JEMPS

THE JOURNAL OF EDUCATIONAL MANAGEMENT AND
PEDAGOGICAL STUDIES (JEMPS)

A Peer-Reviewed Multidisciplinary Research Journal of Schools
Division Office of Maasin City
EDITORIAL BOARD
Editor in Chief
ADELFA S. TAGRA, PhD
Associate Editors
JULIUS R. GARZON, EdD
IAN R. MAGLINES, MAEd
CHINDY LEE L. DE LA CRUZ, MAEd
JENNIFER C. VERGEL, EdD
RANDY J. CHAVEZ, EdD
Managing Editors
JOSEFINA L. MATIBAG
ROSEMARY S. ACHACOSO
RIZI MAE J. CODAL
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ARCQUEL SAMACO
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RICHIE C. BLASABAS
The journal of Educational Management and Pedagogical Studies (JEMPS)

THE JOURNAL OF EDUCATIONAL MANAGEMENT AND
PEDAGOGICAL STUDIES (JEMPS)
Aims and Scope

The Journal of Educational Management and Pedagogical Studies
(JEMPS) aims to disseminate strategies employed for better access, improved
quality, and good governance in education. JEMPS serves as a national fo-
rum for scholarly communication that impacts on teachers’ advancement
and that of their learners.
This journal caters to emerging scientific knowledge and discoveries in
the areas of pedagogy, educational technology, educational management,
program evaluation, and teaching-learning assessment. All papers are sub-
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Journal of Educational Management and Pedagogical Studies is pub-
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Acknowledgment
This academic journal would not be possible without the passionate

and compassionate push of our partner, the Southern Leyte State University-
Tomas Oppus with the lead of the brilliant Dr. Marvin S. Daguplo. Your un-
faltering mentorship really extracted beneficial and effective research studies
from us.
To the Schools Division Office of Maasin City with the prime mover Dr.
Josilyn S. Solana for the untainted support from the start until the end of
this exertion.
To the JEMPS (Journal of Educational Management and Pedagogical
Studies) Editorial Board for the inexorable and ceaseless stamina during the
critical stages of polishing the studies.
To the research enthusiasts who unreservedly allowed us to be part of
their academic toils by entrusting their studies to us.
Above all, to the Almighty for the guidance as our torch to sustain hur-
dles, and for the strength as our soothing balm to our tired framework.
SELFE Technology: A Reading Scaffold to Improve
Reading Comprehension Skills
MARIDELLE LYNN L. ALMOSA

TERESITA C. LEONOR
CELSA S. GURRA
San Rafael, Maasin City, Southern Leyte
Abstract
Reading comprehension is a major pillar of the act of reading and is deemed

necessary in all academic areas. However, it is still a pressing problem since a
number of learners in Secondary National High School are still in the Frustration
level when Phil-IRI is conducted. Thus, to investigate this aspect, this quasi-
experimental research study, specifically, single group post-test design was
conducted on a group of 12 Grade 8 learners in San Rafael National High School
during the school year 2019-2020 who were all in the Frustration level. This aimed
to zero out learners in the Frustration level using SELFE (Singing Enthusiasts,
Learning with Fun and Excitement) Technology. The findings revealed that all
learners improved their reading comprehension and that there was a significant
difference on the reading performance before and after the use of SELFE
Technology. 3 learners were in the Independent level and 9 were in the Instructional
level. This concluded that SELFE is an effective technology to improve the reading
comprehension of learners.
Keywords: SELFE, comprehension, frustration level, independent level, instructional

level
INTRODUCTION child a reader and a writer at their grade

One of the most fundamental level. To measure and describe learners’
abilities a child can learn is reading. It is reading performance, the Phil-IRI or the
the foundation for all academic learning Philippine-Informal Reading Inventory
and is crucial to a child’s success and in Assessment Tool is used as a classroom
later life. The Department of -based assessment tool which also
Education’s flagship program (DO No. allows the learners to categorize and
18, 2017), “Every Child a Reader determine the level of their performance
Program”, aims to make every Filipino as Frustration, Instructional, and
Correspondence: maridellelynn.almosa@gov.ph 0000-0003-1387-1625

Almosa, Leonor, and Gurra 2
Independent (DO No. 14, 2018). School’s English Phil-IRI which was
Frustration is the lowest level at which administered to all Grade 7 learners
the learners show withdrawal from during the school year 2018-2019 who
reading situations by refusing to read. will be admitted to Grade 8 in 2019-
Instructional is the level at which the 2020, resulted to 12 (14%) out of 85
pupil can profit from instruction and learners in the frustration level. This
Independent is the highest level at number may not be as alarming as it
which the learners can read may seem; however, its existence can
independently and which ease without affect the overall performance of the
the help or guidance of the teacher. This school. Due to lack of good reading
diagnostic method of analyzing how habits among students, academic
kids read includes inclusionary ideas performance with respect to their
that stress the need of learner-centered, examination result has been dismal
flexible, and culturally sensitive nowadays creating a great source of
education. worry and concern for all stakeholders
Moreover, it was revealed that in in the educational sub-sector (Issa et al,
the Programme for International Student 2012). The inability of learners to
Assessment (PISA) results in 2018, the respond and make meaning on the
Philippines scored lower than those in reading text does not only affect their
majority of the countries and economies performance in the English subject but
that participated (Claessen et al., 2020; also across all other subjects like
Tomas et al., 2021). Among 79 Science, Mathematics, Araling
countries, the Philippines ranked last Panlipunan, and the rest of the eight
and shared a significant rate of low learning areas. With this, learning gaps
performers among all PISA- can be noted resulting to low Mean
participating countries and economies. Percentage Score (MPS) in Quarterly
In other words, 80% of Filipino students Exams, slow pacing of lessons which
fell short of the required reading contributes to unfinished delivery of
competency. The students' inability to lessons after the school year, and low
do fundamental reading and performance in the National
comprehension is what is responsible Achievement Test (NAT). Karanja
for their subpar performance in English, (2015) pointed out that comprehension
Mathematics, and Science. errors contributed a lot to the students
In fact, San Rafael National High not comprehending what they read and
Journal of Educational Management and Pedagogical Studies 1:2022
therefore failed to answer examination their reading performance levels.

questions correctly. Therefore, reading Furthermore, this study aimed to
is the most important subject in the determine whether there are
school curricula. This proves that improvements in the learners’ reading
learners could not learn the basic performance level after being exposed
applications if they happen to be to the said strategy.
deficient in reading skills (Jala, 2020). The research also was carried
Learning reading is important, per se, out to determine the participants’ level
but more importantly, reading with of reading comprehension after being
comprehension. exposed to the strategy and the
This study aimed to find a new significant difference of the
strategy as a fresh avenue for learners to participants’ level of reading
learn. Before, reading teacher used to comprehension before and after being
call the attention of learners who were exposed to the strategy.
in the Frustration level in their reading
comprehension and conducted a one- on CONCEPTUAL FRAMEWORK OF
- one remedial instruction. Such method THE STUDY
includes the re-introduction of Basic This study is anchored on
Dolch Sight Words and drills. However, Jerome Bruner’s Scaffolding Theory of
there are still learners who are low in Learning which gives emphasis on what
the comprehension skills. type of material a learner can learn,
With this pressing problem, the often with regard to what material he or
researchers aimed to develop a localized she may require assistance with
strategy designed for students with learning. To help learners improve their
identified problems on reading. Since reading comprehension, the researchers
researchers posit that the use of music aimed to develop a new technology that
and songs are beneficial to learning such is related to Karaoke or Sing Along
that it motivates the students to play Activity which would enable the
participative roles in classroom learners to practice reading with the
(Añavesa, 2012; Asya’ari & Md Yunus, assistance of the teacher, further
2021; Bird, 2017; Sebastian, 2020), this removing this assistance once the
strategy aimed to make use of music and learners have developed from frustration
songs to improve the learners’ reading to instructional or independent level of
comprehension skills, further improving reading comprehension. This is closely
related to the concept of the “zone of 12 grade 8 learners; male (6), female (6)
proximal development,” which is the of San Rafael National High School in
idea that there is some material learners the school year 2019-2020 who were
who can learn on their own material that purposively chosen after being
is simply too complex for them to learn identified to be in the frustration reading
based on their current knowledge, and level considering the Phil-IRI result
material between these two that they can during the school year 2018-2019.
learn with assistance. Using the strategy, the identified
This study aimed to develop a participants had undertaken a ‘Sing
new technology to zero- out learners in Along Activity’ (Karaoke). The
the frustration level. Specifically it researchers coordinated with the class
determines the level of advisers and subject teachers of the
participants’reading comprehension participants and secured learners’ class
after being exposed to the newly schedule so that they would be
developed technology as well as its reminded of the remediation session
significant difference of the after the last subject in the afternoon. It
participants’ level of reading started with the preparation of the
comprehension before and after being materials to be used such as LED TV,
exposed to the newly developed Asian songs, microphones, and the
technology. comprehending questions to be given
after the remediation. The study was
METHODOLOGY conducted with a time frame of eight (8)
This study used the quasi- weeks. The strategy engaged the
experimental research because there participants in the singing activity
might have been several factors utilizing ballad songs twice a week
affecting the variables that could not be (MTh), 4:00-5:00 in the afternoon with
controlled (Ary, et al. 2011). two songs per week. Songs were from
Specifically, it utilized the single group Afro- Asian countries following the
post-test design. The dependent variable competency of Grade 8. Selected songs
is the students’ reading comprehension were rich vocabulary, an appropriate
and the independent variable is the balance of chorus and other lyrical
strategy used to improve the reading stanzas, and songs that had a slow to
comprehension skills of the participants. medium rate with clear phrasing and
The participants of this study were the singing of lyrics so that the words could
be clearly understood. The learners read strategy.

each stanza and each chorus, as many
by times as it repeated, during the RESULTS AND DISCUSSION
repeated readings. Learners followed This presents the data being
these steps during the repeated reading analyzed with corresponding
with lyrics as passages. Learners discussions and implications of results.
listened to the song as they followed
along reading with the lyrics. While SELFE Technology
listening to the song, students had an This study developed a strategy
opportunity to hear appropriate phrasing named as SELFE or Singing Enthusiasts
and intonation along with rate and Learning with Fun and Excitement
accurate reading of text. The teacher, Technology. It is used to zero - out the
then, orally read the lyrics (as-is, number of learners in the frustration
without removing any chorus). level after its implementation. This
Afterwards, the students, sung the song strategy utilized Karaoke or Singing
given and after few repetitions, Along with songs as motivational and
comprehension questions about the song learning tool to scaffold in developing
were given comprising the literal, reading fluency, as word decoding
inferential, and critical questions. (sounding out), automatic processing
Comprehension questions were given to (meaning making) and prosodic reading
the participants after to check and (appropriate phrasing, parsing). Dzanic
reinforce their reading comprehension and Pejic (2016) revealed that songs
skills. have a positive impact on vocabulary
The data of this research were retention of learners and that songs are
obtained through a post test conducted appropriate for different learning styles,
to reassess the participants on the they promote meaningful learning
reading level. Mean was used in experience and improve learners’
determining the level of reading knowledge.
comprehension skills of learners before To check whether the SELFE
and after exposing to the strategy using Technology is effective to improve the
the Phil- IRI tool. T- test was also used reading comprehension of learners,
in determining the significant difference please see the table that follows.
of the learners’ reading comprehension
skills before and after the conduct of the
Table 1. Participants’ Level of Reading Comprehension
Table 1 shows the participants’ (Therrien, 2004). It shows that songs

level of reading performance after being have a positive influence on vocabulary
exposed to the strategy and was retention of the learners and that songs
determined by the result of the Phil- IRI serve as an important motivation in the
test. It can be noted that 3 learners are language learning process. It can also be
already independent readers and all 9 noted that Sing Along Activity is an
are Instructional. This confirms the effective avenue to motivate learners
study of Añavesa (2012) that when a with difficulty in understanding text to
song is used in a selection, most learners participate and attend remediation
developed on their reading classes. It can be noted that many
comprehension skill. Music enhances learners have withdrawn themselves
confidence level of learners and from reading activity because of the
motivates them to speak and activity itself for it is sometimes
comprehend on the lesson (Sebastian, presented in an undesired way. Learners
2020). tend to get involved in the way they
SELFE Technology greatly love to do. However, choosing a proper
motivated the learners to read with method to invite learners to read a lot is
music. This confirms that songs challenging. Reading is seeing the
naturally lend themselves to re- essence of knowledge. Most learners
readings, a practice for building fluency, love to sing or listen to songs and
Table 2. T-test on the significant difference between the Pre-test and Post-test Re-
sults
discussing with them the lyrics seems level was successfully zeroed out
motivating for them. It involves them in because of the technique adopted in this
the teaching learning process since study.
lyrics are part of the song (Orlova,
To determine whether there is a
2003; Suseno, 2018). Bird (2017) in her
significant difference of the reading
study proved that a great improvement
comprehension before and after
occurs for the students reading
exposure to SELFE Technology, please
comprehension after being exposed to
see the table below.
music. They tend to have a positive
This study assumes that there is
mood and environment with this
significant difference between the Pre-
strategy. According to Stalinski and
test and Post- test of learners in terms of
Schellenberg (2013), research shows
the Level of Reading comprehension
that although negative moods are linked
before and after being exposed to the
to decreased word memory, pleasant
strategy. Result of the analysis confirms
moods are linked to better recollection
that there is a significant difference
of a story.
between the score of Pre-test and Post-
Low reading comprehension test of the students (p-value= 0.000) at
may be an issue that frequently affects 5% alpha. This result implies that such
students in the classroom, but teachers technology is effective and can be used
may always use songs and Sing-Along for improving student’s reading
Activities as a technique to help comprehension.
students with their reading The findings revealed that all
comprehension. This implies that learners improved their reading
learners' memories and the texts they are comprehension from frustration to
reading can be linked together Instructional and Independent and that
effectively by music. The number of there was a significant difference on the
students that were in the Frustration reading performance before and after

the use of the strategy. This implies that study, it can be concluded that learners
learners learn better if the strategy used improved their reading skills after being
is motivating for them and if it is not exposed to SELFE. It helped in building
traditionally done like a formal self- confidence and eventually
instruction inside the classroom. These promoted self- esteem. Thus, SELFE is
motivational features facilitate a more an effective reading scaffold in
relaxed learning environment, and their bolstering low reading skills of learners.
cognitive and linguistic aspects boost In the light of the results of this
vocabulary and language learning study, the researchers recommend that
(Pardede, 2019; Karsono, 2019). This learners may download in their cell
study proves the good impact of music phone the songs identified by their
in reading. Teaching reading through language teachers so that they may
music provided a new outlook for these practice singing and answering
struggling students and helped them to comprehension questions during free
improve and strengthen their reading time aside from the scheduled
skill. remediation. Parents should expose and
Researchers believed that it is engage their children with Sing- Along
important to develop a strategy that Activity at home to improve
addresses the needs of the students comprehension. Also, they should
while igniting their interest. The monitor the learning progress of their
learners after being exposed to SELFE children. The school where learners
felt more confident with their decoding spend most of their time should allocate
skills at the end of the eight-week funds from the MOOE for the purchase
period. As they learned each new song, of learning resources such as LED TV,
they share what they had learned with hard drives, microphones which will be
the other learners. Using ballad songs used during remediation. School
in the classroom did increase the Administrators should encourage
positive energy in the classroom. The language teachers to utilize the SELFE
learners in the class were overheard technology in conducting reading
singing the songs throughout the day remediation. Finally, teachers especially
and all looked forward to the new song. the language teachers should always
encourage learners to participate in the
CONCLUSION Sing- Along Activity and that they
Based on the results of this should provide the learners with
motivating follow- up questions to perceptions of the impact of

reading difficulties for young
improve comprehension. Additionally,
people. Australian Journal of
the study encourages other teachers to Learning Difficulties, 25(1), 51-
64. https://
utilize SELFE as a strategy in
doi.org/10.1080/19404158.2020.1
remediating low reading comprehension 734952
skills among learners not only in Grade
Department Order No. 14 Series 2018.
8 but in other levels. Monitoring shall Policy Guidelines on the
also be done to keep track with the Administration of the Revised
Philippine Informal Reading
learners’ progress. Inventory (PHIL- IRI)
Department Order No. 18 Series 2017.

REFERENCES Guidelines on the Utilization of
the 2017 Every Child A Reader
Añavesa, J. M. (2012) Development of Program Funds for the Early
reading comprehension using Language, Literacy, and
selected songs. (Unpublished Numeracy Program: Professional
master’s thesis), University of the Development Component
Philippines.
Džanić, N. D., & Pejić, A. (2016). The
Ary, D. Jacobs, L. C, & Razavieh, A. Effect of Using Songs On Young
(2011). Pengantar penelitian dalam Learners and Their Motivation for
pendidikan [Introduction to Learning English. NETSOL: New
educational research]. Translated Trends in Social and Liberal
by Arief Furchan. Usaha Nasional. Sciences, 1(2), 40–54. https://
doi.org/10.24819/netsol2016.8
Asya’ari, N. B., & Md Yunus, M.
(2021). The use of sing along song Issa, A. O., Aliyu, M. B.,
in the learning of the possessive Akangbe, R. B., & Adedeji, A. F.
adjective and possessive (2012). Reading interests and
pronoun. International Journal of habits of the federal Polytechnic,
Academic Research in Business OFFA, students. International
and Social Sciences, 11 Journal of Learning and
(6). https://doi.org/10.6007/ijarbss/ Development, 2(1). https://
v11-i6/10244 doi.org/10.5296/ijld.v2i1.1470
Bird, J. (2017). Listen Up! The Impact Jala, G. T. (2020). Pupil's Reading
of Music on Students' Reading Comprehension, Problem-
Comprehension [Master's Solving Skills and Academic
thesis]. http:// Performance. Journal of World
digitalcommons.brockport.edu/ Englishes and Educational
ehd_theses/771 Practices, 2(4).
Claessen, M., Dzidic, P., Boyes, M., Karanja, W. (2015). Effects of Reading
Badcock, N., Nayton, M., & Difficulties on Academic
Leitao, S. (2020). Educators’ Performance Among Form Three
Students in Public Secondary
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Schools, Kiambu County, doi.org/10.26858/eltww.v5i2.6074

Kenya [Master's thesis]. https://ir-
library.ku.ac.ke/ Therrien, W.J. (2004). Fluency and
handle/123456789/13253 Comprehension Gains as a result of
Karsono, K. (2019). The effect of using Repeated Reading. A Meta-Analysis.
karaoke activities on Students’ Remedial and Special Education, 25(4),
English pronunciation. JET 252-261
(Journal of English Teaching), 5
(3), 179. https://doi.org/10.33541/ Tomas, M. J., Villaros, E. T., &
jet.v5i3.1311 Galman, S. M. (2021). The perceived
challenges in reading of learners:
Orlova, N.F.2003. Helping prospective Basis for school reading
EFL teachers learn how to use programs. Open Journal of Social
songs in teaching conversation
Sciences, 09(05), 107-122. https://
classes. The Internet TESL
Journal, 9(3). http://iteslj.org/ doi.org/10.4236/jss.2021.95009
Techniques/Orlova-Songs.html
Pardede, P. (2019). Employing

Music and Songs in EFL
Classrooms. In: PROCEEDING
English Education Department
Collegiate Forum (EED CF)
2015-2018. UKI Press, Jakarta,
pp. 251-264. ISBN 978 623 7256
25 0
Sebastian, M. D. (2020). Using songs as

springboard to teaching poetry
and narratives towards improved
comprehension. http://
dx.doi.org/10.13140/
RG.2.2.18420.58242
Stalinski, S. M., & Schellenberg, E. G.

(2013). Listeners remember
music they like. Journal of
Experimental Psychology:
Learning, Memory, and
Cognition, 39(3), 700-
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a0029671
Suseno, E. (2018). Using lyrics lines to

strenghen reading
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Correspondence: maridellelynn.almosa@gov.ph 0000-0003-1387-1625

TWO IN A STORY: Ladder in Reading Comprehension
ADELFA S. TAGRA
Combado, Maasin City, Southern Leyte
Abstract
The purpose of the study is to intensify learners’ interest in reading stories

thus improving their reading comprehension levels anchored on Vygotsky’s Socio-
Cultural Development Theory and Jean Chall’s Stages of Reading Development. The
strategies storyboard and building a story chart with hypothetical questioning
technique were introduced under the four stories from Anglo- American literature. 27
Grade 9 learners of Maasin Vocational High School underwent simultaneous
strategies for a period of 2 months. Results revealed the efficiency and effectiveness
of the intervention phases manifesting dramatic increase. Further, it offered the time
and space for each learner to learn better, promote strategic thinking, increased
learners’ stamina both physical and mental, and encourage participation among
peers, yet however, decrease the anonymity in lesson discussions and tasks. However,
further investigations are welcomed relative to this conduct.
Keywords: literal, inferential, evaluative, storyboard, building a story chart
INTRODUCTION foundational reading skills compared to

the rich ones. Further, these learners
It has been a global notion that
who have no or little grasp on reading
the mother of all skills is undeniably
have no or limited comprehension.
reading. Without reading, things fall at
bay leading to failures in lots of aspects. Meanwhile, the test conducted
According to UNICEF as discussed by by the Program for International
Jenkins, et. al (2021) , one of the Student Assessment (PISA) in 2018, the
biggest impacts on reading is no less Philippines got lowest in reading
than wealth. Widely, 40% of the comprehension among the 79 countries
financially deprived students are greatly involved. Ranging the average score of
denied with the acquisition of the 340 -100 points short of the OECD
Correspondence: adelfa.tagra@deped.gov.ph
Tagra 12
(Organization for Economic that the reading material should be

Cooperation and Development) with a familiar to these learners to encourage
set average of 487. This shows the better understanding.
ailing reading and comprehension of our
Stories play a vital role be it in
learners from the elementary towards
the native tongue or in a foreign
the secondary level. It was also
language. Children embrace both
observed from the results that the
reading and listening to stories as they
macroskills: listening, speaking,
fly with the divan towards the fairy land
reading, writing and viewing of learners
where all are wonderful and beyond
towards reading proficiency are
imagination. Laying the critical analysis
underdeveloped which plays a salient
of a short story, one must identify the
role towards comprehending of the text.
elements such as plot, setting, theme,
There are known four levels of reading
character, language and style or
comprehension. These include literal,
technique used by the author. Since it is
inferential, evaluative and applied.
a conscious art form, creative in nature,
Albeit, a slapping reality that most
it must be viewed as an organic living
learners only fall under literal level. Yet
being. Thus, each element should not be
when they hopped into the inferential
seen as a single identity, however be
level, the lack of understanding stuck
tailored as one. Characters, theme,
them, leaving evaluative and applied
setting and plot, tone and mood are
levels in wayward manners without
some of the elements in a story which
answers or if there are, mostly minimal
are interrelated promoting better
or worst erroneous. This has been seen
learning and understanding on the
in the study of Okkinga, et.al. ( 2018)
learners. This interwoven relationship of
that to understand the reading level
these elements are potential in
complexities, we need to consider the
solidifying the comprehension of
range of linguistic and cognitive
learners.
processes implicated in the text , and
appreciate how these depend on Belhadia (2014) mentioned that
children’s knowledge, as well as stories not only help us learn language

but also guide us in our life. Definitely,
features of the text, purpose and goals of
the reading situation. Thus, students their ability to read is considered as one
should be practiced in reading stories of the most important language skills

they need to develop, since they need
based on their context. Context means
Tagra 13
English. Yet, the fall-down towards stories from the Anglo- American
reading develops. Lax attitude of Literature in English 9 classes with the
learners results in poor comprehension. help of the strategies such as building a
This is now the time that teachers in story chart and story board with
English becomes pressured to make hypothetical questioning would
their learners responsive in reading improve learners reading
books. Faculty of teachers are into the comprehension levels.
dilemma on how they could answer the
call of their duties – to become effective
THEORETICAL FRAMEWORK OF
teacher. Moreover, choosing the exact
THE STUDY
strategies in teaching is pertinent to
students’ learning (Knutson, 2014). This study is anchored on the
theories of Socio- Cultural Theory of
This holds true with the Grade 9
Learning by Lev Vygotsky (1978) and
learners of Maasin Vocational High
the Stages of Reading Development by
School. Most students have not
Jean Chall (1983).
mastered the four levels of reading
comprehension . Socio- Cultural Theory Learning
Learners in this station have Reading is a social skill that requires

reading comprehension problems may it active participation, interaction and
be literal, inferential and applied due to involvement of learners. This
circumstances such as but not limited to theory embodies two main descriptions:
environment and academic one. scaffolding and Zone Proximal
Development (ZPD).
Reading comprehension is an
advanced level of reading skills (Ganie Scaffolding, according to
& Rangkuti, 2019).It is found out that Dysart, Matera and Traver (2019) here
right after the lesson proper, students is the definite role and function of the
have no grasp or inadequate grasp of teachers and the rest of the learning
understanding what they have read. facilitators to support learners’
Thus, augmenting each of the development and provide support
comprehension level of learners may it structures in order to reach the next
be literal, inferential, and evaluative is a stage of learning.
great task of the researcher being an
Moreover, the Zone of Proximal
English teacher. Incorporating short
Tagra 14
Development refers to the gap between Fluency, Ungluing from Print: From
what a learner can do without the age 7-8. This stage solidifies the
supervision or assistance of a learning learning , a child was able to acquire
facilitator, commonly a teacher, and on in Stage 1. Fluency here is being speed
what a learner can do with the assistance up with reading stories. Reading in
given by the teacher. It could be a this level is verifying what has been
learning development when a learner is known to the reader. Since content of
working with more skilled peers in a the reading material is familiar, the
task to be carried out. reader can concentrate his/ her
attention on the printed words.
Chall’s Stages of Reading Development
(1983)
This stage allows the child as a
Reading skills developed in a
learner to connect the context of the
hierarchical level, each skill layering
upon the previous. text to his own knowledge and
Stage 0. Prereading. From 0-6 language. Children here use decoding
years old, children starts to learn the and use their decoding language, and
alphabetic writing system and gathers the redundancies of the stories read to
a fund of knowledge about letters, develop oral fluency.
words, and books. With their control,
Stage 3: Reading for Learning the New:
children learn the syntax and words at
About ages 8-14. At this point,
this age gradually.
instruction shifts to reading to learn.
Stage 1. Initial Reading, or Decoding
Learners read variety of reading
Stage. From age 6- 7. This stage is
materials to learn new concepts.
learning the set of letters, combining
Stage 4: Multiple Viewpoints: About
them and forming either spoken or
ages 15-18. At this stage, learners are
written words. Mumbling and
required to read a variety of materials
bumbling, barking and print, and
such as argumentative, expository, and
guessing and memory game are part
narrative ones with variety of ideas and
dominant keys in this stage.
opinions to draw contrast and
Cognitive knowledge about reading
comparison.
happens. It is greatly expected that at
the end of this stage, children are able Stage 5: Construction and
to spell out words correctly. Reconstruction: About 18 and above of
age. This is the stage wherein reading
Stage 2. Confirmation,
Tagra 15
Figure 1:Theoretical Framework of the Study
of relevant materials to boost or add the evaluative reading comprehension levels

gained knowledge allowing for new of learners. Specifically, this study
schema and applying it in one’s setting. aimed at answering the following
objectives: on knowing the average
In this study, the 2 overlapping
level in each reading comprehension
theories are used in the manner that
level of the Grade 9 learners relating to
ZPD and Chall’s Stages of Reading
literal, inferential and evaluative before
Development from stage 1 to stage 2
and after the conduct of the reading
to let learners read and comprehend
strategies; and identifying if there is an
the texts. That they may be able to
increase in each level of reading
answer questions in the literal,
comprehension of learners relating to
inferential and evaluative.
literal, inferential and evaluative before
They will be guided by the and after the execution of the reading
teacher in doing their tasks, as the
strategies.
assistance to learning. They were also
METHODOLOGY
placed in a group where their
groupmates serve as their support in Reading strategies inculcated to
accomplishing the tasks. augment reading comprehension level
(literal, inferential, and evaluative)
Statement of Objectives
include the storyboard and building a
With this concept on developing story chart. Hypothetical questioning is
the reading comprehension levels of also used along the 2 interventions to
learners, the researcher purported a need measure and strengthen the
of using reading interventions to understanding of learners in the texts
promote literal, inferential and given. The four stories taken from the
Tagra 16
Grade 9 learners’ material served as the levels of reading comprehension. The

text for the intervention. Right after the researcher made questionnaires are from
last story, the post-test was done the stories for the entire pursuit of the
identifying the increase the learner’s study including the story utilized during
comprehension levels. the pre and post- tests. These
questionnaires were already validated
This study utilized the quasi
by experts in the fields of language and
experimental single group pre and post-
literature.
test
There were three phases of this
Design, where All 27 Grade 9
study . The first phase was the conduct
learners under instructional level of
of the pre-test with 15 questions, literal
Maasin Vocational High School were
(5), inferential, and (5), evaluative (5)
involved in the study. These learners
all in multiple choice from the story
were under English 9 which focuses on
“His Name is Reynaldo Carcillar” from
the Anglo- American literature.
pages 210-211 of the Anglo- American
Data Gathering Method Literature Learner’s Material. All 27
From the results of the Phil- IRI were given a printed story which
conducted last August 2019 , 27 out of contained 4 sheets with the 15 questions
36 students belong to instructional, 4 to answer. The second phase was the
under frustration level and 5 at intervention. This included the
independent level. Only these 27 storyboard and building a story with the
learners under instructional level served hypothetical questioning in each
as the participants in the study. strategy. This phase was done by
This instructional level dividing the 27 participants into 6
participants underwent the intervention groups with 3 members in each to
phase in a range of 2 months for 4 days maximize participation and minimize
in a week from January to February, nuisance during the activities. They
2020 from 4:30 to 5:00pm. were reshuffled after each task done as
to measure the flexibility, skills and
This study used the experimental
ability of each participant. Yet, in the
research design, since pre and post tests
last 2 stories they were tasked to do it
are utilized. Every set of questions
individually to measure their
contains 5, for a total of 15 dividing into
understanding and know-how of the
literal, inferential and evaluative as
Tagra 17
strategies, and to be able to answer the containing literal, inferential, and

hypothetical questions in verbal or evaluative to assess their improvement
written. The reading strategies included on each of their reading comprehension
2 long and 2 short stories from Anglo- level. The researcher used the same
American Literature . These stories story during the pre-test yet the
were the “Lottery” of Shirley Jackson questions herein were parallel to that of
from pages 149-157, and “Thank the latter.
You ,Ma’am” by Langston Hughes on
RESULTS AND DISCUSSION
pages 219-223, “Sorry Wrong Number”
Shown in Table 1 is the Pre-
by Lucille Fletche on pages 240-251,
Test on Reading Comprehension level
and “Happy Feet” on pages 226-227 by
results of the Grade 9 participants which
George Miller Each group were
was done prior to the conduct of the
supplied with the following materials
study. Results showed that there is a
during the making of the storyboard and
great difference in the mean of the three
building a story strategies with the
levels such as literal, inferential and
hypothetical questioning in each story.
evaluative.
They used coloring and drawing
materials which include but do not limit It can be observed in Table 1 that
to the following: pencils, erasers, the highest average is 3.15 in the Literal
sharpeners, water colors, bond papers, level which has the description of
illustration boards, manila papers, Average, while the lowest is the
plastic covers, colored papers such as art Evaluative level with only 1.96 which is
papers and neon papers, cutters, pens, described as poor. It can be inferred
markers, colored chalks, crayons, pastel, herein that learner-participants are more
scissors, scotch tapes or paper tapes, and equipped and adept in answering the
ruler. literal level, as well as on the inferential
level. In contrast, they encountered
The third phase was the conduct
problems along the way in answering
of the post – test of 15 questions
Table 1: Pre-Test on Reading Comprehension Level

Tagra 18
the evaluative level. This also means impacts against the evaluative and
that the questions under literal and inferential levels with the aid of the
inferential questions are easier to answer interventions storyboard and building a
compared to the evaluative level which story chart together with the
requires higher order thinking skill. hypothetical questioning technique.
Table 2: Post-Test on Reading Comprehension Level
Table 2 captured the results of the Table 3 below screened the

learners during the post-test of the same dramatic difference between the pre-test
story with parallel questions to measure and posttest for questions under literal,
their reading comprehension levels. inferential and evaluative levels. It can
be seen that the literal level has an
As shown in the table, 4.11
increase of 0.96 (4.11 - 3.15), inferential
which has the adjectival level of Good
level has escalated to 4.03 from 2.66
has the highest average among the three
which has a variance of 1.37, while the
belonging to the Literal level. Inferential
evaluative level has the surge of 1.63
and Evaluative Levels got the means of
from 1.96 to 3.59. this shows efficacy
4.03 and 3.59 respectively both at Good
and efficiency of the strategies used.
rating. Although literal level ranked
first, yet the table also showed positive
Table 3: Reading Comprehension Level Difference (Pre-Test& Post-Test)

Tagra 19
CONCLUSION in particular the Maasin City Division

spearheaded by Dr. Genis S. Murallos
The “two in a story: ladder in
for all the support, morally and
reading comprehension” strategy yield
financially to make this endeavor a
positive result as it was proven to
reality. For being one of the recipients
increase reading comprehension across
of the Basic Education Research Fund
levels. The storyboard and building a
that allowed me to fulfill this study with
story chart with the insertion of
a swift flow. Thus, making this study a
hypothetical questioning had served as
reality.
effective scaffold which enable learning
to perform reading tasks with good To Maasin Vocational High
results. This is a great twist in learning School in the lead of Ms. Donna C.
further in English as a second language Delizo for the unweathering and
among Filipino learners. Further, it unweavering support and push to give
offered the time and space for each me the spirit and vibrancy to continue
learner to learn better, promote strategic amidst the time constraints.
thinking, decrease the anonymity in
To my Grade 9 learners who
lesson discussions and tasks, increased
actively participated in all the activities
learners’ stamina both physically and
which made me feel enthusiastic and do
mentally, and encourage participation
better not only for this requirement but
among peers.
for them to gain better in my lessons.
Your support undeniably realized the
ACKNOWLEDGEMENT
study.
Abaft spectacle of success are
To her SRDC team who became
myriad of aids.
her friends for the smiles and support.
The researcher wishes to extend
To her husband, Jaymar M.
her sincere appreciation to all who
Tagra, who believes that she can move
helped her cross this action research
mountains.
journey.
Above all to God Almighty for

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Reading Comprehension The Journal of the Imagination in
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www.njcu.edu/CILL/vol4/
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vandrick.html .
English Learners. The Case of First
Year LMD, Economic Sciences, Vygotsky, L. (1978). Mind in Society.
Management & Commercial Sciences The Development of Higher
Students, at the University of Psychological processes.
Hassiba Ben-Bouali in Chlef.. Cambridge. MA: Harvard
University of Oran. University Press.
Collie, J. & Slater, S.(2019) Literature
in the Language Class Room. (5Th
ed.) International Journal of
Education and Research Vol. 3 No.
4 April 2015. Cambridge
University Press.
Dysart, D., Matera, B. & Traver, J.
(2019). The importance of
instruction. https://
www.teachermagazine.com/au_en/
articles/the-importance-of-
instructional-scaffolding
Knutson, M.(2014). Teaching strategies
used by effective teachers. :
http://www.homepages.dsu.edu/molstadl/
SDBEA/vars02/article7.htm .
Jenkins, R. et.al. (2021). Failing to
Read: Why global disparities in
reading skills matter in what we
can do about it. UNICEF Evidence
of Action.
Mulligan, E. (2011). What works: Effective
teaching strategies for students
with Disabilities. https://
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Tomeldan, Y.et al. (2011) “Prism: An
Introduction to Literature”. https://
www.goodreads.com/book/
show/7695466-prism
Vandrick, S. (2003). Reading and
responding to novels in the
Correspondence: adelfa.tagra@deped.gov.ph
Project X3: Basic Math Prerequisites’ Engine
Julius R. Garzon
Ibarra, Maasin City, Southern Leyte
Abstract
Sustaining math exercises is essential in strengthening competency-based
interventions for low-performing learners as they provide consistent review and
application of skills. However, intensifying activities based on the least learned basic
prerequisite math skills were not fully practiced despite the need for a solid
foundation to master higher competencies in mathematics. In order to bridge this
gap, a project-based approach called X3 (excube - eXpand & eXcel eXercises) was
conceptualized to bring collaborative remedial activities using skill-based
worksheets. This study intends to equip learners with mastery of basic prerequisite
math skills. Diagnostic tests elicited significant least mastered foundational skills and
found 77 learners below mastery level. This purposive sample comprised the project
recipients from Ibarra NHS, SY 2019-2020. Utilization of worksheets gave learners
exposure to differentiated exercises in 5-weeks. Primary results revealed that an
average of 20 learners per essential skill across grade levels fall under the Low
Mastery level with percentage scores playing around 15-35%. Pretest and posttest
results dictated an increase in performance and were found significant. Such
improvement is affirmed by learners’ assessment of exercise material in terms of
usefulness and quality. Similarly, feedback earned from learners about the
implementation expressed the relevance of all activities. In conclusion, Project X 3 is a
practical approach in intensifying exercise provision to improve learners’ mastery of
basic prerequisite math skills. As an innovative practice, it is recommended that such
project should be sustained and replicated across different schools.
Keywords: project-based intervention, model exercises, remedial activities, basic

math skills
INTRODUCTION essentially engaged in competency-

Anthony and Walshaw (2009) based intervention. As much as every
assert that by constantly building and math teacher wants to ensure learners
performing exercises in mathematics, meet their basic skill requirements, it is
low-performing learners become more necessary to diagnose learners’
Correspondence: julius.garzon@deped.gov.ph 0000-0002-1516-6578

Garzon 22
mathematical preparations and provide also experience affective benefits

them necessary help. This study claims (Tretten and Zachariou, 1995;
that a project-based approach in Hernandez-Ramos and De La Paz
strengthening exercises provision is an (2009). Likewise, Hertzog (2007) found
effective way to help learners develop evidence of student achievement and
mastery of basic prerequisite math improved engagement. Hertzog noted
skills. the complexities of implementing the
In global literature, Thomas project-based approach in this setting
(2000) determined five essential but also emphasized the potential
qualities consistent throughout much of benefits. Moreover, there is also some
the literature. Specifically, he evidence that higher-order cognitive
concluded that project-based approaches processes, such as planning,
(a) are central to the curriculum, (b) communicating, and problem-solving,
focus on questions or problems that are significantly enhanced by project-
drive learning, (c) involve the based than more traditional approaches
construction and transformation of (Parker et al., 2011).
students’ knowledge, and (d) are at least Despite the mentioned studies
somewhat student-driven, and (e) take on project-based approaches, there is
the form of authentic or real-world limited evidence in the literature that
projects. Researches on the impact of focus on project-based interventions
project-based approaches on regarding boosting exercises for mastery
achievement and affective dimensions of basic math prerequisite skills.
such as attitude, engagement, and Likewise, strengthening project-based
motivation is quite positive overall interventions was not fully practiced in
(Kaldi, Filippatou, & Govaris, 2011; secondary schools such as Ibarra
Rivet & Krajcik, 2004; Thomas, 2000; National High School, Division of
Filippatou & Kaldi, 2010). Studies of Maasin City, Philippines. Most teachers
project-based approaches have varied in disclosed that simple recalls and brief
the degree to which the projects are lectures were common practices they
aligned with specific learning standards usually perform in reviewing
(Rivet & Krajcik, 2004). As in some of prerequisite skills, and not so much on
the studies above, students and teachers intensive exercises as a separate
participating in project-based instruction engagement. Diagnostic tests (SY 2018
gain not only content knowledge, but -2019) across grades showed that more
Garzon 23
than 50% of the learners are still weak simplifying algebraic expressions,
in basic math skills. Scores mostly graphing, and basic problem-solving.
falling below 75% reflects “backlogs” Using a quasi-experimental design, this
in the required skills supposedly study aims to find out the performance
mastered beforehand. of project X3 recipients on least learned
While Dowker (2004) basic math prerequisite skills before and
emphasized that basic knowledge and after the project implementation, how
skills taught and learned at the the project significantly improved the
elementary level equip learners with recipients’ basic math prerequisite
more advanced knowledge and skills, and how the recipients assess the
understanding of basic concepts at the project in terms of usefulness and
secondary level, the researcher believes general implementation.
that expanding exercise through a
project-based approach becomes
METHODOLOGY
imperative for learners to excel in basic
foundational skills in mathematics. This study used both
3
Thus, Project X (ex-cube) was quantitative and qualitative designs. A
conceptualized and initiated. As it quasi-experimental design was
spells out three (3) eX’s entitled employed involving seventy-seven (77)
“eXpand and eXcel eXercises,” its core participants chosen via purposive
target is to strengthen learners’ sampling technique. Likewise, the
collaborative engagement into intensive qualitative aspect focused on analyzing
utilization of basic prerequisite math learners’ feedback from project
exercises to aid them towards better implementation through interviews as a
performance of current learning supplement to the quantitative findings.
competencies in K-12 secondary The sample size is mainly
mathematics curriculum. students who came out with “Low
3
Through Project X , teachers Mastery” in basic skills based on the
develop need-based, competency-based, diagnostic test results conducted on all
and segmented instructional worksheets learners (N=375) across levels in Ibarra
on basic math exercises with items National High School, in the School
covering fundamental topics such as Year 2019-2020. They are distributed
basic operations, integers, signed as; Grade 7 (n= 22 or 24%), Grade 8
fractions, decimals, conversion, (n=20 or 20%), Grade 8 (n=20 or 19%),
Garzon 24
and Grade 10 (n=17 or 21%). This determined by the math teachers of the
frequency is quite alarming since it is school who have been teaching
contrary to the expectation of math mathematics for more than ten years.
curriculum in which students are Likewise, the list of these identified
expected to supposedly master basic skills was verified by other experts,
skills as they enter the secondary level. including the Education Program
3
Project X recipients completed Supervisor of the Division Office as the
nd
a 3-month implementation (2 Quarter technical expert.
period) with strict observance of Moreover, other researcher-
attendance and compliance with made tools such as Pretest-Posttest
deliverables within the duration, questionnaires, Worksheet Usefulness
schedules, and setting. Though learners Evaluation Scale, and interview guides
met twice a week, materials and were used. Diagnostic tests and pretest-
activities were conducted only as posttest questionnaires vary from Grade
scheduled and nobody takes home the 7 to Grade 10 according to
exercises to avoid the external threats to predetermined basic prerequisite math
the validity of conduct. The skills. These tools underwent face and
implementers ensured that the content validation processes with the
implementation process, as reflected in help of selected experts in mathematics
the project plan, was strictly and and project development. Likewise,
adequately adhered to. The school these were pilot-tested (reliable at
Principal and Master Teachers were also Cronbach α>0.70) using a separate
used to monitor and oversee the group of learners of the same level.
activities throughout the implementation Beforehand, the proponent and
phase. grade level implementers convened
A diagnostic test was conducted through Learning Action Cell (LAC) to
on all students across grade levels to develop assessment tools across grade
determine the number of learners who levels (Gr.7-10) since they involved
will be included in the project foundational skills that vary by grade. A
implementation. The test covered the Table of Specifications (TOS) prior to
basic math skills that were identified as test validation was made.
prerequisites for the competencies in Contextualized and quality-assured
Grades 7 to 10 at the secondary level. teacher-made worksheets based on
These prerequisite skills were primarily identified prerequisites served as
Garzon 25
primary learning material in the delivery RESULTS AND DISCUSSION

of project sessions. A validated
evaluation sheet was designed based on Performance on Basic Prerequisite
literature intended to measure the Math Skills among Project X-cube
usefulness level of the material Recipients
according to learners’ level of
perception being the end-users. Results in Table 1 revealed that
Furthermore, project during the pretest, Grade 7 (M=57.27),
implementation feedback from Grade 8 (M=58.10), Grade 9
randomly selected learners was (M=62.02), and Grade 10 (64.33) all
documented using direct interviews. started the project implementation with
Arksey and Knight (1999) stressed that the same level of performance, which is
interviewing is a powerful strategy to “Average Mastery” level. On average,
make explicit things, and articulate tacit these project recipients performed at the
perceptions, feelings and, “Average Mastery” level (M=60.43).
understandings. The semi-structured Findings imply that these
interview guide was a validated learners showed a low foundation of
researcher-made questionnaire intended basic math concepts. A manifestation of
to gather and clarify dubious poor retention can be declared because
information to increase the credibility those topics should have already been
and consistency of the study (Lincoln & mastered by learners prior to their entry
Guba, 1985). The constant comparative into high school. Contrary to teachers’
technique (Strauss & Corbin, 1990) and expectations, such poor retention is
narrative analysis (Soanes & Stevenson, most likely why most current high
2004) were used for qualitative data school learners struggle to perform new
analysis, while a descriptive analysis competencies. Their readiness to
and pretest-posttest mean comparison acquire new skills is reflected in their
through paired t-test analysis provides previous experiences. This attribute
this study with an appropriate direction makes the implementation of project X-
in which qualitative approach is cube activities practical and relevant
integrated to substantiate the hence engaging learners in intensive
quantitative results. reviews and exercises with innovative
materials is necessary.

Garzon 26
Table 1. Pretest and Posttest Performance of Project X-cube recipients
Posttest results revealed how the having a weak foundation to becoming

remedial activities can help learners “equipped” and ready for the actual
bridge their difficulties. It shows that competencies at the secondary level. It
their posttest performance improved to a reflects further that all reviews
great extent from the pretest across conducted, and intensive exercises
grade levels. The posttest performance provided improved retention of previous
reflected higher MPS in Grade 7 skills and sustained the conceptual
(M=68.82), Grade 8 (70.96), Grade 9 knowledge to apply them for new
(77.44), and Grade 10 (75.08) all content to learn.
performed at the “moving towards
mastery” level. Percentage scores of Improvement in the performance of
Grades 8-10 reached above 70%, almost the project implementation
closer to the 75% standard.
Results imply that Project X-
On average, the project cube activities have significantly
recipients performed at the “Moving improved the performance of its
towards Mastery” level (M=73.07).
recipients in basic math prerequisite
This result manifests that there is an skills, which reflects the effectiveness of
improvement in the performance of the intervention in bridging learners’
learners from pretest to posttest. Project gap in knowledge about the basic
activities became valuable as learners foundation of elementary mathematics,
gained enough mastery of basic skills.
thereby enabling them to acquire
This remark articulates the relevance enough preparation for higher
and usefulness of the intervention competencies requiring those basic
toward learning basic concepts as it
prerequisite skills. Likewise, this
enabled learners to bridge the gap from
Garzon 27
Table 2. Pretest to Posttest Comparison of Performance
increase in MPS is also credited to the they are supposed to be in this spiraling
quality and effectiveness of materials curriculum.
used which brought learners through
practice and exposure to varied Learners’ Assessment of the
exercises. While it is a fact that one Usefulness of Exercise Materials
particular learning affects future Learners’ assessment of the
learning as far as the spiral progression material (Table 3) is vital to understand
of the math curriculum is concerned, the what is there to improve and what steps
project-based intervention became a
could be laid to enhance the further
relevant and timely approach to implementation of project X-cube. The
remediate least learned skills. usefulness level expressed by
Dowker (2004), Brown and
respondents will reflect whether or not
Quinn (2007), and Punzalan and the material justifies the project’s
Buenaflor (2017) emphasized that basic intention.
knowledge and skills are taught and
learned at the elementary school level Results below revealed that
that equips the learners with more learners during the conduct of project
advanced knowledge and understanding activities found the teacher-developed
of basic concepts at the secondary worksheets as “Very Much Useful” - in
school level. Mastery of essential understanding the process to do with
knowledge and skills is a prerequisite to working math concept (M=3.88), in
achieving proficiency in Mathematics. working with the basic steps to work on
Thus, engaging learners in more the given (3.60), in stimulating critical
intensive exercise activities facilitated thinking (M=3.92), in building mastery
through worksheet development and of the skills (M=3.69), enhancing
peer-based experiences encourage knowledge and understanding about the
involvement and expand skill topic (M=3.55), in developing problem-
enhancement in the remediation of least solving skills (M=3.59), in encouraging
learned skills bringing them into where collaboration (3.61) and in getting used
Garzon 28
Table 3. Learner’s Assessment of Material Usefulness
to a different level of math challenges reflect project X-cube’s vitality and

(M=3.80). On average, the material was efficiency in molding competency
found “Very Much Useful” by learners. preparations and attitude of learners to
These findings imply that the acquire and sustain basic competencies
worksheets utilized were practical, as well as retention and conceptual
relevant, and have a good learning understanding that bring learners away
quality in developing the learners’ from the knowledge gaps.
skills.
Moreover, the utilization of
Thematic Assessment on the General
worksheets was a student-centered Implementation
experience drawn upon the
Feedback were drawn from
competencies anchored on Project X-
project recipients on how they found the
cube’s goal. Knowing this affirmation
project implementation as a whole,
of learners on how materials facilitated
especially on the conduct of activities
and helped them in their remediation
involving them. A direct interview of
activities proves that the material not
randomly selected learners (N=12)
only aids the implementers in the
utilizing semi-structured questions was
delivery of exercise provision but also
set in the closed doors to solicit in-depth
maximizes time in working on the
views and sentiments regarding the
learning tasks. The positive interaction
experiences in activity implementation.
of learners with those materials further
Garzon 29
Table 4. Thematic Analysis of Learners’ Feedbacks on Project Implementation
The resulting themes manifest which are imperative in the success of

that the project-based approach showed competencies in this spiraling K12 math
a valuable contribution to the process of curriculum.
learning and development of skills in
essential prerequisite math CONCLUSION AND
competencies. The descriptions or even RECOMMENDATION
the verbatim responses affirmed the Given the positive findings,
positive benefits recipients gained as Project X-cube activities through
they deal with intensive and challenging expansion of the use of learner-centered
step-by-step learning tasks or exercises. exercises in remediation is an effective
This result is affirmative to the positive and relevant project-based intervention
outcome in the quantitative treatment in increasing mastery of basic math
supporting that said project delivered prerequisite skills among junior high
responsive remediation activities that school students. Given its practical
enable learners to practice basic skills purpose for young struggling learners,
and mitigate misconceptions, thereby this innovative project is a timely data-
enriching their previously learned driven approach that helps learners
knowledge and, at the same time bridge the conceptual gaps in
equipping them with proper knowledge mathematics learning. It is
preparations of basic prerequisite skills recommended that this practice is
Garzon 30
sustained by embedding this project in difficulties regarding academic

performance, group work, and
the School Improvement Plan.
motivation. International Journal
Likewise, mathematics teachers should of Special Education, 25, 17–26.
continue what this project has started,
Hernandez-Ramos, P., & De La Paz, S.
strive for expansion and extend (2009). Learning history in
middle school by designing
encouragement and technical assistance
multimedia in a project-based
for teachers of other learning areas to learning experience. Journal of
Research on Technology in
benchmark and replicate. The findings
Education, 42, 151–173.
of this study may serve as inputs for
Hertzog, N. B. (2007). Transporting
possible policies on project-based
pedagogy: Implementing the
development in the Department of project approach in two first-
grade classrooms. Journal of
Education.
Academic Achievement, 18,
530–564.
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Characteristics of effective primary schools: Effects on
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view from the West. Journal of Education, 39, 35–47.
Mathematics Education, 2(2), 147
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(1999). Interviewing for social
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resource with examples. Vye, N., Wilkerson, J., &
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effectiveness of project-based Soanes, C., & Stevenson, A. (2004)
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Yara, P. O. (2009). Relationship

between teachers’ attitude and
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Involving Quadratic Functions.
Asian Journal of Education and
Social Studies, 5 (1): 1-10,

Reinforcing Motivation through Math Tricks
as Ice-breaker Tools
Julius R. Garzon
Abstract
Leading learners to the goals of mathematics is an essential facilitating role as
teachers make a good lesson transition from beginning to end. Hence, motivational
strategies are critical in shaping learners’ interests to embrace the content and
acquire skills. However, learners’ passion for loving math is relatively declining
possibly caused by anxiety, negative self-beliefs, and misconceptions. That is why
teachers are challenged to reshape learners’ interest by making motivation a sound
reinforcement of skills. It is therefore necessary that teachers are adept at motivating
students. The concept of math tricks as an intervention is a potential strategy for
capturing students’ attention. By using a descriptive-evaluative design, this study
investigates the use of Math Tricks to pique the motivation of Grade 9 students in a
single class in a secondary school. Results of the assessment revealed that the
intervention is of good motivational quality and relevant to learning. It also enriched
motivation levels regarding intrinsic goal orientation, control of learning beliefs, and
self-efficacy. In conclusion, consistent integration of math tricks as ice-breaker tools
gives a strong potential not just in enriching motivation but giving an avenue to spark
curiosity about mathematics, and improve appreciation for and interest in
mathematics. Hence, using math tricks is worth-recommending to set a good tone in
the class so that learners become active and motivated in everyday learning
experiences.
Keywords: motivation to learn, math tricks utilization, ice-breaker tools, motivation

scales
INTRODUCTION factors affecting learning (Gardner,

Mathematics is a crucial and 1985). However, recent studies have
central part of every student's learning. shown that whenever students are
However, most, if not all students have involved and interested to learn, they
negative perceptions about tend to perform better (Ma & Kishor,
mathematics. Students’ motivation has 1997). Thus, tapping different forms of
long been identified as one of the core motivational/recreational activities as a
Garzon 33
starting point of their day-to-day lessons & Hidi, 2019). Colgan (2014) and
can pave the way in inviting learners’ Young et al. (2012) supported that
interests, engagement, and retention. motivational strategies can be a possible
This study claims that using math tricks remedy for the decreasing performance
as ice-breaker tools is beneficial to of learners since they can make learning
learners as it will captivate their mathematics more meaningful to them.
attention and motivate them to learn Schacter (1999) proved that recreational
throughout the whole learning session. math activities such as math tricks,
Looking contextually, students puzzles, riddles, and games anchored on
of Ibarra National High School, Maasin mathematical principles have favorable
City, Philippines, were observed to effects on students' interest and
manifest poor motivation in learning understanding. Survey research
math concepts as reflected on their level (Mitchell, 2017; Colgan, 2014) showed
of participation in learning activities. that math tricks, in particular, can help
Previous observations claimed that 40% engage students and make mathematics
are able to complete learning tasks learning more meaningful by appealing
while only 30% can sustain attention to their curiosity. Math tricks are a
throughout the lesson. Most learners collection of techniques, some based on
quickly get bored with abstract concepts algebraic manipulation and some on
and this are manifested in their facial visualization, that aid in large arithmetic
expressions and mannerisms. This is computations (Mulcahy, 2013).
the dilemma in math teaching: showing Anchored on ARCS theory by
a typical scenario of students who could Keller (1983), it is essential to motivate
not embrace the activities and perform the learners and ensure the continuity of
enthusiastically. This situation has the motivation during the instruction.
something to do with how teachers draw Lowery (1992) as cited by Lafont
students’ attention. (2017) to design the most beneficial
Motivating students to learn is learning experience, the appropriate
critical because motivated students are motivational strategies should be
more likely to invest efforts toward selected and planned to ensure variety,
mastering the material, employ effective good preparation, and timing. Keller
self-regulation strategies, persist in (2008) highlighted the ARCS model as
facing challenges, and demonstrate a systematic way to determine and deal
higher levels of achievement (Renninger with learning motivation. ARCS is
Garzon 34
abbreviated from Attention, Relevance, transition in lesson development, the

Confidence and Satisfaction attributes. use of ice-breaker tools remains rare in
Firstly, catching the attention of classroom practices among mathematics
students is crucial in gaining and teachers. Most studies in the literature
sustaining the students’ engagement in (Abdul Hadi et al., 2013; Lindstrom et
learning. Secondly, students’ al., 2011) focused more on integrating
experiences and needs are relatively them to highlight major mathematical
relevant. Then, confidence is related to concepts than as an ice-breaker strategy
the students’ emotions and anticipation. that would draw learners’ attention
Lastly, the positive feeling regarding the towards the lesson. There is scarcity of
learning process and the gained researches about using math tricks in
knowledge leads to satisfaction as the classroom (Mitchell, 2017;
completing the whole learning process Matthews, 2008).
(Keller, 2008). In this premise, this study was
In the context of motivation, the conducted to assess how Math Tricks as
concept of utilizing math tricks as an ice ice-breaker tools can help reinforce
-breaker served as an intervention to students’ motivation. Developing
make the start of a lesson captivating. motivational aspects in lesson delivery
Math tricks used in this study are through math tricks integration provides
adopted basic mathematical techniques, an avenue for learners to appreciate
shortcuts, and mental magic involving mathematics by making it more
basic fundamental operations. Different engaging and exciting to their learning
tricks were collected online, but few experience.
were selected based on the validation of It is expected that the findings
experts to ensure that these are suitable of this study would serve as inputs in
for the level of learners, adaptive to the framing action plans not just for
class, and related to the subject matter. adopting math tricks as a teaching tool
No specific learning competency was but also in enriching motivational
anchored in each trick since they are constructs in lesson delivery.
used as preliminary activities, and all Identifying and assisting unmotivated
tricks highlighted basic math operations. students are essential for preventing
While math tricks can be an academic downfalls in the years that
engaging reinforcement to learners’ follow.
cognitive mindset for a smooth
Garzon 35
alignment since the purpose of math

METHODOLGY
tricks is simply as a motivational tool.
Descriptive-assessment design Most of the math tricks integrated at the
was used in this study. Descriptive as beginning of the lesson focus more on
this intends to describe the level of basic math concepts.
motivational quality of math tricks and For learners to assess the quality
their relevance to learning. It is and usefulness of Math Tricks, a 10-
assessment in nature as this required item researcher-made tool was validated
learners to self-assess their level of by experts and pilot-tested. On the
motivation across different scales/ other hand, to assess scales of
constructs relative to their learning motivation such as intrinsic goal
experience in the classroom at the end orientation, extrinsic goal orientation,
of the ice-breaker tool implementation. task value, control of learning beliefs,
This intervention was and self-efficacy for learning, the
implemented in a class of 42 students. Motivated Strategies for Learning
This group completed a two-week Questionnaire (MSLQ) by Pintrich and
implementation without interrupting in Garcia (1991) was adopted in a Likert
the normal day-to-day teaching routine. Scale ranging from 1 (Strongly
However, in the context of this study, Disagree) to 4 (Strongly Agree).
math tricks were introduced at the
beginning of the lesson which is during
RESULTS AND DISCUSSION
the “motivation” part. As an ice-breaker
Students’ assessment of Math
activity, two (2) math tricks were
Tricks utilization as ice-breaker tools
presented to the students for them to
shows the consensus of responses
solve. They were guided by the teacher
(Table 1) on the indicators provided to
in processing the math tricks through
assess the utilization of math tricks in
hint questions. These activities were
classroom teaching according to their
done during the 2nd quarter of SY 2019-
motivational quality and relevance in
2020, in which lessons or competencies
learning.
covered for that week were about
Results revealed that most
quadratic functions. However, in this
students agreed together that math tricks
study, the lessons that happened to be
presented in the classroom as ice-
tackled during the implementation of
breaker tools are of good motivational
math tricks have nothing to do with their
Garzon 36
Table 1. Motivational Quality and Relevance of Math Tricks in Teaching
quality (M=3.46) and have high agreed that integrating them in the
relevance to classroom learning as the opening activity has not just enticed
participants evaluated it as “Very their attention but also led them to the
Good” (M=3.83). This result is closer subject matter, and it is a good way of
to the empirical evidence from the study connecting a mathematics topic to an
of Simarmata et al. (2021) on “Fast actual life application (Swan, 2007).
Math Tricks,” which revealed that Results further imply that using these
87.50% of students were helped by motivational tools is a learner-centered
training and activities, while 8.33% said activity that encourages learners to learn
it was pretty helpful in their interest and math concepts and draws them toward
thinking skills. the development of the lesson.
The motivational quality of the On the other hand, the results of
math tricks implies that the said the evaluation (Table 2) on motivation
intervention posed an excellent to learn the lesson among students
challenge to the mind of learners and showed their level of motivation
encouraged curiosity and inquiry. As it according to different constructs or
invites the reason the search for process, motivation scales.
it shows that these tricks draw interest
from learners, thereby enabling effective Table 2. Motivation to Learn among
learning of the math concepts. Swan Students
(2007) emphasized that there are lots of
It can be observed that intrinsic
interesting facts that will assist teachers
goal orientation (M=3.46) and Self-
and their students in broadening their
efficacy for learning (M=3.22) are
mathematical knowledge, and the use of
found to be very high. This result
math tricks can motivate or stimulate
implies that the students can find value
learners’ involvement in the class.
in the math tricks knowing that it will
On the other hand, the high
lead them to learn new things,
relevance of math tricks to classroom
understand the content of learning, and
learning shows that most, if not all,
Garzon 37
Table 2. Motivation to Learn among Students
arouse their curiosity even if it is figure out the tricks and/or perform the
challenging to learn. Dornyei (2002) same activity when they go out of the
emphasized that the learner’s classroom. This result is consistent with
enthusiasm, commitment, and the previous implication that learning
persistence are the key determinants of from the tricks invites them into the
success or failure. classroom learning matters for them
In terms of self-efficacy, on the above all.
other hand, results imply that students Weiner (1986) and Ames (1992)
have expectancy for success (which is suggest that students' perceptions of the
specific to task performance) and motivational interventions and
judgments of their ability to accomplish themselves, and their achievement
a task, and confidence in their skills to behaviors have implications for future
perform such tasks. Control of learning cognition, motivation, and affect. If two
beliefs is also found to be high students may both demonstrate high
(M=3.07), which indicates that levels of effort and persistence on
embracing the math tricks activity academic tasks, but if one is mastery-
would help them reach their expectation oriented and the other is performance-
of learning. Otherwise, they will not oriented, then these qualitative
understand what they expect to learn. differences in goal orientation can have
Other motivation scales, a dramatic effect on subsequent
however, came out to be low for the cognitions, attributions, motivation, and
students. These include extrinsic goal affect (Ames, 1992).
orientation (M=2.33) and task value Learner’s motivation level on
(2.48). This finding implies that the average is reflected to be High
students are not in-after of the tangible (M=2.91) as a result of utilizing math
outcome, such as prizes, if they could tricks as ice-breaker tools throughout
Garzon 38
the lesson preliminary. This result good tone in the class so that learners
implies that learners’ motivation was become active, motivated, positive,
ignited. Their behavior manifested high intrinsically goal-oriented, and self-
interest in participating in the session efficient in learning mathematical
since math tricks not only captivated concepts.
attention but also instilled enjoyment
among learners. This motivational tool
made a better start to the session which
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Garzon 39
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Learners’ Skill in Factoring Polynomials using X-factor Race
Strategic Intervention Material (SIM)
Julius R. Garzon
Abstract
This study examines learners’ skills in factoring using X-factor Race Strategic
Intervention Material (XR-SIM) designed in a non-conventional race-like approach.
Based on the summative test’s item analysis, factoring polynomials was one of the
least learned competencies. Such finding is alarming since factoring is a prerequisite
to simplifying rational algebraic expressions, which without mastery, would likely
affect the learning of higher competencies requiring factoring. This study compared
the performances between students utilizing XR-SIM and not. Ten students were
identified as having “low mastery” and therefore, recipients of SIM. Another group
of ten students were randomly sampled for comparison. The results revealed a
statistically significant increase in mean scores. Such quantitative evidence, thus,
provides the tool a valuable pedagogical implication on skill improvement. This
result leads to the conclusion that XR-SIM in a race-like model brings effective
improvement of factoring skills among grade 8 students, which stimulates cognitive
readiness for higher math concepts. This intervention is worthy of replication by
other math teachers to help their learners cope with the expected prerequisite skills,
such as factoring, and make them prepared for higher challenges embedded in the
spiral competencies in Philippine Basic Education Curriculum.
Keywords: factoring polynomials, teacher-designed remediation material, classroom

intervention
INTRODUCTION “prerequisites” before future successes

Increasing mathematics within the competency requirements. A
performance has been a grave concern good foundation of prerequisite skills is
to all K12 math teachers in the essential to learners’ preparation for
Philippines. Characterized by a spiral complex concepts. Mastery level should
progression approach, the new be achieved to make sense of higher
mathematics curriculum requires mathematical topics. This study aimed
learners to be better equipped with to investigate the effectiveness of X-

Garzon 42
factor Race SIM in increasing mastery theory is an approach to instruction

of Grade 8 students’ skill in factoring through which the students interact with
polynomials. The author hypothesized their environment by exploring and
that designing a Strategic Intervention manipulating objects, wrestling with
material (SIM) that engages learners in questions and controversies, or
a race-like activity can strengthen the performing experiments. Ausubel’s
effectiveness of the material in bridging (1963) Meaningful Verbal Theory also
the least learned skill among the asserts that meaning is created through
learners. some forms of symbolic equivalence
SIM models are well-known between language and mental context.
instructional instruments in the There are two processes involved in this
Philippines. Strategic Intervention phenomenon. First is reception, which is
Material (SIM) refers to a teaching aid employed in meaningful verbal
introduced into the teaching methods to learning, and second is discovery, which
stimulate the activity of the students and is involved in concept formation and
thereby increase their level of problem-solving.
understanding (Dy, 2011). Bunagan X-factor Race Strategic
(2012), on the other hand, defined SIM Intervention Material (X-SIM) in this
as a multifaceted approach meant to re- context is a structured material that
teach the concepts and skills (least engages learners on detailed steps of
mastered). According to Rodrigo factoring, and its patterns and
(2015), SIM can allow exploring application to simplify expressions.
various ideas and concepts that would Contained of five (5) parts, as
enrich their understanding of varied mentioned by Escoreal (2012), such as a
subject matters to sharpen their guide card, activity card, assessment
competencies. card, enrichment card, and reference
Theoretically, SIM as card, this material is prepared with a
intervention can be associated with twist by mastering factoring
Bruner’s (1961) Discovery Learning polynomials in a race-like approach.
Theory or Inquiry Method/ Theory of This approach stimulates learners'
Instruction which posits that learning is competitiveness in performing the tasks
more meaningful to learners when they and motivates them to gather as many
have the opportunity to discover the points as each card provides. One
relationships among the concepts. This feature of the material is that each task
Garzon 43
allows learners to collect stars and win competency as they viewed it as a

according to the number of collected difficult concept to learn at their level.
stars. Research shows that competition Some learners were observed to feel
can drive attention, physical effort, and confused in finding factors of a
learning. The social motivation of particular term in the polynomial, and
competing against one’s peers can this requires consistent practice through
challenge a student to work much exercises. Hence, strategic intervention
harder on their tasks (Bedard & Fischer, material or SIM was developed in a way
2017). that can motivate students to learn the
Factoring polynomials, the skill.
competency being addressed, is one of There is already literature about
the skills in learning mathematical SIM, but there is a lack of studies
structures and procedures. Manipulating focusing on the ‘competition’
algebraic factors using a correct pattern integration in developing SIM as a
is expected for Grade 8 learners in mathematics intervention. It is on this
secondary schools. The nature of premise that this action research is
factoring is, in the first place, difficult presented. This study will add to the
for high school beginners. Accuracy in growing body of knowledge about the
applying the factoring method, utilization of SIM in the teaching-
especially in problem-solving, is an learning process.
essential prerequisite. Sad to note,
METHODOLOGY
proficiency of these skills remains a
major difficulty due to complexity and This study used experimental
lack of practice (Dumigsi & Cabrella, design, specifically a non-randomized
2019). two-sample pretest-posttest design.
The result of item analysis of This research was conducted in Ibarra
the summative test on the competency National High School Year 2018-2019.
“simplifying expressions by factoring A group of ten (10) identified Grade 8
products,” which showed that only 60% students chosen via purposive sampling
of the class did not achieve a 75% served as recipients of the intervention
proficiency level, supports the above- material. These students were found to
mentioned remark. This result showed be of a “Low Mastery” level (15-34%
that learners struggled much with the MPS) in factoring polynomials based on
previously mentioned learning 2nd quarter summative test results. For
Garzon 44
comparison, the ten (10) other learners posttest questionnaire which underwent
that served as the control group having content and face validity by three (3)
the same level as the SIM recipients mathematics experts and pilot tested
were selected based on their mean score (Cronbach =.841) in a separate school
in the same test given. with a group of learners of the same
Likewise, the item analysis level as the actual participants of the
report of the 2nd quarter examination study. This validation and reliability test
was used to identify the least learned of the tools was done two weeks before
competency, which was about Factoring the conduct of the experiment. Data
Polynomials. The coverage of the analysis of quantitative results was
activity on factoring covered only one facilitated through licensed SPSS
factoring competency in the 2nd quarter. following the descriptive tests involving
It was assured that the two groups were frequency, mean percentage score, and
comparable by ability by considering standard deviation. Appropriate
the arrangement of scores obtained. parametric tests such as paired t-test and
Attendance of both groups was independent two-sample t-test were
monitored and completed while internal utilized following the assumption for
validity was kept without the normality and equality of variance.
intervention of extraneous factors or
threats to the duration of the experiment. RESULTS AND DISCUSSION
Meanwhile, the experiment was
conducted over a span of one week at a
Level of Factoring Ability of G8
separate time (4:30-5:30 PM). This
Students who Used and did not use X-
time was allotted only for utilizing the
factor Race SIM
materials to the identified respondents.
The learners used the materials only
Table 1 illustrates G8 students’
during of the experiment at the schedule
level of factoring ability based on
of remedial activity set for them to use
pretest and posttest scores obtained
the SIM. During this duration, the
before and after utilizing X-factor Race
attendance and involvement of
SIM. Cross-analysis demonstrates an
participants were completed before the
improvement in the mean of both
posttest.
groups from the pretest to the posttest.
As a data collection tool, the
Both groups started at the same level
researcher developed a 10-item pretest-
Garzon 45
Table 1. Scores of 8 Students’ who Used and Did not use the X-factor Race SIM
(Developing). However, the increase in mean scores from the pretest

experimental group indicates higher to the posttest of the experimental
gain between their pretest and posttest group. Within group mean comparison
mean scores than the control group analysis shows that the improvement of
(5.2pts vs. 2.6pts.). Likewise, the spread students’ skills after SIM integration is
of scores in the posttest turns out lesser highly significant (t=13.38, df=9, p-
than the pretest as an effect of the value=0.000). This result implies that X-
material. Thus, SIM users performed factor Race SIM significantly improved
more “Advanced” in the skill than the factoring skills among students. Also,
usual method. This result implies that X such finding implies practical value of
-factor Race SIM reflects its potential to such strategy, when used correctly.
improve mastery and, at the same time, As students interact with the learning
enhance understanding of prerequisite tasks in the material, this increases their
concepts. A study by Diy (2014) conceptual and procedural
revealed similar implications in the understanding, thereby capacitating
performance in which modeling SIM in their cognition and skill toward the
the classroom improves cognition of expected competency. Such an increase
topics, and students become more also implies that students were able to
actively engaged in the learning achieve the objective of the material,
activities collaboratively and hence affirming its value and usefulness
cooperatively. as an instructional material. This
material also drew learners’ interest
Test Results on Significance of since the increase in scores also made
Improvement of Skills from Pretest to the material enjoyable on the part of
Posttest Using SIM learners that captured attention and
Indicated in Table 2 are the paired motivation, especially in interacting
t-test results at p<.01 significance of the with the SIM parts and going through
Garzon 46
Table 2. Improvement in the Skills of Experimental group from Pretest to Posttest
each exercise embedded. This result is test scores between groups who used
also attributed to the race-like feature of and did not use SIM. This result shows
SIM, which triggered excitement and that students exposed to X-factor Race
competitive behavior. The study of SIM and the conventional method
Soberano (2015) and Escoreal (2012) acquire significantly different levels of
derived similar findings, which revealed skills in performing factoring
a significant improvement in skills after polynomials. This difference, however,
letting students collaboratively work on favored the SIM-based intervention due
teacher-made SIM. It reinforces to a higher mean in the experimental
students’ cognitive domains and (M=9.10) than the control group
enhances the skills found to be least (M=6.40). This finding proves that
learned during the lesson development. teacher-made SIM gives a more
substantial learning impact than the
Test Results on the Significance of usual approach, as shown in the mean
Difference of Posttest Scores between difference of 2.7 points between the two
the two Groups groups. Knowing the gap in the scores
From the result of a t-test for two between groups only implies that
independent samples, the significance of utilizing X-factor Race SIM effectively
the difference at p<0.01 of the post-test improves factoring performance.
performance between groups was Furthermore, the positive
determined to make the comparison of impact of the SIM on learners’
the achievements. A test on the understanding of factoring and its
homogeneity of variance reflects the process can be observed. Such remark is
assumption of equal variance via evident in the interaction and behaviors
Levene’s test before t-test data analysis. as a result of the race-like feature of the
It can be gleaned in Table 3 that a material where competition is
significant difference (t=4.31,df=18,p- manifested. Moreover, the effectiveness
value=0.000) was attained in the post- of SIM also implies quality and vitality
Garzon 47
Table 3. Significance of Difference of Posttest Scores between the Two Groups
in providing opportunities to think, recommended that math teachers

interact, perform and enhance what is develop strategic learning materials that
expected by the said instructional tool. manifest this particular feature to boost
Bunagan (2012) affirms the result as a their learners’ ability to work effectively
significant difference was also observed on learning activities.
in his experimental study of the
effectiveness and efficiency of SIM- REFERENCES
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Ausubel D. The psychology of
domains. meaningful verbal learning. New
York: Grune & Stratton;
1963. https://bit.ly/2KxQ9ih
CONCLUSION
Bedard, K., & Fischer, S. (2017).
Utilizing X-factor Race SIM in Competition and academic
improving conceptual and procedural performance: Evidence from a
classroom experiment (No. 1704).
learning of “Factoring” is an effective
teaching practice that must be Bunagan F. (2012). http://
www.slideshare.net/felixbunagan/
incorporated as a classroom-based strategic-intervention-material
intervention. Teachers’ strategic
Bruner JS. The act of discovery.
creativity by personalizing instructional Harvard educational review;
material in a race-like feature such as 1961. https://bit.ly/2dAGpSc
SIM can contribute to learners’ mastery Diy, J.O. (2014). Strategic Intervention
of factoring competency by building in Materials (SIM) in teaching
Science IV (physics. Its
them the readiness to progress towards effectiveness. http://
later challenges expected in the hubpages.com/education/teaching
-physics-through-strategic -
Philippine K12 curriculum. When intervention-material
friendly competition is integrated into
Dy, L. (2011). Teaching mathematics
math interventions, it stimulates through Strategic Intervention
attention, motivation, and learning. It is Materials (SIM); 2011.

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Effectiveness of Strategic
Intervention Material in
Mathematics as Remediation for
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Problems Involving Quadratic
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Escoreal, A. (2012), Strategic

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Rodrigo, R.T. (2015). Importance of

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intervention material in
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www.scribd.com/doc/49021505/
strategic-intervention-materials-in
-chemistry

Experiences of Mini-Teachers in an E-Impact Mathematics Class
Carmel B. Maaslom
Manhilo, Maasin City, Southern Leyte
Abstract
The Enhanced Instructional Management by Parents, Community, and Teachers (E-
IMPACT) is introduced to improve learners’ performance in different subject areas.
However, parents have negative connotations about the effectiveness of the E-
IMPACT system in delivering knowledge, particularly peer teaching. The issue of the
pupils’ capability to ensure an effective learning scheme arises. Besides, teachers
commented that using the mini-teacher approach to the E-IMPACT system is a waste
of time and resources. Thus, this research was conducted to document the
experiences of the mini-teachers in an E-IMPACT Mathematics class. This research
employed a phenomenological research design. A purposive sampling technique was
used to identify 24 pupils, 12 from Grade VI and 12 from alumni. The instruments
used were a self-made essay writing guide and an unstructured interview guide to
gather data. A focus group discussion was also utilized in the study to verify the mini-
teachers’ learnings and experiences. The collected data were analyzed using
thematic analysis. The results suggest that the pupils had varied personal
experiences, including fear, confidence, satisfaction with teaching, and the
realization that teaching means learning at the same time. Thus, the experiences of
being a mini-teacher prove to develop self-esteem and enhance learning capability
among elementary pupils.
Keywords: E-IMPACT, mathematics class, mini-teacher, peer learning,

phenomenological research design
Introduction mini-teacher approach is implemented

The Enhanced Instructional to enhance the pupil’s performance in
Management by Parents, Community, mathematics. However, the success of
and Teachers (E-IMPACT) is a system the implementation depends on the mini
introduced to improve learners’ -teachers’ classroom management and
performance in various subject areas. preparations which can provide
Thus, the E-IMPACT system with a evidence of which aspect deters or
Correspondence: carmel.maaslom@deped.gov.ph
Maaslom 50
encourages the pupils to improve their to be active participants and talk about
academic performance. Consequently, concepts in their own words. Likewise,
the mini-teachers’ experiences in an E- learners who are given expanded
IMPACT Mathematics class need to be opportunities to participate in peer
documented to address the issues and learning activities actively and equitably
concerns of the stakeholders towards receive rewards from the system in the
enhancing pupils’ learning capability. human brain (Clark, 2015). Besides, in
This study aimed to document the peer learning, known as collaborative/
meaning of the experiences of Grade VI cooperative learning, pupils work
pupils as Mini-Teacher in an E- together to achieve common goals to
IMPACT Mathematics class to enhance complete their group tasks with the help
the pupils’ learning ability. of its peer (Gillies, 2016). Collaborative
The Alternative Delivery Mode Learning involves solving a problem
(ADM) implementation is based on the and creating a product that involves
1987 Philippines Constitution and RA groups of learners working together
No. 9155. However, the ADM’s (Rodríguez, et.al, 2017)
guideline is based on the DepEd Order On the other hand, issues arise
#54 series of 2012, which mentions the about using the E-IMPACT system in
challenges with access to quality basic delivering knowledge. These issues
education. To address these challenges, concern the trust and capability of the
the Department of Education ventured pupils to teach other pupils and the
into ADM, which aims to address children’s potential to increase
congestion and other situations. comprehension. The teachers also
Subsequently, the E-IMPACT modality pointed out that the E-IMPACT system
is utilized among different learning with the mini-teacher approach is a
modes. waste of time and resources. More so,
In E-IMPACT learning, group the uncertainty is associated with some
learning is a primary mode of learning. school-related activities, including the
Leman (2014) opines that learners who annual National Achievement Test
work in groups perform better on tests, (NAT) to be administered to Grade VI
particularly on reasoning and critical to measure pupils’ competency.
thinking skills. He stated that working Despite the continued popularity of
with each other is an effective pupil peer tutoring, there exists little
methodology because it forces learners comprehensive research on the
Maaslom 51
experiences of the mini-teacher in an E- categorization is a mental and emotional

IMPACT class. Thus, the researcher process based on group socialization. It
conducted this research to document the asserts that peer group plays a more
mini teachers’ experiences in an E- significant role in personality and social
IMPACT Mathematics class. development. Once children find
themselves outside the home, the
Framework of the Study influence of peers is powerful since they
This study is anchored on try to fit in the group.
Dewey’s Theory of Experience (1934),
Vygotsky’s (1935) Zone of Proximal Experiences of a Mini-Teacher in an
Development, and Harris’ (1995) Group E-IMPACT Mathematics Class
Socialization Theory.
Dewey’s (1934) Theory of
Experience emphasized that young
people in traditional schools do have
experiences in their life. These
experiences are the everyday activities,
and social environment played in the
educational process. On the other hand,
Vygotsky’s (1978) Zone of Proximal
Development (ZPD) theory of learning
was also followed in this study with the Figure 1: Conceptual Framework of the
idea that young people can learn with Study
the help of adults or in teamwork with

more knowledgeable peers. Silalahi The framework describes the
(2019) suggested that for the interconnectedness and relationship
collaboration to be productive, both between classroom management, the
participants need to participate in mini-teacher's preparation, and the
mutual-meaning cooperation with the peers' reaction, which brought the
knowledge that they can do more with unique experiences of the students
the assistance of more competent others. during peer teaching.
Harris’ Group Socialization Classroom management refers to
theory (1995) argues that social the mini-teacher’s manner of imposing
identification and people’s discipline on the students’ peers. At the

Maaslom 52
same time, the discussion is made, explore the experiences of the mini-
protocols and guidelines are observed teachers in an E-IMPACT Mathematics
during the entire class duration, and the class. The design provides individuals
standard operating procedures that were with descriptions of existing
previously communicated and agreed experiences concerning a concept or
upon before the start of such endeavor. phenomenon. In this case, the mini-
The mini-teachers’ preparation teachers’ experiences at a Multi-Grade
also affects students' experiences during School concerning the E-IMPACT
the learning process. The preparation Mathematics class. This design explores
defines the mini-teacher’s level of the understanding of these experiences
organization and practice for learning from the numerous and complex
and transferring knowledge to lower- descriptions of the mini-teachers who
level learners. The level of preparedness contextualized their experiences in an E-
affects the learner’s capability to learn. IMPACT Mathematics class. The
Thus, reactions from their end are phenomenological design contextualizes
expected. The reactions from peers are life experiences by defining or
merely the results of the initial describing them through statements,
interaction between the students and the meanings, and general descriptions of
mini-teachers. experiences (Baraceros, 2016).Setting/
With the interloping Environment
circles, it can create unique experiences This study was conducted
for the mini-teachers. The framework at a Multi-Grade School in San Isidro,
depicts that such experiences evolve Maasin City, situated 6 km from the city
when there is an interaction between proper. There are three buildings with
mini-teachers and students, along with four classrooms, each catering from
classroom management, preparation, kindergarten to Grade VI, with a
and feedback through reactions. These population of 109 pupils with four (4)
experiences vary as far as the circles are teachers.
concerned.
Respondents and Sampling
METHODOLOGY Technique
Design The study’s respondents were
This study employed a Grade VI pupils and the select alumni of
phenomenological research design to a Multi-Grade School. The respondents
Maaslom 53
comprised 24 pupils, twelve from Grade approval from the higher-ups, met the
VI in 2015-2016, and 12 alumni from identified respondents as they consented
2014-2015. A purposive sampling freely, and joined the research process
method was used in selecting the without coercion or force. After
respondents. The selection criteria establishing rapport, the respondents
included pupils from 11-13 years old were instructed to compose their own
who have experience as a mini-teacher experiences being a mini-teacher guided
in an E-IMPACT Mathematics class and by the questions. The same questions
were keen to contribute to the study. were given to the alumni pupils during
home visits. After the essay writing, one
Research Instrument -on-one interviews with the mini-
The researcher used a self-made researchers were done at home around
Essay Writing Guide composed of 6 four times on Saturday and Sunday for
guide questions and the interview and follow-up questions to enrich their
Focus Group Discussion Guide to obtain answers to their essay with regards to
rich descriptions of the mini-teachers’ their individual experiences of being a
experiences. The first guide question mini-teacher. Probing questions were
encouraged the respondents to describe asked. Thus, questions vary depending
their experiences as a Program Teacher on the responses of the respondents.
and Peer Group Leader in an E- Furthermore, Focus Group Discussions
IMPACT Math class. In the second (FGD) with eight pupils were conducted
question, the respondents were asked to to verify their learnings and experiences
describe their preparations and the as mini-teachers in an E-IMPACT
meaning of their preparations. Third, the mathematics class.
respondents were inquired about the
advantages and disadvantages of their Data Analysis
experiences of being a mini-teacher. Data analysis was
The researcher’s adviser verified these performed following Creswell’s (2014)
guides. On the other hand, field notes systematic process of coding textual
and a recorder were utilized to ensure data in which each statement is analyzed
adequate capture of ideas. and later categorized into themes
aligned with the study. During this
Data Collection Procedure process, extracted key phrases, terms,
The researcher asked for and identified meanings were reviewed
Maaslom 54
from individuals’ experiences. Field immediate figure of learning to other

notes were also reviewed after coding pupils can be overcome with the right
all the transcripts. Finally, the researcher strategy and cooperation. As these
interpreted the data and drew meaning pupils grow, they will learn to fear more
from single instances and combined abstract or non-existent things.
themes. Consequently, they lose most of their
fear as they acquire a new set or level of
RESULTS AND DISCUSSION worries and anxieties about their social
The data gathered through life.
essay writing, interview, and FGD were It is apparent in this case that
analyzed and presented in this section. many teachers acquire a fear-leaden
With the E-IMPACT approach, the mini personality partly because they discover
-teachers’ views of being PGL and PT that they are incapable of successfully
help identify different aspects that could meeting life’s challenges as mini-
enhance pupils’ learning. Below are the teacher and partly because of lowered
themes developed and considered self-confidence based on their
meaningful in the pupils’ learning. evaluation of their capacities and those
Theme 1: Fear vs. Confidence who surround them.
A child’s maturing process is While some respondents
learning how to manage fear. As a displayed their experiences in different
matter of fact, children experience many forms, the respondents shared that they
fears as they become mini teachers, such experienced feelings of fear.
as their classmates might not respect The respondents said:
them; they are afraid that they don’t “Nahadlok ko nga dili
know how to teach, and they might be maminaw akong mga klasmeyts sa akoa
reprimanded if their teachings are nga dili sila mo respeto nako nga mini-
wrong. However, many of their fears teacher.” (PD)
disappear with time and experience, but I am afraid that my classmates
some are masked or disguised and may won’t listen to me and that they don’t
persist into adult life as an animate force respect me as a mini-teacher.
in personality. “Mahadlok ko sir kay basin di
Losing fears and gaining ko kamao inig tudlo.” (PJ)
confidence simultaneously is a complex I am also afraid because I don’t
matter. However, the fears of being an know if I can effectively teach my
Maaslom 55
fellow students. the social, cognitive, and emotional

“Ganahan man ko motudlo se areas of the child’s development. Social
eh, pero mahadlok ko ug basin di relations start to become important with
mamao nako pagtudlo nila, basin maka the gradual approach of adolescence,
B
sab-an ko.” (P ) accompanied by the need to compare
I love to teach. However, I am oneself and one’s performance and
afraid I might be scolded if I get it expression with those of one’s peers
wrong. (Muris, et.al, 2007).
The statements show that fear is On the other hand, the pupils
a natural companion throughout their also gain enough confidence and a sense
lives. It only proves that it is one of the of satisfaction from PT and PGT
basic human emotions which acts as a teaching opportunities.
natural corrector that warns them The respondents said:
against dangerous situations that could “Nakatabang pod ni nako oy
harm them. Fear arises in cases that are aron di nako maulaw sa daghang tawo.
important for the individual. The Naka tabang pod ni sa ahung gi-
individual responds to such concerns ambisyon isip titser” (PA)
with specific changes in conduct and It helps me boost my self-
behavior. These reactions to life’s esteem and confidence not to be
problems may give unique advantages, ashamed, especially when facing a
such as mobilizing mental and physical crowd. This even helped me to realize
powers. Still, they may also cause my dream as a teacher.
unreasonable reactions such as “Para nako nindot gajud ang E-
depression, laziness, anxiety, panic, or IMPACT kay di nako mauwaw kong
hyperactivity. As a result of targeted pabarogon ko sa ahong maestro para
guidance, education, upbringing, and pasultihon sa atobangan sa
R
social experiences, one learns to klase.” (P )\
understand, accept, and cope with The E-IMPACT is nice because
fearful situations and continue through I don’t feel ashamed when my teacher
the phases of one’s emotional asks me to stand up and speak in front
development (Orsillo et al., 2004). of the class.
Another significant group of The prevalent norms also helped
fears is linked to the school those PTs and PGTs find themselves
environment, such as the influence of outside their homes.
Maaslom 56
“Nauwaw pud ko sa ahung approaches to make the learning process

pagtudlo as Peer Group Learning, sa more exciting and less strange (Veresov,
ahung klasmeyt. Pero kadtong 2004). This is indicated using getting
ikaduhang tudlo nahu nawala na ag high marks at school and performance
ahung kauwaw sa ahung in the academic side of their student’s
O
klasmeyt.” (P ) careers, actively participating in
I am shy being a mini–teacher curricular activities, and enhanced self.
with my classmates in our Peer Group The respondents said:
Learning for the first time. However, “Ang mga bata kay di maminaw
that disappears the second time around. nahu kay klasmet man lagi me o di ba
The statements appeared that kaha kay kaila me daan mao nang di
being a mini-teacher considerably maminaw namo.” (PR)
impacts the pupils' learning and total The children are no longer
development. Peer teaching offers many attentive and less participative because
benefits, such as improvements in they already know me or maybe because
teaching practice and the development they are my classmates.
of confidence to teach and learn more “Para naho mahadlok pud ko
about teaching. On the other hand, kay di man maminaw ning mga
Hendriana, et.al. (2014) stated that one bataa.” (PJ)
of the affective goals of mathematics I am afraid
learning is confidence. Confidence can because the students do
be related to pupils’ perception toward not listen to me.
themselves in learning a lesson, The essays spoke of their fears.
communicating with each other, and In their manuscript, the researcher
their perception of teaching and learning interpreted that Peer Teaching (PT) and
mathematics. Peer Group Learning (PGL) were also
The perceived acquired perceived as disadvantages, especially
advantage is something that one could when other stakeholders were
be proud of. Such achievement would uncooperative. The behavior of such
motivate them to push for their dreams pupils determines their level of maturity
and strive better as peer leaders and (Vygotsky, 1935) and function. On the
educators. The level of thinking other hand, Dewey (1938) postulated
capacity and maturation process enables that while all education comes about
them to create new strategies and through experience, this does not mean
Maaslom 57
genuinely or equally educative. This is learned the lesson I taught them.

so because pupils know that regardless “Paghatag nahu ug activity
of the assigned task (PT or PGL) to tanan nakapasar. Pagkahuman
them by the mentors, they still have the giingnan ko ni mam nga very good,
same component being classmates nalipay ko kaaju.” (PK)
(Corpus, 2009), thus making them When I gave the activities
resistant to any reprimands from them related to the topic, everyone passed.
as peer leaders. After that, I received a commendation
from my teacher and was delighted.
Theme 2: Feeling of The statements mentioned
Satisfaction in Teaching above suggest that teaching is a constant
The “feeling of interaction between students and
satisfaction” is an experience of the teachers, supporting the idea of
mini-teacher as a focal person. The Glassman (2001). Teaching is both an
study revealed that most respondents opportunity and a responsibility at the
had experienced so much happiness same time. Further, in his theory of
acquired while at work. Learning is fun, interaction, Glassman (2001) expressed
especially when the pupils are satisfied that one’s experience in teaching is
with their actions. With their based on the educative value. Both
experiences, the mini-teacher worked above experiences are reflections of
and performed their task assignments satisfaction and giving value to what
without expecting anything in return, they are doing.
and yet amidst this, they continued to do
the peer teaching. This shows that in Theme 3: Teaching means
any given task, the working learning at the same time
environment, dedication, happiness, and To teach is to involve a pupil in
sense of self-satisfaction matter. The learning. Hence, teaching entails pupils’
theme reflects that teaching involvement in active knowledge
Mathematics is a happy and wonderful construction. In fact, a teacher must
experience. know about the topic under discussion,
The respondents said: how students acquire their knowledge,
“Nalipay ko kay nakamao sila and how to transform their behavior into
H
sa ahung gi liksyon.” (P ) active learners. In other words, teachers
I am happy because they should be prepared ahead of time. The
Maaslom 58
experiences of mini-teachers in E- and ability can be developed through

IMPACT revealed that the pupils learn effort and experience. In so doing,
more with adult guidance, such as teachers encourage higher motivation,
parents and teachers, and collaboration ambitions, and achievement (Backwell,
with classmates. Thus, they are grateful et.al., 2007).
to their mentors and collaborators. Deliberate practice is necessary
Furthermore, the perceived advantages to achieve mastery (Campitelli & Gobet,
of implementing the E-IMPACT using 2011). Learning is enhanced through
the mini-teacher approach include rehearsal and deliberate practice by (1)
achievement of higher grades, self- increasing the likelihood of learning
development, and improved study being long-term and retrievable, (2)
habits. enhancing student’s ability to apply
One conceptualization is elements of knowledge automatically
the incremental or growth mindset, and without reflection, which frees up
which characterizes intelligence as cognitive resources for addressing more
flexible, hence, able to increase or grow. challenging tasks; and (3) increasing
Students with a growth mindset likelihood of transfer of practiced skills
generally focus on learning goals and to new and more complex problems in
are more willing to take on challenging childhood and adult years. Another
tasks to test and expand their effective approach to practice is
intelligence or ability. Hence, they presenting students with a schedule of
rebound more quickly from negative repeated opportunities to rehearse and
feedback and perform better on various transfer skills or content by practicing
cognitive tasks and problem-solving with tasks that are like the target task or
situations. The second conceptualization using several methods for the same task
views intelligence as an affixed trait. (Birnbaum, 2013).
Students operating with this concept Teachers can teach skills
tend to focus on performance goals and directly to learners, for example, by
believe they must continually modeling these strategies or coaching on
demonstrate and prove their their effectiveness. Teachers can also
intelligence. The most significant provide opportunities for learners to set
educational implication emanating from goals and manage their attainment.
this concept is that teachers can foster Hence, the experience of a Peer Group
students’ belief that their intelligence Leader in PGL shows that teaching also
Maaslom 59
means learning at the same time, as knowledge and learning capability is an

evidenced in the following responses: output of much preparation ahead of
“Usahay magpa tabang pod ko time. Preparations were an essential
sir sa akong papa kay aron mas component in PT and PGL.
sigurado ko sa akong itudlo. Pasalamat The second notion reflected in
ra gihapun se eh ko kay nakaya raman the essay about their experiences is
N
pod nahu.” (P ) focused on their own stories as peer
Sometimes I let my father teach group leaders. The respondents pointed
me to ensure I am teaching the right out that,
track. I am thankful that I can still “Nindot pod nga ang imong
hurdle and manage all these. klasmeyt imong tudluan, kay aron maka
“Kulba baja pod sir kaning review pod kay mas kahibaw man me ug
magtudlo ta. Maajo lamang ug andam asa siya dapit angay tabangan nga
ka kay mada ra.” (PJ) subject. Pero daghan jud ang
E
Teaching also connotes some Math.” (P )
nervousness and unexplained emotions. It is nice to teach your
Good if you prepare ahead of time. classmate, so you could also review
“Nakamao ko ug pagsolve, ug your lesson since you know better what
nakamao pud ko ug unsaon pagsolve sa subject they need assistance with.
mga lisud nga solbonon sa dihang However, it is more on Math.
E
nahimo kong PGL.” (P ) “Ang mahimong peer group
I learned how to solve, and I leader kay nindot nga experience kay
learned how to solve complex problems makamao na hinuon ka kay inig tuon
as I became a PGL.” nimo sa Math kay tudluan man ka ni
“Ingun si Ma’am nga ikaw ang Mama ug Papa.” (PN)
PGL sa Mathematics ug nagtuon ko sa Becoming a peer group leader is
R
module ug nagpatudlo pod ko.” (P ) a great experience because you can learn
My teacher informed me that I when you study Math since your mother
am the PGL in Mathematics, so I and father will teach you.
studied the module and asked someone “…ug mao to nga nagtuon jud
to teach me. ko ug maajo para di ko mauwawan sa
It can be inferred that based on ahong classmate. Mao gitudloan ko sa
the narration of the respondents, ahong maam ug unsaon pag solve sa
preparing a lesson to enhance their mga math problems. Mao pagka ugma
Maaslom 60
nakatigo ko sa ahong lesson ug without this opportunity, we couldn’t

natudloan nako ang ahong mga have learned better with our lessons.
classmate.” (PJ) “Sa kadtong naa nay PT ug
I study hard so I won’t be PGL gipasuway ko ni Sir og pagka PT
embarrassed by my classmates. So, my ug nag anam-anam na di nako mauwaw
teacher taught me how to solve math ug makamao nako sa lesson, maong
problems. The following day, I already nagpasalamat ko ug dako sa among
knew how to teach my lesson to my maestro.” (PD)
classmates. When PT and PGL were
As experienced by the introduced, my teacher asked me to try
respondents, the presented responses them. I gradually gain my confidence,
support the study of Vygotsky (1978) and I learn the lesson. So, I am grateful
that problem-solving can be answered to my teachers.
under adult guidance or in collaboration Gratitude contributes to social
with more capable peers. The idea of well-being as a social barometer,
collaboration further encouraged peer reinforcement, and motivator
leaders to inquire about the actual (McCullough et al., 2008). When people
development level determined by are grateful, they acknowledge
individual differences and experiences. willingly, recognize intellectually, and
Pupils learning capabilities are also a emotionally appreciate. This means that
necessary factor in investigating task PGL prepares the identified leaders to
delegation. On the other hand, the learn the role and personality
support system includes advice and development and social acceptance of
knowledge for the mentee (Colvin & different footing of every citizen.
Ashman, 2010) to improve the academic Besides, the intensive elements of
performance of the pupils. knowing the students can be done in
However, the respondents were PGL.
thankful for their opportunity as a PGL The essay, as one of the
because it enabled them to learn more researcher-identified strategies to draw
about their lessons. out their experiences, gave the third
“Pasalamat pod me oie kay ug guide question to know the perceived
di pa tungod ing-ani, di pod me mas advantage they acquired from E-
maka hibaw sa among leksyon.” (PB) IMPACT. The respondents positively
We were so thankful, for, displayed their answers.
Maaslom 61
“Para nahu ang natabang sa magtuon sa among leksyon.” (PO)

pagka magtutudlo sa PT ug PGL sa When I went home, I took the
Math kay ning taas hinuon ang akong module to study the lesson.
R
grado sa Math” (P ) The above-quoted statements
From my personal experience, revealed that the pupils express changes
being PT and PGT teacher helped me to in their learning behavior.
achieve higher grades in Math than Consequently, the positive effect of E-
before. IMPACT can be noted. “Teaching at the
“Ang akong pagtuo mao nga same time learning” confirms that the
motaas ang akong grado ug ilabi na, pupils prepare their lesson in advance
motaas usab ang grado sa akong by studying with adults and peers. Thus,
A
gitudluan” (P ) they demonstrate development in their
I believe my grades and those I learning.
teach will be higher this time.
Lastly, the essay asks how Conclusion
being a mini-teacher communicates with Mini-Teacher is an experience
them. The respondents emphasized that for students both feeling fear vs.
being a mini-teacher means an confidence and satisfaction in teaching
opportunity for self-development and other pupils. Likewise, teaching means
improved study habits. learning at the same time. In general, the
The respondents said: experience of being a mini-teacher in an
“Inig ka gabie, akong tun-an E-IMPACT class is proven to develop
ang module e klasi para kasabot ko sa self-esteem and enhance learning
M
akong gi leksyon” (P ) capability among elementary pupils.
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Correspondence: carmel.maaslom@deped.gov.ph
Dutertismo: Pag – aaral sa mga Kilos at Galaw
Chindy Lee L. de la Cruz
Guadalupe, Maasin City, Southern Leyte
Abstract
Layunin ng pag-aaral na ito na makilala ang kahulugan ng mga kilos at galaw ni
Pangulong Duterte. Hermeneutic Phenomenology ang disenyong ginamit mula sa
mga piling talumpati ni Pangulong Rodrigo R. Duterte ang ginawang instrumento.
Kinuha mula sa RVTM at youtube ang mga talumpati mula Hunyo 2016 hanggang
Abril 3, 2017. Ginamit ang limang paraan ng semiotic analysis ang paraan ng
pagsusuri sa mga kilos at galaw ng Pangulong Rodrigo Duterte. Ang pagtuturo sa
sarili, sa madla, sa rostroam, pagtapik sa kanan dibdib, kibit balikat, pagtihaya na
nakaharap ang dalawang kamay, pagkaway (breast level), facepalm,
pangangalumbaba, at pagdila sa labi ay ang nangungunang kilos at galaw ni
Pangulong Rodrigo R. Duterte. At ang kahulugang nangingibabaw sa mga kilos at
galaw ni Pangulong Duterte ay ang matinding galit, pagbabanta, pangangako,
panghahamon, pagkabahala at pagmamayabang o matinding tiwala sa sarili. Batay
sa resulta ng pagsusuri, iminungkahi na magkakaroon ng ganitong pag – aaral at
magkaroon ng mga gawaing pagsasalita.
Mga Susing Salita: facepalm; kilos at galaw; pangangalumbaba; semiotic analisis;

talumpati
The purpose of this study is to identify the meaning of President Duterte's actions and
movements. Hermeneutic Phenomenology is the design used from selected speeches
of President Rodrigo R. Duterte as an instrument of the study. Taken from speeches
on YouTube and the RVTM between June 2016 and April 3, 2017. Rodrigo Duterte's
behaviors and gestures were examined using the five semiotic analysis techniques.
Teaching oneself, teaching to the audience and to the rostrum, tapping the right
chest, shrugging the shoulders, lying down with both hands facing each other, waving
(breast level), facepalm, pensive position of the body with the chin in his/her hands
(pangangalumbaba), and licking the lips are the leading gestures and movements of
President Rodrigo R. Duterte. Furthermore, the overarching themes of President
Duterte's actions and movements include great arrogance, threats, promises,
challenges, worry, and boasting. Based on the results of the analysis, it is suggested
that there will be more such studies.
Keywords: facepalm; gestures and movements; semiotic analysis; shrugging; speech
Correspondence: chindylee.lopez@deped.gov.ph
de la Cruz 65
INTRODUCTION ang mga saloobin at damdamin ng mga

Pamilyar sa lahat ang kasabihan tao sa iba at sa maraming pagkakataon
sa Ingles na actions speak louder than ay maaaring maging mas epektibo pa
words. Sa pagsasalita ng tao ay may kaysa sa mga mensaheng pasalita.
kaakibat na kilos at galaw kung saan Naniniwala ang mananaliksik sa
ang kilos na ito ay binibigyan ng iba’t pahayag nina Bambaeeroo at Shokspour
ibang pakahulugan ng tagapakinig o (2017) sapagkat sa personal na
kausap. Ang nais iparating ng karanasan sa kanyang pagtuturo may
nagsasalita ay hindi lamang malaman sa mga kilos at galaw na minsan binigyan
kanyang mga komunikasyong berbal ng maling kahulugan ng kanyang mag-
kundi maaaring maunawan sa kanyang aaral na taliwas sa kanyang ibig sabihin.
kilos at galaw. Bawat kilos ng tao ay Tulad halimbawa sa tuwing
may iba’t ibang pakahulugan o mangulumbaba ang mananaliksik sa
mensahe. Ayon kina Batohinog at harap ng kanyang mga mag-aaral, akala
Borong (2021) ang responsabling ng mga mag-aaral na nagdadala ng
tagapakinig ay patalasin at hasain ang malaking problema ng mananaliksik.
kanyang isipan sa mga aksiyon at facial Dahil dito naudyok ang mananaliksik
expression ng tagapagsalita upang kung bakit binigyang-pansin ang di-
lubusan niyang makuha ang mensahe berbal na komunikasyon ni Pangulong
nito. Dagdag pa nina Batohinog at Rodrigo Duterte, dahil bukod siya ang
Borong (2021) napakahalagang naging pangulo ng Pilipinas ang di-
magkakaroon ng sapat na kaalaman at berbal na komunikasyon ay naging
pag-unawa ang tagapakinig sa bawat bahagi itong paksa sa high school
ikinikilos ng nagsasalita. Katunayan partikular sa kompetensi ng Grade 7
ipinaliwanag ni Shokrpour (2017) ang (F&PN-III-c-13) at sa Grade 10 (F10PS
silent speech ay mahalaga na -1b-c-65). Ibig sabihin ang naging
maunawaan sa lahat dahil araw-araw resulta ng pag-aaral na ito ay
tayong pakikipag-interaksyon sa kapwa makatutulong at magagamit sa
ay hindi maipagkaila na maraming mga kompetensing ito.
silent speech ang lumalabas sa atin.
Ayon kay David (2020),
Dagdag pa nina Bambaeeroo at
maraming mga taong gustong makinig
Shokspour (2017), ang lengguwahe ng
kay Pangulong Duterte dahil hindi tulad
katawan ay may kapangyarihang ilipat
ng ibang pulitiko, madali siyang

de la Cruz 66
intindihin. Bihira nilang hulaan ang bahagi ng katawan ay minsan

sinasabi niya. Dagdag pa ni David nakatutulong sa nagsasalita na maging
(2020), si pangulong Duterte ang komportable. Kung baga parang
pangulo ng Pilipinas na naging nakatutulong sa pagpapawala ng kaba sa
kontrobersyal dahil sa kanyang mga nagsasalita. Kaugnay nito ipinaliwanag
pananalita at kakaibang kilos. Maaaring sa Laclau at Mouffe’s Theory of
hindi sumasang-ayon ang mga tao sa Discourse (2010) ang signifier at
kanyang sinasabi o hindi komportable signified. Ipinaliwanag dito na ang
sa kanyang mga bastos na pananalita at signified patungo sa signifier na kung
mga kilos. Ngunit, sa kabuuan, tila saan lahat ay may karapatan sa
sinasang-ayunan nila ang kanyang tinatawag na “freedom of expression”
malupit na prangka. Habang ang ibang na malayang gumamit kung paano nila
mga pulitiko ay nagpupumilit na ipakita ipahatid, pasalita o kaya’y pasulat.
ang kanilang mga pananaw sa isang Inilahad pa sa teoryang ito na ang tao ay
katanggap-tanggap na anyo. Sa pahayag may iba’t ibang paraan sa pagpapahayag
na ito, lalong nahikayat ang gamit ang kanyang mga mata, kamay,
mananaliksik na kilalanin kung anong balikat, paa, at iba pang bahagi ng
ibig sabihin ng kanyang mga kilos at katawan na kumikilos.
galaw.
Ibinahagi ni Mede (2016), dahil
Si dating pangulo Duterte ay normal na sa tao na may mga kilos at
pinag-usapan na maraming netiezen galaw sa pagsasalita awtomatikong
nang nagsisimula na siya sa kaniyang mahulaan ng kausap ang reaksyon ng
termino dahil sa kanyang mga nagsasalita ang di-verbal na
kakaibang mga salita, kilos at galaw sa pakikipagkomunikasyon. Maraming
tuwing siya ay nagtatalumpati. Ang mahahalagang bagay ang nagagawa ng
kanyang mga kilos na laging binibigyan komunikasyong di-verbal. Maraming
ng kahulugan ng mga tagapakinig, bagay at mensahe ang naihahatid sa
positibo man o negatibo. Dagdag pa pamamagitan ng mga di-verbal na
dito, umusbong ang interes ng mga komunikasyon at may mga mensaheng
mamamayan sa pagkilala sa pangulo at higit na nauunawaan nang hindi
umusbong ang Dutertismo (David, kailangan ng salita. Maaari itong
2016). magkaroon ng magkaibang kahulugan
ayon sa pagkakaiba ng antas ng pag-
Ang senyas at galaw ng ibang

de la Cruz 67
unawa at pagpapakahulugan ng nakatuon sa mga karanasan ng mga

tagatanggap ng mensahe. Ang pahayag indibidwal o pangkat. Ang disenyong
na ito ay angkop sa pag-aaral na ito ito ay naglalayong mailahad ang
sapagkat minsan maririnig sa kapwa na paglalarawan sa karanasan o piling mga
inpormal si Pangulong Duterte kung kilos ng isang indibidwal na konektado
magsasalita. Ayon sa mga matatanda sa karanasan ng lahat ng tao. (Smith,
ang pangulumbaba sa harap ng tao ay 1990). Naayon ang desinyong ito para
nagpapakita ng pagkawalang galang. sa kasalukuyang pag-aaral sapagkat ang
Binahagi naman ni Mede (2016) na may hermeneutic phenomenologyay
mga kilos at galaw ang tao sa kanyang desinyong nagsusuri sa galaw at
pagsasalita na binigyan ng hindi pagbibigay kahulugan nito (Fuster,
magandang interpretasyon ng 2019).
tagapakinig. Samakatuwid ang mga
kilos at galaw ni pangulong Duterte ay Pinagkukunan ng Datos
maaaring normal lamang at walang Mga piling talumpati ni
bahid ng hindi magandang kahulugan. Pangulong Rodrigo R. Duterte mula
Hunyo 31, 2016 hanggang Abril 3,
Layunin ng pag-aaral na ito na
2017ang ginawang instrumento ng pag-
makilala ang mga kahulugan ng mga di
aaral. Mga video sa talumpati ay kinuha
– berbal na komunikasyon ni Pangulong
mula sa Youtube.
Rodrigo Duterte partikular na sa
kanyang mga kilos at galaw. Naniniwala
Talahanayan 1: Pinagkukunan ng
ang mananaliksik na ang pag-aaral na Datos
ito ay makabuluhan hindi lamang sa
mga mag-aaral at sa mga guro, pati na
rin sa buong mamamayan dahil sa
pakikisalamuha natin araw-araw sa
ating kapwa ay hindi maiiwasan na may
mga komunikasyong di-berbal na
lumalabas o nagmumula sa ating sarili.
METHODOLOGY
Desinyo ng Pananaliksik
Ginamit sa pag-aaral na ito ang
Hermeneutic Phenomenology. Ito ay
de la Cruz 68
Paraan ng Pananaliksik kahulugan ng bawat senyas at alamin

Ang mananaliksik ay kumuha ng ang mga pisikal na ekspresyon. Sa
mga video ng mga talumpati ni pisikal na ekspresyon binigyang-diin ni
Pangulong Duterte sa youtube partikular Kress (2010) ang posture ng katawan,
sa Radio Television Malacañang kilos at galaw, kumpas ng kamay at
(RTVM) mula Hunyo 2016 hanggang paghinga. Pangalawa, inuri ang mga
Abril 3, 2017. Ang RTVM ay kilos at galaw ayon sa uri ng
itinuturing na presedential na istasyon komunikasyong di-berbal. Pangatlo,
sapagkat lahat na mga talumpati ni nilapatan ng kahulugan ang mga kilos at
Pangulong Duterte ay mapapanood sa galaw batay sa mga uri ng di-berbal na
istasyong ito. komunikasyon. Pang-apat, binigyan ng
Ang paraan ng pagkilala sa mga kahulugan ayon sa denotasyon at
kilos at galaw ni Pangulong Duterte ay konotasyon na pagpapakahulugan.
sinuri batay sa mga proseso nina Kress
(2010) at Imai (2010). Sa proseso ng RESULTS AND DISCUSSION
pagsusuri ni Kress (2010) ay Ang bahaging ito ay nagpapakita
pinagbasehan niya ang apat na ng kinalalabasang resulta sa pagsusuri
komunikasyong di-berbal: ang posture sa mga kahulugan ng kilos at galaw ni
ng katawan, kilos at galaw, nginig ng Pangulong Rodrigo Duterte sa kanyang
kamay at paghinga. mga piling talumpati batay sa uri ng
tagapakinig.
Pagsusuri ng Datos
Ipinakita sa talahanayan 2, ang
Pagkatapos nakuha ang lahat ng
mga kilos at galaw ng pangulo sa
video mula sa youtube sinimulan agad
kanyang mga talumpati sa harap ng iba’t
ang pagsusuri. Ang pagsusuri ay ginawa
ibang tagapakinig. Malinaw na ipinakita
batay sa mga sumusunod: Una, paraan
rito ang iba’t ibang kilos at galaw ng
ng semiotic analysis (Kress, 2010).
pangulo at ang pahayag nito sa iba’t
Inilarawan dito ang iba’t ibang proseso
ibang uri ng tagapakinig. Mababasa ang
ng pagsusuri tulad ng kilalanin ang mga
mga kahulugan nito na kalimitan ay
kahulugan ng mga senyas (sign),
nagpapaliwanag at nagbibigay - diin sa
isantabi ang sariling opinyon; ang
mga pahayag.
gawain lamang ay ang magsuri ng mga
makabuluhang kilos, kilalanin o uriin
ang kilos/senyas, kilalanin ang
de la Cruz 69
Talahanayan 2: Kilos at Galaw ni Pangulong Rodrigo Duterte

de la Cruz 70
Talahanayan 2 Karugtong
Ang Talahanayan 2 ay nakabulsa ang nangingibabaw. Sa

nagpapakita ng kabuuang di-berbal na kumpas ng kamay, pagtuturo sa
komunikasyon ni Pangulong Rodrigo roastrom, pagtuturo sa sarili, pagtihaya
Duterte sa kanyang pagtatalumpati sa ng kamay na nakaharap sa sa tao, iti-
harap ng mga military, businessman, nahaya ang palad na may lakas.
OFW at manggagawa. Makikita na maraming mga kilos at
Ipinakita dito ang mga napapa- galaw ang pangulo tulad ng pagturo sa
loob na di-berbal na komunikasyon ng sarili, sabay tapik sa kanang dibdib, pag
pangulo sa kanyang mga talumpati sa -iling sabay kibit balikat, thumbs-up,
harap ng mga military. Malinaw na moutiza, pagtuturo sa itaas, money sign,
inilahad sa talahanayang ito na sa pos- pagkaway-kaway breast level sa harap
ture ng katawan ang pangalumbaba at ng tao, pagtaas ng dalawang kamay
de la Cruz 71
(breastline), pagpahid sa labi, pagtaas ng nangingibabaw naman na kilos at galaw ni

kamao na nakakuyom ang kamay, at face- pangulong Duterte ay ang pagtaas ng dala-
palm o pagtabon ng kamay sa mukha. Sa wang kamay, pagtaas ng kanang kamay,
paghinga nakakitaan ng galaw ng pagtaas pagkaway (breast level), pagtuturo sa mga
ng kilay sabay pikit, labas dila sabay kagat tao na nakaporma ng pagbabaril, pagtuturo
sa labi at pagsara ng bibig. Kinetik na uri ng ng dalawang hintuturo, at pagtuturo sa mga
kilos ang nangingibabaw. tao from left to right. Ang sa paghinga na
Ang kanyang mga talumpati naman kilos ang gaglabas ng dila ang nangingiba-
sa mga businessman mapapansin na tatlong baw. Nakakitaan ng kinetic, dactylogy at
kabuuang di-berbal na komunikasyon ang paralanguage ang uri ng kilos ni pangulong
nangingibabaw. Ang posture ng katawan Duterte.
tulad ng pagtihaya sa kanang kamay sabay At ang komunikasyong di-berbal
pagturo sa mga audience, pagkibit balikat, naman ang nangingibabaw sa harap ng mga
pagtuturo sa mga nakikinig, magkarap ang manggagawa, makikita na sa body posture,
dalawang kamay, pagbukas ng palad sa mga ang clenched hand at pangalubaba ang
tao at buong palad na nakadiin sa roastrom. nangunguna. Sa mga kumpas ng kamay ang
Ang kilos at galaw kung saan ang nangingi- pagturo sa mga tao ay laging ginamit ni
babaw na galaw ay ang tapik sa dibdib sa- Pangulong Duterte, sa kilos at galaw ang
bay turo sa roast roam, tinuturo ang dibdib pagtaas at pagbaba ng dalawang kilay, pag-
sabay kagat sa labi, tapik sa kaliwang dib- taas ng kamay (left) naharap ang palad sa
dib, pagtuturo ng roastrom, galaw ng kamay mga tao (shoulder level) pagtaas ng dala-
na parang naghuhugas, palad nakarap sa wang kamay (shoulder level) na nagkaka-
mukha papuntang kaliwa. At ang paghinga harap ang palad at magkaharap ang dala-
ang kurap ng mata, labas ng dila sabay kagat wang kamay na ang mga daliri ang tanging
sa labi at pagdali sa labi ang nangingibabaw. nakadikit. At sa paghinga makikita na ka-
Kinetik at paralanguage ang nangingibabaw dalasan ang paghinga nang malalim sabay
na uri ng kilos. pagdila sa labi at paghinga nang malalim
Sa harap naman ng mga OFW, sabay pagkagat sa labi. Paralanguage at ke-
natuklasan na sa pisikal na ekspresyon netik ang nagingibabaw na uri ng kilos.
partikular sa posture ng katawan ang pan- Sa mga resultang ipinakita ang
galumbaba sabay pisil ng ilong at pagkamot dating pangulo ng Pilipinas ay puno ng mga
sa ulo ang mga nangingibabaw. Ang iba’t ibang galaw sa tuwing siya ay naghatid
kumpas ng kamay ni Pangulong Duterte ng mensahe sa madla. Ipinakita rito na mai-
tulad ng pagtuturo sa roastrom, pagtuturo sa bahagi nang mabuti ng pangulo ang kanyang
sarili, pagdiin ng dalawang kamay at pag- talumpati kung ginagamitan niya ng mga di-
suntok ng kanang kamay sa rostroam ay ang berbal na komunikasyon. Napansin na ang
nanginginbabaw sa kanyang talumpati. Ang galaw na pangangalumbaba at facepalm ay

de la Cruz 72
ginamit ni pangulong Duterte sa mga pag- -berbal na komunikasyon. Magalaw ang

titipon na mga military, OFW at mga mang- kanyang ulo, mata, braso at kamay habang
gagawa. Napansin na sa kanyang mga ta- siya ay nagsasalita. Mga galaw na parang
lumpati na dinaluhan ng mga bibigatin ng kanyang mannerism sa tuwing siya ay mag-
mga Pilipino at taga ibang bansa tulad sasalita ma-pormal at inpormal na mga
noong SONA 2016 hindi nakikita ang galaw okasyon. Napansin na ang mga di-nerbal na
na pangapangalumbaba at facepalm. Batay komunikasyon ng Pangulo sa tuwing siya ay
rin sa pagsusuri sa mga video ang pagdila ni magsasalita nagkapagbigay sa kanya ng
Pangulong Duterte ay hindi ito isang komu- komportable. Sa madaling salita naobserba-
nikasyon di-berbal sa kanya, ito ay kanyang han ng mananaliksik na maihatid nang
mannerism lamang. Dahil sa lahat ng vide- maayos ni Pangulong Duterte ang kanyang
o’ng pinanood ng mananaliksik 100% sa mensahe kung sinabayan niya ito ng kumpas
kanyang paghatid ng talumpati ay inilabas o senyas.
ang kanyang dila. Makikita sa pie grap ang kabuuang
Ang kahulugang nangingibabaw sa porseyento sa mga di-berbal na komu-
mga di-berbal na komunikasyon ni Pangu- nikasyon ni pangulog Rodrigo Duterte.
long Duterte sa kanyang mga talumpati sa Makikita rito na ang di-berbal na komu-
apat na uri ng mga tagapakinig ay ang mat- nikasyon ni pangulong Duterte ang pagtiha-
inding galit, pagbabanta, pangangako, ya na nakaharap ang kamay ang
panghahamon, pagkabahala at pagmamaya- nangunguna, sinundan ng pagdila sa labi at
bang o matinding tiwala sa sarili. ang pagtuturo sa sarili ang may pinakamaba-
Sa pagsusuri sa mga talumpati ni bangporseyento sa kanyang mga di-berbal
Pangulong Duterte maraming siyang mga di na komunikasyon.

de la Cruz 73
Batay sa pagsusuri may mga kilos sabihin. Ang mukha, mata, katawan, at iba
at galaw ang pangulo na nangangahulugan pang galaw ng tao ay isang mabisang da-
ng pagkamayabang pero kung susuriin hindi luyan ng mensaheng di berbal. Ginagamit
ito naaayon sa tunay na mensahe. Tulad ang di-berbal para makatulong upang lalong
halimbawa ng pagtuturo niya sa sarili nang luminaw ang mensaheng nais iparating ng
sinabi niyang “If that is the only worry that nagsasalita.
you have and I can understand your misgiv- Ang resulta ng pag-aaral na ito ay
ing”. Kung pagbabatayan ang kahulugan sa nakatutulong ng mananaliksik bilang taga-
pahayag nina Adam (2004) at Imai (2010) hubog at ordinaryong mamamayang Pilipino
ito ay ngangahulugan na pagmamayabang sapagkat bilang tagahubog at tagahatid ng
pero kung susuriin ang tunay na kahulugan kaalaman kailangan makialam sa mga paha-
sa kanyang sinabi, ito ay nagpapahiwatig yag ng pangulo sa kanyang mga mensahe at
na nagpapaliwanag lamang. Ibig sabihin na bilang isang mamamayan kailangan lubus-
may mga kilos at galaw ang pangulo na ang maunawaan ang kahulugan ng mga ki-
para sa kanya wala itong kahulugan. Kaya los at galaw sa kapwa lalo na kay Pangulong
sa tuwing siya ay naghahatid ng kanyang Duterte upang maiwasan ang panghuhusga.
talumpati ang kanyang ipinakitang kilos at Ipinahayag nina Vocal at Borong
galaw ay nagkakaroon ng mga positibong (2022), ang guro ay hindi lamang tagapag-
reaksiyon sa mga tagapakinig at tagapanood turo kundi huwaran din sa mga impormasy-
at ang iba naman niyang galaw ay umaani on. Sa ganang ganito ang pag-aaral na ito ay
ng mga pambabatikos. nakapagbibigay sa mananaliksik na sapat na
Halimbawa sa talumpati ni Pangu- pag-unawa na inaakala na hindi magandang
th
long Duterte sa 9 National Biennnial Sum- kilos ng Pangulo. Ang guro ay tagapayo,
met on Women in Community Policy isa sa magulang o ina at ama sa mga bata. Ang
mga netizen na si Kate Coolens ang nag- pagsusuri sa mga kilos at galaw sa pangulo
sabing “Duterte gestures aims to wash out at nakatutulong sa mananaliksik sa pagka-
criminals of the Philippines to finish the karoon ng mga ideya sa mga kahulugan sa
problem of the country and keep the future kilos kung saan maaari itong maipaliwanag
generation safe”. Ipinaliwanag ng netizen sa kapwa kapag magkakaroon sila ng mga
na naunawaan niya ang kahulugan ng interpretasyon sa mga galaw sa kanilang
kumpas at senyas ng Pangulo. Nangan- mga kakilala o kaibigan na para sa kanila ay
gahulugan ito na may mga saloobin ang tao hindi maganda.
na maihatid nang mabuti gamit ang kilos at Nagpapatunay lamang na tama ang
galaw. Sa katunayan ipinahayag ni Batohi- sinabi ni Kuzu (2016) ang semiotic analisis
nog at Borong (2021) ang kilos at galaw ng ay isang magandang pamamaraan para lu-
katawan ay nagsisilbing kasangkapan sa busang makilala ang isang tao. Makikita sa
pagpapaunawa sa kapwa sa kanyang ibig sunod na pahina ang isang bar grap na ipina-

de la Cruz 74
Buod ng mga Di-berbal na Komunikasyon ni Pangulong Duterte Ayon sa Tagapaki-

nig
Mga Di-Berbal na Komunikasyon ni Pangulong Duterte

Ayon sa Tagapakinig
Ipinakita sa bar grap na sasalita. Ang pag-unawa sa mga di-

nangingibabaw ang kilos at galaw ni berbal na komunikasyon ay may mga
Pangulong Duterte sa kanyang pag- elementong nakaiimpluwensiya tulad ng
tatalumpati. Mapapansin na sa apat na relasyon sa nagsasalita, kasarian, uri ng
uri ng tagapakinig ang kilos ay galaw ay tagapakinig, kultura at propesyon. Ibig
may mataas na bilang ng mga di-berbal sabihin na hindi maiwasan na may taong
na komunikasyon. hindi nagustuhan ang mga di-berbal na
Ang resultang ito ay komunikasyon ni Pangulong Duterte at
nagpapahiwatig lamang na ang mga di- mayroon din sumang-ayon sa kanyang
berbal na komunikasyon ay napaka- mga di-berbal na komunikasyon dahil sa
halagang unawain lalo na sa mga inter- kanilang uri ng suportang ipinakita sa
personal na komunikasyon. Sa pag- pangulo.
unawa ng mga kilos at galaw ng tao ay Ang kabuuang resulta ay may
kailangan din bigyan-diin ang uri ng kaugnayan sa resulta ng pagsusuri nina
kausap o tagapakinig sapagkat maaring Grillo at Enesi (2022) na nagsabing na-
may malaking salik ito sa pag-unawa sa katutulong ang pagsusuri ng mga kilos
mga di-berbal na komunikasyon sa nag- at galaw ng mga prominenting tao dahil
de la Cruz 75
maunawaan at mabago ang ating Batohinog, D. at Borong, N. (2021).

Analysis of actions and motions
pananaw ng isang tao na akala nating
in selected Leyte festivals using
bastos o kaya’y mayabang dahil sa semiotic analysis. International
Multilingual Journal of Science
kanyang ipinakitang kilos. Tulad sa re-
and Technology (IMJST), 6
sultang ito na marami ang nag-aakala na (10).
ang pangalumbaba ni Duterte ay
David, R. (2016). “Where is
nagpapakita ng kanyang kabustusan, ‘Dutertismo’ headed?”. https://
opinion.inquirer.net/109531/
kung saan ito pala ay kanyang manner-
where-is-dutertismo-headed
ism lamang.
David, R. (2020). President Duterte’s
style of speaking. https://
CONCLUSION opinion.inquirer.net/127722/
Sa pagsusuri ng mga kilos at president-dutertes-style-of-
speaking
galaw ng dating pangulong Duterte ay
kapaki-pakinabang sa mga mambabasa Grillo, H. M., & Enesi, M. (2022). The
impact, importance, types, and
dahil ang pagkakaroon ng maling use of non-verbal
paghuhusga sa mga ikinikilos hindi communication in social rela-
tions. Linguistics and Culture
lamang kay pangulong Duterte, pati na Review, 6(S3), 291-307.
sa ibang mga tagapagsalita ay makapag- https://doi.org/10.21744/
lingcure.v6nS3.2161
tanto na may mga galaw na akala natin
ay hindi magandang kahulugan ito ay Imai, I. (2010). Gestures: Body lan-
guage and nonverbal communi-
isang normal lamang na kilos na walang cation. (PDF).
bahid na masamang kahulugan. Sama-
Kress, L., et al. (2010). Reading images:
katuwid ang resulta ng pag-aaral na ito The grammar of visual design.
ay naglilinaw na ang pagbibigay ka- Routledge: London.
hulugan ng mga di-berbal na komu- Mede, J. (2016). Komprehensyon sa
nikasyon ni Pangulong Rodrigo Roa mga kagamitang di-verbal ng
mga mag-aaral sa unang taon
Duterte sa pagtatalumpati ay nakabatay ng Benguet State University.
sa mga uri ng tagapakinig. http://digilib.bsu.edu.ph/
greenstone/cgi-bin/library.cgi?
REFERENCES Vocal & Borong (2022). Strategies for
developing creativity, critical,
Bambaeeroo, F. at Shokrpour, N. communication and collabora-
(2017). The impact of the teach- tion: A comparative teaching
ers’ non-verbal communication using explicit and metacognitive
on success in teaching. J Adv trategies. European Journal of
Med Educ Prof. 5(2), pp. 51-59 Social Sciences Studies, 7(4).
76
Wang, H. (2009). Nonverbal communi-

cation and the effect on inter-
person communication. http://
www.ccsenet.org/journal/
index.php/ass/
article.viwFile/4196/3533
Correspondence: chindylee.lopez@deped.gov.ph
SELFE Technology: A Reading Scaffold
to Improve Reading Comprehension Skills
Teresita C. Leonor, Maridelle Lynn Almosa, Celsa S. Gura
Two in a Story: Ladder in Reading Comprehension

Adelfa S. Tagra
Project X3: Basic Math Prerequisites’ Engine

Julius R. Garzon
Reinforcing Motivation through Math Tricks as

Ice-breaker Tools
Julius R. Garzon
Learners’ Skill in Factoring Polynomials using X-

factor Race Strategic Intervention Material (SIM)
Julius R. Garzon
Experiences of Mini-Teachers in an E-Impact

Mathematics Class
Carmel B. Maaslom
Dutertismo: Pag-aaral sa mga Kilos at Galaw

Chindy Lee L. de la Cruz

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THE JOURNAL OF EDUCATIONAL MANAGEMENT AND

PEDAGOGICAL STUDIES (JEMPS)

EDITORIAL and PRODUCTION STAFF

Production and Circulation

The journal of Educational Management and Pedagogical Studies (JEMPS)

Aims and Scope

Policy on Handling Complaints

Policy on Conflict of Interest

Policy on Publication Ethics

Guide for Auhtors

Abstract should be 150 to 250 words; must be followed by at least

Introduction should provide more details about the context, rationale,

Methodology should provide details on the research design, target par-

This academic journal would not be possible without the passionate

MARIDELLE LYNN L. ALMOSA

San Rafael, Maasin City, Southern Leyte

Reading comprehension is a major pillar of the act of reading and is deemed

Keywords: SELFE, comprehension, frustration level, independent level, instructional

INTRODUCTION child a reader and a writer at their grade

Correspondence: maridellelynn.almosa@gov.ph 0000-0003-1387-1625

therefore failed to answer examination their reading performance levels.

be clearly understood. The learners read strategy.

Table 1. Participants’ Level of Reading Comprehension

Table 1 shows the participants’ (Therrien, 2004). It shows that songs

Journal of Educational Management and Pedagogical Studies 1:2022

motivating follow- up questions to perceptions of the impact of

Department Order No. 18 Series 2017.

Schools, Kiambu County, doi.org/10.26858/eltww.v5i2.6074

Pardede, P. (2019). Employing

Sebastian, M. D. (2020). Using songs as

Stalinski, S. M., & Schellenberg, E. G.

Suseno, E. (2018). Using lyrics lines to

Correspondence: maridellelynn.almosa@gov.ph 0000-0003-1387-1625

Combado, Maasin City, Southern Leyte

The purpose of the study is to intensify learners’ interest in reading stories

INTRODUCTION foundational reading skills compared to

(Organization for Economic that the reading material should be

children’s knowledge, as well as stories not only help us learn language

should be practiced in reading stories of the most important language skills

Learners in this station have Reading is a social skill that requires

Figure 1:Theoretical Framework of the Study

of relevant materials to boost or add the evaluative reading comprehension levels

Grade 9 learners’ material served as the levels of reading comprehension. The

strategies, and to be able to answer the containing literal, inferential, and

Table 1: Pre-Test on Reading Comprehension Level

Journal of Educational Management and Pedagogical Studies 1:2022

Table 2: Post-Test on Reading Comprehension Level

Table 2 captured the results of the Table 3 below screened the

Journal of Educational Management and Pedagogical Studies 1:2022

CONCLUSION in particular the Maasin City Division

Above all to God Almighty for

Belhadia, A. (2014). Enhancing university ESL classroom.

Ibarra, Maasin City, Southern Leyte

Keywords: project-based intervention, model exercises, remedial activities, basic

INTRODUCTION essentially engaged in competency-

Correspondence: julius.garzon@deped.gov.ph 0000-0002-1516-6578

mathematical preparations and provide also experience affective benefits

primary learning material in the delivery RESULTS AND DISCUSSION