DOMINICAN COLLEGE OF TARLAC

ADDRESSING READING COMPREHENSION GAP

THROUGH FILIPINIANA AUDIOBOOK-ASSISTED (FAA)
INTERVENTION STRATEGY

A Research Paper Presented to

College of Education
Dominican College of Tarlac

In Partial Fulfillment
of the Requirements for the Subject
Field Study 1

By:
Apipi, Kristine Mae O.
Apipi, Ma. Adelfa O.
Baranghay, Aprille
Gustilo, Hazel D.
Orciga, Vanessa S.
Solis, Kristine Gabrielle F.
Tago, Kenneth Y.
Villota, Jemary G.
Gueco, Zyra Mae
Pambid, Carla Mhey
Manaloto, Kyle Marie
Atibagos, Karla
Layug, Khayle
Pineda, Aldrei
Abregoso, Billy
Siron, Shairine
Lavarias, Erica
Dacayanan, Margie
Macabali, Mico Henchel
Perez, Trina

BSED English 4B
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CONTEXT AND RATIONALE

Reading fluency is the most important factor in reading comprehension. In all areas of academic

study, reading comprehension skills will help children, not just in English class. They are translating

into real-world skills and critical thinking that a child needs to be successful in school and the

workplace. A student will not be able to take part in higher-level comprehension activities if they

don't have the fundamental reading abilities of decoding and syntax analysis. Through its many

reading enhancement programs, the Department of Education has placed a strong emphasis on the

reading progress tool to assess learners’ reading skills.

To make reading meaningful, it should be done with understanding. It means reading should be

accompanied by comprehension. In the Philippines, oral reading is prioritized over reading

comprehension (Potacio, 2013). Reading reflects everything and enables people to feel successful

when they achieve something. In some ways, this will also allow everybody to learn something and

become a better person. However, the growing concern about reading skills for many learners,

particularly in the field of reading comprehension, is one of the most pressing communication

challenges facing this country, despite all efforts to improve vocabulary teaching and practice. One

of the main factors in measuring a country's total competence is literacy. In addition, you will learn

how to pronounce certain words and connect context clues to deeper meanings of text through the

use of emphasis or tone, despite growing concern about reading skills, by using an audiobook with

someone who reads texts for you.

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This action research will be conducted in Sto. Niño Academy of Bamban Inc., the school is

located in the locality of Bamban, with a population of 104 grade 7 students and only 5 English

teachers. The teachers consider that reading comprehension forms the cornerstone of how well

students succeed in every subject. Every year, the school board and administration mandated that the

instructors create a strategy for school development, such as Project Read, in which they must halt

teaching at 2:00 p.m. to give the students time to practice reading. This technique is regularly used

by the school to address the student’s strengths and deficiencies. Additionally, it is absolutely urgent

to address the problem of reading comprehension in schools. Due to the fact that reading

comprehension seems to be a particular issue that hasn't been fixed despite the school's staff's best

attempts to help students improve their comprehension reading skills, has been a serious concern for

the institution. The institution considers that teachers play an essential role in helping students to

develop skills in reading comprehension. As a matter of fact, teaching reading comprehension is still

a challenging endeavor for teachers because the majority of reading teachers use conventional

methods of instruction that might adversely affect the student's performance.

Most of the time, a reader can read but cannot understand what he/she reads. For instance,

reading instruction during examinations is important. In this case, one reader can read but cannot

understand the instructions which will be a possible reason for having a low score result. This is

when the reading comprehension goes in. Reading comprehension plays a vital role in interacting in

our community, it is also a foundation of reading as well. Although a person will be able to read a

certain number of words, comprehension must be practiced, grown, gained, and experienced over

time. This study is conducted to address the Reading Comprehension Gap among the Grade Seven
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learners at Sto. Niño Academy of Bamban, Tarlac through the Filipiniana Audiobook-Assisted

(FAA) Intervention Strategy. The school has a total of 104 Grade seven learners.

This research will be beneficial for the SNAians in developing the reading comprehension of

Grade 7 at Sto. Niño Academy of Bamban Inc., this study compares the impact of pre-and post-

testing on participant performance of reading a text and reading with understanding using FAA. This

strategy aims to provide information that may help the students grasp what they read. In order to

ensure that the students have outstanding reading and learning experiences, teachers should also help

them build reading strategies that have a positive impact on their reading comprehension. The aim of

this study is to determine how the right teaching strategy can change the mean scores of the learners

reading comprehension competency. This study aims to close the reading comprehension gap among

Grade 7 learners at Sto. Niño Academy of Bamban Inc. through the use of the Filipiniana

Audiobook-Assisted (FAA) intervention strategy.

Furthermore, it aims to create suggestions that may be useful to educators as well as learners in

grade 7. Additionally, it offers knowledge and an appropriate strategy called Filipiniana Audiobook-

Assisted (FAA), which may help the learners comprehend what they read. Since the FAA

emphasizes audio more than just reading materials, this may also help the learner's pronunciation.

Moreover, the researchers conducted this study to increase student awareness of the value of having

strong reading comprehension.

The researchers of this study, aims to determine the effects of Filipiniana Audiobook-Assisted

(FAA) on the reading comprehension of the Grade 7 students at Sto. Nino Academy of Bamban Inc.,
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and to identify factors that affect the knowledge of the learners in terms of comprehension. In

addition, the researchers conducted this study to evaluate how the appropriate method can alter the

learner's current proficiency with reading comprehension.

Research Questions

For Quasi-Experimental Research

This research aimed to close the reading comprehension gap among Grade 7 learners at Sto.

Niño Academy of Bamban Inc. through the use of the Filipiniana Audiobook-Assisted (FAA)

intervention strategy. Specifically, it sought to answer the following questions:

1. What is the pre-test reading comprehension mean scores of the students without using the

Filipiniana Audio book strategy?

2. What is the post-test reading comprehension mean scores of the students using the Filipiniana

Audio book strategy?

3. Is there a significant difference between the pre-test and post-test comprehension mean scores

of the students using the Filipiniana audiobook strategy?

4. How can the use of Filipiniana audiobooks improve reading comprehension in grade 7?
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Hypothesis

There are no significant differences between the pre-test and post-test comprehension mean

scores of the students using the Filipiniana Audiobook strategy.

Significance of the Study

This study focus on the intervention strategy to provide an opportunity for guidance and

knowledge to inform, communicate, and help learners’ reading comprehension.

Learners. The Filipiniana Audiobook-Assisted (FAA) intervention strategy is designed

significantly for the learners. Through the audiobook, it may show what the interests of the learners

are and what level of understanding they have. This Filipiniana audiobook-assisted (FAA)

intervention strategy may help the learners develop their communication skills, listening skills,

vocabulary, and comprehension. It may be enjoyable for the learner, aside from the subtitles, they

can also hear words that they aren't familiar with. In that way, they can easily understand and enjoy

what they are reading with the help of the audiobook.

Teacher. The result of the study may encourage the teacher to use this strategy as an

additional approach with their learners. The teacher may benefit from this study, they can expand

their vocabulary to have better instructions, and it may help the teacher develop new techniques to

present this Filipiniana audiobook in a way that learners may be interested in.

Parent. The Filipiniana Audiobook-Assisted (FAA) intervention strategy may encourage the

parents of this study to be appropriate for the parents of the students if they consider the situations in

which their children experienced regarding the intervention strategy this may help in improving their
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child's development in grammar, comprehension and communication skills. They could be aware of

how to support their children, especially as they are the most effective at developing and

encouraging confidence in their children.

School Administration. With the result of this research, the School Heads, and

administrators of Sto. Nino Academy of Bamban Inc., the administrator can assist in addressing

issues pertaining to this issue and can provide guidance and solution and take necessary steps in

order for learners to establish and advance comprehensive and sustainable learning for learners.

Scope and Limitation

The study was delimited to identify the effectiveness of using Filipiana Audiobook-assisted

(FAA) strategy as a tool in addressing the reading comprehension gap between grade 7 learners at

Sto. Niño Academy of Bamban Inc. (SNA) for the academic year 2023 - 2024.

The subjects of the study were the Grade 7 learners from Sto. Niño Academy of Bamban

Inc., with a total number of 104 learners. The data gathered were the basis to determine the effects

of Filippiniana Audiobook-Assisted (FAA) and to find a comparison between pre- and post-testing

on the participant's performance of reading a text and reading with an understanding of utilizing

FAA. Additionally, this method can alter the learner's current proficiency in reading comprehension.
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METHODS

Types of Research

The research will utilize a quasi-experimental with one group pre-test and post-test design to

test the effectiveness of the right teaching strategy through the use of Filipiniana Audiobook-

Assisted (FAA) intervention in learner's levels of reading comprehension competency among the

Grade 7 learners at Sto. Nino Academy of Bamban Inc., in the academic year 2023-2024.

We will include all the Grade 7 learners purposively who will be given treatment after the

first quarter of the school year 2023-2024.

Participants

The participants of the study are one hundred four (104) Grade 7 learners of Sto. Niño

Academy of Bamban Inc., in the academic year 2023-2024, based on their first quarter rating in

reading comprehension. The one hundred four (104) participants will identify their performance

based on their mean scores of reading comprehension competency among the Grade 7 learners.

Instrument

The study will employ English pre-test and post-test activities to enhance Grade 7 learners'

reading comprehension at Sto. Niño Academy Bamban Inc., the pretest assesses their initial reading

and pronunciation knowledge, while the post-test measures their skills after the instruction.
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Data collection Procedure

In the experimentation, 3 sections of Grade 7 learners were given a pretest known as Project

Read, while a (15) items of short constructive essay for the post-test. This is to determine their prior

knowledge before experimentation. The researchers delivered instructions on concepts related to

angles.

After facilitating of instructions coupled by the manipulative, the learners were given a

posttest. Scores were tallied and interpreted by the researchers to decide whether there was a

significant difference in their mean scores. The increase in means determines the effectiveness of the

manipulative in teaching. The increase in standard deviations in their posttest was used to conclude

that there is a retention of learning using math manipulatives.

Ethical Considerations

The researchers gathered data and carried out the study after obtaining permission from the

School Principal of the High School Department of the Dominican College of Tarlac. Any assertions

obtained from papers, studies, and the work of other researchers used as references were properly

cited, and the researchers fully adhere to the anti-plagiarism policies. Also, the information that were

gathered from the participants were kept private and utilized only for the research study to raise

students' performance in mathematics at Dominican College of Tarlac for the School Year 2022-

2023.

The learners were informed about the use of Despicable Time in the Math discussions prior

to conducting posttests. The names of the students who participated in the research study were kept
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private to protect their identities. Prior to data collection, the instrument validation was also

considered thru KR20 test on internal consistency.

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Post-Test Questions

1. After participating in the reading program, how would you rate your ability to read and

understand short sentences?

2. How confident are you now in your ability to summarize the main idea of a short paragraph or

story?

3. Since the intervention, how often do you encounter words while reading that you don't

understand?

4. After the intervention, how often do you need to reread sentences or paragraphs because you

didn't grasp their meaning?

5. After the intervention, how well can you connect what you read to your own experiences or prior

knowledge?

6. After the intervention, how frequently do you miss important details while reading?

7. How comfortable are you now with answering questions about what you've read

8. After the intervention, how often do you still skip over words or sentences while reading and

realize you missed something important?

9. Rate your overall reading comprehension skills after the intervention.

10. How much do you feel you have improved your reading comprehension skills through the

intervention?

11. What specific knowledge did you gain from the lessons that youve watched?

12. How well did you understand the topics covered in this course?

13. What study habits are most effective for you when answering a test?

14. Did the instructional material such as audio books support your learning?
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15. Did you learn more by the assistance of audio book?