Department of Education: Approval Sheet Action Research Proposal

Republic of the Philippines
Department of Education
Region V
SCHOOLS DIVISION OFFICE OF CAMARINES SUR
FABRICA HIGH SCHOOL
FABRICA, BULA, CAMARINES SUR
APPROVAL SHEET
Action Research Proposal
This is to certify that the action research proposal entitled: PROJECT BUD IN READING
(Build Unyielding Dedication in Reading)
by FARIDA P. OLLERES TII

(Researcher/s)
of FABRICA HIGH SCHOOL, BULA DISTRICT

(Office/School/District)
was evaluated and approved by the Schools Division Research Committee (SDRC).
Given this ____ day of ______________________, 20___ at DepED Schools Division Office of
Camarines Sur, Freedom Sports Complex, San Jose, Pili, Camarines Sur.
GILDA P. BUSTILLA, PhD HAZEL M. SALCEDO, PhD

Public Schools District Supervisor Senior Education Program Specialist
Bula District- Secondary Planning and Research
Committee Member Committee Member
PRECIOSA DELA VEGA MARIBEN D. BERJA

Education Program Supervisor Chief Education Supervisor
Curriculum Implementation Division Curriculum Implementation Division
Committee Member Co-Chairman
SUEÑO S. LUZADA JR.

Assistant Schools Division Superintendent
Chairman
Title: Project BUD in Reading (Build Unyielding Dedication in Reading)

Proponent: Farida P. Olleres
Region V
FABRICA HIGH SCHOOL
ACTION RESEARCH PROPOSAL EVALUATION FORM

(as contained in DepEd Order No. 16, s. 2017)
TITLE: PROJECT BUD IN READING (Build Unyielding Dedication in Reading)

Name of Proponent/s: FARIDA P. OLLERES TII
MAIN SUB- % SCORE Rating Remarks

(Note: Encircle the number that
CRITERIA CRITERIA corresponds your
rating)
Rationale of the Context 15 15 12 8 0

Action Research Proposed Intervention, 15 15 12 8 0
(30 points) Innovation, Strategy
Action Research Minimum of three research 30 30 25 15 0
Questions questions
(30 points)
Action Research Participants and/or 10 10 5 0
Methods other Sources of Data
(30 points) and information
Data Gathering Method 10 10 8 5 0
Data Analysis Plan 10 10 8 5 0
Action Research Includes interventions,
Work Plan and innovations and
Timelines strategies 5 5 3 0
(5 points)
Cost Estimates (5 With specific items and
points) expenses 5 5 3 0
TOTAL SCORE 100%
Evaluation Result: (Check one only)

____ Approved Evaluated by:
____ Disapproved Signature: _________________________
____ Conditional Approved Printed Name:______________________
____ Need some revision on: Date Evaluated: ____________________
__________________
__________________

Region V
FABRICA HIGH SCHOOL
ACTION RESEARCH PROPOSAL
Project Title: BUD in Reading Project
(Build Unyielding Dedication in Reading)

Teacher II
Fabrica High School
Contact No: 09973284354
Email Add: farida.olleres01@deped.gov.ph
I. Context/Rationale
Proficient reading skills are critical to success. If students are non-readers,
they are at risk for academic, behavioral, social and emotional difficulties. By the
definition from Philippine Informal Reading Inventory (Phil-IRI) manuals, non-readers
are learners who are unable to recognize and sound out letter-sound connections for
single consonants, consonant blends, and others. Also, Carmine, Silbert and
Kameenui describe non-readers as students who are virtually unable to decode, who
are able to identify 50-100 words by sight; however, they have no generalizable
strategy for decoding words. Struggling readers, on the other hand, are those who
have an unenthusiastic attitude towards constructing their own meaning and
interpretation of the text because of previous unpleasant and frustrating experiences.
This definition is similar to the meaning of frustrated readers wherein Phil IRI
describes them as learners who show withdrawal from reading situations by refusing
to read.

Region V
FABRICA HIGH SCHOOL
One local study conducted by Synergeia Foundation for school year 2017
covering 91 local government units of Grades 1-6 students found that 53 percent
were frustrated readers, while 23 percent could not comprehend and 7 percent could
not read at all. Similarly, results of the Philippine Informal Reading Inventory (PHIL-
IRI) from one of the national high schools in Bayugan City showed a poor
performance in reading among the junior high school students. One hundred five
students among 326 students belong to the frustration level while only 28 percent
were independent readers. More recent data showed another disheartening result for
the country when the 2018 Programme for International Student Assessment (PISA)
report was released. The report revealed that four out of five Filipino students were
categorized as Level 2, or “low performers”. According to PISA implementer OECD,
Level 2 students possess a proficiency that is “too low to enable them to participate
effectively and productively in everyday life. Such result is alarming because this skill
is not only vital in coping with demands of school and with daily life but it also has a
deep impact on achieving one’s goals, as well as on developing their knowledge and
potential, and on one’s ability to participate in society.
One of the challenges that the Philippines has been struggling with is non-
readers. Although there is a decrease in youth illiteracy, the country has a growing
number of non-readers and frustration-level readers particularly in public schools. In
Fabrica High School, it has been noted that in the last school years the prevalent
concern among teachers is the increasing number of non-readers.

Region V
FABRICA HIGH SCHOOL
Public secondary schools have conducted a Reading Remediation Program in
their respective schools to answer such reading deficiency but because of some
constraints, like time and materials, it had not yield satisfactory results among
remediation students. For them to become more engaged readers, it is important to
develop a positive reading attitude. Providing them with materials which they can
choose and that are personally interesting could be one of the strategies that would
help to motivate and change their frustrating experiences. And then, they should be
taught with proper reading skills and strategies that will help them make meaning of
text before, during, and after reading. Parental encouragement and family reading
practices may also be a crucial factor. Further, we need to remember reading
program intervention should be implemented in a long period of time as well as the
exposure to the reading materials.
Also, with the implementation of the K to 12 Basic Education curriculum with
an aim to produce graduates that are globally competitive, enhancing reading ability
skills is a must, so this Action Research was conceptualized.
II. Action Research Questions
This study aims to determine the level of effectiveness of Project BUD in
Reading in improving the reading skills of the students of Fabrica High School.
Specifically, it seeks to answer the following questions:
1. What is the reading proficiency level of students?

Region V
FABRICA HIGH SCHOOL
2. What are the strategies implemented by the teachers to enhance the reading
ability of the students?
3. Among the proposed strategies, what is the most effective as perceived by
the teachers, parents, and students?
4. What is the impact of Project BUD in Reading to the students of Fabrica High
School?
Expected Output: Improve the reading ability skills of the identified non-reader
students of Fabrica High School for the SY 2021-2022.
III. Proposed Innovation, Intervention and Strategy
The following are the proposed innovations, interventions and strategies to
reading difficulties that the students experience in reading.
 STAR COLLECTION – as an intervention program, a child will bring home a
copy of reading selection/story to read at home. His parents/guardians will
rate his/her ability by putting a star on the copy of his/her selection. The
teacher will validate the rate of his/her parents by putting another star on the
copy, thus a student will be earning stars depending on his/her reading ability.
 READING BUDDY – a poor reader will be partnered to a good reader who will
serve as his/her reading buddy.
 PULL OUT APPROACH – poor readers and non-readers will be pulled from
their class to be tutored/coached by other reading teacher.

Region V
FABRICA HIGH SCHOOL
 BASA SA BAHAY – the school will ask help or assistance of some volunteers
who are knowledgeable and willing to serve as reading teacher during
specified time at the learner`s home.
 WOW (Words of the Week) – students are required to look for at least five
unfamiliar words a week. They will study how to read and pronounce them
properly, learn the correct spelling and know the meaning of these words so
that they will be able to use them in their own sentences.
 Word Wall – list of words will be posted on one side of the wall inside the
classroom or inside their house for the students to master.
IV. Action Research Method
The descriptive research method or design will be used in this action
research to answer the main problem of the study. This design will be
appropriate because these will compare the reading ability based from
the results of the pre- and post-test of the students. This part also
presents the participants and other sources of data and information,
data gathering methods, and data analysis plan.
A. Participants and/or Other Sources of Data and Information
Purposive sampling technique will be utilized to select the 45 non-
reader students of Fabrica High School SY 2021-2022. This study will
get other data or information from the records of the school.

Region V
FABRICA HIGH SCHOOL
B. Data Gathering Methods
The Philippine Informal Reading Inventory (Phil-IRI) Tool will be used
to assess the reading ability skills of the identified respondents before
and after the implementation of the BUD in Reading Project. This
research will be conducted similar to the conduct of the regular reading
remediation activity but since the respondents are already in high
school, the activity will focus more on reading comprehension,
therefore, reading selection will be used. The effectivity of this research
will be determined by comparing the means of the pre-test and post-
test in areas of both the reading comprehension and word recognition.
The researcher will also personally administer a survey questionnaire.
The interview, observation and field notes will be done also personally
by the researcher.
C. Data Analysis Plan
The Philippine Informal Reading Inventory (Phil-IRI) Assessment Tool
will be used in determining the respondent’s level in areas of word
recognition and reading comprehension. Students will be subjected to
a pre-test. The researcher will select five (5) reading selections of not
more than two (2) paragraphs and will construct three (3) - five (5)
comprehension questions for every selection. Five (5) to ten (10)
minutes prior to the presentation of the lesson proper during the

Region V
FABRICA HIGH SCHOOL
English class will be allotted for oral reading of the selection and the
answering of the comprehension questions. The researcher will
read/facilitate in the reading of the selections before the lesson proper.
Scores will be recorded to ascertain the trend of the student’s reading
skills. The Post-test will then be conducted after the 12-week
implementation of the BUD in Reading Project. Simple statistics, the
mean, will be used to identify the average level of the subjects before
and after the implementation of the BUD in Reading Project. The
difference will be computed by only subtracting the pre-test mean of
subjects to their mean post-test result.
V. Action Research Work Plan and Timeline
ACTIVITIES TIME FRAME PERSONS Means of

Involved Verification
Pre-implementation Plan
Review available data on research and
development in the District Office to establish October 2021 Researcher Data on Action
baseline data and background information for School Head Researches Conducted
the action research.
Consult with the PSDS, SEPS for November 2021 Researcher Minutes of consultation
PR and/or EPS for RI regarding School Head & planning meeting
the intention / plan to conduct the PSDS
research
Submit action research proposal December 2021 Researcher Approved action

for approval School Head research proposal
Implementation Plan
Implementation of the intervention January to March Researcher Action Research

Region V
FABRICA HIGH SCHOOL
2022 School Head Monitoring Journal

 Star Collection PSDS
 Reading Buddy
 Pull Out Approach
 Basa sa Bahay
 WOW (Words of the Week)
 Word Wall
Conduct of the first stage of data gathering 3rd week of Researcher Accomplished research
March 2022 Respondents Tools
Teachers
School Head
Use of research tools in analyzing the data Analyzed data from
gained from the research 4th week of March Researcher Statistician accomplished tools
2022
Analysis of generated data April 2022 Researcher Research data and

outcome analyzed
Post Implementation Plan
Prepare and submit action May 2022 Researcher Accepted Action

research write-up Research Write-up
/Completion Report
Convey results of the study to the June 2022 Researcher Minutes of meeting
stakeholders for possible benchmarking School Head
Stakeholders
Research dissemination – presentation to
research forum As schedule Researcher Certificate as presenter,
TO, Communication
Utilization / improvement of the studied Utilized/improved the

innovation in the succeeding school year July 2022 Researcher strategy/program used
Teachers
School Head
VI. Cost Estimates
The table below presents the budgetary cost estimates which will be
funded by Basic Education Research Fund (BERF) with corresponding
activities or strategies, resources needed and source of fund of the action

Region V
FABRICA HIGH SCHOOL
research project. The following items will be the details of possible
expenses which can facilitate the implementation of this action research
proposal.
ACTIVITIES Item Quantity Unit Price Total price
Preparation of materials and implementation Colored 2 reams 250.00 500.00

of innovation/interventions sheets-
assorted,
8.5”x13”
Data gathering, interpretation of data
gathered and preparation of completed Bond 5 reams 250.00 1,250.00
research report Paper
(Short)
Bond 5 reams 300.00 1,500.00

Paper
(Long)
Printer ink 1 set 1,000.00 1,000.00

TOTAL 4,250.00
VII. Plans for Dissemination and utilization
ACTIVITIES TIME FRAME PERSONS Budget Expected

Involved Output/MOVs
PLAN FOR DISSEMINATION

Share best practice(s) based on the As schedule Researcher P 1,000.00 Certificate as
research results during f2f/online Principal presenter
conferences, trainings, workshop and PSDS Documentation
meetings in the school and district level. Program
Letter of
invitation
PLAN FOR UTILIZATION
Prepare a district action plan integrating As schedule Researcher P 500.00 Approved District
research findings with suggested Principal Action Plan
strategic interventions, PSDS

Region V
FABRICA HIGH SCHOOL
VIII. References
Regional Memorandum No. 52 (2021)
DepEd Order No. 15 (2018)
TeacherPH, Sustainable Goals, Basic Education Statistics in the

Philippines.
Hernando-Malipot, M. (2019). PH Urged to Get Education Plans

Back on Track. Manila Bulletin.
Cruz, N. S. (2019). Why Can’t Our Students Read? Philippine Daily

Inquirer.
Pernito-Amor, M. M. (2018). Reading Proficiency of Junior High

School Students: Towards the Development of Intervention Program.
Reysio-Cruz, M. (2019). Worst PH Ranking in Math, Science, Reading

Prompts DepEd Review. Philippine Daily Inquirer.
The World Bank. (2018). World Bank Group Flagship Report: Learning
to Realize Education’s Promise.
The World Bank. (2019.) Ending Learning Poverty: What Will It Take.
U.S. Department of Education, National Center for Education Statistics.

(2018).The Condition of Education 2018 (NCES 2018-144), Home
Literacy Activities with Young Children
Prepared by: Noted by:
FARIDA P. OLLERES NIŇA S. TORMES

Region V
FABRICA HIGH SCHOOL
Teacher I Principal I


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Republic of the Philippines

by FARIDA P. OLLERES TII

of FABRICA HIGH SCHOOL, BULA DISTRICT

GILDA P. BUSTILLA, PhD HAZEL M. SALCEDO, PhD

PRECIOSA DELA VEGA MARIBEN D. BERJA

SUEÑO S. LUZADA JR.

Title: Project BUD in Reading (Build Unyielding Dedication in Reading)

ACTION RESEARCH PROPOSAL EVALUATION FORM

TITLE: PROJECT BUD IN READING (Build Unyielding Dedication in Reading)

MAIN SUB- % SCORE Rating Remarks

Rationale of the Context 15 15 12 8 0

Evaluation Result: (Check one only)

Title: Project BUD in Reading (Build Unyielding Dedication in Reading)

ACTION RESEARCH PROPOSAL

Project Title: BUD in Reading Project

(Build Unyielding Dedication in Reading)

Proponent: Farida P. Olleres

Proficient reading skills are critical to success. If students are non-readers,

definition from Philippine Informal Reading Inventory (Phil-IRI) manuals, non-readers

have an unenthusiastic attitude towards constructing their own meaning and

interpretation of the text because of previous unpleasant and frustrating experiences.

Title: Project BUD in Reading (Build Unyielding Dedication in Reading)

categorized as Level 2, or “low performers”. According to PISA implementer OECD,

potential, and on one’s ability to participate in society.

number of non-readers and frustration-level readers particularly in public schools. In

concern among teachers is the increasing number of non-readers.

Title: Project BUD in Reading (Build Unyielding Dedication in Reading)

Public secondary schools have conducted a Reading Remediation Program in

remediation students. For them to become more engaged readers, it is important to

practices may also be a crucial factor. Further, we need to remember reading

program intervention should be implemented in a long period of time as well as the

exposure to the reading materials.

Also, with the implementation of the K to 12 Basic Education curriculum with

skills is a must, so this Action Research was conceptualized.

II. Action Research Questions

This study aims to determine the level of effectiveness of Project BUD in

Specifically, it seeks to answer the following questions:

1. What is the reading proficiency level of students?

Title: Project BUD in Reading (Build Unyielding Dedication in Reading)

ability of the students?

3. Among the proposed strategies, what is the most effective as perceived by

the teachers, parents, and students?

students of Fabrica High School for the SY 2021-2022.

III. Proposed Innovation, Intervention and Strategy

The following are the proposed innovations, interventions and strategies to

reading difficulties that the students experience in reading.

 STAR COLLECTION – as an intervention program, a child will bring home a

copy of reading selection/story to read at home. His parents/guardians will

serve as his/her reading buddy.

their class to be tutored/coached by other reading teacher.

Title: Project BUD in Reading (Build Unyielding Dedication in Reading)

who are knowledgeable and willing to serve as reading teacher during

specified time at the learner`s home.

that they will be able to use them in their own sentences.

classroom or inside their house for the students to master.

IV. Action Research Method

The descriptive research method or design will be used in this action

presents the participants and other sources of data and information,

data gathering methods, and data analysis plan.

A. Participants and/or Other Sources of Data and Information

Purposive sampling technique will be utilized to select the 45 non-

reader students of Fabrica High School SY 2021-2022. This study will