Professional Documents
Culture Documents
THE PROBLEM
INTRODUCTION
Constantly, it seeks for relevance by combining the reliability of the past and
the innovation of the future. This continuous demand has been posing
educational system implemented starting in 2011 and signed into law in 2013,
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
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.
performance in English has crossed through the other subject areas, manifested
academic success.
could put their fingers on identifying the reason for the problem.
from Grades 7 to 10 English classes. With the aid of the Curriculum Guide,
However, the task is even more demanding when it comes to ensuring mastery
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Working on the idea that in teaching and learning, there is no such thing
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
On this account, the DepEd’s own call for teachers to “localize” materials
Aside from the inadequate supply of learning materials, there are only 15
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
the study of Jamwal (2012), he hoped that the use of interactive learning
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modules is a tool to make the students closer to a specific field. Similarly, the
comprehension by using a reading module that will help them develop and
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
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
As a result, teachers should prepare learning modules to make the teaching and
treated with modular approach received higher scores than those taught
student’s success.
learning approach of the students while making reading texts suitable for their
students of Manguiring National High School, Calabanga, Camarines Sur for the
developing a reading module that would take into account the learners’ socio-
This study aims to develop a reading module for the Grade 10 students in
1. What are the least learned competencies of Grade 10 students along reading
comprehension?
a. rationale;
b. objectives;
c. content standard;
d. Performance standard;
g. Learning Outcomes ?
3. What are the steps undertaken in the development of the reading module
along:
a. Planning Phase;
b. Designing Phase;
d. Evaluating Phase?
a. Usability;
b. practicability ; and
c. Suitability?
ASSUMPTIONS
English Teachers. The results may provide inputs for the English teachers in
texts suitable for their level and localized to be contextual for easy
reading comprehension.
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Parents. The results will provide them with the reading module that they can
reading comprehension. The module can be used also to monitor the progress
School Administration- The output of the study can help them decide on
how to better enhance the teaching-learning process given the varied problems
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
reviews that will enrich the knowledge in the field of language and
development.
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Definition of Terms
For clarity and better understanding of terms used in this study, the
items where majority of the subjects got them wrong through the reading
students. These competencies are the focus of the reading module and the
study, this refers to the intervention material proposed, which shall focus on
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:
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,
material. In this study, this refers to the evaluation of the reading module to
with and competent it the specific target set on each section of the
module.
skills” (Collins & Collins, 2002) Beers (2003) defined as the “ acquisition, use,
conclusions.
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NOTES
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.
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
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CHAPTER II
This chapter contains articles from various publications and studies found
were noted, guided, and explored to spell out the aforesaid features.
(2003) called it as the “most vital” of all the language skills. While, Pressley &
interventions implemented.
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problem as they identify how the weakness in the reading ability constitutes
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.
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
performance.
pointed out that lower performing readers have a lower interest in reading,
they mean not only reading in the English subject but also reading across
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
memory. These studies underscore all the more that reading comprehension is
scholars have conducted studies trying to discover the possible reason and
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
comprehension, there are also studies that look into motivation as a way to
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.
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
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
read a variety of expository content (i.e., science social studies), and coupled
their reading. This cyclical relationship between motivation and reading ability
Hafiz & Tudor (2009) investigated whether extensive reading for pleasure could
skills.
the situation as they stated that the problem with motivation to read hinders
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.
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Hassan and Selamat, (2002) identified that, in Malaysia, the ESL teachers have
workbooks because the textbooks are either too difficult or too easy and do not
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
learners.
the materials that would not only provide the needed competence but would
The same argument was raised by Paulston & Bruder (1996) saying that
and that is possible only is if the text is selected with local setting.
periodicals, and brochures that are related to daily life routines of the learners.
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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
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.
different levels of students’ reading ability. Most of the teachers merely teach
Education. Furthermore, they stated that the reading texts are not tailored to
meet the students’ abilities and no specific modules are provided to the
This is where the role of a module comes in. According to Behlol (2010),
entry behavior test, transaction of instruments, criterion test, pretest and post
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test. He also added that it allows learners to be at their own pace as they
(Padmapriya, 2015). From this study, it was revealed that modules are effective
studies.
Fabricante (2006), for instance, found out that instructional modules are
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
Roman, 2014).
which student got high results in the posttest. (as cited by Bue, 2016).
development phase, field try – out phase, and evaluation phase. The
His study revealed that the activities and content of the modules were varied
Even Alvia (2008) and (Ognita 2005) had proven that workbook is
Intermediate Algebra for second year students at San Isidro High School while
performance level which was far below the passing standard of 75% , because
study what they have learned from the classroom through their teachers.( as
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
their study.
vocabulary building. According to Duru & Koklu (2011), there is a direct link
Beem (2012) and Kitcsh and Mangalath (2011), it should be emphasized that
vocabulary building should match thorough understanding of the words and not
Mastropieri & Scruggs (2011), Bohn-Gettler & Rapp, (2011), Deshler, Hock, &
belief that they have the ability to pursue such academic activity Thus,
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
(2014) that there is little work done regarding developing modules for English
that teachers are facing is the lack of standardised modules and appropriate
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
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
Theoretical Framework
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
structured.
social aspect to learning was made (Brown and Green, 2006). Theorists who
learners. They are considered constructivist when the task is meaningful and if
directly related to the course of study and is applicable to the real world.
higher order thinking resulting from relationships between individuals who are
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Vygotsky, the study is anchored at a more recent reading and application of the
Knowledge is not information passed down to students for future use, but
process and goal of education are one and the same thing. Experiential
ideas (Abstract Conceptualization), and then actively test these new ideas in
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
on their own with the help of the peers. His idea is useful in this study since
English. Learners will do things on their own as they are provided with activities
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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
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
through providing them first the confidence needed in approaching the issue of
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.
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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
the quality of learning and influence the potential intelligence of each student.
the teacher and the learner, which he calls Mediated Learning Experiences
(Feuerstein, 1988
Least Learned
Competencies : Basis for a
Reading Module
Conceptual Framework
After identifying the specific competencies where the students scored the
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
coming up with the final output – the validated module in Grade 10 Reading
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
Notes
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
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. (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
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
Lilibeth Besa- Roman 92014) “Science- Based Reading Skill Book For High
School Students” Unpublished master thesis, Naga College Foundation
Naga City
CHAPTER III
Following thus, the study shall undergo different phases: Planning and
involves the use of systematic work in order to come up with a new device or,
employed providing the needed directions of the study. Further, research shall
production process.
The primary theory of R&D at work in this study is that by Frascati Manual
This study will follow the R&D phase: Planning and Research Planning,
Grade 10 Reading Module on the least mastered competencies with the English
respondents/evaluators.
an effective result (as cited by Martirez, 2016) The study employed the
Research and Development (R&D) process and thereby followed certain steps
The first phase in the development of the Reading Module shall entail
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
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
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.
the learners. Thus, there should be easy, average and difficult readings all
Designing Phase
emphasis on this phase. The setting of the over-all rationale, the objectives,
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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,
the same issue/concern but of a local context that the students can relate to; or
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’
Crafting Phase
After gathering all the needed information relevant to the crafting of the
This phase of the process covers the bulk of the module development.
Guided by the plans and designs set, the researcher shall start gathering
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
English teachers for validation. The areas on which validation will focus are: the
The teacher-validators coming from both public and private high schools
coming from Jose De Villa National High School, Calabanga National Science
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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
Total 15
Research Instrument
To test the validity of the module that will be yielded by the study, a
achieving the content and performance standards set in the Curriculum Guide in
The research tool shall be distributed among the respondents along with
Statistical Treatment
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
∑WX = Summation of the class product of the weight and the item value.
Notes