CHAPTER I

THE PROBLEM

INTRODUCTION

Education is a powerful force for promoting opportunity and growth.

It plays a vital role in every human development and societal transformation.

Constantly, it seeks for relevance by combining the reliability of the past and

the innovation of the future. This continuous demand has been posing

challenges and opportunities to every educational institution worldwide to

improve the 21st century learners’ education.

The basic education system has already taken a series of restructurings

and modifications; among them is the recent change in the Philippine

educational system implemented starting in 2011 and signed into law in 2013,

the K to12 Basic Education Curriculum.

This undertaking entails a number of changes made both in the

curriculum and in the delivery modes of the teaching-learning processes.

It thus, becomes important that a proper instructional design is set;

especially that in which the learners would be able to find ample opportunity to

work, discover and share knowledge with other learners. This should also entail

providing them with tasks that are meaningful and authentic for them. Such is

best given with the inclusion of learning activities that would equip them with
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necessary 21st century skill to make the most of the constructivist’s opportunity

provided them in the new educational system.

Understandably, teachers nowadays are confronted with varied

challenges on how to maximize and improve their functions as educators to

improve the competencies of the learners and achieve adequate better class

performance.

In the case of teaching English, which is a tool subject, the demand for

quality assurance of learning is much, much bigger especially on the macro skill

reading comprehension.

In Manguiring, Calabanga Camarines Sur, the problem with students’ low

performance in English has crossed through the other subject areas, manifested

through their poor performance in solving worded problems in Mathematics or

understanding complex concepts in Science, for instance. Both are skills

requiring adequate proficiency in English, specifically in reading. This proves all

the more, the indispensible role of reading comprehension in students’

academic success.

There are of course a number of circumstances Manguiring teachers

could put their fingers on identifying the reason for the problem.

One of the pressing issues is the inadequate supply of learning materials

from Grades 7 to 10 English classes. With the aid of the Curriculum Guide,

teachers in English innovate strategies to augment such lack of materials.

However, the task is even more demanding when it comes to ensuring mastery
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of the reading comprehension skills where actual choosing and reproduction of

materials are needed.

Another issue that needs to be addressed anent the reading materials

needed in developing comprehension is the availability of materials.

Working on the idea that in teaching and learning, there is no such thing

as one-size-fits all kind of materials, it is imperative that other learning aid

supplementary readings, activity modules, reading modules should be made

readily available if one is truly vent in affecting real change in the life of the

learners. Issues to be confronted are the students’ different learning needs and

styles which can only be responded with modules that would offer

individualized approach to learning.

On this account, the DepEd’s own call for teachers to “localize” materials

to be able to make learning meaningful can be of significant use.

Aside from the inadequate supply of learning materials, there are only 15

teachers handling Grade 10 English classes among English subjects handled in

the lower year level. The teachers’ number of preparation and loads make it

really difficult for them to come up with their own supplementary materials/

modules that could serve as remediation for the difficulties encountered by the

learners, specifically in English 10 –the focus of this study.

With all of these issues at hand, the effectiveness of a reading module in

addressing the least learned competencies in reading comprehension is vital. In

the study of Jamwal (2012), he hoped that the use of interactive learning
 4

modules is a tool to make the students closer to a specific field. Similarly, the

present study also targets the improvement of student’s performance in reading

comprehension by using a reading module that will help them develop and

master their least learned competencies.

A module is an instructional material used to deal with a single unit of

concepts in ay subject matter, which is self-contained and independent unit of

instruction that is focused on a particular well-defined objectives (Padmapriya,

2015). Purushothaman, as cited by Padmapriya (2015) designed a criteria for a

teaching or a learning module. It should be presenting a set of learning

situations with its own specific purpose as directed by a clearly defined

objectives. In addition, it should also include tests that will provide feedback to

the teacher and the students which is applicable to various teaching leaning

process and methods.

Using a module in teaching reading comprehension is effective because

it promotes a self-learning style where reflection is possible and helpful to

encourage students to practice using metacognitive skills by regulating and

managing their own learning styles. This will lead to establishing their interest

in a certain field as they learn in their own pace (Padmapriya, 2015). In the

end, student’s confidence in their own learning is developed and strengthened.

As a result, teachers should prepare learning modules to make the teaching and

learning environment active and interesting.

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In fact, according to Padmapriya (2015) in his conclusion, his study

reveals that the effectiveness of the self instructional module as students

treated with modular approach received higher scores than those taught

through activity-oriented method. Therefore, addressing the least mastered

skills in reading comprehension through reading module is a scaffold for

student’s success.

In summary, a reading module can be developed to cater individualized

learning approach of the students while making reading texts suitable for their

level and localized to be contextual for easy understanding and remediation of

the least mastered skills of the students in reading comprehension.

Thus, this study determines the effectiveness of a reading module to

address the least learned competencies in reading comprehension for Grade 10

students of Manguiring National High School, Calabanga, Camarines Sur for the

school year 2018-2019.

It is in this light that the researcher ventures to provide innovation

through addressing the most crucial difficulties encountered by Grade 10

learners in enhancing their reading comprehension. The study is aimed at

developing a reading module that would take into account the learners’ socio-

cultural contexts, learning needs and learning styles; focusing/ working

specifically on the identified least mastered competencies in reading.

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STATEMENT OF THE PROBLEM

This study aims to develop a reading module for the Grade 10 students in

Manguiring, Calabanga Camarines Sur , school year 2018-2019.

Specifically, the study will seek answers to the following questions:

1. What are the least learned competencies of Grade 10 students along reading

comprehension?

2. What is the format of the reading module along:

a. rationale;

b. objectives;

c. content standard;

d. Performance standard;

e. Learning activities; and

g. Learning Outcomes ?

3. What are the steps undertaken in the development of the reading module

along:

a. Planning Phase;

b. Designing Phase;

c. Crafting Phase; and

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d. Evaluating Phase?

4. What is the content validity of the reading module in terms of :

a. Usability;

b. practicability ; and

c. Suitability?

ASSUMPTIONS

The study is anchored on the following assumptions:

1. There are least mastered competencies in reading comprehension.

2. The validity of Reading module on the least mastered competencies may be

determined by a set of criteria.

SIGNIFICANCE OF THE STUDY

The result of this study will be of significance to the following:

English Teachers. The results may provide inputs for the English teachers in

teaching reading comprehension since the reading module can be developed to

cater individualized learning approach of the students while making reading

texts suitable for their level and localized to be contextual for easy

understanding and remediation of the least mastered skills of the students in

reading comprehension.
 8

Parents. The results will provide them with the reading module that they can

refer to in helping their children master the least mastered competencies in

reading comprehension. The module can be used also to monitor the progress

of their children in learning the least mastered skills.

School Administration- The output of the study can help them decide on

how to better enhance the teaching-learning process given the varied problems

in promoting reading comprehension such as non-availability of books and texts

that are appropriate and contextual to the level and experiences of the

students; and this may serve as a remediation material or guide to help them

craft reading programs that will promote mastery of the reading skills.

DepEd - The study shall provide the most needed assessment of the current

condition of English classes, the efficacy of their delivery modes, their extent of

relevance and use; other possible remediation on the issues that would be

revealed by the study;

Other Researchers. The result of this study is beneficial to the future

researchers who wanted to conduct research or for compliance to academic

requirements may consider this study as a relevant literature and a source of

concepts. The findings may lead to undertakings like follow up studies or

reviews that will enrich the knowledge in the field of language and

development.
 9

Scope and Delimitation

This study focused on the development of Reading Module focused on

the least mastered learning competencies for Grade 10 English classes in

Manguiring, Calabanga Camarines Sur, School Year 2018-2019.

With the primary purpose of providing the needed remediation on the

learners’ reading difficulty (least mastered competencies in reading), the

module shall cover only those competencies identified to be least mastered

after the diagnostic test in reading has been given.

The respondents of the study shall be the validators of the reading

module while the students are the subjects of the validation.

Definition of Terms

For clarity and better understanding of terms used in this study, the

following terms are defined conceptually and operationally:

Least Learned Competencies in English. In this study, this refers to the

specific learning competencies, meaning, knowledge and skills identified as the

items where majority of the subjects got them wrong through the reading

diagnostic test conducted in the beginning of the school year to Grade 10

students. These competencies are the focus of the reading module and the

parts where students need to master more.

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Reading Modules. This is an instructional material used to deal with a single

unit of concepts in any subject matter, which is self-contained and independent

unit of instruction that is focused on a particular well-defined objectives. In this

study, this refers to the intervention material proposed, which shall focus on

the least learned /mastered competencies in Grade 10 English based primarily

on the textbook, Celebrating Diversity Through World Literature.

Format of the Module. This refers to the arrangement or face validity of any

module following a particular reasoning or logic that gives such format. In this

study, this refers to the chronological development of the module using the

following format:

a. Rationale. In this study, this is used to refer to the explanation of

the logical reasons or principles employed in consciously arriving at

the intervention reading module.

b. Objectives. In the study pertains to the specific aims expressed

through competencies on each section of the module.

c. Learning Tasks. These refer to the different classroom activities

that is employed as strategies in teaching a lesson. In this study, this

refers to in the study as activities where the students are able to take

what they have learnt from engaging and use it in another context,

or for another purpose.

d. Text. This refers to the meaningful words in a piece of paper. In this

study, this refers to the statements that reflect significant and

 11

essential learning that learners have achieved, and can reliably

demonstrate at the end of the course or program through

developing a reading module.

Validation of the Reading Module This is defined as the evaluation of a

material. In this study, this refers to the evaluation of the reading module to

be prepared for the Grade 10 on the account of its appropriateness and

efficacy in terms of:

a. Usability. Defined by Interaction Design Foundation (2014), this

refers to the ease of access and/or use of a product. In this study,

the term is used as a criterion for evaluation pertaining to its quality

of being able to provide the learners the ease of becoming familiar

with and competent it the specific target set on each section of the

module.

b. Practicability. In this study, this refers to how manageable the use

of module is to the learners in terms of the time that would be

allotted in its use and whether such would entail unreasonable

expense to both the learners and the teachers or schools.

c. Suitability- In the study this refers to how the allocated activities

and readings in the learning module highlight the expected notional

workload necessary to be studied by the learner.

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English Learning Competencies. This refers to the list of knowledge and

skills to be developed throughout the duration of the school year specifically

identified in the English Curriculum Guide per Grade level.

Reading Comprehension. It is defined as the ability to give “ collective

meaning to words by accessing prior knowledge and utilizing work recognition

skills” (Collins & Collins, 2002) Beers (2003) defined as the “ acquisition, use,

and remembering of words.” In this study, this is referred to as the learner’s

capacity to understand reading texts measured through their skills in identifying

main ideas, contexts, predicting outcomes, identifying implications and drawing

conclusions.
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NOTES

Simon A Berardo (2006). The use of authentic materials in the teaching of

reading. The Reading Matrix, 6 (2), 60-69.

Darren Buckingham (2003). Media education: Literacy, learning and

contemporary culture. Cambridge: Blackwell. Retrieved from
https://sites.google.com/a/boisestate.edu/edtechtheories/the-impact-of-
technology-on-constructivist-pedagogies-1 on May 23, 2018

Patricia. L. Carrell. and. Joan. C. Eisterhold. (1983). Schema theory and ESL
reading pedagogy. TESOL Quarterly, 17(4), 553-573

Isagani Cruz (2010). Mini Critique: The K+12 debate. The Philippine Star.
Retrieved from http://www.philstar.com/education-and-home/620399/k12-debate
on May 23, 2018.

Melanie Desai, Jason Hart, & Thomas Richards(2008). E-learning: paradigm

shift in education. Education. Retrieved from
http://www.tandfonline.com/doi/abs/10.1080/00330124.2012.693876 on May 23,
2018.

Peter Youngqi Gu (2003). Fine Brush and Freehand1: The Vocabulary•Learning

Art of Two Successful Chinese EFL Learners. TESOL Quarterly, 37(1), 73-104.

Christina Paulson, Mary Bruder. (1976). Teaching English as a second

language: techniques and procedures. Englewood Cliffs, NJ: Prentice-Hall, Inc.

Michael Pressley, Peter Afflerbach (1995). Verbal protocols of reading: The

nature of constructively responsive reading: Lawrence Erlbaum Associates, Inc.
Quarterly. Retrieved from http://www.msularc.org/docu/ RWQ010405draft.pdf

Donald Reinbeck (2015). Media and Information Literacy: a Human-Rights

Based Approach in the Developing Countries. Discussion paper. DW Akademie.
from https://sites.google.com/a/boisestate.edu/edtech/media-info-devcoun/00923
May 23, 2018.

Edward Thoman & Toohey Jolls. (2005). Media literacy education: Lessons
from the center for media literacy. In G. Schwartz & P. U. Brown (Eds.), Media
literacy: Transforming curriculum and teaching (Vol. 104, 2005, pp. 180 -205).
Malden, MA: National Society for the Study of Education Retrieved from
http://www.mediaeduc.com/er/10.1080/0057789 on May 23, 2018
 14

Jamwaal, G. (2012). Effective Use of Interactive Learning Modules in Classroom

Study for Computer Science Education. All Graduate Plan B and Other Reports,
225.

Padmapriya, P. V. (2015). Effectiveness of Self-Learning Modules on

Achievement in Biology Among Secondary School Students. International Journal of
Education and Psychological Research, Vol. 2, Issue 2.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter contains articles from various publications and studies found

to be related to the present study. Methodologies, similarities and differences

were noted, guided, and explored to spell out the aforesaid features.

Reading Competencies in English

A number of studies conducted about the different language skills have

identified reading comprehension as the one needing the most emphasis. Gu

(2003) called it as the “most vital” of all the language skills. While, Pressley &

Afflerbach (1995) expressed serious concern on how students’ achievement in

reading comprehension has continuously decrease despite the many

interventions implemented.
 15

Du Boulay (1999) (cited in Khateeb, 2010) draw the extent of the

problem as they identify how the weakness in the reading ability constitutes

one of the biggest problems encountered by the students at all educational

levels. Thus, teaching reading is viewed as a teaching objective at the different

educational stages; and the key to success in other subjects of study.

It seems that though learners acquire adequate skills in reading from

preschool to high school such would not guarantee proficiency in

comprehension. This is among the points raised in the study conducted by

Flores (2008). She pointed out that pupils have adequate skills in reading

before entering preschool but they still need improvement in sequencing events

of stories, recognizing basic sight words and recognizing words as they hear the

sounds of words.

Similarly, in the study of Peterson & Taylor (2012) regarding the

learners’ fluency in the language and their comprehension on a printed text, it

is revealed that over half of the students assessed had a significant gap

between their reading fluency and comprehension scores and found that

fluency increased at a greater rate than reading comprehension. This great gap

can be translated into a number of effects in the students’ academic

performance.

One of them is identified by Harlaar et. Al (2011) in their study that

pointed out that lower performing readers have a lower interest in reading,

while higher performing readers have a greater interest in reading. By reading,

 16

they mean not only reading in the English subject but also reading across

different subject areas. Clearly, indicating how poor reading comprehension

performance affects students’ performance in other subjects.

In the same manner, just as Taylor et. Al (2009), stressed that students

who struggle to read, often avoid reading; Swanson, Zheng, and Jerman

(2009) said that students who struggle to read are unable to retain ordered

information which is directly related to a task performed through working

memory. These studies underscore all the more that reading comprehension is

indispensible in every learning activity.

In trying to dig-out the root of the learners’ lack of comprehension,

scholars have conducted studies trying to discover the possible reason and

intervention for the identified problem.

Among the things being examined is the role of vocabulary. According

to Duru & Koklu (2011) vocabulary is an important component of reading

which supports comprehension.

Kintsch & Mangalath (2011) expressed that reading requires students to

read fluently as well as understand the meaning of words. If either of these

skills are lacking, comprehension diminishes. There is strong evidence to

support explicit vocabulary instruction as a means to increase reading

comprehension, which is needed in all content area classes.

 17

In the same light, Quirk & Beem, (2012), stated that students in grades

two and three are word callers, which means that they decode words and can

say them, but they do not know the meaning of the words. This demonstrates

the risk that textbooks pose to students who are learning English or who have

strong decoding skills combined with a limited vocabulary because they may be

decoding the words, but they may not be correctly interpreting them. Such

observation is of course true to a lot of students even in high school.

Aside from building adequate vocabulary that would support

comprehension, there are also studies that look into motivation as a way to

improve the students’ comprehension skills.

Taking off from Ellin Oliver Keene & Susan Zimmermann’s (2013)

assertion of the claim that to teach comprehension well, we must first read

widely and scrutinize our own reading processes. Such activity provided the

building block for reasons to read, motivation to pursue a reading activity set in

class.

In the studies conducted by Berkeley, Mastropieri, & Scruggs, 2011;

Bohn-Gettler & Rapp, 2011; Deshler, Hock, & Catts, 2006, they are one in

saying that to improve reading, students not only need to read, but they also

need to believe that they have the reading ability that will allow them to

understand what they have read. Understandably, struggling readers, often do

not read for pleasure and avoid reading whenever possible.

 18

The demand for more motivation to read to be given to learners has also

been underscored by Melekoglu & Wilkerson (2013). They pointed out that the

issue of motivation is compounded for secondary students who are required to

read a variety of expository content (i.e., science social studies), and coupled

with these reading demands, secondary students lose interest in improving

their reading. This cyclical relationship between motivation and reading ability

poses a great challenge, therefore for teachers of secondary students.

On the other hand, in as much as poor reading habit is identified as

deterrent in improving comprehension, the article "Importance of Reading" by

Hafiz & Tudor (2009) investigated whether extensive reading for pleasure could

affect an improvement in ESL students’ linguistic skills, with particular reference

to reading and writing. The results showed a marked improvement in the

performance of the experimental subjects, especially in terms of their writing

skills.

Guthrie & Wigfield, (2000); Guthrie, (2008); Solheim, (2011) summarized

the situation as they stated that the problem with motivation to read hinders

reading improvement and causes an ever-widening gap in reading achievement

between students who read for pleasure and those who do not.

Reading Module

English teachers around the world, especially those teaching ESL, are

facing difficulty locating and generating suitable reading materials for students.
 19

Hassan and Selamat, (2002) identified that, in Malaysia, the ESL teachers have

to use material from other sources such as internet, newspapers and

workbooks because the textbooks are either too difficult or too easy and do not

match the abilities of different students.

English educators are one in identifying the problem with reading as

something affected by the kind of materials given the students to read. Thus, it

has become increasingly important that educators should pay attention to the

very process of choosing materials that would be interesting / appealing to the

learners.

Pressley & Afflerbach (1995) after identifying the pressing problem

regarding the decreasing performance of students in reading comprehension,

suggested an intervention that would focus more on the process of choosing

the materials that would not only provide the needed competence but would

also be appealing enough to the learners.

The same argument was raised by Paulston & Bruder (1996) saying that

in developing the reading comprehension capability, the selected reading

materials should be something that students will be able to understand entirely;

and that is possible only is if the text is selected with local setting.

This emphasis on the use of local sources in terms of reading material

development is supported by Carrell and Eisterhold (1983). They recommended

the use of local sources such as booklets, books, magazines, newspapers,

periodicals, and brochures that are related to daily life routines of the learners.
 20

While Berardo (2006), identifying the 21st century learners’ familiarity with the

use of the internet, suggested in addition, the use of material taken from the

WEB as also useful for developing reading comprehension.

Clearly, if the texts available in school do not yield to the desired

outcome of improved proficiency in reading, a move should be made to

remediate the problem and among the things considered is the development of

reading modules that would cater to the needs and preferences of the learners.

In the country, there is a dearth of reading materials to cater for the

different levels of students’ reading ability. Most of the teachers merely teach

with the help of the textbooks and workbooks provided by Department of

Education. Furthermore, they stated that the reading texts are not tailored to

meet the students’ abilities and no specific modules are provided to the

teachers to teach reading skills (Cruz 2014).

This is where the role of a module comes in. According to Behlol (2010),

(as cited by Lingao 2014), a self –instructional module is a self- contained,

independent unit of instruction for the purpose of achieving instructional

objectives. It is described as such since it includes all the instructions with

practice or model exercises where students learn on their own pace.

Purushothaman, as cited (Padmapriya, 2015), has defined the purpose

of a learning module. He also outlined its components. It consists of the

statement of purpose, desirable pre-requisite skills, instructional objectives,

entry behavior test, transaction of instruments, criterion test, pretest and post
 21

test. He also added that it allows learners to be at their own pace as they

acquire knowledge, skills and attitude in the absence of the teacher.

Determining the effectiveness of a reading module depends the purpose

(Padmapriya, 2015). From this study, it was revealed that modules are effective

materials to yield changes in the knowledge of the students.

This need for added module in the development of learners’

performances and their actual efficacy have been proven in a number of

studies.

Fabricante (2006), for instance, found out that instructional modules are

effective tools in teaching and acceptable alternative modes of facilitating

learning in Home Economics. The study conducted dealt with the preparation,

validation, and use of instructional modules in Home Economics for First Year

Technology and Livelihood Education students of San Jose, Pili, High School in

school year 2007-2008.

Similarly Patungan (2013) developed instructional modules in Literature

2 among second year college students that proved to be effective in improving

the understanding, learning and appreciation of literary works. (as cited by

Roman, 2014).

Similarly, Cabrera (2008) prepared and developed the Instructional

module on desserts preparation for fourth year students in Technology and

 22

Livelihood Education in CSPC. The module signified an effective result in in

which student got high results in the posttest. (as cited by Bue, 2016).

Furthermore Bucjan (2011) also conducted on the Development and

Validation of Modules in English 2: Writing in the Discipline. The study

underwent the four phases of material development: design phase,

development phase, field try – out phase, and evaluation phase. The

effectiveness of the module was validated by three English language experts.

His study revealed that the activities and content of the modules were varied

and very helpful to the learners. (as cited by Gonzales, 2016).

Even Alvia (2008) and (Ognita 2005) had proven that workbook is

effective in enhancing performance level of students in Mathematics. Alvia

preferred a workbook in Mathematics 2 containing practice drills in

Intermediate Algebra for second year students at San Isidro High School while

Ognita prepared a workbook in Algebra for College students at Naga College

Foundation. (as cited by Gonzales 2016).

Azanes (2009), clearly pointed out the importance of development of

modules as an enhancement/ intervention materials after he found out that the

performance of the students in Solid Geometry is poor-- evident by the 35.98%

performance level which was far below the passing standard of 75% , because

of lack of instructional materials or references that may reinforce, practice, or

 23

study what they have learned from the classroom through their teachers.( as

cited by Gonzales, 2016).

Synthesis of the State –of –the Art

Generally, teachers face problems regarding the development of

adequate comprehension skills among students. Reading is identified by a

number of studies as crucial in every learner’s academic success. According to

Gu, (2003), Afflecbach (1995) and Khateeb (2010), reading comprehension is

one of the key determinants in a learners’ academic success, the most

important among the different language skills educational institutions are

striving to develop among students.

These findings are further reinforced by other studies that exhibited the

gap or difference in performances of students who read for pleasure and those

who do not like that of Harlaar et. Al, (2011); and the difference between

fluency and comprehension according to Peter and Taylor (2012) and how

those with good comprehension are likely to read more on different areas and

subject matter while those with difficulty in comprehension tend to avoid

reading altogether as investigated by Swanson, Zheng, and Jerman (2009) in

their study.

There are varied attempts to understand the nature of reading

comprehension proficiency. Some studies point out to its relationship with

vocabulary building. According to Duru & Koklu (2011), there is a direct link

between good vocabulary and comprehension; while according to Quirk &

 24

Beem (2012) and Kitcsh and Mangalath (2011), it should be emphasized that

vocabulary building should match thorough understanding of the words and not

mere recognition as this would have great affect in reading eventually

Ellin Oliver Keene & Susan Zimmermann(2013) identified motivation as

an important factor in reading proficiency and therefore, the selection of

reading material to develop students’ reading ability should be carefully

considered. This idea was reinforced by other studies. According to Berkeley,

Mastropieri & Scruggs (2011), Bohn-Gettler & Rapp, (2011), Deshler, Hock, &

Catts (2006), students should find enough reason/motivation to read; the

belief that they have the ability to pursue such academic activity Thus,

transforming a reading exercise into something pleasurable is a sure way to

better understanding according to Hafiz & Tudor (2009).

According to Fabricante (2006), Patungan (2013), Roman (2014), Bue

(2016), Gonzales (2016), Azanes (2009), development of reading modules is an

effective tool in the enhancement of the students’ reading proficiency.

However, in doing modules, objective method should, according to

Lingao (2014) and Cruz (2014), be adopted for the selection of supplementary

reading material, keeping in mind the suitability of the students’ reading ability,

vocabulary and sentence structure. Most of the previous studies indicated that

the teachers need to use a variety of reading modules while teaching reading

academic texts at all levels,

 25

It was however, observed by Bullock (2004), Ortega (2009) and Cruz

(2014) that there is little work done regarding developing modules for English

teachers to teach reading comprehension. Thus, one of the challenging issues

that teachers are facing is the lack of standardised modules and appropriate

guidelines for teaching reading comprehension.

Gap Bridged by the study

Existing studies all point to the importance of coming up with intervention

aimed at enhancing the students’ reading proficiency as it is vital in their over-

all academic performance. Although the need to come up with reading

materials that would respond to the needs, interests, levels and learning styles

of the students have been identified, it was also admitted that only few

researchers ventured on the actual making of modules, specifically, a reading

module for Grade 10 English learners. Further, there is not also an existing

study that would directly address the students’ major difficulties anent reading

which this study offers with its specific focus on the least mastered skills in

reading as the subject of the module to be developed.

Theoretical Framework

There is such a manifestation of the constructivist thrust of our

education which took its early roots from the theories of John Dewey and Jean

Piaget (Brown and Green, 2006). Dewey set the foundation for constructivism

by finding inquiry to be a key part of learning. Piaget’s theories also helped to

 26

shape constructivism with the key concepts of assimilation, accommodation and

schema. Combined, these theories constitute the beginning of the

constructivist learning process by focusing on how learning is processed and

structured.

In the works of Bruner, Vygotsky and Papert, the formal introduction of a

social aspect to learning was made (Brown and Green, 2006). Theorists who

have contributed to the development of constructivism have a common theme

which is, that knowledge is considered dynamic and constantly changing.

Learning is an active process which involves the learner’s personal

interpretations created through experience. Instructors take an interactive role

providing scaffolding and collaboration for learners. Constructivist pedagogies

are built from these foundations.

Stated simply, constructivism contemplates how the learner constructs

knowledge in a meaningful way. This is reflected on the kinds of tasks given to

learners. They are considered constructivist when the task is meaningful and if

it is authentic. To be considered a meaningful task, the learner should derive

applicable, understandable knowledge from it and it is authentic when it is

directly related to the course of study and is applicable to the real world.

Further, Constructivism, especially, Social Constructivism, identifies social

interaction to play a key role in the development of cognitive function and

higher order thinking resulting from relationships between individuals who are
 27

incorporated into a knowledge community based on language and culture

(Vygotsky as quoted by Desai, Hart, and Richards 2008) .

Although entirely operating on a Constructivist standpoint started by

Vygotsky, the study is anchored at a more recent reading and application of the

mentioned theory forwarded by Dewey and Roger.

Experiential Learning Theory by John Dewey is the primary anchorage of

this study. This theory stresses the importance of experience in education.

Knowledge is not information passed down to students for future use, but

instead knowledge is understanding based on past and current experience, the

process and goal of education are one and the same thing. Experiential

learning can be conceptualized as a process with several components: students

have an experience (Concrete Experience), reflect on observations about that

experience (Reflective Observation), analyse responses and formulate new

ideas (Abstract Conceptualization), and then actively test these new ideas in

new situations (Active Experimentation)

The second theory that supports this study is Carl Roger’s Facilitation

Theory. This theory tells that learning will occur only when a teacher acts

facilitator. A facilitative teacher allows students to do and discover something

on their own with the help of the peers. His idea is useful in this study since

the purpose of this study is to enhance the competencies of the students in

English. Learners will do things on their own as they are provided with activities
 28

by the teacher. The role of the teacher is to facilitate learning, rather than

direct tuition. The theory supports the idea that for learning to be effective, the

students should be involved in the evaluation of their own learning.

The theories cited above shall be the main theoretical considerations in

developing the Reading modules in Grade 10. Keeping in mind the essential role

of teacher as a designer of the learning activities (in this case the ones included

in the module), careful planning shall be made to ensure that with the

mentioned material, students shall be given opportunity to discover learning

through providing them first the confidence needed in approaching the issue of

enhancing their comprehension skills. The materials shall be carefully chosen as

to conform with the concept of contextualization and localization allowing for

greater room for experiential learning.

Lastly, the study also anchored on the theory forwarded by Howard

Gardner that supports the new paradigm of intelligence, identifying it as a

pluralistic phenomenon, rather than a static structure with a single type of

intelligence. The Theory of Multiple Intelligences honors and promotes the

development of all seven avenues of intelligence among learners. This

approach provides a framework to identify how children learn; to build on their

strongest assets; to help them become more intelligent by exposing them to a

variety of ways of learning; to better individualize for their interests and needs;

and to use teaching strategies that make learning more efficient, successful,

and enjoyable.
 29

Current research indicates that the only limit to one's intelligence is what

the individual believes is possible and how his or her behaviors either foster or

limit his or her intelligence. Research also indicates that intelligence is not a

static structure that can be measured and meaningfully quantified, but an open,

dynamic system that can continue to develop throughout life. Through his work

and studies, Reuven Feuerstein, an Israeli psychologist and educator, has

developed a theory of the "Modifiability of Intelligence." He has linked the

importance of how teachers, through facilitating learning experiences, impact

the quality of learning and influence the potential intelligence of each student.

Feuerstein's educational approach focuses on the quality of interaction between

the teacher and the learner, which he calls Mediated Learning Experiences

(MLE). He has successfully demonstrated how, through systematic and planned

enrichment, intelligence can be modified, expanded, and developed.

(Feuerstein, 1988

Experiential Learning Theory

(John Dewey)
(Learning as an experience of four component
process: Concrete Experience, Reflective,
Observation, Abstract, Conceptualization,
Active Experience)
 30

Least Learned
Competencies : Basis for a
Reading Module

Facilitation Theory Gardner’s Multiple Intelligence (MI)

1980 (The Humanist as Applied in

Approach) Mediated Learning Experiences (MLE)

Feuerstein, 1988
of Carl Roger "Modifiability of Intelligence."
The Teacher acts as Facilitator Modifying, Expanding and Developing Intelligence
through Systematic and Planned Enrichment
of Learning

Fig. 1: Theoretical Paradigm

Conceptual Framework

In developing/ constructing the module, the Research and Development

process will be used by the researcher.

After identifying the specific competencies where the students scored the

least, the actual R and D process shall be applied.

 31

First, planning shall be undertaken to identify the appropriate course of

action and pertinent details anent the actual choosing of materials to take and

consider.

After the planning stage, preparation shall be done . This would entail

gathering and consolidating the initial / requisite data to get the development

of the module going.

The actual making/ development of module shall then be undertaken.

Here, selection of materials and designing of the activities and formulation of

questions will be included.

When the module is completed, it shall be submitted to experts in the

field for evaluation/ validation. Necessary revision based on the

recommendations incurred during the evaluation stage shall be applied before

coming up with the final output – the validated module in Grade 10 Reading

classes for the least mastered competencies.

Least Learned Competencies : Basis for a Reading Module for

School Year 2018-2019
 32

INPUT PROCESS OUTPUT

Research and
Development
Process
a. Planning

a. Identified b. Preparing
Validated
Least learned c. Developing
competencies
Modules for
d. Evaluating Least Mastered
e. Revising
Competencies
in Reading,
f. Finalizing English 10
g. Analysing and
Interpreting of
Data through
the Use of
Statistical Tools

Figure 2: Conceptual Paradigm

Notes

Simon A Berardo. (2006). The use of authentic materials in the teaching of

reading. The Reading Matrix, 6(2), 60-69

Camille L. Z. Blachowicz, Donna Ogle. (2011). Reading comprehension:

Strategies for independent earners: New York, NY: The Guilford Press
 33

Cathy Collins Block and Susan E. Israel (2004). The ABCs of Performing
Highly Effective Think•Alouds. The Reading Teacher, 58(2), 154-167 retrieved
from “https://educationonline.ku.edu/community/teaching-reading-and-writing-
skills on May 23, 2018

David Buckinham (2011). Media education: Literacy, learning and contemporary

culture. Cambridge: Blackwell. Retrieved from
https://sites.google.com/a/boisestate.edu/edtechtheories/the-impact-of-technology-on-
constructivist-pedagogies-1 on May 23, 2018

Sherril M. Bue (2016) “Learning Styles- Based Reading Skill Book For
Intermediate English” Unpublished masteral thesis, Naga College Foundation
Naga City

Patricia. L. Carrell. and. Joan. C. Eisterhold (1988). Schema theory and ESL
reading pedagogy. TESOL Quarterly, 17(4), 553-573

Isagani Cruz. (2014). Contextualized Subjects. Retrieved from www on

June 22, 2017 @ http://www.philstar.com/education-and-
home/2014/05/29/1328524/contextualized-subjects

Isagani Cruz. (2010). Mini Critique: The K+12 debate. The Philippine Star.
Retrieved from http://www.philstar.com/education-and-home/620399/k12-
debate on May 23, 2018

J. Flores (2008) . Writing instruction for struggling adolescent readers: A

gradual releasemodel. Journal of Adolescent & Adult Literacy, 46(5), 396-405.

Niña A. Gomez (2017) “Pupil Characteristics and Reading Habit: Influence

on Reading Comprehension of Intermediate Pupils of Central Schools in Pili
District” Unpublished master thesis, Naga College Foundation Naga City

Lorena D. Gonzales (2016) “Implementation and Validation of English

Modules for Remediation Using Independent and Cooperative Learning”
Unpublished master thesis, Naga College Foundation Naga City

Peter Youngqi Gu. (2003). Fine Brush and Freehand1: The

Vocabulary•Learning Art of Two Successful Chinese EFL Learners. TESOL
Quarterly, 37(1), 73-104.

Ian McGrath. (2002). Why aren’t students proficient in ESL: The teachers’
perspective. The English Teacher, 18-29. Retrieved from the WWW on May 23,
 34

20188 http://
net/default.asp?page=news&action=details&opt=popup&REFECODE=ARIMP

M. Orogo. (2014) “Reading Comprehension and Mathematics Performance

of Secondary Students in Lyceo de Pasacao” Unpublished master thesis, Naga
College Foundation Naga City

Lourdes Ortega .(2009). Second language acquisition: London: Hodder

education

Christina Paulson, Mary Bruder . (1997). Teaching English as a second

language: techniques and procedures. Englewood Cliffs, NJ: Prentice-Hall, Inc.

Andrew Peterson (2012). Metacognitive reading strategy awareness of ESL

and EFL learners. The CATESOL Journal, 16(1), 11-28.

Michael Pressley, Peter Afflerbach . (1995). Verbal protocols of reading:

The nature of constructively responsive reading: Lawrence Erlbaum Associates,
Inc. Quarterly. Retrieved from http://www.msularc.org/docu/
RWQ010405draft.pdf

Jan Richardson (2010). Making sense of reading scores with reading

evaluation and decoding system (READS). English Language Teaching, 3(3),
35-46.

Donald Reinbeck (2015). Media and Information Literacy: a Human-Rights

Based Approach in the Developing Countries. Discussion paper. DW Akademie.
from https://sites.google.com/a/boisestate.edu/edtech/media-info-
devcoun/00923 May 23, 2018.

Lilibeth Besa- Roman 92014) “Science- Based Reading Skill Book For High
School Students” Unpublished master thesis, Naga College Foundation
Naga City

Edward Thoman & Toohey Jolls. (2005). Media literacy education:

Lessons from the center for media literacy. In G. Schwartz & P. U. Brown
(Eds.), Media literacy: Transforming curriculum and teaching (Vol. 104, 2005,
pp. 180 -205). Malden, MA: National Society for the Study of Education
Retrieved from http://www.mediaeduc.com/er/10.1080/0057789 on May 23,
2018
 35

Charles Wankel, Patrick Blessinger (2006). E-learning: paradigm shift

in education. Education. Retrieved from
http://www.tandfonline.com/doi/abs/10.1080/00330124.2012.693876 on May
23, 2018.

Lawrence Jun Zhang (2001). Awareness in reading: EFL students'

metacognitive knowledge of reading strategies in an acquisition-poor
environment. Language Awareness, 10 (4), 268-288. retrieved from
https://educationonline.ku.edu/community/teaching on May 23, 2018

CHAPTER III

METHODS AND PROCEDURE

This chapter will present the research design, respondents, data

gathering procedure, research instrument, and statistical treatment of data.

 36

Method of Research Used

In order to facilitate a systematic procedure in developing a reading

module, the Research and Development (R & D) method shall be utilized.

Following thus, the study shall undergo different phases: Planning and

Research Planning, Designing Phase, Crafting Phase, and Evaluation Phase.

The research and development is specifically preferred in this study as it

involves the use of systematic work in order to come up with a new device or,

in this case, a new instructional material--- the reading module.

The activity , characterized by originality, shall involve investigation. As

such, different processes need to be applied such as planning, preparation,

developing, evaluating, revising, and finalization.

During the conceptualization, planning and preparation Research is

employed providing the needed directions of the study. Further, research shall

be of great importance in the actual drafting and designing of the module,

specifically in choosing what appropriate materials to be included.

Development will be used in the actual formation of the module—the

production process.

The primary theory of R&D at work in this study is that by Frascati Manual

(2015) which describes the creative and systematic work to be undertaken in

order to come up with new product.

 37

This study will follow the R&D phase: Planning and Research Planning,

Designing Phase, Crafting Phase, and Evaluation Phase.

Further, descriptive-qualitative method will be used to validate the

Grade 10 Reading Module on the least mastered competencies with the English

teachers from the identified schools in Manguiring, Calabanga as primary

respondents/evaluators.

Module Development Time Table

Activity Time Frame

Identification of problems and needs.

Set Target Competencies June

Research & Benchmarking/ Designing July- August

Writing Module August – November

Validating and Revising December- February

Steps in Module Development

Most instructional theories and models rely on a set of steps to produce

an effective result (as cited by Martirez, 2016) The study employed the

Research and Development (R&D) process and thereby followed certain steps

categorized into four phases: Research/Planning Phase, Designing Phase,

Crafting Phase, and Evaluation Phase.

 38

Research and Planning phase

The first phase in the development of the Reading Module shall entail

gathering of data/ information required in effective planning for the course of

action to take in the conduct of the mentioned project. Among the information

needed is the result of the diagnostic test conducted testing the current reading

proficiency of the participants (Grade 10 students in Manguiring, Calabanga ,

Camarines Sur). After identifying the least mastered competencies of the

learners, actual planning on what specific area to focus on and the kind of

material to look for, including the timeline for specific activities shall be made in

an Action Plan.

Also included under the research and planning phase is the actual

location of the appropriate reading materials for every identified reading

competency in focus. Among the considerations in the search for the said

materials are its subjects—whether or not they will be appealing to the readers.

For this, the concept of contextualization and localization shall be applied.

Materials should also be catering to the different reading proficiency levels of

the learners. Thus, there should be easy, average and difficult readings all

tackling the same competency.

Designing Phase

Decision as to what major design the module is to take shall be given

emphasis on this phase. The setting of the over-all rationale, the objectives,
 39

reading presentation, activity designs, etc. shall here be made clear. Here, the

study shall be guided by the format and content of the Grade 10 English text,

Celebrating Diversity Through World Literature, taking into account the

materials provided in each reading section. Among the things considered is

coming up with materials responding to the same competencies and tackling

the same issue/concern but of a local context that the students can relate to; or

a materials which is easier to understand though pertaining to the same topic.

It would be very important as well to plan out/ identify the objectives

that would be set on each part of the module, how these objectives would be

put together and the kind of activities that would best illustrate the learners’

understanding and their developed skills.

Also to be included here clear categories of activities—activities and

reading shall be divided among easy, average and difficult sections.

Further, part of the module design would be the appropriation of part

where it would be possible of learners to do self-assessment of their progress.

A sort of checklist of achievement per section of the module shall be provided

for the purpose.

Crafting Phase

After gathering all the needed information relevant to the crafting of the

book, the researcher will commence developing the module.

 40

This phase of the process covers the bulk of the module development.

Guided by the plans and designs set, the researcher shall start gathering

materials in accordance with the identified competency and manner of

presentation. Working with the local materials, sourcing information from

magazines, books, newspaper, ads, internet and even student outputs,

materials shall be chosen and appropriate activities, questions, trivia, layout

designs etc. regarding the materials shall be made as well.

The data that will be gathered from these sources will be analysed to its

applicability in crafting the skill book. After gathering the data for the content

and activities, the researcher will consolidate materials to come up with the

module.

Evaluation Phase

The initial copy/copies of the module shall then be forwarded to identified

English teachers for validation. The areas on which validation will focus are: the

module’s format, content , usability, practicality, and suitability. The teacher-

validators will be coming from public and private schools.

Respondents of the Study

The teacher-validators coming from both public and private high schools

in Manguiring, Calabanga Camarines Su shall be the major respondents of the

study. A total of 15 English Teachers handling secondary level , specifically

coming from Jose De Villa National High School, Calabanga National Science
 41

High School, Medroso Mendoza National High School, Sabang National High

School, Quipayo National High School, Dominican School of Calabanga, and Our

Lady of La Porteria Academy are to evaluate the module based on the criteria

set along its content, format, usability, practicality and suitability.

Table 1: Population Distribution

Schools Male Female Total

Private School Teachers 1 3 4

Public School Teachers 3 8 11

Total 15

Research Instrument

To test the validity of the module that will be yielded by the study, a

questionnaire / checklist prepared as main research instrument shall be used.

The said tool is designed in accordance with the competencies entailed in

achieving the content and performance standards set in the Curriculum Guide in

English 10 under the K to 12 Basic Education Curriculum.

Data Gathering Procedure

The research tool shall be distributed among the respondents along with

the module developed. It is primarily a questionnaire presenting specific

qualities/qualification for validation of the mentioned module.

 42

The questions/ checklist being qualitative in nature shall be requiring the

teacher- validators to respond to a four-point evaluation checklist: 4 for VERY

HIGH LEVEL OF VALIDITY; 3 HIGH LEVEL OF VALIDITY; 2 LOW LEVEL

VALIDITY; 1 VERY LOW LEVEL OF VALIDITY.

The results shall then be collated and treated statistically.

Statistical Treatment

To statistically analyse the responses of the teachers, weighted mean will

be used. It is used to determine the validity of the Reading Module on the Least

mastered Competencies.

∑(𝑊𝑋)
x= ∑𝑊

where:

X = Mean

W= Weight

X= the item value

∑W = summation of the weight

∑WX = Summation of the class product of the weight and the item value.

The weighted –mean will be interpreted according to the scale below:

Weighted Mean Interpretation

 43

3.08- 4.00 Very High

2.22- 3.07 High
1. 36- 2.21 Low
0 .5 - 1.35 Very Low

Very High Level of Validity – Manifestation of indicators on usability,

practicability and suitability are met and evident.

High Level of Validity – Manifestation of indicators on usability,

practicability, and suitability are met and evident

Low Level of Validity – Manifestation of indicators for usability, practicability

and suitability is less evident.

Very Low Level of Validity – Indicators are not met.

Notes

B. Martirez (2016). Acceptability and Validity of Grade One Reading

Module: Towards an Established Language Instruction Under the K -12
program,

F. Zulueta et al. (2000) Methods of Research, Thesis Writing and Applied

Statistics . Manila: National Book Store.
44