PROPOSED Project: U-VOCGRAM

Understanding Vocabulary and Grammar Mastery

By: Reyna Mae C. Padilla

Meldy Rose P. Labiaga
Jeffrey V. Abatayo
Ruth E. Timtim

Adviser: ROLANDO R. REYES, EMD.,PhD

Rationale

The education system in the Philippines confronted the most

unusual phenomenon urging to adopt the learning delivery that is

entirely meaningful and attainable. Despite the horrific situation due

to the pandemic, the schools continuously tried to cope with the

learning difficulties being experienced. Through the modular

approach, students will be given printed materials through their

parents. Students during this time are prohibited from going out

much more in visiting schools for studying. The scenario looks

challenging considering the absence of teachers in their daily modular

tasks tending to depend on Online research for references and

additional examples. It seems learning alone with the help of other

resources is the situation the students probably will experience.

How can these students improve their level of reading ability

given the fact of nothing to ask about this concern, especially on the

unavailability of Internet Access? Thus, a program is established. It is

called the " U-VOCGRAM project. It refers to Understanding

Vocabulary and Grammar Mastery. This is the program that the

school must primarily adopt amidst the pandemic. However, the

implementation of the programs follows a scientific inquiry in

determining the project's impact; hence conduct of mixed-method

research is the proposed off-shoot activity. The research is entitled

"Vocabulary Understanding and Grammar Mastery Towards

Increasing the Reading Skills of Binoni National High

School Students." By principle, if not based on research, any project

is "No- Thing," just like nothing and mere imagination. 

Respondents of the study are both Junior and Senior High

School Students of all ages. However, it is tricky since the conduct is

exhaustively feasible; a sampling will do. The researchers must follow

the ethical standards in research prior to the actual data gathering,

and if everything seems fine, the study will be conducted. This is a

quasi- experimental design by an unpaired comparison of means by

the different groups of respondents. Within four weeks, a group of

students will be given any extra paper showing the meaning of all the

vocabulary words used in the modules. This group is called the

experimental group, and the other group, the control, has no presence

in this paper. After the four weeks duration, both groups of students

will undergo a reading assessment and determine whether the

experimental exhibits a practically significant difference compared

with the control.

The project is a double-barreled type. It is doing research and

formulating a proposal to measure and increase the students' reading

skills in all grade levels. However, the school is unable to present the

intervention program unless the findings are secured.

 Thus, the research proposal is presented, and after the

approval of our school head for the conduct, the implementation will

resume immediately.

Research Working Title

Vocabulary Understanding and Grammar Mastery Program Towards

Increasing the Reading Skills of Binoni
National High School Students

Research Respondents: All year levels from grade 7 to 12 (Subset)

Research Tool: Questionnaire
Proposed Schedule: First Quarter of SY 2022-2023

SCHEDULE OF ACTIVITIES

Person
Activities Objectives Schedule Responsible Budget
1. Validation and To ensure the
reliability testing of accuracy and Week 1 The researcher No budget
the tools consistency of the Day 1 and research
questionnaire consultant

2. Printing of To reproduce the Week 1 The 5,000.00

tools/questionnaires questionnaire Days 2 & 3 researchers
appropriate on the
number of
respondents

3. Distribution of the To distribute to the Week 1 The No budget

questionnaire with sampled respondents Day 4 researchers
attachment on set of To
vocabularies with Week 4
definitions
(All ethical
standards are met)
To ensure that each The whole duration The No budget
4. Monitoring the respondent is given a of the process researchers
process questionnaire
5. Retrieval of the To consolidate the Week 5 The No budget
questionnaire questionnaire researchers
The
6. Data Analyses and To present the Week 6 researchers & No budget
Interpretations findings of the study Statistician
7. Dissemination of To inform the school The
the result for intervention Week 7 researchers No budget
purposes
8. Formulation of To address the reading The No budget
intervention difficulties of the Week 8 researchers &
programs students of Binoni school head
NHS

Implementation Stage

Objectives

This part presents the purpose of the "U-VOCGRAM project" at

Binoni National High School. It further investigates whether the

mastery of grammar has contributed to the increase in reading skills

of the sampled students. This program bears on the following

objectives (1). to determine the reading skills of the students before

and after the project is implemented. (2). to determine whether there

is a significant difference between the control and experimental

groups in their reading skills after the implementation of the project.

(3). to propose a need-based intervention program for the students. (4)

To test the null hypothesis under the inferential statistics employed in

this paper.

Results and Discussions

Table 1 presents the respondents to the study. It shows the

following data for grades 7–12, respectively. G7 equals 15, G8 equals

10, G9 equals 15, G10 equals 15, G11 equals 20, and G12 equals 20.

Note that the control group has the same number of respondents as

the experimental group. There are 190 total respondents, with 95 in

the control group and 95 in the experimental group. The selection

adhered to the purposive sampling appropriate for this quasi-

experimental research, which employs a descriptive-comparative

design.

Table 1

The Sample Respondents of the Study

Experimental
Grade Level Control Group Group Total
Grade 7 15 15 30
Grade 8 10 10 20
Grade 9 15 15 30
Grade 10 15 15 30
Grade 11 20 20 40
Grade 12 20 20 40
95 95 190

Table 2 shows the respondents' pre-test reading performance for

both the control and experimental groups. For the control group,

grade 7 obtained the lowest mean percentage, which accounted for

only 56%, while the highest among them is grade 9, with 70%. For the

experimental group, the lowest rate belongs to grade 8, with only 50%,

and the highest is obtained by grades 11 and 12, at 71%. In the

comparative overall average, the control group is greater than the

experimental group by 2.16 percent.

Table 2

The Pre-test Result of the Two Groups of Respondents

Grade Level Control Group Reading Experimental Group

Performance Reading Performance
(%) (%)
Grade 7 56 60
Grade 8 65 50
Grade 9 70 65
Grade 10 67 65
Grade 11 68 71
Grade 12 69 71
Average 65.83 63.67

The reading performance of the groups in the post-test is shown

in table 3. Among the control group, the grade 8 obtained the lowest

mean of 67, while the highest was marked for the grade 9 with 72%,

and the mean was 69.33. For the experimental, grades 8 and 10 got a

mean of 69, while grades 7 and 12 recorded the highest mean of 75.

The aggregated mean is 72.83. The experimental group has a 3.50

percent favorable increase in the mean difference between the two

groups. 

Table 3

The Post-test Result of the Two Groups of Respondents

Grade Level Control Group Reading Experimental Group

Performance Reading Performance
(%) (%)
Grade 7 71 75
Grade 8 67 69
Grade 9 72 75
Grade 10 68 69
Grade 11 68 74
Grade 12 70 75
Average 69.33 72.83

Table 4 presents the difference between the performance of the

respondents in the control and experimental groups. The grade 7 has

a computed t=4.32, with a p-value of.003 less than the alpha level

of.05, thus stating that the performance of the students in reading is

significant, which means there is an increase based on the previous

table being depicted. In similar findings computed through the t-test

of independent samples, all computed t's as interpreted through the

p-values approach discovered that the differences are significant,

indicating that there is a significant and practical improvement in the

respondents' reading performance after using the project.

Table 4

The Significant Difference Between the Pre-test and Post-test

Grade Level Computed t @ Standard P-value

95% confidence Deviation
level (s)
Grade 7 4.32 1.83 .003*
Grade 8 3.56 2.35 .040*
Grade 9 5.01 1.01 .025*
Grade 10 4.54 1.90 .005*
Grade 11 2.90 0.96 .047*
Grade 12 3.56 1.85 .050*
*p<.05, significant

Conclusion

The school’s reading program, entitled "U-VOCGRAM," which

stands for Understanding Vocabulary and Grammar Mastery, has a

significant impact on the reading performance of the respondents.

There is an indicator that mastery and understanding of some

vocabulary found in the readings and lessons contribute to the

increase in reading skills. Based on the data presented, the means for

all grade levels in the groups that were treated with the approach have

seen an increase, despite a small percentage, but it is quite compelling

and meaningful, especially when the prior performance was low and

below the passing grades.

Recommendations

This section of the paper contains the proposed

recommendations for the 2022-2033 school year. Increased reading

skills are the school's sole intention, not just as part of the program,

but as a moral obligation to allow all learners to read and comprehend

according to their grade levels. 

1. Conduct a random reading with the students right after the

flag-raising ceremony.

2. Create a student-teacher partnership in teaching readers. This

strategy selects four leaders in a section and assigns them the

task of teaching their group members. The evaluation will be

done every Friday of the week.

3. Before the start of the class, all the teachers must spend at least

5 minutes on a reading activity. Currently, this is based on the

Division PROPEL program.

4. The senior high school students are encouraged to speak

English inside the school premises.

5. Another study will be proposed, taking into account the factors

and challenges the students confronted in improving their

reading skill.
PICTORIALS