Name of School

Improving the Reading Skills of Grade Eight Students in School Through

Various Interactive Multimedia

____________________________

October , 2024
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Chapter I

Introduction

1.1 Background of the Study

The educational development today cannot be separated from the

development of science and technology. The education demanded always

move along with global technological development most especially with the

secondary students who indulge themselves with the use of technologies . In

relation to education, teaching and learning in the class was demanded to be

innovative and creative. In this case in English and Filipino lessons especially

reading skills are very low mastered by the students today. No doubt that

today's technology advances rapidly, but it is still lacking in improving students'

reading skills. Reading is one of the four skills which needs to be learned

besides listening, speaking, and writing. Reading has the considerable role in

the language teaching to strengthen the skills which are acquired by the

students in listening, speaking, and writing (Maxom, 2009: 139).

It is undeniable that the role of literate learners is very crucial for every-

body’s success and breeding a developed nation. Reading practice has always

been treated as an important section of general education and specifically in

Language Subjects. It is believed that a teaching method is essential to any

meaningful development effort. These variations of beliefs and values concern-

ing Reading Skill learning result in educational systems. Reading skill has an

impact with the other skills learning process. Besides, the Learners must be

able to attain reading competencies as required by the Department of Educa-

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tion. However, based on the Phil IRI assessment done in Name of School,

reading is the most difficult skills to master. They could not understand the con-

tent of the English texts well. For example, after reading a text, they did not ac-

complish to tell what the text was about. Additionally, they could not answer the

questions related to the text correctly. The condition influences other learners’

English skill. This difficulty was caused by some problems.

The problems arose from some reasons. Many teachers are not yet

aware with the changes in a modernize way of assisting the techy learners, a

teacher-centered and traditional approaches. Relying materials from course

book and some teachers use textbooks and printed materials to teach students,

those materials are often delivered in a repetitious way that’s why the students

are getting bored, the absence of media to sustain the teaching and learning

processes the availability of interactive multimedia sources, no opportunities for

the learners to involve dynamically in the teaching and learning process be-

cause of lack of time, learners are poorly motivated, the learners’ inactiveness

during the teaching and learning process, and lacked of vocabulary mastery in

understanding texts. These aspects underwrote to the low level of the learners’

reading comprehension.

Moreover, the learners felt a strong anxiety towards reading, particularly

when the teachers task them to read the text in class. This condition made inse-

cure learning and tended to drop off learners’ motivation in learning to read

confidently to become competitively literate.

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Based on the description above and because of the problems in the

teaching and learning process of reading skills at name of school , the

researcher was interested to find an answer to help the learners in learning

reading. In this research, the researcher gives important on finding reading

activities utilizing Multimedia to make learning more interesting and enjoyable.

The researcher conduct a research on “Improving the Reading Skills of Pupils

in name of school , Through Various Interactive Multimedia”

1.2 Statement of Research Questions

The main concern of this study is to improve the reading skills of pupils in name

of school , through various Interactive Multimedia reading tools.

Specifically, this study will seek to answer the following questions:

1.What is the demographic profile of respondents in terms of:

1.1 Highest educational attainment of parent

1.2 Parents occupation

2.What is the mean score of the students during pre-test and post-test in

reading?

3. Is there a significant difference in the score of the students in pre-test and

post-test in reading after using various Multimedia?

4. What is the effect size of the various interactive multimedia in enhancing the

reading performance of the respondents?

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1.3 Research Hypotheses

This study is guided with the following hypothesis:

1. There is no significant difference in the score of the pupils in pre-test and

post-test in reading after using various Multimedia.

1.4 Scope and Limitation of the Study

This study was focused on the reading improvements of learners using

the various interactive multimedia reading tools. This study was conducted on

the enrolled students of name of school , Schools Division of -

_________________or school year 2023-2024.

1.6 Significance of the Study

The researcher believe that the following personalities will be

benefited from this study:

School Administrators. This will give them the idea that using of

various multimedia is effective in order that they will provide the necessary

materials and support in enhancing teachers’ teaching styles resulting in a

desirable performance among learners in pursuit of quality education.

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Teachers. The findings of this study may provide baseline information

on the need to match teaching methods with the reading styles of learners to

ensure the best of the teaching-learning process. This will help them explore on

the used of various multimedia in developing the learners’ reading skill for

better academic performance and results.

Pupils. The result of this study would help the learners become aware of

their reading performance which could give them chance to exert more effort to

improve better in their reading and academic performance.

Parents. The parents of the students can gain more insights into their

children’s reading performance. This can also help them understand their

children better and know how to support them.

The Researcher. Being a seconday Teacher, this study would help him

in selecting the appropriate teaching method and multimedia that would lead to

greater reading achievement or academic outcomes of his learners.

Future Researchers. This study will serve as guide and benchmark in

pursuing related research in the future.

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Chapter 2

Review Related Literature and Studies

To suffice the findings of this study, the researcher provides the following

related conceptual and research literatures.

Teaching Methods Learning is one of the significant features of current

psychology. Different Multimedia have been used in educational system all over

the world. These modernized methods are interconnected with traditional and

modern methods which are based on the different learning theories such as

behaviorism, cognitivist, and constructivism. To be able to successfully use

various multimedia in reading improvements of learners, teachers should be

aware of different instructional methodologies so that they can employ this

knowledge as a basis of their reading education strategies and techniques.

Referring to the outcome of the observation, the use of media as a

means of teaching has been applied systematically by the educators as a tool

to clarify a subject or problem to learners in the learning process. Moreover, the

use of the media is to hold the learners’ interest to understand the lesson that is

being explained. The interactive multimedia tends to motivate the students to

appreciate a simple subject in the teaching learning process.

Teachers ought to give learners enough confidence to improve and

show their reading capability as well as on how they can apply it in real life

situations such as on how to communicate well with others. Next sections

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discuss the nature of reading, teaching reading in Grade School and Interactive

Multimedia.

1. The Nature of Reading

a. Definition of Reading

Reading is one of the macro skills such as speaking, listening, and writ-

ing. It is the way to comprehend with written texts for educators believe that this

serves as the foundation in learning the different subject areas . According to

Ceprano (2017), Reading is characterized by understanding; although under-

standing is labeled in different ways (e.g., comprehension, meaning making),

success with this language process requires that one fully comprehends the

message expressed, interprets between and beyond the lines of text, and con-

structs personal meaning with the text (e.g., elaborating and extending). Ac-

cording to Nuttal (2000:2), reading means a result of interaction between the

writer’s mind and the reader’s mind. It is the way how the reader tries to get the

message or the intended meaning from the writer. In this process, the reader

tries to create the meanings intended by the writer, the reader can get the point.

The two authors proved that reading has a vital role in developing the whole

child for it serves as a tool or weapon to fight the ignorance in this world.

Reading can be defined as the immediate recognition of several written

symbols with prior knowledge and it also can be defined as understanding of

the information and the idea being shared.

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b. Types of Reading

Reading is an important skill for secondary learners, which results in a

drop in their achievement in other learning areas. A way to learn some data and

skill is to read. Alderson (1984) said that to get good grades in school, one

needs to learn a foreign language. Moreover, reading is an essential skill, espe-

cially in English as a foreign language (Carrel, 1993). Reading is an important

ability that lets people learn about other people's expertise and experience. Fur-

thermore, different learners have different way of reading. According to Rashid

(2021), there are two types of Reading which are explained below:

1. Intensive Reading

Hornby (2008) pointed out that the task is often carried out in a classroom

under teacher supervision and extended to short texts to collect relevant de-

tails. The school is engaged in vocabulary learning, emphasizing new concepts,

structures, speech, features, pronunciation, and cultural perspectives. While

there is evidence that this form of reading helps language learners, it helps

them acquire vocabulary by deducing the meaning of words in context. Further-

more, Brown (1988) said intense reading: an emphasis on grammatical forms,

discourse markers, and the structure of the text to grasp the better literal mean-

ing, ambiguity of interactions, and retention over a prolonged period. According

to the researcher, Intense reading is a kind of reading where readers other than

linguistic expertise should be aware of and concentrate on text context and se-

mantic Comprehension since the aim is to obtain such facts. In other words, in-
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tense reading calls for learners to locate the words, recognize their meanings,

and eventually identify an accurate reading.

2. Extensive Reading

According to Bamford et al. (2004), extensive reading is a language teach-

ing tool where learners are expected to read a considerable amount of text for

global Comprehension. The goal is to derive enjoyment from the texts for edu-

cational purposes; comprehensive reading has been described

differently by educators, scholars, and reading specialists. In language instruc-

tion, a form or form of reading is referred to as intensive reading. Thus, exten-

sive reading is used to gain a broad interpretation of a language.

Effective reading requires focus and enjoyable approach during the

learning process. These types of reading can be improved through the integra-

tion of modern reading by the help of various multimedia.

c. Types of Classroom Reading Performance

Throughout the reading task, there will be some hints that tells the learn-

ers’ reading performance. There assessments and evaluation to be adminis-

tered to know how to help the readers. The purpose of reading assessment is

to determine if the teaching strategy and the tool being used are effective in the

reading improvement of the learner. Pearson and Hamm (2005) believed that

most of the traditional methods of assessing reading comprehension with stan-

dardized tests and multiple-choice questions were the most frequent types of

assessment. They were used in commercial reading tests, state-mandated

achievement tests and tests used to compare reading proficiency among stu-
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dents. To improve the effectiveness of the measurement of reading perfor-

mance, researchers and test constructers should examine and construct appro-

priate test format to draw a valid estimation of the readers ‘comprehension of

the text.

There are some reading performances proposed by Brown (2001:312).

1) Oral and silent reading

Oral reading is the first performance done by the learners. This is aimed

to serve as an evaluation check on bottom-up processing skills, double as pro-

nunciation check, and serve to add some extra student participation if the

teachers want to highlight a certain short segment of a reading passage.

However, almost, the learners will find it hard to understand manuscripts

if they read orally. They have to read inaudibly because the learners can prac-

tice the next section and other readers might be unfocused because of the

other readers who are distracting them by reading aloud.

2) Intensive and extensive reading

Intensive reading attempts to focus on linguistic or semantic details. The

learners will pay more attention on the surface structure details to get the literal

meanings, implications, rhetorical relationships, and others. This reading is

sometimes called content related reading which deals with short texts.

Extensive reading gives more concentration on the general understanding of a

longer text. Extensive reading deploys to more than one page text which may

be essays, articles, technical reports, short stories, and books (Brown, 2004:

189). The main goal of reading is to understand the content of the text being
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read, therefore the learners must comprehend even with long passages. They

must love reading not for compliance, but they are exploring as they go through

texts. That is the reason why the teachers must work harder to motivate their

students to read especially they were not able to go to school for more than two

years. Reading ability of all primary learn own because of the pandemic we

have faced. Currently, educators are rendering an extra time to do reading

tutorial, but it must not be done traditionally for young learners get easily bored

with pure text, Multimedia can be a help to help them better.

d. The Teaching Reading Process

Teaching is a process when a teacher shows learning resources to the

learners consciously so that the learners can get new information depending on

their levels. The teaching of reading is transferring skills for language learners

in which the main objective is to make the learners able to read and

comprehend with the written texts. Reading aloud is also important for the

learners. This is stated by Campbell (1989) in Richards and Renandya (2002:

297) saying that having students read silently and aloud will send a strong

message that reading signifies for teachers and that students. To do this, the

materials are fixated on the learners’ interests which is digital reading materials.

It is believed that they can achieve the message of the test if they can relate

with the passages and given the right teaching strategy.

The teacher should think and use a lot of interesting reading activities

which can raise the learners’ motivation in learning. To keep them in highly mo-

tivation, the teacher must plan and organize the teaching and learning process
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properly. By adding materials which are one level higher, the students will have

enthusiasm in joining the lesson. Moreover, an attractive way of teaching read-

ing like using of various multimedia will contribute positive effects on the learn-

ers’ comprehension.

i. Teaching Reading in Grade School

Teaching reading at grade school requires a lot of effort and time for

teachers need to deal with the interest of different learners. They get easily

bored, once they lose their interest you can’t bring it back by using only one

reading strategy. You must collect various ways of teaching them to read to

hold their interest in reading. Be in their world, know what’s new in technology

so you can maximize it in bringing them materials to read. The used of

multimedia helps a lot the educators in giving the best education with the young

learners. Remember that education go with the changes in technology,

encourage the learners to read more through techy teaching strategy.

Over many decades, educators have been drawing attention to the need

for effective reading programmes. The purpose of an effective reading pro-

gramme is to develop the child’s ability to grasp the meaning of what is read, by

teaching him or her how to analyze a sequence of ideas and make logical con-

clusions (Irwin, 1967). The programme should appeal to every child, meeting

his or her needs, abilities, and interests by constructing a positive attitude to-

wards reading (Irwin, 1967). Teachers should be able to develop clear learning

objectives, and the scope and sequence of a reading programme that should
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lead to achieving them. This can be done using appropriate learning activities,

motivational materials, and a variety of teaching approaches in which the chil-

dren are actively involved.

Parents who practice literacy at home with their children tend to partici-

pate in the academic progress of their children by, for example, helping with

homework and reading with their children. Such parents tend to monitor the

academic progress of their children by talking with teachers about their chil-

dren’s progress and observing their children work at home. It is the responsibil-

ity of educators to inform parents about the value of their role in their children’s

education and to collaborate and work with parents to help their children better.

Parents may need to be taught how to participate constructively in the educa-

tion of their children. Teachers should invite parents and families to participate

in the literacy process, not only to promote literacy in their children but also to

enhance their own literacy (Braun, 1991). It helps to encourage parents to inter-

act and become involved with the school system, but it is also important to pro-

vide them with concrete shared activities that can be practiced at home.

Teachers can create activities specially for the home environment that

engage the entire family, such as taking a family survey of favorite foods or

making a family tree. Where parents are (or may be) illiterate, the home activi-

ties should include drawing. If the teachers could create as much harmony pos-

sible between what is taught in the classroom and what the children do and ex-

perience outside it, the reading programme could become more meaningful for

the children (Auerbach,1995). Teachers could best from the help of parents to
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reinforce the ideas and lessons taught in school. The goal is for parents to be

aware and prepared to lay the foundations of literacy for their children before

they enter primary school, and throughout their education, at least at the pri-

mary level. Constantinescu (2007, p. 2) states that "Multimedia refers to com-

puter-based systems that use various types of content, such as text, audio,

video, graphics, animation, and interactivity". Multimedia is a combination of at

least two media input or output of data. This media can be audio, animation,

video, text and images. A multimedia computer is the utilization of the computer

to create and combine text, graphics, audio, animation, and video by integrating

links and tools that allow users to navigate, interact, create, and communicate.

Interactive multimedia is an application that contained the entire multimedia ele-

ments that exist, and users are given the freedom to control and animate the el-

ements (Suyanto, 2005). This is a manifestation that learners must not be

taught with pure written text but with the integration of multimedia. Most espe-

cially in the recognition of sounds, we can use videos and sounds to support

their interest in reading.

According to Namdi (2005, the teacher’s major task in developing read-

ing comprehension is in the care full selection of relevant materials and in cre-

ating experiences that enable children to gain specific concepts that will facili-

tate word discrimination and generalization (Irwin, 1967). Once pupils master

concepts, they are prepared to analyze and apply these concepts, as well as

create new ones.

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The suggested reading programme should be based on the following cri-

teria:

A. Identify each child’s specific readiness for the reading programme through

classroom observation and diagnostic testing.

B. Develop a programme that facilitates readiness to learn new material based

on the children’s interests and abilities.

C. The reading readiness programme should focus on building reading compre-

hension

by emphasizing the whole word meaning and whole language. The programme

should integrate the four components of literacy: reading, writing, listening

and speaking.

D. Develop ability in reading mechanics (such as developing the ability to

sound

out the pronunciation of unknown words), reading comprehension skills and

critical

thinking skills, using both fictional and non-fictional texts.

E. Integrate into the curriculum an opportunity for reading for leisure.

d. Interactive Multimedia

a. Definition of Interactive Multimedia

Multimedia brought huge changes in all facets of teaching and learning

process, it makes everything easier and faster. It provides opportunity for learn-

ers to develop speaking and reading ability in an enjoyable environment.

Newby (1999) proposes that multimedia can be defined as a notion of a system

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that has various media such as text, graphic, video and audio. Furthermore,

Deliyannis clarifies that (2012:5), when the term interactive multimedia is used

in fields such as arts or education, it implies the use of multiple media used for

expression or communication and the existence of a dynamic user-state or con-

tent-altering capability.

England and Finney (2011:2) state that Interactive Multimedia is the inte-

gration of digital media including combination of electronic texts, graphics, mov-

ing images, and sounds, into a structured digital computerized environment that

allows people to interact with the data for appropriate purposes.

b. The Role of Interactive Multimedia in Education

Interactive Multimedia as a facility for language teaching and learning be

supports every educator in uplifting the spirit of every learner to be the best

they can be. According to Levy (1997:83), interactive multimedia has three

roles in education, rarely as a tutor, as a tool, and as a tutee. They elaborated

as follows:

1) Interactive Multimedia as a tutor

Interactive Multimedia as a tutor means that interactive multimedia is used to

deliver the materials and used to respond to the students’ input by doing the

evaluation. Wyatt (1984) in Levy (1997:83) defines this function as an instruc-

tion that is related with the way computer conducted the lesson by tutorials,

drills, and practice.

2) Interactive Multimedia as a tool

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Interactive Multimedia is used as a medium of learning in term of presenting

materials. It cannot evaluate the students’ input. Wyatt (1984) in Levy (1997:83)

defines this function as facilitator without teachers’ guidance.

3) Interactive Multimedia as a tutee

The user should program the computer in such a way so that the com-

puter understands what is expected by the user. In this terms Interactive Multi-

media as a tutee, the computer can be either a tutor or a tool.

In using Multimedia as an interactive tool, the teachers serve as a facili-

tator where she or he needs to guide the learning process during a technology-

based lesson. It can be a group work task or an individual work on the com-

puter. The teacher distributes the materials to the learners. Learners then recite

their manuscript. Moreover, the teacher and learners converse some difficult

words found on the text together. They guess the meaning of those difficult

words.

It is important to make sure that learners get the same understanding of

those words. Afterward, the session of discussion is done. After reading, they

work together to comprehend the texts. Learners must work together to get the

detail information related to the text that they read. In this step, the activity also

added with group assignment. The home tasks aim to know how far the
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Chapter 3

METHODOS AND PROCEDURES

This chapter presents the research design, research participants of the

study, the sampling technique to be used, the data-gathering instruments, the

data-gathering procedure, ethical issues, and the methods of data analysis.

3.1 Research Design

The method that will be used in this study will be experimental research

method particularly one group with pretest-posttest design in which the same

group of respondents will receive the same treatment because the researcher

will determine the effectiveness of using various multimedia in the reading

performance of the pupils of name of school . This study will also utilize

descriptive correlational as it sought to determine the correlation of the

respondents’ profile and their reading performance.

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3.2 Research Participants

The respondents of the study are the students of School, Schools

Division of. Total enumeration was presented in the following table:

Table 1

Distribution of Respondents

Grade Level Population (N)

Grade 7 25

Grade 8 31

Grade 9 43

Grade 10 36

Total 135

3.3 Data Gathering Procedure

The researcher will request permission from the school administrators

to grant the permission to conduct this research study on students enrolled in

academic year 2023-2024. Upon approval of the request, the researcher will

then gather the profile of the respondents in terms parents’ educational

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attainment, parents’ occupation. The faculty of School, the pupils, and the

parents of the respondents will be orientated on the purpose of the study in

order to gain their support and cooperation.

After this, the pupils will be asked to do the reading test before and after

administering the various interactive multimedia. The results will be then

collected and placed in an envelope marked with the class grade, where they

belong.

3.4 Instrumentation

The various interactive multimedia instructional methodologies will be

administered to the different grade levels of respondents. The result will be

compared as to how the respondents performed better after administering the

methods. The effectiveness of the two instructional methodologies will be test

simultaneously. The same subject matter per session but with different

approach. The respondents will be test traditionally; after this, the same group

will be test after administering the various interactive multimedia. Their mean

score will be computed and will be compared using t-test.

3.4 Data Analysis

This section presents each research question and the statistical methods

used to treat the data. The analysis of the quantitative data include frequen-
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cies, a basic measure of central tendency (mean). To determine the mean

score of the pre-test and post-test of the respondents, mean and standard de-

viation will be used. T-test will be utilized to determine the difference in the

reading performance of the respondents before and after administering the

various interactive multimedia readings tools and Pearson-R correlation to de-

termine the relationship between the profile of the respondents and their read-

ing performance.

The data will be analyzed using the Statistical Package for the Social

Sciences (SPSS), Statistica, or any software for this matter. The alpha for

testing the null hypothesis will be set at 0.05 level of significance. To deter-

mine the effect size of various interactive multimedia in enhancing the reading

performance of the participants, eta squared will be used.

3.6 Ethical Issues

Approval of this research will be sought first to the proper authorities.

The researcher will promote the purpose of the study, will observe, and

consider the rules and research ethics policies. Data will be collected and

treated with utmost honesty. Protection of confidential communications from

participants, respect for intellectual property, social responsibility, non –

discrimination, legality, and reliability of the study will be observed.

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