer
aided reading intervention.
In this study, the researchers gathered the data through the pre
test and post-test. The pre test was administered by the researcher to the
grade 7 students. It was followed by utilization of the “Computer Aide
Reading Intervention”. The CARI were gradually introduced by the
researcher during the English class. The utilization of the materials ran for
3 days.
After the “Computer Aides Reading Intervention” have fully

administered and used the research conducted the post-test. The
researcher compared the mean of the pre test and post test to
determine if there was a significant difference of the means of the
students. Pre test- Post-test design is the prepared method to compare
participant group and measure the degree of change occurring as a
result of treatment or intervention (Shuttleworth, 2009).

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Statistical Treatment of Data
The statistical treatment of data used in the study were:
Mean
M= ∑M
N
Where:
M = mean of the students’ score
∑M =sum of students’ score
N =total number of students
t-Tets
Where,
x1¯x1¯ = Mean of first set of values
x2¯x2¯ = Mean of second set of values
S1 = Standard deviation of first set of values
S2 = Standard deviation of second set of values
n1 = Total number of values in first set
n2 = Total number of values in second set.

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V. RESULTS AND RESULT AND DISCUSSION

DISCUSSION
Table 1
Performance in reading of grade 7 students in Sampaloc National High

School before and after using the “Computer Aided Reading
Intervention”
No. of No. of Mean Sd

Items students
Pre test 8 20 2.9 1.17
Post test 8 20 3.8 1.15
The table shows the results of the pre-test and post-test of the 20
respondents in the 8-item test conducted by the researcher before and
after the utilization of computer aided reading intervention.
It revealed that the pre-test acquired a Mean of 2.9 and mean of

3.8 substantiate the post-test result.
The Table 1 clearly reflects that there was a notable increase in

the Mean of pretest of the respondents after the utilization of computer
aided reading intervention. This is an apparent intimation that the
utilization of computer aided reading intervention is an effective and
potent reading intervention in increasing the reading skills of grade 7
students through the utilization of “Computer Aided Reading
Intervention.”
T-test Result on finding the significant difference in the reading

performance in reading of grade 7 students of SNHS before and after
the use of the “Computer Aided Reading Intervention”.
t-value df p-value Interpretation
2.781 19 0.12 Reject Ho

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Table 2 shows the result of the t-test on finding the significant

difference in the pre-test and posttest. It can be gleaned from the t-value
of 2.781 the researcher rejected the null hypothesis which is not significant
at 0.12 level. This shows that there was a significant improvement in the
silent reading of grade 7 students because of the notable increased of
the mean.
VI. CONCLUSION Based on the finding of the study, the following conclusions were
formulated:
1. The grade 7 students in Sampaloc National High School became

engaged into reading through the computer aided reading intervention.
Evidently, test scores have increased in the post test. This implies an
improvement in the reading performance of students.
2. There is a significant difference difference in the reading performance

in reading of grade 7 students of SNHS before and after the use of the
computer aided reading intervention as shown in the result. The null
hypothesis of no significant difference is rejected exhibited with the mean
of the test scores.
3. The study aims to improve the performance in reading of grade 7

students in SNHS through computer aided reading intervention. It implies
that learners must be more engaged to technology since they are 21st
century learners. Teachers must adapt with the aims of education 4.0 in
revolutionizing the traditional classroom.
VII. RECOMMENDATIONS
RECOMMENDATION
S The following are hereby recommended based on the result and
implications of the study:
1. Teacher should use the “Computer Aided Reading Intervention”

in increasing the students’ reading skills specifically in
comprehension.

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2. The Computer Aided Reading Intervention can be used also not

only in English subject but also in other subject or concept where
reading is involved.
3. School head may conduct or organize instructional making LAC

session to improve the quality of computer aided reading
intervention and its utilization to make it more acceptable and
visually appealing to students.
4. The teacher must make a proposal to the district office for a

demonstration teaching as one of the requirements to use the
teaching technique or utilization of the technique.
VIII. LIST OF REFERENCES

REFERENCES
A. Books
Hiebert, E. (2015). Teaching Stamina and Silent Reading in the Digital-

Global Age. Reading Essentials Original Series. TextProject,
Inc. Santa Cruz, California
B. Journals/Periodicals
Joseph F. T. Nese Daniel Anderson Kyle Hoelscher Gerald Tindal Julie

Alonzo. University of Oregon Progress Monitoring
Instrument Development: Silent Reading Fluency,
Vocabulary, and Reading Comprehension Behavioral
Research and Teaching University of Oregon.175
Education 5262 University of Oregon. Eugene, OR 97403-
5262 Phone: 541-346-3535. Fax: 541-346-5689
http://brt.uoregon.edu.

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Robinson, M. F., Meisinger, E. B., & Joyner, R. E. (2019). The Influence of

Oral Versus Silent Reading on Reading Comprehension in
Students With Reading Disabilities. Learning Disability
Quarterly, 42(2), 105–
116. https://doi.org/10.1177/0731948718806665
Seitz, L. (2010). Student attitudes toward reading: a case study. Journal of

Inquiry & Action in Education, 3(2). Buffalo State College.
Retrieved date: August 30, 2019. Retrieved from: <
https://files.eric.ed.gov/fulltext/EJ1134758.pdf>
Vollands, Stacy R., Topping, Keith J., & Evans, Ryka M. (1999).
Computerized Self-Assessment of Reading
Comprehension With the Accelerated Reader: Action
Research. Reading & Writing Quarterly, 15, 197-211.
C. Online Sources
Rosseau, A. (2012). Effects of silent reading on intermediate students’

reading growth. Northern Michigan University. Retrieved
date: August 30, 2019. Retrieved from:
<https://www.nmu.edu/education/sites/DrupalEducation
/files/UserFiles/Rosseau_Alison_MP.pd>
McNeely, M. (2014). The Impact of Computer-Assisted Instruction on

Ninth- and Tenth-Grade Students Electronic Theses and
Dissertations. 4722. Retrieved date: August 30, 2019.
Retrieved from: <https://stars.library.ucf.edu/etd/4722>
James, L. (2014). The integration of a computer-based early reading

program to increase english language learners’ literacy
skills.
Hansen, A. (2014). A review of the effects of computer-based reading

programs on middle school students. Graduate Research

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Papers. 174. Retrieved date: August 30, 2019. Retrieved

from: <https://scholarworks.uni.edu/grp/17>
Tanimoto, S., Thompson, R., Berninger, V. W., Nagy, W., & Abbott, R. D.
(2015). Computerized Writing and Reading Instruction for
Students in Grades 4 to 9 With Specific Learning Disabilities
Affecting Written Language. Journal of computer assisted
learning, 31(6), 671–689. doi:10.1111/jcal.12110
Niedo, J. et al. (2013). Computerized silent reading rate and strategy

instruction for fourth graders at risk in silent reading rate.
National Center for Biotechnology Information, U.S.
National Library of Medicine 8600 Rockville Pike, Bethesda
MD, 20894 USA <
https://www.ncbi.nlm.nih.gov/pubmed/24914248>

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IX. APPENDICES
APPENDIX A
ROOT CAUSE ANALYSIS
(FISHBONE TECHNIQUE)
NO INTEREST LOW NOT

PERFORMANCE MOTIVATED
ICTMATERIALS
ENGAGEMENT COOPERATIVE CREATE

ACTIVITY LEARNING LEARNING
OUTCOME

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APPENDIX B
Work Plan
RESEARCH ACTIVITIES TIME FRAME
JUNE JULY AUGUST
WEEK WEEK WEEK
3 4 1 2 3 4 1 2 3 4
Formulation of action
research title and
proposal
Seek permission to the
proper authorities
Checking of action
research proposal-
SCHOOL LEVEL
Revision of the proposal
Initial assessment of the

proposal
Evaluation of the
approved proposal
Implementing and
Conducting of the
action research
*distribution of TEST
*collecting of data
*Processing and
Analyzing of data
Preparing the final
research paper to
complete
Submission and
presentation of the result
of the action research

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Utilization of the Computer Aided Reading Intervention
___________________________________________________________
SIGNATURE OVER PRINTED NAME OF THE RESEARCHER

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Cost Estimates for the Research Proposal
Item/Purchased Materials Cost Source Of Funds
Estimates
Printing of Materials(Ink) P 600 Researcher’s Budget
Bond papers (8.5 x11) P 200 Researcher’s Budget
Photocopying of survey P 500 Researcher’s Budget
questionnaires
Statistician P 1000 Researcher’s Budget
TOTAL P2300

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DepEd – DIVISION OF QUEZON

Sitio Fori, Brgy. Talipan, Pagbilao, Quezon

TEMPLATE FOR COMPLETE ACTION RESEARCH

PARTS OF A COMPLETE GUIDE QUESTIONS IN WRITING A COMPLETE ACTION RESEARCH

I. INTRODUCTION Modernizing the education system is one of the most challenging

Email address: quezon@deped.gov.ph

21st century education has always required using modern

Email address: quezon@deped.gov.ph

Thus, with the alarming condition of the apparent PHIL-IRI results

A. Research Research Questions

Specifically, it sought to answer the following questions:

1. What is the performance in reading of grade 7 students in

There is no significant difference in the mean scores of the readers

Email address: quezon@deped.gov.ph

Email address: quezon@deped.gov.ph

In another comparable study according to Hiebert and Daniel,

Email address: quezon@deped.gov.ph

Attention ratings and working memory for written words predicted

Email address: quezon@deped.gov.ph

to be seen if data obtained from the measures reported here will be

Email address: quezon@deped.gov.ph

IV. METHODOLOGY AND RESEARCH DESIGN

The researcher utilized the descriptive – comparative method

The study was conducted in Sampaloc National High School

Population and Sample

Experimental sampling was used in the choice of the Sampaloc

Email address: quezon@deped.gov.ph

Purposive sampling was used in cases where the specialty of an

Data Gathering Procedure

The researcher asked permission to the school head to conduct

After the “Computer Aides Reading Intervention” have fully

Email address: quezon@deped.gov.ph

Statistical Treatment of Data

The statistical treatment of data used in the study were:

M = mean of the students’ score

∑M =sum of students’ score

N =total number of students

Email address: quezon@deped.gov.ph

V. RESULTS AND RESULT AND DISCUSSION

Performance in reading of grade 7 students in Sampaloc National High

No. of No. of Mean Sd

Post test 8 20 3.8 1.15

It revealed that the pre-test acquired a Mean of 2.9 and mean of

The Table 1 clearly reflects that there was a notable increase in

T-test Result on finding the significant difference in the reading

t-value df p-value Interpretation

2.781 19 0.12 Reject Ho

Email address: quezon@deped.gov.ph

Table 2 shows the result of the t-test on finding the significant

1. The grade 7 students in Sampaloc National High School became

2. There is a significant difference difference in the reading performance

3. The study aims to improve the performance in reading of grade 7

1. Teacher should use the “Computer Aided Reading Intervention”

Email address: quezon@deped.gov.ph

2. The Computer Aided Reading Intervention can be used also not

3. School head may conduct or organize instructional making LAC

4. The teacher must make a proposal to the district office for a

VIII. LIST OF REFERENCES

Hiebert, E. (2015). Teaching Stamina and Silent Reading in the Digital-

Joseph F. T. Nese Daniel Anderson Kyle Hoelscher Gerald Tindal Julie

Email address: quezon@deped.gov.ph

Robinson, M. F., Meisinger, E. B., & Joyner, R. E. (2019). The Influence of

Seitz, L. (2010). Student attitudes toward reading: a case study. Journal of

Rosseau, A. (2012). Effects of silent reading on intermediate students’