Example of Action Research

[
Republic of the Philippines

Department of Education
Region 02 – Cagayan Valley
Schools Division of the City of Ilagan
Isabela National High School Compound, San Vicente, City of Ilagan, Isabela, 3300 Certificate No.
44 100 18 93 0039
(078) 624-0077 ilagan@deped.gov.ph sdocityofilagan.com.ph
May 24, 2021
GILBERT NARAG TONG, Ph.D, CEO V, CESO VI

School Division Superintendent
Division of the City of Ilagan
Sir:
God’s Grace and Bountiful Blessing!
The undersigned is a Master Teacher 1 of Minabang Elementary School in the City

Division of Ilagan is asking permission to conduct action research entitled: VIDEO
LESSON AND MARUNGKO APPROACH: A WAY TO UPGRADE THE
READING SKILLS OF 23 GRADE I LEARNERS IN MINABANG
ELEMENTARY SCHOOL.
I am anticipating that this action research can raise the reading skills more helpful to
23 Grade I learners during this time of COVID-19 pandemic.
Thank You and more power from the Almighty.
Respecfuly yours,
LIEZLE R. CABANGAN
Proponent/Researcher
Noted:
FELIX T. RAMOS
Research Focal Person/ Principal 1
Approvals:
NICOLE L. SILVA NELIA M. MABUTI,CESE

Division Research Focal Person Assistant Division Superintendent
SDRC-Chairman
Approved:
GILBERT NARAG TONG PhD, CEO VI, CESO V

Schools Division Superintendent
“together we walk for the ilagUEño learners”

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
May 24, 2021
FELIX T. RAMOS
Principal 1
Minabang Elementary School
City of Ilagan, Isabela 3300
Sir:
Greetings in the name of the Lord!
I, the undersigned is a Master Teacher I of Minabang Elementary School is asking

permission to conduct a research study entitled: VIDEO LESSON AND USING
MARUNGKO APPROACH: A WAY TO UPGRADE THE READING SKILLS OF
23 GRADE I LEARNERS IN MINABANG ELEMENTARY SCHOOL.
Attached here is a copy of my research proposal.
Your approval to conduct this research will be greatly appreciated.
Thank You very much!
Respectfully Yours.
LIEZLE R. CABANGAN
Proponent/Researcher
Noted:
FELIX T. RAMOS
Principal I

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
VIDEO LESSON AND MARUNGKO APPROACH: A WAY TO UPGRADE

THE READING SKILLS OF 23 GRADE I LEARNERS IN MINABANG
ELEMENTARY SCHOOL.
ACTION RESEARCH
PROPOSAL
Presented to:
The Division Research Committee

Division of the City of Ilagan
by:
LIEZLE R. CABANGAN
Master Teacher I/ Research Proponent

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
2020-2021
I. Context and Rationale
It was said that Reading is essential for a child’s success. The barriers
faced by children with difficulty reading outweigh their desire to read and
without proper guidance, they never overcome them. Learning to read is a
sequential process, each new skill builds on the mastery of previously
learned skills.
One of the most important gifts we can give or children is to help them
learn to read so that they can succeed in school. Confident, active readers
are able to use their reading skills to follow their passions and curiosity
about the world. We all read for a purpose: to be entertained, to take a
journey, to connect with others, to figure out how to do something, and to
learn about history, science, the arts, and everything in this world.
Learning to read is complex, children don’t learn one reading- related
skill and the move on the next a step-by-step process. Instead, they are
learning to do many things at the same time: decoding, reading with
comfortable fluency, absorbing new vocabulary, understanding what the
text says and discovery that reading is pleasurable and builds knowledge
about the world.
Today, the Philippines is globally faced with various and serious
problems like economic condition, financial crisis, natural calamities, wars,

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
pandemic, low performing in education and many more. Different countries
work and help one another to give solutions. Resources are gathered
together in order to give actions to the existing conditions to end the
problem.
“New Normal” is often heard now a days as a result of the pandemic
that is going on now. There is a lot of “new normal” that took place in every
daily routine, on jobs, on every government processes and in education.
Moreover, “new normal” breaks the norms that people have lived by. In the
daily human routine, “new normal” means to wear face mask every time
people go out. In government, everything must first be done through online.
But how about in Philippines Education System? What does look “new
normal” looks in education?
For years, Philippine Education System has been traditional but
gradually changing to cater the demands of the new generation. As a matter
of fact, before this “new normal” came to light, teachers and learners are
already using the internet, computer and other technologies in education.
But the difference lies between having face to face class and now in “new
normal” classes are done virtually. Department of Education introduced 3
modalities of how learnings shall be delivered in “new normal”. These are
Distance Learning, Blended Learning and Homeschooling respectively.
The first modality is the Distance Learning which itself has also 3 forms.
First the modular distance learning where modules will be given to the

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
learners and it will be collected every Friday by the teacher. In this modality
parents must make a drop box or called a learning package where the teacher
can place the modules and return the parents will also place the activities
done by the learner. Second form is the Online Distance Learning, learners
who opt to choose this modality must have internet connection. In this
modality the teacher and the learner will meet virtually and do their
activities synchronous or asynchronous, this kind of modality is fitted to the
learners who are committed to learn on their own.
Second modality is the blended learning. This commonly tagged as
“hybrid learning” since this is effective at helping a diverse student body.
This modality is the combination of anything that is mentioned above. It
may or may not requires internet connection and parents shall also pick up
the learning modules in the school.
Third and lastly is the Homeschool modality. This kind of modality is
effective if the learner has an available tutor or parent who is qualified and
always available to facilitate the learning of the children.There is a great
challenge ahead of this “new normal”. There’s a lot to adjust and embrace.
But one thing is for sure, these modalities in learning presented can
continually deliver quality education to or learners. As what Dep. Ed
Secretary Leonor Magtolis Briones has said “Learning will continue,
COVID or no COVID”.
Schools all over the world was affected .

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
On the other hand, reading is a problem to the learner. This problem
exist to 23 Grade I class of Minabang Elementary School. The Informal
Reading Inventory (IRI) is one of the most useful classroom tools in
assessing a pupil reading ability. Another devise that aids to know the
reading ability of the learners is the Monitoring Tool used by the teacher
regarding the result of issues and concerns. The Multi- Factored Assessment
Tool (MFAT) is also a screening tool intended to gather information on
learner’s strengths, needs, learning styles and other educational concerns.
The Pre-Test administered first Monday (6th and 7th) of February 2021
via text, call, chat or video call. Out of 23 Grade I learners composed of 12
male and 11female. Based on the result none or 0% under fast reader 8 or
35% are average 1 or 4% slow 5 or 22% syllable, 7 or 30% and 2 or 9% are
non- readers. The result shows alarming so the researcher started to look
forward and seek help in order to uplift the reading ability of the learners.
The researcher therefore was motivated to make a research of how a learner
can help in spite of the new normal condition.
In the Philippines, Marungko Approach is also associated with phonics.
It was first introduced to a two teachers in De Los Santos Community
School in Marungko, Angat, Bulacan, Philippines (Ali and Urbano,1967).
In this approach, the first thing that children knew the letter sound of the
Filipino alphabet which was called the “Mastery of Sound Letters” (Laud –
Reyno,2014). It was adopted as an explicit phonics instruction program in

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
the Philippines, which is designed to prepare beginning readers the
necessary materials to improve the reading comprehension skills
(Talley,2017).
It also seeks to develop a training model to enhance teacher’s ability in
the teaching reading in a particular grade one (Bustos-Orosa), Ferrer, 2013).
De Been (2017) stressed that beginning reading is important in grade I. The
teachers obliged, as their profession demands, to plan and provide effective
reading program (Edelman,2017) for the development of the reading skills
of the learners.
Bustos-Orosa and Ferrer (2013) noted that in the most public schools in
the Philippines, for instance, Mananao Elementary School in San Manuel,
Isabela, Philippines, they see Marungko Approach as an alternative reading
method for beginning readers, instead of sing Cartilla method which is
originated from Spanish instruction. Marungko approach is a “phono
syllabic” method (Flores) 2014). The letter- sounds are taught in
correspondence to the phonemic leave. There is a specified common and
familiar pattern of letters that are taught such as m,a,I,o,b,e,u…based from
the Filipino language, in order to help the organize their thoughts and ideas
( Faustino, Santos, Distajo, and Ladia, 2013).
“Sounding out” or “Describing” is one way of the reader to learn how
to read. This is the Marungko Approach in reading. In this approach of
reading the alphabets are rather “pronounced” than read. For example, the

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
letter “m” would be pronounced as “mmm” not the old Pinoy style of
reading it as “ma”.
The use of educational video and television in the classroom has risen
steadily over the past 20 to 30 years, according to a series of studies
conducted by the Corporation for Public Broadcasting. These surveys
measured both patterns of use and the teacher attitudes and expectations for
outcomes. Not only is this technology widely used, according to the most
recent study, but it is also highly valued as a means of teaching more
effectively and creatively (CPB,1997).
Video is a form of multimedia that conveys information through two
simultaneous sensory channels; aural and visual. It often uses multiple
presentation modes, such as verbal and pictorial representations in the case
of on-screen print and closed- capturing (Mayer, 2001). This multiplicity
means that video communicates the same information to students through
simultaneous learning modalities and can provide students with “multiple
entry points” (Gardner,2006) into the content.
Citing Wood (1995), Aiex (1999) notes that video can be used “to
promote awareness of the interrelationship between modes (picture,
movement, sound, caption)” (p.2). Kozma (1991) found that the mix of
spoken language, text, still images and moving images in television and
video results in higher learning gains that media that rely primarily on only
one of these symbol system. Wetzel et al.’s 1994 review of research

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
concluded that combining sound with either still or moving images resulted
in more learning than simply adding motion to instill images (cited in CPB,
2004).
One of the greatest strengths of television and video is the ability to
communicate with viewers on an emotional, as well as a cognitive, level.
Because of this ability to reach viewers’ emotions, videos can have a strong
positive effect on both motivation and affective learning. Not only are these
important learning components on their own, but they can also pay an
important role in creating the conclusions through which greater cognitive
learning can take place.
In an effort to strengthen the reading proficiency of every learner and
help nurture a culture of reading which considered a skill in all content areas,
Dep Ed announced the “Hamon: Bawat Bata Bumasa” (3Bs)
initiative.Education Secretary Leonor Briones, in Dep Ed memorandum
number 173 s. of 2019, said that the 3B’s initiative will help strengthen that
Every Child a Reader Program (ECRAP) which primarily aims to equip
learners with reading skills to make them proficient and independent readers
in their grade level.”Briones asked all offices at the Central, Regional and
Schools Division Offices as well as in school levels to respond to the 3 B’s
initiatives by intensifying their advocacy for reading “and by “pledging their
commitment to make every learner a reader at his or her grade level.
“Moreover, she directed all Dep Ed offices and school levels to “align their

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
priorities towards the promotion of culture of reading as a key step in closing
achievements gaps.”
To make every learner a “proficient reader, “Briones noted that schools
across the country are tasked to “help learners develop” their reading skills,
however school initiatives are still not enough based on the recent results of
National Assessments for students learning, “she explained.”
The use of videos and audiovisual materials in the classroom enhances
the creativity and attention of students and leads to direct results in learning.
When it comes to getting students involved and participating in class
activities, videos will undoubtedly be a perfect tool.Nowadays, both
adolescents and children are used to seeing dozens of videos daily; it is their
basic channel of communication and they are already in the habit of using
videos as sources of information.
The researcher employed the Marungko Approach, a method associated
with phonics, as a learning intervention in improving the learners reading
ability.
The study made use of a gal-experimental research design with pre-test
assessment in the areas of phonemic awareness and letter knowledge,
phonics and decoding and (3) fluency and proficiency.Finding revealed that
the reading performance and comprehension skills of the participants
significantly improved after implementation of the Marungko Intervention.
The study determined the effectiveness of Marungko and Traditional

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
Approach in the reading performance of Kindergarten Learners in Filipino
of Bai Sarpinang Elementary School, Bagumbayan District II Experimental
design was used. The result showed that the control group and experimental
group were of the same level of reading performance at the start of the study.
T- test revealed that Marungko and Traditional Approach were both
effective in teaching reading in Filipino to the Kindergarten learners.
However, the mean gain scores of both approaches did not show significant
difference. These results used to the conclusion that both were effective in
teaching reading.
II. Action Research Questions
Reading fluency has been identified as one of the necessary components
for becoming a strong reader. Instructional techniques designed to improve
reading fluency are generally easy to implement. Many parents are eager to
assist in the growth of their children’s academic skills. This articles
describes a procedure for improving oral reading fluency is easy for parents
to learn and carry out. Training parents is relatively simple and can be done
by the classroom teacher or other school personnel. Parents in turn are asked
to work with their children for 15 minutes a day. Reading materials at the
child’s instructional level in used and recording procedures incorporate goal
setting and progress monitoring.
Specifically, it aims to answer the following questions:

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
1. What is the reading skills of the 23 Grade I learners class before and
after using the Video Lesson and Marungko Approach?
2. Is there a significant difference in the reading levels of the learners
before and after the implementation of the Video Lesson and Marungko
Approach?
3. What is the effect of the Video Lesson and Marungko Approach in
improving the reading ability of the pupils?
III. Proposed Intervention and Strategy
Reading is important because it develops our thoughts, gives us endless
knowledge and lessons to read while keeping our minds active. Reading
books to help us understand and makes us smarter, not to mention the
knowledge, vocabulary and thinking skills we develop.
A video lesson or lecture is a video which presents educational material
for a topic which is to be learned. The format may vary. It might be a video
of the teacher speaking to the camera, photographs and text about the topic
or some mixture of these.
Videos can be used to provide students with extension work. This aims
to add to what they’ve learned. It gives us students expanded opportunities
to apply the knowledge and skills they have acquired. Equally important,
videos can be used for revising concepts and reinforcing them for students
who need further explanation.

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
Effectiveness: Video learning is effective on both sides of the classroom;
educators can use it to create time and space for active learning. Once a
video is created, it can reuse and updated as needed, leaving more time in
the classroom for live discussions and engagement with students.
In the world today where information are abundant, reading books is one
of the best ways to be informed. Though reading might seem like simple
fun, it can be helping your body and mind without you even realizing what
is happening-from the self developmentsecrets.com by Mark/February 20,
2001.
The Marungko Approach is designed to equip Grade One pupils the
necessary reading skills to improve their reading. Likewise, it seeks to
develop a training model to enhance teachers competence in the teaching of
reading in the primary grades most especially in Grade One. The goal of this
strategy in reading is to enable grade one pupils to instill in their minds to
appreciate to songs and poems created for Filipino children and eventually
to communicate in written and oral forms through effective reading
instructions. The Marungko approach provides materials to the success in
teaching reading. It start with letter sounds rather than name. Certain
comical stories of letter to signify its sound are being introduced. Instead of
the usual arrangement (order) of letters in the alphabet, it start with
m,s,a,l,o…

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
The sequence of letters in the MTB-MLE of the K to 12 Curriculum for
Grade One is almost similar to that of the Marungko Approach. Considering
that there is no single reading material available for Grade One pupils, it is
of great help to design and craft a sole reading material for the learners that
will serve as a gateway to improve pupil’s reading skills, thus leading to the
betterment of the teaching and learning progression.by Mark/February 2019
DEPEDTAMBAYAN.
This study was conducted to gain the applicable technique in improving
the oral reading of the 23 learners of Minabang Elementary School. The
Video Lesson will be use by the 14 learners and the remaining 9 learners
will provide a copy of Marungko Approach. What ever outcomes the
researcher found would be her springboard to make better the reading ability
for the coming year knowing the weaknesses and strengths.
IV. Action Research Methods
a. Participants and /other sources of data
The study will be administer at Minabang Elementary School specifically to:
1. Grade I learners - This is composed of 12 male and 11 female a total
of 23 who need attention and help to improve their reading skills.
2. Parents/ Guardian-This refers to the father/mother and someone who
care and assist the learner. It also contributing ideas, opinions or
suggestions, plans about what to do and taking responsibility for
assigned task.

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
3. School Head- He is the principal of the school. He assist the teachers
by making updates to the needs of the learners.
4. Teacher/Researcher- A person whose job is to teach the learner in
Elementary of the different areas. The teacher is aware of the
situation, condition and problems exists for individual learner they
handle. The teacher have the chance to make intervention/innovation
for better teaching.
5. SDO Officials- Aware of the roles as leaders and manage schools and
evaluate and give fully support to the programs, projects and activities
to achieve quality education this time of pandemic.
b. Data Gathering Methods
The use of Marungko Approach and Video Lessons is a devise that aids
the reading skills of the Grade I learners with the following methods:
1. Surveying of phone numbers- The researcher asked volunteered
parent/ guardian to get the phone number of 23 Grade I learners used
for commucation purposes for this school year 2020-2021.
2. Sampling- The researcher contact 2 learners 1 male and 1 female and
asked to read a simple selection for Grade I Filipino.
3. Downloaded- The researcher will downloaded and provide a printed
copy of Marungko Approach and will be given to the learner who have
no gadgets. She will also downloaded a Video Lessons on Marungko

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
Approach and share to the learners through GC messenger provided
by the reaearcher which the learner can view who have available
gadgets.
4. Follow Schedule- The researcher shall follow schedule of sharing
Video Lessons and distibution of Marungko Approach. This will be
done during Work From Home (WFH) and be assured of safety
protocols through the guidance of the parent/ guardian.
5. Koneksyon sa Edukasyon Initiative- Observation will be conduct by
the researcher by monitoring the attendance, utilization and
participation through text, chat, call or video call.
6. Unstuctured Interview- The researcher will conduct personally to
confirm some issues and concerns of learners by home visiting.
7. Post- Test- The researcher will administer Post- Test to analize the
result.
c. Ethical Issues
The researcher will asked the permission to the SDO Officials and
school head for the approval to conduct action research in a letter form.
The researcher informed the learners, parents/ guardians to conduct oral
reading Pre-Test (Filipino), administered Multi- Factored Assessment Tool
(MFAT) and to administered Monitoring Tool regarding issues and concern
through chat, text., call or video call.

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
Authors of books, journals, publications as well as website from the
internet which will be used as references in the conduct of this study will be
properly granted.
d. Data Analysis Plan
SURVEYING OF CELL PHONES
(February 1,2021)
Name Kind of Cell Phone Cell Phone Number
BOYS
Pupil 1 None
Pupil 2 Smart Phone 09266515411
Pupil 3 None
Pupil 4 None
Pupil 7 None
Pupil 12 None

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
GIRLS
Pupil 3 None
Pupil 5 None
Pupil 6 Key Pad 09361603554
Pupil 11 None
The table shows that out of 23 Grade I learners 14 or 61% who have Smart Phone,1 or
4% who have Key Pad and the rest 8 or 35% no gadgets.

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
RESULT OF ORAL READING
(Pre-Test)
Name Fast Average Slow Syllable Letter/ Non
Sound Reader
BOYS
Pupil 1 /
Pupil 2 /
Pupil 3 /
Pupil 4 /
Pupil 5 /
Pupil 6 /
Pupil 7 /
Pupil 8 /
Pupil 9 /
Pupil 10 /
Pupil 11 /
Pupil 12 /
GIRLS
Pupil 1 /
Pupil 2 /

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
Pupil 3 /
Pupil 4 /
Pupil 5 /
Pupil 6 /
Pupil 7 /
Pupil 8 /
Pupil 9 /
Pupil 10 /
Pupil 11 /
Total 0 8 1 5 7 2
The Pre-Test administered first Monday (6th and 7th) of February 2021
via text, call, chat or video call. Out of 23 Grade I learners composed of 12
male and 11female. Based on the result none or 0% under fast reader 8 or
35% are average 1 or 4% slow 5 or 22% syllable, 7 or 30% and 2 or 9% are
non- readers. The result shows alarming so the researcher started to look
forward and seek help in order to uplift the reading ability of the learners.
The researcher therefore was motivated to make a research of how a learner
can help in spite of the new normal condition.

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
MFAT RESULT (Pre-Test)
Item No. of learners Remarks Item No. of learners Remarks

No. with difficulty No. with difficulty in
in doing the doing the task
task per item per item (per
(per competency)
competency)
1 26
2 2 Talk to them 27
through call or
video call
3 28
4 29.
5 30.
6 31.
7 32.
8 33.
9 34. 3 Send video
lessons on
counting
numbers
10 35.
11 36.
12 37. 2 Demonstrate
how to add
using real
objects found
at home and
give more
examples
13 38.
14 3 Provide more 39.
examples and ask
the learners to
produce the
initial and final
sound through
call or video call
15 40.
16 4 Ask the 41.
parents/guardians

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
to assist them in
reading
Monitor the
learners to read
simple selection
twice a week
through the
guidance of
parents/guardians
Give a copy of
simple stories
17 42.
18 43.
19 44.
20 45.
21 46.
22 47.
23 48.
24 49.
25 50.
Daily Living Skills Motor Skills
51. 76
52. 77
53. 78 1 Advise the
learner to
follow rules
and
regulation at
all times
specially in
doing task
like
answering
modules,
summative
Test and
performance
Task before
playing
54. 79
55. 80
56. 81
57. 82

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
58. 83
59. 84
60. 85
61. 86
62. 87
63. 88
64. 89 1 Ask the
learners to
use always
courteous
expressions
65. 90
66. 91
67. 92
68. 93
69. 94
70. 95
71. 96
72. 97
73. 98
74. 3 Tell the 99
importance of the
different symbols
75. 2 Help them to 100
realize to keep
out of danger
that may cause
accidents
Socio Emotional Behavior
101.
102.
103.
104. 2 Send Activity
Sheets on tracing
broken, straight
and curve lines
105.
106.
107.
108.
109.
110. 2 Ask the
parents/guardian

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
to practice hold a
pencil daily and
draw any object
found at home
111. 2 Deliver some
Actvity Sheets
Monitor and
check output
112.
113.
114.
115.
116.
117.
118.
119.
120.
121.
122.
123.
124.
125.
The table shows that the learners need assistance in doing task. They need to
motivate in order to do the task.
MONITORING TOOL (Issues and Concern)
Date Name Issues and Intervention: Suggestion/

Concerns Recommendation
02-01- Pupil 1 Easily tired to write Motivated to write big and
2-21 small letter daily
02-03- Pupil 2 Easily tired to do Asked the parents/ guardian to
2021 assigned job sleep on time
02-12- Pupil 3 Easily tired to do Relaxed, eat nutritious food
2021 task and take vitamins

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
02-15- Pupil 4 Want to play before Made schedule to do assigned

2021 doing assign work work and let him play
02-22- Pupil 5 Difficult to solve Asked the parents/ guardiands
2021 math problems to assist
02-22- Pupil 6 Syllable reader Talked to the parents/guardian
2021
Supplied simple and easy to
read printed materials
02-23- Pupil 7 Shy, not fucus Monitored and checked daily
2021 when he read
Informed the proper way to
a simple selection read
Motivated him to read
02-25- Pupil 8 Do not want to read Monitored daily activities
2021 and write through chat, call or video call
Provided reading materials
MONITORING TOOL
Date Name Issues and Intervention: Suggestion/
Concerns Recommendation
03-08- Pupil 1 Want to play always Offered time to play and
2021 reminded to do the task given
Can only identify
letters and sound
03-08- Pupil 2 He do not want to Reminded her to asked always
2021 read the help of parents
03-09- Pupil 3 Syllable reader Monitored the learner to read a
2021 simple selection daily
03-10- Pupil 4 Easiy tired to write Provided her pencil and paper
2021
03-10- Pupil 5 She want to write Inquired her to read, draw and
2021 always play

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
03-11- Pupil 6 Can only identify Motivated her to read daily

2021 letters and sound
03-12- Pupil 7 Can only identify Motivated her to read daily

Delivered printed materials/
textbook to read
Checked daily activities
through chat, call, text or
video call
03-12- Pupil 8 Can only identify Talked

Each pupil have different issues and cocerns. Most of them are slow readers.
d. Data Gathering Methods
This research proposal will make se of the Early Grade Reading Assessment
(EGRA).This is a way the ability to read and understand a simple text and
one of the most fndamental skills a child can learn.
e. Action Research Work Plan and Timelines
Strategies Program Activities/ Resources Timeline

Tasks Persons Materials Cost of
Involved Materials
Research Writing of Proponent, Bond 300.00
Research School Paper
Development
Head,
Proposal Ink 1,200.00
SRC June 14-
To Members 18,2021
upgrade (TA)
the
reading Printing 300.00

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
skills of Finalization Proponent, Folder 12.00

Grade I of School
learners in Head,
Research
using SRC
Proposal
Video Members
Lessons (TA)
and
Research Data Proponent, Photocopy 6.00
Marungko
Gathering School of Consent
Approach Implementation
Head, Letter
SRC July 12-
Internet 300.00
Members 16,2021
Connection
(TA),
Parents,
Learners
Photocopy 120.00
of Action
July 16-
Research
August
Proposal
9,2021
August 9-
September
30, 2021
Research Research Proponent, Fare
Finalization analysis, School 200.00
completion Head,
Photocopy 736.00
and SRC
of
submission Members October 1,
Marungko
(TA), 2021-
Approach
SDRC November
17, 2021
Research Paper Proponent, Snacks 150.00
Presentation School
Dissemination
and Head,
and Utilization
Introdction SRC Fare
of Members 200.00
Intervention (TA)
SDRC,
LRMD,

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
Teachers,
Parents
Total
3,524.00
f. Cost Estimates
Activity Item Quantity Unit Unit Total

Description Cost Amount
Particulars
Research Bond Paper 1500 page 2.00 300.00
Development Ink 4 pieces (1 900.00 1,200
set)
Printing 150 page 2.00 300.00
Folder 1 piece 4.00 12.00
Research Photocopy of 3 page 2.00 6.00
Implementation Consent
Letter
Internet 1 days (6) 50.00 300.00
Connection
Photocopy of 60 page 2.00 120.00

Action
Research
Proposal
Research Fare 2 trip 100.00 200.00
Finalization Photocopy of 368 page 2.00 736.00
Marungko (back to
Approach back)
Research Snacks 50 pack 30.00 150.00
Fare 2 trip 100.00 200.00

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
Dissemination Total 3.524.00

and
Utilization
g. Plans for Dissemination and Utilization
The Video Lessons is appropriate for Grade I learners who are having the Smart
Phone and the rest who have NO Cell Phones used the printed Marungko Approach
to upgrade the reading ability.
In order to test the effectiveness of this intervention, the researcher will
conduct to Grade I class together with the adviser.
After the used of the intervention for 8-10 weeks the Grade I learners will
undergo Post Reading Assessment to assess the effectiveness of using Video
Lessons and using Marungko Approach.
VIII. References

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
Reading 101: A Guide for Parents. (2021). Reading Rockets.
https://www.readingrockets.org/reading-101-guide-
parents#:~:text=One%20of%20the%20most%20important,and%20curiosity%2
0about%20the%20world.
https://www.facebook.com/caraganewsbeast. (2020, July 10). How does “new
normal” looks in Philippine Education System? – News BEaST Ph. News

BEaST Ph. https://newsbeastph.com/2020/07/how-does-new-normal-looks-in-
philippine-education-system/
How do you feel about the New Normal Learning Modality?. (2020, December 15).
Brainly.ph. https://brainly.ph/question/8622087
Marungko Approach Reading Material. (2017). Blogspot.com.
http://teacherfunfiles.blogspot.com/2017/02/marungko-approach-reading-
material.html
Reading Technique. (2021). Scribd.
https://www.scribd.com/document/222853452/Reading-Technique
Cruse, E., & Ed, M. (2007). Using Educational Video in the Classroom: Theory,
Research and Practice.
https://www.safarimontage.com/pdfs/training/usingeducationalvideointheclassr
oom.pdf

PLN-QF-O1O Rev. 00
[

44 100 18 93 0039
https://www.facebook.com/markllego. (2020, October 29). Implementing the DepEd
3Bs Initiative - TeacherPH. TeacherPH. https://www.teacherph.com/deped-3bs-
initiative/
DepEd orders schools to “intensify” reading advocacy. (2019, December 24).
Manila Bulletin. https://mb.com.ph/2019/12/25/deped-orders-schools-to-
intensify-reading-advocacy/
Carol. (2021). Improve Reading Fluency with Parent Tutoring. TEACHING
Exceptional Children Plus, 1(2). https://eric.ed.gov/?id=EJ966508
HR. (2019, January 17). Why Is Reading Important? The 11 Benefits Of Books - Best
Practice in HR. Best Practice in HR. https://www.bestpracticeinhr.com/why-is-
reading-important-the-11-benefits-of-books/
Wikipedia Contributors. (2020, September 10). Video lesson. Wikipedia; Wikimedia
Foundation. https://en.wikipedia.org/wiki/Video_lesson
Marungko.doc - Jhon Michael C Rapisora BEED 2-1 What is... (2021, February 12).
Coursehero.com. https://www.coursehero.com/file/80666364/Marungkodoc/
Mark. (2021, January 6). Marungko Approach. DepEd Tambayan.
https://depedtambayan.org/marungko-approach/

PLN-QF-O1O Rev. 00

Example of Action Research

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Example of Action Research

Uploaded by

Copyright:

Available Formats

[

Republic of the Philippines

May 24, 2021

GILBERT NARAG TONG, Ph.D, CEO V, CESO VI

God’s Grace and Bountiful Blessing!

The undersigned is a Master Teacher 1 of Minabang Elementary School in the City

Thank You and more power from the Almighty.

NICOLE L. SILVA NELIA M. MABUTI,CESE

GILBERT NARAG TONG PhD, CEO VI, CESO V

“together we walk for the ilagUEño learners”

Republic of the Philippines

May 24, 2021

Greetings in the name of the Lord!

I, the undersigned is a Master Teacher I of Minabang Elementary School is asking

Attached here is a copy of my research proposal.

Your approval to conduct this research will be greatly appreciated.

Thank You very much!

“together we walk for the ilagUEño learners”

Republic of the Philippines

VIDEO LESSON AND MARUNGKO APPROACH: A WAY TO UPGRADE

The Division Research Committee

“together we walk for the ilagUEño learners”

Republic of the Philippines

I. Context and Rationale

without proper guidance, they never overcome them. Learning to read is a

sequential process, each new skill builds on the mastery of previously

about the world. We all read for a purpose: to be entertained, to take a

journey, to connect with others, to figure out how to do something, and to

Learning to read is complex, children don’t learn one reading- related

learning to do many things at the same time: decoding, reading with

comfortable fluency, absorbing new vocabulary, understanding what the

about the world.

Today, the Philippines is globally faced with various and serious

problems like economic condition, financial crisis, natural calamities, wars,

“together we walk for the ilagUEño learners”

Republic of the Philippines

pandemic, low performing in education and many more. Different countries

together in order to give actions to the existing conditions to end the

“New Normal” is often heard now a days as a result of the pandemic

daily routine, on jobs, on every government processes and in education.

people go out. In government, everything must first be done through online.

normal” looks in education?

For years, Philippine Education System has been traditional but

gradually changing to cater the demands of the new generation. As a matter

already using the internet, computer and other technologies in education.

normal” classes are done virtually. Department of Education introduced 3

modalities of how learnings shall be delivered in “new normal”. These are

Distance Learning, Blended Learning and Homeschooling respectively.

“together we walk for the ilagUEño learners”

Republic of the Philippines

activities synchronous or asynchronous, this kind of modality is fitted to the

learners who are committed to learn on their own.

Second modality is the blended learning. This commonly tagged as

“hybrid learning” since this is effective at helping a diverse student body.

This modality is the combination of anything that is mentioned above. It

the learning modules in the school.

Third and lastly is the Homeschool modality. This kind of modality is

always available to facilitate the learning of the children.There is a great

continually deliver quality education to or learners. As what Dep. Ed

Secretary Leonor Magtolis Briones has said “Learning will continue,

Schools all over the world was affected .

“together we walk for the ilagUEño learners”

Republic of the Philippines