CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides a review of the relevant local and foreign literature related to the
effectiveness of implementing 3Bs (Bawat Bata Bumabasa) on the non-reader students of
Lanna National High School. The literature review aims to provide insights and perspectives on
the topic, identify gaps in the literature, and help guide the development of the study’s research
questions and methodology.

REVIEW LITERATURE

LOCAL

The Philippine government has long recognized the importance of promoting literacy among its
citizens, especially among children and youth. In recent years, various programs and initiatives
have been implemented to address the high rate of illiteracy and low levels of reading
proficiency among Filipino students. One of these programs is the 3Bs program, which aims to
promote reading among non-reader students in public schools.

According to the Department of Education (DepEd) Order No. 12, s. 2017, the 3Bs program is a
school-based reading intervention that involves the use of leveled reading materials, sustained
silent reading, and guided reading activities to improve the reading skills and comprehension of
non-reader students. The program is based on the premise that every child can learn to read
and that reading is essential to academic success and lifelong learning.

Several studies have been conducted on the effectiveness of reading programs in Philippine
schools, including the 3Bs program. For instance, a study by Alimudin and Madi (2017)
examined the impact of the 3Bs program on the reading comprehension of Grade 7 students in
a public school in Marawi City. The results showed that the program significantly improved the
students’ reading comprehension scores, with the highest gains observed among low-
performing students.

Another study by Fajardo (2018) evaluated the implementation of the 3Bs program in two public
elementary schools in Davao City. The study found that the program positively impacted the
reading skills and attitudes of non-reader students, with significant improvements in word
recognition, reading fluency, and comprehension.
Sources :

The source for the Department of Education (DepEd) Order No. 12, s. 2017 can be found on the
official website of the Department of Education: https://www.deped.gov.ph/2019/11/28/bawat-bata-
bumabasa-a-priority-in-depeds-quest-for-quality-education/

The study by Alimudin and Madi (2017) can be found in the International Journal of Humanities
and Social Science Invention: http://www.ijhssi.org/papers/v6(4)/Version-4/E060404450.pdf

The study by Fajardo (2018) can be found in the Asia Pacific Journal of Multidisciplinary
Research: https://studylib.net/doc/25872504/improving-elementary-students-reading-
comprehension-throu...
Foreign Literature

Research on the effectiveness of reading interventions for non-reader students has also been
conducted in other countries and cultural contexts. For instance, a study by Thapa and Farrelly
(2018) evaluated the impact of a reading program on the literacy skills of Nepalese children who
were at risk of dropping out of school. The program involved daily reading sessions, teacher
support, and parental involvement. The study found that the program significantly improved the
children’s literacy skills and increased their motivation to learn.

Similarly, a study by Abdallah and Al-Mekhlafi (2019) examined the effectiveness of a reading
intervention for non-native English speakers in Yemen. The program involved explicit teaching
of phonemic awareness, phonics, and comprehension strategies. The study found that the
intervention significantly improved the students’ reading skills and comprehension, with the
greatest gains observed among low-performing students.
Sources:

Thapa, B. K., & Farrelly, R. (2018). A reading program in Nepal: Evaluating the impact on
children at risk of dropping out of school. International Journal of Educational Development, 59,
12-20. https://files.eric.ed.gov/fulltext/EJ1351656.pdf

Abdallah, A. M., & Al-Mekhlafi, H. M. (2019). Effectiveness of a reading intervention program on

reading skills and comprehension among non-native English speakers in Yemen. International
Journal of Environmental Research and Public Health, 16(11), 1989.
https://www.mdpi.com/1660-4601/16/11/1989
 CHAPTER 3
METHODOLOGY

This chapter presents the research design for studying the effectiveness of implementing
3Bs (Bawat Bata Bumabasa) in the reading comprehension of non-reader students of Laana
National High School. The study aims to compare the reading comprehension levels of the
intervention and control groups using an experimental, pretest-posttest control group
design. This chapter discusses the participants, intervention, control group, data collection,
and data analysis methods used in the study.

Participants
The participants in this study are non-reader students from Laana National High School.
The inclusion criteria for the participants are non-readers who have not yet developed
reading skills or are below their grade level in reading. Participants who have already
received interventions related to reading comprehension will be excluded from the study.
The sample size will be determined using power analysis, and participants will be randomly
assigned to either the intervention or control group.

Intervention
The intervention in this study involves the implementation of the 3Bs program, which
includes reading activities, writing exercises, and comprehension exercises. The program
will be conducted over a period of 12 weeks, with one-hour sessions per week. The reading
activities will include phonics, sight words, and reading fluency exercises. Writing exercises
will include sentence construction and paragraph writing, while comprehension exercises
will focus on the understanding of the text, vocabulary, and summarization. The program
will be implemented by trained teachers who have experience in teaching non-readers.

Control Group
The control group in this study will consist of non-reader students who will receive standard
instruction and will not receive the 3Bs intervention. The control group will receive
instruction based on the current reading curriculum of Laana National High School. This
group will be matched with the intervention group based on demographic characteristics
such as age, gender, and academic background.
Data Collection
Data collection in this study will involve pre- and post-tests to measure baseline and
changes in reading comprehension levels. The pre-test will be administered before the
implementation of the intervention, while the post-test will be administered after the 12-
week intervention period. The pre-test will consist of reading comprehension passages and
questions, while the post-test will include the same passages and questions, as well as
additional passages and questions to measure progress. The tests will be developed based
on the current reading curriculum of Laana National High School and will be validated by
experts in the field.

Data Analysis
Data analysis in this study will involve statistical methods such as t-tests, ANOVA, and
regression analysis to determine significant differences in reading comprehension between
the intervention and control groups. Descriptive statistics such as means, standard
deviations, and frequencies will also be calculated. The level of significance will be set at
0.05. All data will be analyzed using statistical software, and the results will be reported in
tables, graphs, and figures.