PROJECT PERAH-PARENTS EMPOWERING READING AT HOME WITH THE

AID OF TABLETS FOR READING COMPREHENSION

Action Research Proposal

Proposed by:

ANABELLE A. JAMBONGANA
MARICRIS J. SOGUILON
CHRIS JHON G. BANTAD

Through the Financial Support Provided by the

BASIC EDUCATION RESEARCH FUND (BERF)
Of the Department of Education
Region VI- Western Visayas
 Context and Rationale

Reading comprehension is a fundamental cognitive ability for children, that supports

school achievement and successively participation in most areas of adult life (Hulme and

Snowling, 2011). Recently, due to the diffusion of technology in many fields of daily life,

text comprehension at school, at home during homework, and at work is based on an

increasing number of digital reading devices (computers and laptops, e-books, and tablet

devices) that can become a fundamental support to improve traditional reading

comprehension and learning skills (e.g., inference generation). Some authors contrasted in

children with typical development the effects of the technological interface on reading

comprehension vs printed texts (Kerr and Symons (Trakhman, 2016), 2006; Rideout et al.,

2010; Mangen et al., 2013; Singer and Alexander, 2017; Delgado et al., 2018). This

conclusion is also supported by the results of a meta-analysis (Moran et al., 2008), regarding

the use of digital tools and learning environments for enhancing literacy acquisition in middle

school students, which demonstrates that technology can improve reading comprehension.

The pandemic has touched many pupils with heightened stress, disruptions, and

remote learning hurdles, but experts say it may have the greatest impact on the youngest

learners, those in the formative years of learning to read and comprehend. It has been the

major factor that leads pupils to have a low comprehension level since they have not

experience face-to-face classes.

The 2021-2022 ABC+ Readiness Literacy Assessment test result showed that out of

94 pupils of grade 2 in F. Barandiaran Elem. School who took the said assessment, 15 of

them where grade ready, 33 belongs to light refresher, 23 in the Moderate Refresher and 23 in

Full Refresher. When analyze, only 15.96% are Grade Ready, 59.57% show very minimal

comprehension that needs reading assistance and 24.47% have no comprehension at all. This
reading deficiency can be traced back to lack of understanding the details of the text content.

Lack of the ability to interpret their embodied message, hence they were unable to answer the

comprehension check-up, provided thereafter.

With this result, the researcher found this problem to be significant in F. Barandiaran

Elementary School and an intervention to improve their comprehension skills is badly

needed. Thus, the researchers proposed the intervention called Project PERAH- Parents

Empowering Reading at Home to improve the comprehension skills of learners who falls

under full refresher level. This will be done weekly, preferably during no face-to-face classes,

weekends, and holidays.

This intervention will be beneficial first and foremost to the 23 incoming full

refresher grade three pupils for they will develop their reading comprehension. As the

respondents of this action research, they will be elevated from the full refresher level to at

least light refresher level. As the pupils improve their reading comprehension, they will easily

learn lessons under the curriculum and will improve their academic performance.

The intervention aims to:

a. Increase the reading comprehension level of 23 full refresher grade three pupils

with the aid of tablets loaded with reading materials.

b. Enhance reading skills of 23 pupils who are the sample population of the study

with the aid of tablets loaded with reading materials.

c. Improve their reading comprehension level and skills with the aid of tablets

loaded with reading materials.

 Action Research Question

This study aims to improve the reading comprehension level of 23 full refresher grade III

pupils of F. Barandiaran Elementary School for the school year 2022-2023. This study sought

to answer the following questions.

1. What is the Reading comprehension level of the 23 Pupils before the implementation

of Project PERAH (Parents Empowering Reading at Home)?

2. What is the Reading comprehension level of the 23 Pupils after the implementation of

Project PERAH (Parents Empowering Reading at Home)?

3. Is there a significant difference before and after the implementation of Project

PERAH (Parents Empowering Reading at Home)?

Proposed, Intervention, Innovation and Strategy

The researchers will propose the intervention Project PERAH- Parents Empowering

Reading at Home with the aid of tablets to improve Reading comprehension level of the 23

grade 3 learners.

This strategy aims to:

a. Decrease the 24.47% of the learners who have no comprehension at all to

at least 5% of the learners who have no comprehension at the end of School

year.

Mechanics of the strategy:

The mechanics of the strategy are the following: (a)this strategy is to give 1 tablet

loaded with reading materials only for every identified full refresher reader in incoming grade
3. (b) the teacher will orient the parents of identified learners and instruct them to assist their

child in reading the reading materials in the tablet. (c) the teacher will create a group chat

where the parents are required to send their pictures or video while reading at home using the

tablet loaded with reading materials only. (d) the Intervention will be done every week from

Friday to Sunday and Holidays. (e) The reading materials and questionnaires will be taken

from the Development Reading Power grade 3. (f) the researchers will facilitate and prepare

the materials on the said intervention with the involvement of class adviser. This intervention

will be implemented starting on the first quarter of School Year 2022 – 2023.

Action Research Methods

Participants

There were 23 identified learners for this research intervention. These learners are

incoming grades 3 pupils of F. Barandiaran Elementary School who were identified full

refresher readers based on the result of ABC+ Readiness Literacy Assessment.

Data Gathering Method

This research will use the data gathered from weekly score sheets of learners to gather

and analyze data and information of learners’ comprehension. Their recorded score will be

gathered weekly for consolidation and initial analysis.

Data Analysis Plan

1. To determine the level of reading comprehension of the full refresher pupils before

the implementation of the intervention, mean will be utilized.

 2. To determine the level of reading comprehension of the full refresher pupils after

the implementation of the intervention, mean will be utilized.

3. To identify the significant difference before and after the intervention, T-Test will

be used.

Ethical issues

A letter of request will be sent to the school head in charge. Upon its approval, proper

coordination with the class advisers and parents of the pupil respondents will be done by the

researchers through the signing of waiver.

The researchers will personally prepare the tablets to ensure that all tablets will be

loaded with the same reading materials. The researchers will personally hand in the tablets to

the parents of the identified learners to ensure its security. The checking and recording of

score will be personally done by the researchers weekly.

 Action Research Work Plan and Timelines

Activity Time Frame Person(s) Expected Outcome

Involved
PRE-IMPLEMENTATION STAGE
Identification of target September Researchers Identified the target
learners 2022 learners
Formulation of probable September Researchers The intervention was
intervention to be 2022 formulated by the
implemented researchers.
Meet with the School head September Researchers, The intervention was
and grade 3 teachers to 2022 School Head, presented to the
present the interventions Co-Teachers teachers, and it was
agreed by everyone.
Informing the parents of September Researchers All the parents were
identified learners 2022 School head informed through
Parents Group Chats and letters
Meeting with the parents of September Researchers Discussed protocols,
target learners. 2022 School head mechanics, objectives
Parents of the research and
signing of consent
Conducting of Pre- September- Researcher Gather data on the
Assessment October 2022 initial level of
comprehension of
pupils
IMPLEMENTATION STAGE
Implementation of the November 2022 Researchers Reinforcing ideas and
proposed intervention – January 2023 Respondents concepts to the Pupils
Teachers
School heads
Conducting Post assessment February 2023 Researchers Gather data on the final
(INSET) level of comprehension
of Pupils
POST IMPLEMENTATION STAGE
Finalizing paper and binding March 2023 Researchers Final AR copy
Sharing of Result April 2023 Researchers Share result to the
district through
conference
 Cost Estimates

A. Estimated Cost of Materials and Reproduction

Materials Quantity Cost Total

First Tranche

Preparation of the materials to be 5 load cards for 5 researchers 100.00 500.00

used for the intervention

Ink for printing 2 bottles of Epson Ink 375.00 3,000.00

Black, red, yellow, blue (8

bottles x 375.00 each)

Bond paper for Reading 1 box 1000.00 1000.00

Materials/Questionnaire and Waiver

Flash Drive for storing reading 1 flash drive 500.00 500.00

materials

Snacks for Parents’ Orientation 23 parents x 100 per food pack 100 per 2300

food pack

Binding of the Completed Research Hard bound books as 300.00 1,500.00

prescribed (5 copies)

Total 8,800

Second Tranche

Implementation and Monitoring of 5 load cards per week for 3 100.00 6000.00
months (for monitoring and
intervention communication purposes) per load

card

Total 6000.00
B. TRAVEL EXPENSES

b1. Travel for submission of Action Research Proposal to the Division’s Office

Purpose of Travel Destination Transportation Amount

F. Barandiaran E/S to the terminal of Motorcycle 30.00

Mambukal Cebro (Habal-habal)

Mambukal Cebro Terminal to Bacolod Jeep 50.00

City
To submit Basic

Action Research Bacolod City to Division Office Taxi 100.00

Proposal to the Division Office to Mambukal Bus Taxi 100.00

Division’s Office Terminal

Bacolod city to Minoyan Jeep 50.00

Minoyan to F. Barandiaran E/S Motorcycle 30.00

(Habal-habal)

TOTAL 360.00

SUMMARY OF EXPENSES

A. SUPPLIES AND MATERIALS

 FIRST TRANCHE 8800.00

SECOND TRNACHE 6000.00

B. TRAVEL EXPENSES 360.00

C. GRAND TOTAL 15,160.00

Plans for dissemination and Utilization

The researchers will establish proper dissemination of the findings of the study

through making it as one of the agenda during the staff meeting in the school and as a topic

during the Year-end In – Service Training.

Further, the implementation of the Project PERAH- Parents Empowering Reading at

Home will not only limit to Grade Three pupils but also to other grades who needs this

intervention.

References
Kerr, M.A., & Symons, S.E (2006) Computerized presentation: Effects on Children’s Reading of
Informational Material. Reading and Writing: An interdisciplinary journal, 19(1), 1-19.
BIBLIOGRAPHY

Salmeron, P. D. (2018). Don't Throw away your printed books: A Meta-analysis on the
effects of reading media on reading comprehension. Science Direct, 23-38.

Snowling, C. H. (2011). Children's Reading Comprehension Difficulties: Nature, Causes,

Treatments. Sage Journals, 12.

Trakhman, L. S. (2016). Reading Across Mediums: Effects of Reading Digital and Print
Texts on Comprehension and Calibration. The Journal of Experimental Education.

Appendix A

ABC+ READINESS LITERACY ASSESSMENT RESULT

 OF GRADE II S.Y 2021-2022 IN ENGLISH

Enrolment Grade Light Moderate Full

Ready Refresher Refresher Refresher
Male 59 9 22 14 14
Female 35 6 11 9 9
Total 34 15 33 23 23

Appendix B

READING PACKAGE AGREEMENT

(Tablet)

The purpose of this document is to set forth a Reading Package Agreement by which
parents and learners will abide using this device and reading booklet in the course of Reading
Intervention Program which is called Project PERAH sa MURCIA II at F. Brandiaran
Elementary School, Brgy. Minoyan Murcia, Negros Occidental. As a parent/guardian and
learner under this program are required to always comply with this policy.

I. Definitions.

This, “Reading Package” shall consist of a tablet-a wireless, portable personal computer with
a touch screen interface. It is typically smaller than a notebook computer but larger than a
smartphone.

2. Reading Package Kit

The Reading package contains either of the following items: 1-piece DepEd black tablet or
My Phone white tablet in good condition with 1 charger, screen guard protector, tablet body
cover and 1 booklet.

3. Device Content

It contains audio-visual demonstrations of letter names, letter sounds, pictures and syllables
of the following letters:

The vowels Aa, Ee, Ii, Oo and Uu.

The consonants Mm, Ss, Tt, Pp, Ll, Rr, Bb, Kk, Dd, Gg, Nn, Hh, Ww, Yy and NG ng.

4. Limit on Use of Tablet

The use of Tablet is for the learners benefit on learning reading via audio-visual presentation.
Parents and learners must still adhere to the school policies.

5. Tablet Usage Policies

The School’s General Reading Package Policies are as follows:

 Tablet must be borrowed only for 3 months (November-January) and shall returned to
your respected adviser on the last day at 9:00 in the morning.
 Use the tablet with a clean dry hand.
 Do not delete or removed the files being saved in the device.
 Do not use the tablet for recreational purposes such as Facebook, messenger, and
online games.
 Handle the tablet with extra care.
 Do not removed the screen guard protector.
 Do not scratch any surface of the tablet or fell it off on the floor.
 Avoid the tablet screen surface being poured with any liquids like water, milk, or
coffee.
 If problem occurred just contact your adviser immediately.
 If the tablet was damaged, you will be responsible on the repair of the device.
 When repair was already done, and it is still malfunctioned contact or returned it
immediately to your respective adviser.
 _____________________________ __________

Parent Name & Signature Date Signed

_____________________________ __________

Teacher Adviser Name & Signature Date Signed

JOENEL P. BESAÑES CELSA C. DE LA CRUZ

School Property Custodian Date Signed School Principal Date Signed

ANNEX 1: Research Proposal Application Form and Endorsement of

Immediate Supervisor

A. RESEARCH INFORMATION
RESEARCH TITLE

PROJECT PERAH-PARENTS EMPOWERING READING AT HOME WITH THE AID OF TABLETS FOR
READING COMPREHENSION
 SHORT DESCRIPTION OF THE RESEARCH

The Project PERAH (Parents Empowering Reading at Home) is intended for identified poor
comprehension readers from Grades I-III who were given reading assessment at the end of the
school year 2021-2022. It is a reading initiative to improve the reading comprehension of our
learners in collaboration with the school heads, teachers, and the community.

RESEARCH CATEGORY (check only one) RESEARCH AGENDA CATEGORY

o National (Check only one main research theme)

o Region
o Schools Division o Teaching and Learning
o District o Child Protection
o School o Human Resource Development
o Governance
(Check up to one crossing theme, if
applicable)

o DRRM
o Gender and Development
o Inclusive Education

o Others (please specify): ___________

FUND SOURCE (e.g., BERF, AMOUNT

SEF, others) *

BERF 15, 160.00

TOTAL AMOUNT 15, 160.00

*Indicate also proponent will use personal fund

B. PROPONENT INFORMATION

LEAD PROPONENT / INDIVIDUAL PROPONENT

LAST NAME: FIRST NAME: MIDDLE NAME:

JAMBONGANA ANABELLE AMADOR

BIRTHDATE (MM/DD/YYYY) SEX: POSITION / DESIGNATION:

TEACHER III

05/30/1984 FEMALE

REGION / DIVISION/ SCHOOL (whichever is applicable)

F. BARANDIARAN ELEM. SCHOOL – NEGROS OCCIDENTAL DIVISION

CONTACT NUMBER 1: CONTACT NUMBER EMAILADDRESS:

2:
anabelle.jambongana@deped.gov.ph

09109529700

EDUCATIONAL ATTAINMENT TITLE OF THESIS / RELATED RESEARCH PROJECT

(DEGREE TITLE)

enumerate from bachelor’s

degree up to doctorate degree

MAED major in Educational Teachers’ Perception on the Use of Mother Tongue-Based

Leadership (36 units) Instruction in the District of Murcia II

BEED Major in Mathematics

SIGNATURE OF PROPONENT:
 PROPONENT 2

LAST NAME: FIRST NAME: MIDDLE NAME:

SOGUILON MARICRIS JINGCO

BIRTHDATE (MM/DD/YYYY) SEX: POSITION / DESIGNATION:

MARCH 31, 1982 FEMALE TEACHER – III

REGION / DIVISION/ SCHOOL (whichever is applicable)

F. BANRANDIARAN ELEM. SCHOOL – NEGROS OCCIDENTAL DIVISION

CONTACT NUMBER 1: CONTACT NUMBER EMAILADDRESS:

2:

09369363925 Maricris.soguilon@deped.gov.ph

EDUCATIONAL ATTAINMENT TITLE OF THESIS / RELATED RESEARCH PROJECT

(DEGREE TITLE)

enumerate from bachelor’s

degree up to doctorate degree

MAED major in Educational READING COMPREHENSION AND ACADEMIC

Leadership (36 units) PERFORMANCE

OF GRADE II PUPILS

BEEd Major in Gerenal Education

 SIGNATURE OF PROPONENT:

PROPONENT 3

LAST NAME: FIRST NAME: MIDDLE NAME:

BANTAD CHRIS JHON GUALIN

BIRTHDATE (MM/DD/YYYY) SEX: POSITION / DESIGNATION:

12/25/1995 MALE TEACHER – I

SCHOOL / OFFICE ADDRESS: DIVISION / REGION:

F. BARANDIARAN ELEM. SCHOOL NEGROS OCCIDENTAL

DIVISION

CONTACT NUMBER 1: CONTACT NUMBER EMAIL ADDRESS:

2:

09455569050 chrisjohn.cjb@gmail.com

EDUCATIONAL ATTAINMENT TITLE OF THESIS / RELATED RESEARCH PROJECT

(DEGREE TITLE)

enumerate from bachelor’s

degree up to doctorate degree

Masters in Education major in

educational Leadership (36 units)

BEED major in Gen Ed

SIGNATURE OF PROPONENT:
 IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached research proposal. I certify that the proponent/s has/have the
capacity to implement a research study without compromising his/her office functions.

CELSA C. DE LA CRUZ
________________________________________
Name and Signature of Immediate Supervisor

Position / Designation: _____HEAD TEACHER III_

Date: _____August 16, 2022____

ANNEX 2: Declaration of Anti-Plagiarism

DECLARATION OF ANTI-PLAGIARISM

1. We, Anabelle A. Jambongana, Maricris J Soguilon, and Chris Jhon G. Bantad,

understand that plagiarism is the act of taking and using another’s ideas and works
and passing them off as one’s own. This includes explicitly copying the whole work
of another person and/or using some parts of their work without proper
acknowledgment and referencing.

2. We hereby attest to the originality of this research proposal and has cited properly all
the references used. We further commit that all deliverables and the final research
study emanating from this proposal shall be of original content. We shall use
appropriate citations in referencing other works from various sources.

3. We understand that violation from this declaration and commitment shall be subject to
consequences and shall be dealt with accordingly by the Department of Education and
(insert grant mechanism).

Proponent 1 Printed Name: _Anabelle A. Jambongana

Signature:_______________________
Date Signed: _ July 12, 2022

Proponent 2 Printed Name: ___Maricris J. Soguilon

Signature:_______________________
Date Signed: ___ July 12, 2022

Proponent 3 Printed Name: ___Chris Jhon G. Bantad

Signature: _______________________
Date Signed: ___ July 12, 2022
ANNEX 3: Declaration of Absence of Conflict of Interest

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. We, Anabelle A. Jambongana, Maricris J Soguilon, and Chris Jhon G. Bantad,

understand that conflict of interest refers to situations in which financial or other personal
considerations may compromise our judgment in evaluating, conducting, or reporting
research.

2. We hereby declare that we do not have any personal conflict of interest that may arise
from our application and submission of our research proposal. We understand that our
research proposal may be returned to us if found out that there is conflict of interest during
the initial screening as per (insert RMG provision).

3. Further, in case of any form of conflict of interest (possible or actual) which may
inadvertently emerge during the conduct of our research, we will duly report it to the research
committee for immediate action.

4. We understand that we may be held accountable by the Department of Education and

(insert grant mechanism) for any conflict of interest which we have intentionally
concealed.

Proponent 1 Printed Name: _Anabelle A. Jambongana

Signature:_______________________
Date Signed: _ July 12, 2022

Proponent 2 Printed Name: ___Maricris J. Soguilon

Signature:_______________________
Date Signed: ___ July 12, 2022

Proponent 3 Printed Name: ___Chris Jhon G. Bantad

Signature:_______________________
Date Signed: ___ July 12, 2022
 DATA PRIVACY CONSENT FORM

We, Anabelle A. Jambongana, Maricris J Soguilon, and Chris Jhon G. Bantad, allow the
DepEd RO VI to collect and process my/our personal information such as birth date, sex,
school address, education, contact number, and place of work to be used as reference upon
the submission of research proposals to be funded by Basic Education Research Fund
(BERF) grant.

We further gave consent to DepEd RO VI to disclose my personal information to Central

Office in case of the approval of my/our research as well as publication of the manuscript in
print and online.

Proponent 2 Printed Name: _Anabelle A. Jambongana

Signature:_______________________
Date Signed: _ July 12, 2022

Proponent 3 Printed Name: ___Maricris J. Soguilon

Signature:_______________________
Date Signed: ___ July 12, 2022

Proponent 4 Printed Name: ___Chris Jhon G. Bantad

Signature: _______________________
Date Signed: ___ July 12, 2022