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VII. Results and Discussions

This part presents the organized data from the researcher-made

questionnaire which includes the interpretation and analysis of the data

gathered from the respondents.

1. Salient Features of Oplan Basa Bata

2. Level of Performance of Incoming Learners in Reading

Based on the results gathered from the teachers about the

performance of Grade 1 learners, the following are presented.

Table 2
Level of Performance of Incoming Learners in Reading
Performance Level No. of Pupils Percentage

Independent 10 50 %

Dependent 6 30 %

Frustration 4 20 %

There are 10 out of 20 or 50 % are independent readers.

Independent reader is types of reader who has reached the maximum

level of independent reading when they have sufficient previous

knowledge for the subject at hand, can access material extremely fast,

and make very few mistakes in their comprehension. Consider the

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independent level to be the most difficult level a youngster would be

expected to read on their own without any assistance.

Additionally, a total of 6 out of 20 or 30 % are dependent readers.

Dependent readers are readers who are moderately equipped with the

necessary skill set to efficiently comprehend the information that is

presented in written language.

While on the other hand a total of 4 out of 20 learners or 20 % are

in the frustration level. Frustration means reader does not have an

acceptable background level for a subject and/or cannot achieve

standards for instructional levels of accuracy and pace is said to be at

the frustration reading level. Consider the degrees of irritation to be

those that call for significant or even modest support from an instructor.

Wiseman (2012) cited a study by Good and Nicols (2001), which

indicated that performance gaps in “at-risk” students are partially linked

to instructional opportunities in classrooms. I agree with Wiseman that

a deficit-based approach to teaching is often taken in schools rather

than one that builds on strengths. In efforts to improve reading skills, I

often become disenchanted and overwhelmed by what individual

students cannot do, and I forget to look at all that they can do and how

far they have progressed as readers. Wiseman also cited the work of
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Allington and Cunningham (2018), to provide an example of an

ineffective teaching strategy that decreases engagement: “When

students spend more time on isolated skills instruction and extensive

repetition, the end result is disengagement and frustration”.

3. Applicability of Oplan Basa Bata

The Language abilities of the Learners refers to Listening, Hearing

a language being spoken is the initial step in the learning process for

most individuals. Speaking, after some time, they make an effort to

repeat what they have heard. When kids read later, they see the

written language having a symbolic representation of the spoken

language. a writing, The last step is for them to write down these

symbols on paper. To strengthen sentence structure and enhancing

comprehension it is necessary to play with words that sound the same

but have different meanings and present vocabulary words in a multiple

ways (pictures, sound, definition, examples, etc.) children's cognitive

capacities may be improved by being exposed to more complex

language, which can be found in well-written books for children. When

children are consistently exposed to the complex language that is

found in excellent literature, they learn how to utilize their cognitive

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powers in order to comprehend what is being read to them Chammoro

(2017).

The youngster is able to read the full chapter, but when asked to

describe what was read, they have no idea what was being discussed.

Reading material only becomes meaningful when it has been

comprehended. Reading comprehension is achieved when the words

on the page represent more than just words but also concepts and

thoughts. Reading becomes an activity that is not only educational but

also pleasant when comprehension is achieved. It is necessary to have

it in order to do well in school, on the job, and in life in general (Delara,

2019).

3.1 Improving Language Abilities of the Learners

Table 3.1 shows the participants response when it comes to

improving language abilities of the learners. It implies a same weighted

mean of 3. 83 with a verbal interpretation of very applicable.

Table 3.1
Improving Language Abilities of the Learners
Statement WM Verbal
Interpretation
1. Reading aloud to the learners to 3.83 Very Applicable
enhance their vocabulary
pronunciation.
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2. Read the same story more than 3.83 Very Applicable

once
3. Present vocabulary words in a 3.83 Very Applicable
multiple ways (pictures, sound,
definition, examples, etc.)
4. Integrates vocabulary words in 3.83 Very Applicable
writing.
5. Play with words that sound the 3.83 Very Applicable
same but have different meanings.
Total 3.83 Very Applicable

Table 3.1 shows the weighted mean of the statement from

number 1 to 5 and it shows that all of the statement or question

provided gathered a weighted mean of 3.83 with a verbal interpretation

of very applicable.

In general table 3.1 gathered a grand composite mean of 3.83

with a verbal interpretation of very applicable which indicates that the

statements provided may help improving language abilities of the

learners.

Reading aloud to the learners to enhance their vocabulary

pronunciation gathered a weighted mean of 3.83 from different

research it states that reading out loud, listening is the primary mode

through which children learn language. When children hear words read

aloud, they begin to see how printed words are closely connected to
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spoken words. This helps children develop a stronger vocabulary and a

more developed awareness of the communicative possibilities of

language. Additionally, read the same story more than once, when

children hear words more than once, they begin to see how written

words are closely connected to spoken words. This enables them to

comprehend the dissimilarities that exist between the structure of

spoken language and that of written text.

While play with words that sound the same but have different

meanings and present vocabulary words in a multiple ways (pictures,

sound, definition, examples, etc.) children's cognitive capacities may be

improved by being exposed to more complex language, which can be

found in well-written books for children. When children are consistently

exposed to the complex language that is found in excellent literature,

they learn how to utilize their cognitive powers in order to comprehend

what is being read to them Chammoro (2017).

3.2 Strengthen Sentence Structure

Table 3.2 presents the participants response when it comes to

strengthen sentence structure of the learners. Each variable gathered a

weighted mean of 4.00 with a verbal interpretation of “very applicable.”

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Table 2
Strengthen Sentence Structure
Statement WM Verbal
Interpretation
1. Allow learners to recognize and 4.00 Very Applicable
understand key concepts in reading.
2. Allow learners to show mastery of 4.00 Very Applicable
letters and sounds.
3. Allow learners to demonstrate 4.00 Very Applicable
correctness in information.
4. Allow learners to show familiarity with 4.00 Very Applicable
reading concepts.
5. Allow learners comprehend to 4.00 Very Applicable
reading assigned for their grade level.
Total 4.00 Very Applicable

The indicators allow learners to recognize and understand key

concepts in reading, to demonstrate correctness in information, and to

comprehend to reading assigned for their grade level, may implies that

the capacity to comprehend spoken or written language is referred to

as comprehension. The capacity to identify individual words is not the

same thing. Reading without understanding the meaning of the words

you read does not accomplish the objective or aim of reading, which is

to increase one's knowledge of the material being read. Imagine, for

instance, that a teacher hands a student some reading material to go

through.
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The youngster is able to read the full chapter, but when asked to

describe what was read, they have no idea what was being discussed.

Reading material only becomes meaningful when it has been

comprehended. Reading comprehension is achieved when the words

on the page represent more than just words but also concepts and

thoughts. Reading becomes an activity that is not only educational but

also pleasant when comprehension is achieved. It is necessary to have

it in order to do well in school, on the job, and in life in general (Delara,

2019).

To make links to one's existing knowledge, one must first connect

a new thought to experiences and information that one has already

accumulated. It is necessary to engage the youngsters in making

connections between their own lives and aspects of the tale. The

purpose of this activity is to encourage students to make use of their

existing knowledge in order to better comprehend the content that they

read. Prior knowledge may consist of a person's experiences as well as

their familiarity with words, locations, creatures, or events. For

instance, the students are familiar with the term "bones" as a result of a

prior conversation on bones that took place as a direct result of a fellow

student's broken arm. When they encounter a new word, like

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"skeleton," their existing understanding of bones will be drawn upon to

assist them in comprehending the meaning of the new term.

The first step in the process for children is drawing parallels

between what they've read and their own lives (text-to-self). As kids

become older, they begin to see similarities between the many books,

texts, and concepts that they have encountered and begin to make

connections between them. In other words, you should encourage

children to establish connections between the text and themselves,

other texts, and the world before, during, and after they read in order to

improve their understanding. For instance, before to reading the

material, having a conversation with the children about any new or

challenging vocabulary terms might assist enhance their level of

understanding. After then, students are able to draw upon their existing

understanding of the new words while they are reading.

(Brandon,2021)

Table 2 under the statement strengthen sentence structure

gathered a weighted mean of 4 and a verbal interpretation of very

applicable.

3.3 Enhancing Comprehension

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Table 3.3 shows the participants response when it comes to

enhancing the learner’s comprehension. It implies a same mean of

3.83 with a verbal interpretation of very applicable.

Table 3
Enhancing Comprehension
Statement WM Verbal
Interpretation
1. Allow the learners to recognize 3.83 Very Applicable
the author of the short story.
2. Allow the learners to recognize 3.83 Very Applicable
the characters of the story.
3. Allow the learners to recognize 3.83 Very Applicable
settings of the short story.
4. Allow the learners to recognize 3.83 Very Applicable
the value or lesson of the short
story.
5. Allow the learners to evaluate 3.83 Very Applicable
the short story.
Total 3.83 Very Applicable

Table 3 shows on how to enhance the comprehension of the

students, as to the statements “Allow the learners to recognize the

author of the short story.” A weighted mean of 3.83 was gathered with a

verbal interpretation of Very applicable, the statement “Allow the

learners to recognize the author of the short story.” Also gathered a

weighted mean of 3.83, the same thing with “Allow the learners to
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recognize settings of the short story.” It is also noticeable that the

statement “Allow the learners to recognize the value or lesson of the

short story.” And “Allow the learners to evaluate the short story.”

Gathered a weighted mean of 3.83 with a verbal interpretation of very

applicable.

Children are able to answer questions such as "What do you think

this book will be about?" and "What do you think will happen if/if..." by

making educated guesses or predictions when they are given these

types of questions. Establishing a reason for reading as well as

increasing one's attention and comprehension of the content may be

accomplished via prediction. Through connecting, pondering, and

modifying their predictions, this technique keeps youngsters actively

involved in the learning process.

And also establishing Links to Previously Acquired Knowledge to

make links to one's existing knowledge, one must first connect a new

thought to experiences and information that one has already

accumulated. It is necessary to engage the youngsters in making

connections between their own lives and aspects of the tale. The

purpose of this activity is to encourage students to make use of their

existing knowledge in order to better comprehend the content that they

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read. Prior knowledge may consist of a person's experiences as well as

their familiarity with words, locations, creatures, or events.

The first step in the process for children is drawing parallels

between what they've read and their own lives (text-to-self). As kids

become older, they begin to see similarities between the many books,

texts, and concepts that they have encountered and begin to make

connections between them. In other words, you should encourage

children to establish connections between the text and themselves,

other texts, and the world before, during, and after they read in order to

improve their understanding. For instance, before to reading the

material, having a conversation with the children about any new or

challenging vocabulary terms might assist enhance their level of

understanding. After then, students are able to draw upon their existing

understanding of the new words while they are reading.

4. Problems Encountered by the Teachers in the Implementation

of Oplan Basa Bata

E-learners of every age level, from elementary school kids to

graduate students, are required to face challenges that are unique to

online education. These challenges include asynchronous

communication and the ever-present possibility of time-wasting

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diversions. E-learners also confront problems that, although typically

present in the conventional classroom context, might be accentuated in

a virtual one. These challenges include teacher feedback that is

delayed or ambiguous, for example.

Table 4

Problems Encountered by the Teachers in the Implementation of

Oplan Basa Bata

Statement WM Ranking Verbal

Interpretation
1. Lack of textbooks and reading 3.16 2.1 Agree
materials
2. Lack of parental support and 3.16 2.2 Agree
guidance.
3. Poor interaction with learners. 3.33 1.1 Agree

4. Poor internet connection. 3.33 1.2 Agree

5. Lack of gadgets like 3.33 1.3 Agree

cellphone/tablet.
6. Some students are shy. 3.16 2.3 Agree

Composite Mean 3.16 Agree

As can be gleaned in table 4 with regards to the problems

encountered by the teachers in the implementation of oplan basa bata,

a rank of 1.1 was gathered by the statement “Poor interaction with

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learners.” With a weighted mean of 3.33 with a verbal interpretation of

agree, followed by “Poor internet connection.” With a rank of 1.2 and a

verbal interpretation of agree a rank of 1.3 was gathered by the

statement “Lack of gadgets like cellphone/tablet.” And a verbal

interpretation of agree, while on the other hand statement “Lack of

textbooks and reading materials” gathered a weighted mean of 3.16

followed by 2.2 rank under the statement “Lack of parental support and

guidance.” With a verbal interpretation of agree and lastly still a 3.16

weighted mean under the statement “Some students are shy.”

To conclude an overall weighted mean of 3.16 was gathered in

the given table with a verbal interpretation of agree.

The ability to successfully manage one's time "is related with

improved academic achievement and reduced levels of anxiety among

kids," according to research findings. The same research,

unfortunately, came to the conclusion that "many students find it hard

to find a balance between their studies and their day-to-day lives." To

make matters worse, ineffective time management was linked to

negative outcomes such as "poor sleep patterns" and "increased levels

of stress." When students are required to set their own pace in a

distance learning environment, it can be especially challenging for

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them to effectively manage their time because they do not have the

support of their friends and classmates, which would normally assist

them in remaining focused in the classroom.

Inability to Communicate Immediately with Others. Students

have an easier time obtaining answers and resolving areas of

uncertainty when they are in a situation where communication takes

place in real time, since it is more immediate. Communication in an e-

learning environment is often asynchronous, which indicates that there

is a time lag between the instructor and the learner. When there is a

lack of communication like this, it is simple for misconceptions to arise,

which may sometimes cause a situation to worsen before it can be

fixed.

Not Getting Feedback in a Timely Manner One of the most

crucial and significant ways in which a teacher interacts with a student

is by giving the student feedback on their work. Students may have

confusion or uncertainty regarding your goals, their progress, and their

performance in your class when feedback is delayed by extra days or

weeks because of an online format. This may lead to lower grades

overall.
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Neither the instructions nor the expectations were made very

clear.Always be sure to communicate your expectations to your pupils

in a clear and concise manner. If this is not the case, they may only

speculate as to whether or not they are successfully completing jobs

and projects. Although it is difficult to establish clear expectations in

any kind of educational environment, the presence of asynchronous

communication may make the task far more difficult.

To conclude, questions presented above are some of the many

challenges that the respondents encountered during modular learning

as modality of instruction, for teachers it may be hard for them to just

give the modules to the students without them giving their own way of

learning to read to the pupils.

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PROPOSED READING ACTIVITIES

GRASPS

GOAL To enhance the reading ability of

the grade 1 pupils
ROLE The pupils are the one to explore
the reading materials
AUDIENCE The grade 1 pupils will be the
audience
SITUATION There are 10 grade 1 pupils who
are dependent and frustration level
of reading.
PRODUCT/PERFORMANCE Enhance the learners reading
ability
STANDARDS A successful indicator is that there
must be a progress between the
readers in terms of their level of
speaking ability in a month.

A. Enrichment Activities for Independent Readers

(3 activities dw po)

B. Reinforcement Activities for Dependent Readers

(3 activities dw po)

C. Remediation Activities for Frustration Level

(3 activities dw po)
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PARK

There is a nice park in town. There is a bench in the park. There is

a fountain in the park. There are trees in the park. Mike likes to bike in

the park. Fran likes to run in the park. Kim likes to picnic in the park.

Everyone loves the park!

Activity 1: Circle the correct answer.

1. Who likes to run in the park?

a. Mike b. Fran c. Kim

2. Who likes to bike in the park?

a. Mike b. Fran c. Kim

3. Who likes to picnic in the park?

a. Mike b. Fran c. Kim

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CAKE

It is Jill’s birthday. Jill’s favorite part of her birthday is the cake. Jill

loves cake. Jill’s mother made her a big, pink cake with cherries on top.

Jill’s friends came over for a party and shared the cake.

Activity 2: Circle T if the sentence is true. Circle F if the sentence is

false.

T F 1. It is Jill’s birthday.

T F 2. Jill’s father made her a cake.

T F 3. Jill’s cake was pink.

T F 4. Jill’s cake was chocolate.

T F 5. Jill’s friends shared the cake.

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COCONUTS

Many animals live on the island. All of the animals like the coconuts.

The monkeys play with the coconuts.

The monkeys and the elephants both break the husks and eat its sweet

meat. The parrots perch on the coconuts. The coconut crabs suck the

coconuts sweet milk. They are all nuts for coconuts!

Activity 3: Which of the animals:

a. Suck the coconut milk?

b. Play with the coconuts?

c. Perch on the coconuts?

d. Break and eat the coconuts?

VIII. Conclusions and Recommendations

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Conclusions

Based on the prior findings of this study, the following conclusions

were drawn:

1. Language ability can enhance cognitive skills and memory and

the statement provided in table 1 may help improving language

ability.

2. Sentence structure is essential to good writing.

3. Without comprehension, children gain no meaning from what they

read.

4. Challenges in distance learning hinders pupils growth and

reading skills development.

5. Frustration and dependent level of readers were half the

population of the study.

Recommendations

1. Giving students or pupils enrichment activities of their vocabulary

and reading may help them improve language ability.

2. Sequencing the sentence in a scaffolded way may help

strengthen pupils sentence structure.

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3. Giving students activities that will enhance their comprehension

will be necessary, as well as books that suits their age is a must

to enhance their comprehension skills.

4. Videos from youtube or creating teachers own videos will help

pupils to understand better their lessons.

5. Make reading together a habit and reading aloud to children at a

young age is one of the most effective ways to inspire a lifelong

love of reading in children. By reading aloud to one another on a

regular basis, parents may help their children develop a desire to

read by exposing them to the many benefits that reading can

provide.

References:

A. Books

Claessen, M., et. al. (2020). Educators’ Perceptions of the Impact of

Reading Difficulties for Young People. Australian Journal of

Learning Difficulties, 25, 51-64.

https://doi.org/10.1080/19404158.2020.1734952

B. Unpublished Materials

Almutairi, N. (2018). Effective Reading Strategies for Increasing the

Reading Comprehension Level. Western Michigan University

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C. Legal Documents

Sabado, J.D., (2021). DepEd ROI Improves Learner's Reading Ability,

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reading-ability-launches-reading-first-for-region-1/

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The Importance of Reading. (2020). Nord Anglia International School of

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https://www.nordangliaeducation.com/ourschools/philippines/ma

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/campus-press/why-students-have-poor-reading-

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Essberger, J., What is Reading?

https://www.englishclub.com/reading/what.htm

When Do Kids Learn to Read? (2020). How Young is too Young to

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young-is-too-young-to-teach-reading/

Learning to Read and Write: What Research Reveals. (n.d). National

Association for the Education of Young Children (NAEYC)

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https://www.readingrockets.org/article/learning-read-and-write-what-

research-reveals

Lee, R., (2016). Basa Pilipinas: Childhood Literacy in the Philippines.

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https://www.edc.org/basa-pilipinas

DECS-DBM-DILG Joint Circular No. 1, s. 1998 "Prescribing the Rules and

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Fernando, Pampanga. Retrieved from

https://www.bworldonline.com/opinion/2021/06/06/373644/funding-

education-through-better-real-property-valuation/#:~:text=On%20top

%20of%20the%20basic,within%20your%20city%20or%20municipality.
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Gonzales, E. (2016). Evidence-Based Policy Making, Powerpoint presentation,

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education-through-better-real-property-valuation/#:~:text=On%20top

%20of%20the%20basic,within%20your%20city%20or%20municipality.

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(2016) Budget, City of San Fernando, Pampanga.

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