Republic of the Philippines

Region IV – A CALABARZON
Division of Batangas
BATANGAS STATE UNIVERSITY
R. Martinez St. Brgy. Bucana
Nasugbu, Batangas
COLLEGE OF TEACHER EDUCATION
BACHELOR OF ELEMENTARY EDUCATION

An Action Research

Entitled

Addressing Pupils’ Interests as Reflected in their Multiple Intelligence and Its Impact on

the Learning and Musicality in Music Education of Grade VI Pupils in the Laboratory

School of Batangas State University-ARASOF Nasugbu Campus

MARIA KRISTEL T. BENDICIO

BEEd 1101
I. Context and Rationale

Creating an inclusive classroom to provide music for the

elementary grades with different backgrounds is one of the goal of the

education system here in our country. But, it is apparent that not all students

demonstrate above-average skill when it comes to music education. Pupils’

interests inside classrooms constituted some certain issues on their

involvement, participation and engagement in musical activities. This is a

significant missed opportunity when their own interests, skills and aspirations

were not considered during classroom-based instruction (Paul Hamlyn

Foundation, 2014). In today’s world, although for betterment we are exposed

to different possibilities and that music education was given importance in our

enhanced curriculum, it is undeniable that motivating students to improve

their performance was still a challenge faced by music teachers (Kent State

Online Master of Music Education, 2017). Some pupils really don’t have the

passion for music, lack confidence and creativity for self-expression.

Music education has been part of the K to 12 education in the

Philippines and was taught starting from Kindergarten to Grade 6 in the

primary level. The Laboratory School of Batangas State University-ARASOF

Nasugbu Campus also integrates music education as part of their curriculum.

Pupils who are enrolled in the said institution have the opportunity to learn the

concepts, skills and processes of Music and to be able to apply what they’ve

learned. The focus of this action research is placed on investigating the

impact of pupils’ interests on their learning and musicality. Also, central to this
 study is through determining their diverse interests and needs, it can be a

helping tool to improve the pupils’ learning and to produce positive outcomes

when they’re studying music for their progress in school.

According to Bowie (2004), music educators or those also known as

teachers of Music, have the mission to incorporate the world of sound into

classrooms so each learner can play music, listen to music and more

importantly to create music on their own. The importance of this study is that

upon its findings it will give teachers knowledge on how to deal with their

diverse pupils when teaching music and help the pupils to stimulate their

attention and find the subject of Music as an interesting one.

The researchers conducted this action research because of their

observation that elementary students before weren’t equipped with the ability,

knowledge and learning in terms of Music when they entered secondary

education. The researchers also want to provide essential action or solution

to the stated problem by conducting this kind of research.

Action Research Questions

This study aims to determine the learning needs reflected in Phil-Iri of

Grade IV, V and VI pupils using remedial reading in Balibago Elementary

School.

Specifically, this study seeks to answer the following questions:

1. What are the profiles of the pupil-respondents in terms of:

1.1 Gender,
 1.2 Age;

1.3 Grade Level; and

1.4 Philippine Individual Reading Inventory Assessment Result

2. How does the learning needs reflected in Phil-Iri affect the pupils’

reading skills?

3. What program of action can be proposed to address the learning

needs of pupils reflected in Phil-Iri?

II. Proposed Innovation, Intervention and Strategy

PROPOSED ACTION PLAN IN INTENSIFYING SCHOOL’S READING PROGRAM

THROUGH REMEDIAL READING

Expecte
d
Outcom
Activities/Strategie Resources/Budg Time Stakeholder
Objectives e
s et Frame s
(Output
Indicator
)
Identify
Non-
Reader
pupils in
Balibago Conduct Oral
Zero
Elementary Reading Reading June Teacher
non-
School Assessment with Materials 2018 and Pupils
reader
through the use of Phil-Iri
Oral
Reading
Assessmen
t in Phil-Iri
 1 .One on one
reading session
with the pupil and
the teacher using
marungko
approach

3.Provide
downloaded
videos of phonetic
lessons for pupils
to watch

4. Apply “Teacher-
Classmate“ in
Improve school to
reading strengthen the
level of pupil’s eagerness
pupils in to become a Reading
Balibago reader. Materials
EIementary Flash cards
June to
School 5. Provide Laptop Teachers
Octobe Zero
from non- enjoyable reading DLP and pupils
r 2018 non-
reader to materials to be Educational
reader
average or used at home and pamphlets
fast reader in school. magazines
using
remedial 6. Recite the
reading DOLCH Basic
Sight Words every
day and be able to
memorize the
spelling of the
words

7. Supply
educational
pamphlets,
magazines and
other worthy
reading materials
for reading
practices.

8. Expose the
 pupils in reading
selection through
the aid of laptop to
make reading
more enjoyable.

III. Action Research Methods

This chapter presents the research design, participants of the study,

construction and validation of instrument, data gathering procedures, and data

analysis.

Research Design

A mixed method design will be utilized in the study in which both qualitative study

and quantitative research were used. Specifically, a Pre-Oral Test of Philippine

Individual Reading Inventory were employed to determine non-reader learners in

Grades IV, V and VI of Balibago Elementary School. Observation and Interview were

conducted to validate the results.

Construction and Validation of Instrument

The study utilized semi-constructed interview to collect the needed data and in getting

the desired information from the students. It is designed to investigate the learning
needs of students reflected in Phil-Iri. The interview guide is composed of is composed

of 5 items with open-ended questions.

a. Participants and/or other sources of data and Information

Six (6) sections in Grades IV, V and VI of Balibago Elementary School were

selected for the five-months intervention program. A total of 24 students served

as the respondents of the study. A pre-oral reading test in Philippine Individual

Reading Inventory (Phil-Iri) was conducted to determine the non-reader pupils.

b. Data Gathering Methods

After determining the pupils who are non-reader a semi-constructed interview will

be administered to the respondents to gather empirical data. The pupils then will

undergo a remedial reading program. The said program will improve the reading

level of Grade IV to VI non-reader pupils.

c. Data Analysis

Problem 1. Profile of the Grade IV, V and VI pupils in terms of:

1.1 Gender,

1.2 Age;

1.3 Grade Level; and

1.4 Philippine Individual Reading Inventory Assessment Result

Percentage and frequency were used to determine the profile of the learners.

Problem 2. Effect of Learning Needs to the Pupils’ Reading Skills

 Thematic Analysis will be used to describe the needed data.

Problem 3. Proposed Student Development Plan

No statistics was used for this problem. A plan was designed to address the

learning needs of pupils reflected in Phil-Iri.

Results and Discussion

Table 1. Profile Distribution of Grade IV, V and VI Pupil-Respondents

Profile Frequency Percentage (%)

GENDER

18 75 %
Male

Female 6 25 %

AGE
 8-9 6 25 %

10-11 18 75 %

GRADE LEVEL

Grade IV 8 33.33 %

Grade V 8 33.33 %

Grade VI 8 33.33 %

PHILIPPINE INDIVIDUAL READING INVENTORY ASSESSMENT RESULT

( NON-READER)

Grade IV 8 33.33 %

Grade V 8 33.33 %
 Grade VI 8 33.33 %

As shown in Table 1, eighteen (18) pupil-respondents equivalent to seventy-five

percent (75 %) are males and the remaining six (6) pupil-respondents equivalent to

twenty-five percent (25 %) are females. Therefore, most of the pupil-respondents who

are non-reader are males.

Of the 31 pupil-respondents, age ranging from ten (10) to eleven (11) have the

greatest frequency of pupils who are non-reader which is equivalent to seventy-five

percent (75 %) and this is followed by ages eight (8) to nine (9) equivalent to twenty-

five percent (25 %)..

The number of pupils who are non-reader are equal in each grade level with a

frequency of eight (8) that is equivalent to thirty three percent (33.33 %).

The Effect of Learning Needs Reflected Through Phil-Iri to the Pupils’ Reading

Skills

Based on the conducted interview, most of the pupil-respondents recognize the letter

name but doesn’t know how to pronounce it whether in English or Tagalog. They are

taught how to read at school but still they can’t read on their own. And because it is hard

for them to read they can’t comprehend well what he/she was reading. There are also

students who are shy and easily got nervous when they are about to read. Some found

it difficult to recognize words and also found difficulty in writing. It was also revealed that
most of them were advised to bring books or any reading materials from school to their

homes but there is no one who can teach them at their own homes while some have

someone who can teach them but they lack willingness to learn how to read. Indeed,

these learning needs make an impact on the child’s reading development. And these

learning needs are also critical to the pupils’ literacy rate success. This implies that

students who are non-reader must be guided thoroughly whether in school or at home

for them to learn how to read. Motivation is a need to caught their attention and interest

and to make these pupils understand what is the importance of reading.

IV. Action Research Work Plan and Timeline

Researc June 2018 July August September October

h Activity 2018 2018 2018 2018

Research W W W W W W W W W W W W W W W W W W W W
Activity 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Research
Preliminarie
s
Gathering of
Literature/St
udies
Research
Methodolog
y,
Construction
/Validation
of
Instrument
Data
Gathering
Data
Analysis
Writing
Results
Preparation
of Output

V. Cost Estimates (If necessary)

Output
Objectives Activity Stakeholders Resources
Indicator

VI. Plans for Dissemination and Utilization

Proposed Student Development Plan

 School Head
Stakeholders’ Stakeholders’ Stakeholders
To get involve Teachers
awareness on Meetings and Perception on
in the program Parents and
the program Conferences the Program
Pupils
Addressing the
Learners
Needing To develop Phil-Iri Oral
Adopted and
Assistance in Reading skills Class advisers Reading
Implemented
Remedial using reading and pupils Assessment
Programs
Reading using materials Result
reading
materials
Remedial
To engage in School Head
Reading using Reading Materials Learners
school Teachers
reading Video clips improvement in
activities and Parents and
materials Reading skills
programs Pupils
Sustainability
To measure
the success of
School Head Phil-Iri Oral
Remedial Pupils’
Impact of the Teachers Reading
Reading using Progress in
Program Parents and Assessment
different Reading
Pupils Result
reading
materials
To know the
result of the
School Head Narrative Report,
Remedial
Program’s Teachers videos and Enhancement
Reading using
Assessment Parents and pictures of of the Program
different
Pupils Accomplishment
reading
materials

VIII. References

Anderson, K. S. (2006). The Efficacy of a Reading Remediation for Etnically and

Economically Diverse At-Risk Readers. Retrieved from

https://pdfs.semanticscholar.org/a110/15dc127871ae461de4636b16075707fe4.p

df
Cornthwaite, J. A. (2012). Finding An Effective Method of Reading Remediation for

Young Readers: A Comparison of Two Methods (master’s thesis). Vancouver

Island University, Canada.

Dickinson, S. B. & Neuman, D. K. (2006). Every Child Ready to Read. Learn. Grow.

Retrieved from http://everychildreadytoread.org/literature-review-2010/

Hausheer, R., Hansen, A., & Doumas, D. M. (2011). Improving Reading Fluency and

Comprehension Among Elementary Students: Evaluation of a School Remedial

Reading Program. Retrieved from https://eric.ed.gov/?id=EJ933175

Lee, G. L., Gable, R., & Klassen, V. K. (2012). Effective reading remediation

instructional strategies for struggling early readers. Procedia-Social and

Behavioral Sciences 46 (2012), 822-827. Retrieved from

https://www,sciencedirect.com/science/article/pii/51877042812013353

Martel, J. (2015, May 8). Teaching Ideas for Remedial Reading. Retrieved from

https://www.brighthubeducation.com/special-ed-learning-disorders/103576-four-

remedial-reading-teaching-strategies/

Quirk, M. P., & Schwanenflugel, P. J. (2004). Do Supplemental Remedial Reading

Programs Address the Motivational Issues of Struggling Readers? Analysis of

Five Popular Programs. Reading Research and Instruction: The Journal of the

College Reading Association, 43(3), 1-19.