LEARN WITH VINCE MODULE AND STUDENTS’

READING COMPREHENSION IN THE

OFF-SCHOOL PLATFORM

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 14
Pages: 964-973
Document ID: 2023PEMJ1306
DOI: 10.5281/zenodo.10045715
Manuscript Accepted: 2023-27-10
Psych Educ, 2023, 14: 964-973, Document ID:2023 PEMJ1306, doi:10.5281/zenodo.10045715, ISSN 2822-4353
Research Article

Learn with Vince Module and Students’ Reading Comprehension

in the Off-School Platform
Vincent B. Bialen*, Eva C. Polo, Jenevieve D. Lumbu-an
For affiliations and correspondence, see the last page.
Abstract
This study was geared towards the development and validation of the Learn with Vince Module to
improve the reading comprehension skills particularly in understanding vocabulary in context,
getting main idea, noting details, making inference, predicting outcome, and drawing conclusion of
the Grade 11 Technical Vocational Livelihood students. The researcher used the descriptive-
evaluative and true experimental specifically the pre-test and post test research design to reveal the
effectiveness of the Learn With Vince Module in terms of its content, relevance, acceptability, and
instructional quality and to give distinct comparison between the students’ reading comprehension in
experimental and control group. Findings revealed that the level of evaluation of the Learn With
Vince Module was rated excellent. It was shown that the reading comprehension skills of the
experimental group who used the module obtained a higher mean score compared to the control
group who used the Self-learning module and textbooks. It shows that utilizing the module improved
the students’ reading comprehension and significantly contributed to the higher post test results of
the experimental group.

Keywords: learn with vince module, reading comprehension skills, technical vocational livelihood

Introduction evident to the Grade 11 Technical Vocational

In the country's educational system, reading is
stipulated in the education curriculum as essential for
students' academic success. Today, most countries
have shifted the educational system from traditional
face-to-face teaching to distance learning brought
about by CoVid-19 pandemic.
Reading comprehension is understanding, applying,
and reflecting on written materials to achieve
objectives, learn, and engage in the community
(Boyse, 2010). Similarly, Rutzler (2019) states that
excellent reading comprehension skill is important in
formal education. It enhances reading and aids
academically and professionally. Further, training
children to read and analyze information is essential to
their development into competitive and educated
adults (Antilla, 2013).
In the article of San Juan (2019), the Philippines scores
worst in reading comprehension among 79 countries.
The average score was 340, more than 200 points
behind China's (555) and 100 points below the OECD
average (487). As a result, Bautista (2022) stresses in
her article that the DepEd's solutions to the problems
include profiling students by academic need,
enhancing reading programs, and increasing learning
time to promote reading comprehension and
numeracy.
Based on the problems indicated, these were also
Livelihood (TVL) students of Isulan National High
School. The researcher found out that the Mean
Percentage Score (MPS) of the learners in the Reading
subject was 79.38% and the lowest MPS among the six
strands offered in Senior High School during the two-
year implementation of modular distance learning. The
students still needed help comprehending simple
sentences because of a lack of vocabulary knowledge.
Moreover, they needed help finding the correct words,
noting details, making inference, and drawing
conclusions. He also saw that students needed help to
complete their written works and assignments and
organize their thoughts.
Several studies were conducted on reading
comprehension skills in teaching and learning. Hence,
it supports the hypothesis that reading comprehension
abilities are crucial to student success in acquiring
material. According to the findings, learners' failure to
read holistically is a key stumbling block that hinders
their capacity to do well in all disciplines (Spencer &
Stone, 2008; Corcoran & Mamalakis, 2009; Yuarata,
2002; Imam et al., 2014; Carnine & Carnine, 2004;
Walker, Surber, Zhang, 2008). Most studies focus only
on determining the level of reading comprehension
skills without creating a learning module (Tresbe and
Ambayon, 2020). However, there is a lack of literature
had been published on the employment of the reading
comprehension module. Further, no studies have been
conducted on the validity and effects of the teacher-
made reading module in the context of public

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Research Article
secondary school in the new normal education.
With the information presented above, it is on this
premise that the researcher would like to determine the
validity of using the Learn with Vince Module to
strengthen the students’ reading comprehension. This
study was also purposively made to answer the need
for supplementary materials encouraging students to
read.
Research Questions
The study evaluated and determined the validity of the
Learn With Vince Module to enhance the students’
reading comprehension of Grade 11 Technical
Vocational Livelihood (TVL) in the off-school
platform. It answered to the following questions:
1. What is the level of validity of the Learn With
Vince Module in terms of:
1.1 Content;
1.2 Relevance;
1.3 Acceptability; and,
1.4 Instructional quality?
2. What is the level of students’ reading
comprehension of Grade 11 TVL in the control and
experimental groups based on their pre-test and post
test results in terms of:
2.1 Understanding vocabulary in context;
2,2 Getting main idea;
2.3 Noting details;
2.4 Making inference;
2.5 Predicting outcome; and,
2.6 Drawing conclusions?
3. Is there a significant difference on the students’
reading comprehension between the control and
experimental groups in the pre-test and post test?
4. Is there a significant difference between the pre-test
and post test of the control group and experimental
group?
5. Is there a significant difference between the mean
gain scores of the control and experimental groups in
terms of students’ reading comprehension?
Methodology
The study used the true-experimental research design
particularly the pre-test and post-test. Voxco (2021)
explains that true-experimental design aims to
establish a cause-and-effect relationships between
different variables. Experimental research involves
manipulating the factors that affect the events of
Bialen et al.
interest, introducing an intervention, and measuring its
effect. Descriptive-evaluative research design was also
used to determine the extent of evaluation of the Learn
with Vince Module on its content, relevance,
acceptability, and instructional quality.
In this study, the control group underwent a usual
English subject class following the prescribed Most
Essential Learning Competencies and Self-Learning
Module used by the teacher. In contrast, the
experimental group underwent in the Intervention
Program and used the Learn With Vince Module
prepared by the researcher which was validated by the
content validators.
Prior to the conduct of the intervention, a pre-test was
administered to both experimental and control groups.
Subsequently, the experimental group was exposed to
the intervention program as a treatment in enhancing
their reading comprehension skills. After the conduct
of the intervention, the post-test was given to both
groups.
Locale of the Study
The study was conducted at Isulan National High
School (INHS). The school is located at the
municipality of Isulan in the province of Sultan
Kudarat. It is a public secondary school which caters
from grades 7 through 12 students. INHS is also
tagged as Brigada Eskwela Hall of Fame awardee
because of the very active participation of its
stakeholders. This school is also known for being an
active implementer of School-based Management
program (Oñate, 2017).
The school has offered six strands in the Senior High
School. Among the six strands, the Technical
Vocational Livelihood has the lowest Mean Percentage
Score (MPS) of 79.38% in reading subject for the past
two years during the two implementation of modular
modality. Thus, the researcher was motivated to make
an instructional module to improve the reading
comprehension skills of the Grade 11 TVL students.
Respondents of the Study
The respondents of the study were the 120 Technical
Vocational Livelihood (TVL) Grade 11 students
enrolled during the School Year 2022-2023.
Specifically, the Grade 11 TVL 1 consists of 60
students who served as the control group and the
Grade 11 TVL 4 consists of 60 students as well served
as the experimental group. Beso (2022) explains that
since TVL focuses more on technical skills and hands-
on training to be more prepared on job after Senior
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Research Article

Table 1. Level of Evaluation of the Learn With Vince

Module in terms of Content.
High School, their reading comprehension is one of
the neglected macro skills and it’s not yet fully
developed. The time schedule of the intervention
program for the experimental group was 9:00 AM to
10:00 AM and the control group who underwent a
regular class teaching was 10:00 AM to 11:00 AM.

The results of their performance have become the basis

for calculating the levels of reading comprehension
skills which presented in the study. Furthermore, the
panel of validators analyzed, evaluated, and validated
the reading comprehension test questionnaires were
the Department Head in English of Isulan National
High School, Master Teachers of Kalawag Central
School and Isulan Central School SPED Center and
the Chairperson in Master of Arts in Teaching English
of Sultan Kudarat State University.

Data Analysis

Following the completion of the study, the data was
collected, collated, examined, and interpreted. The
following statistical methods were employed to
respond to the problem statement.
The mean was used to determine the degree of
evaluation of the module. It was also used to determine
the level of students’ reading comprehension in the
pre-test and post test results. Mean is the most
commonly used measure of central tendency and is
often referred to as the average (Bhandari, 2023).
Further, the t-test was used for the purpose of
computing of the significant difference in the students’
reading comprehension between the control and
experimental groups in the pre-test and post test and
the significant difference between the mean gain
scores of the control and experimental groups.
Results and Discussion
Level of Evaluation of the Learn With Vince
Module in terms of content, relevance,
acceptability, and instructional quality
Tables 1,2,3,4 and 5 present the mean level of
evaluation of the Learn With Vince Module.
As shown in table 1, indicator 6 (M=5.0) gains the
highest mean which means excellent while indicator 7
(M=4.25), gets the lowest mean which means excellent
as well. Result indicates that the overall assessment of
the validators on the level of evaluation in terms of its
content (M=4.65) is verbally interpreted as excellent.
In particular, it claims that the module is excellent with
aligned curriculum goals, clearly defined objectives,
sequence of activities, specific directions, the
sufficiency of exercises, good usage of the English
language, right assessment tools, organized lessons,
individualized and experiential learning and drive for
further enhancement.
This supports the study of Eng, et. al. (2015) which
emphasizes that certain reading comprehension
modules have a beneficial function not only for
teachers, who can successfully educate and improve
reading comprehension with the modules, but also for
students, who can increase both their reading aptitude
and their understanding of what they are reading.
Likewise, this conforms to the result of the study of
Fernandez (2020) that creating an instructional module
is a great help to students. A well-prepared and well-
organized activity enhances the student's reading
comprehension skills.

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Research Article
Table 2. Level of Evaluation of the Learn With Vince
Module in terms of Relevance.
Table 2 reveals that indicator 1 (M=5.00) obtains the
highest mean and verbally described as excellent while
indicators 3 (M=4.25) and 10 (M=4.00) are verbally
interpreted as very satisfactory. The overall result of
the mean level of evaluation of the module in terms of
relevance (M=4.55) is verbally interpreted as
excellent.
In addition, it infers that the module is excellent since
it is appropriate and relevant to student's needs and
interests. It also provides an impetus for further
research, evidence of effectiveness through pre-test
and post test results, and relevant learning tasks.
Further, it meets the minimum requirements set for the
course; while the activities in the material give the
opportunity for developing desired language skills,
that are attuned to the latest trends and interests,
develops critical thinking skills, and are appropriate
for teaching reading comprehension to the students.
This supports the study of Tresbe (2019) that the
modules' different activities and methodologies let
students work autonomously, and the tandem of
teaching and learning was visible. Moreover,
Almutairi (2018) research study shows that teachers
have used numerous relevant classroom-based reading
comprehension exams to evaluate students' academic
reading comprehension and a teaching strategy.
Classroom assessment data allows instructors to
construct the most effective education for students,
choose what supplemental material to utilize, and
identify student problems.
Bialen et al.
Table 3. Level of Evaluation of the Learn With Vince
Module in terms of Acceptability.
Table 3 shows that indicators 4, 5, 8 and 10 (M=4.75)
obtain the same highest mean while indicators 1, 2, 3,
6, 7, and 9 (M=4.50) obtain the same lowest mean.
Evidently, all indicators are verbally interpreted as
excellent. The overall result of the mean level of
evaluation of the module in terms of acceptability
(M=4.60) is verbally interpreted as excellent. Further,
it can be claimed that the module is excellent which
achieves its purpose, motivates the students, applicable
to real-life situations, provides students with activities
that develop their language facility, is easy to handle
and manipulated, fits the target audience, culturally
and ethically sensitive, caters learning needs, meets the
minimum standard, and valuable to be promoted to
others.
The result of this finding is in relation to the study of
Ruiz (2015) that exploring ways to increase reading
comprehension may help teachers create new reading
courses at different grade levels. Interactive methods
help kids understand and remember what they read. In
addition, Chemwei (2015) agrees that teaching
resources should go beyond textbooks and atlases.
Teachers should also provide enhanced and developed
materials that are applicable to real-life situations to
address issues and concerns in the present curriculum.
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Research Article
Table 4. Level of Evaluation of the Learn With
Vince Module in terms of Instructional Quality.
Table 4 indicates that indicator 1 (M=5.00) obtains the
highest mean and verbally interpreted as excellent
while indicator 8 (M=4.25) obtains the lowest mean
which verbally interpreted as excellent too. The overall
result of the mean level of evaluation of the module in
terms of instructional quality (M=4.68) is verbally
interpreted as excellent.
The result shows that the module contains variety of
exercises for active learning, interactive and easy to
navigate, and shows evidences of effectiveness. This
supports the study of Ajoke (2017) that instructional
modules are essential to teaching and studying English
since they improve instructor efficiency and course
delivery. It also compares with the statement of Njeri
(2014) that instructional resources positively impact
students' academic performance and educational
growth.
Grand Mean Ratings on the Content, Relevance,
Acceptability, and Instructional Quality of the
Learn With Vince Module
Table 5 presents the summary of the grand mean
ratings on the content, relevance, acceptability, and
instructional quality on the level of evaluation of the
module.
Bialen et al.
Table 5. Summary of the Grand Mean Ratings on the
Content, Relevance, Acceptability, and Instructional
Quality of the Learn With Vince Module.
As shown in the table, the summary of the grand mean
ratings of the module resulted in a verbal description
of excellent with an overall mean (M=4.62). This
indicates that the overall mean rating of the module
and the intervention program fulfill the validators’
expectations. Miftah (2016) affirms that good reading
comprehension module practice is necessary to
improve the level of understanding among students,
and language teachers must apply proper reading skills
in order to raise comprehension and enable critical
thinking in digesting complicated texts.
Further, appropriate instructional resources are a good
source of authentic language activities (Sucion, 2019).
Though the overall rating of the module is excellent,
the researcher believes that it needs a thorough
evaluation and assessment for further improvement of
the module.
Level of Students’ Reading Comprehension of the
Control and Experimental Groups in the Pre-Test
The table presents the level of students’ reading
comprehension of control and experimental groups in
the pre-test in terms of the understanding vocabulary
in context, getting main idea, noting details, making
inference, predicting outcome, and drawing
conclusion.
Table 6. Level of Students’ Reading Comprehension of
the Control Group in the Pre-test.
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The table depicts the level of students’ reading
comprehension of the control group in the pre-test.
Based on the result, the predicting outcome (M=71.60)
gets the highest mean, followed by understanding
vocabulary in context (M=69.55), noting details
(M=69.47), making inference (M=68.73), drawing
conclusion (M=67.77) and getting main idea
(M=67.58) got the lowest mean. The overall mean
shows that the students did not meet expectations in
the reading comprehension (M=69.12). The result
reveals that even though the students were in Senior
High School, their reading comprehension was not yet
fully developed.
The result emphasizes by Setaidi (2016) that if the
reading comprehension skills of the learners are poor,
they are very likely to fail in their studies, or at least
they will have difficulty in making progress. Hence,
teachers shall conduct remedial session focusing on
reading comprehension skills to reach the appropriate
reading comprehension level that is suited to their
present grade level. Further, teachers shall incorporate
variety of reading assessment which is across in all
discipline in the classroom.
Direct Instruction theory of Engelmann (1960)
explains that teachers may use explicit methods to
teach a specific least mastered skill which is the
reading comprehension. This theory introduced a
learning module, lesson planning, and daily lesson
logs where teachers may evaluate their students on
what they have learned in the intervention program.
Table 7. Level of Students’ Reading Comprehension of
the Experimental Group in the Pre-test.
The table shows the level of students’ reading
comprehension of the experimental group in the pre-
test. The result indicates that understanding vocabulary
in context (M=70.80) gets the highest mean, followed
Bialen et al.
by predicting outcome (M=70.53), noting details
(M=69.25), making inference (M=68.65), drawing
conclusion (M=68.33), and getting main idea
(M=67.88) gets the lowest mean.
The overall mean shows that the students did not meet
expectation in the reading comprehension (M=69.24).
It is evident in their limited knowledge of vocabulary,
ideas are disconnected, lack of drawing conclusion,
and difficulty in making inference and getting main
idea. This supports the claim of Weiser (2013) that a
substantial correlation between having a large
vocabulary and having good reading comprehension,
which lends credence to this theory. Students need to
be taught the meanings of key words before reading to
them to increase their level of comprehension.
Learners have a higher chance of comprehending the
content that they are reading if they are familiar with
the terminology as well as the background
information. Therefore, Fernandez (2020) also claims
that the development of module through an
intervention program is very important in enhancing
the reading comprehension skills of the students.
Level of Students’ Reading Comprehension of the
Control and Experimental Groups in the Post test
The table presents the level of students’ reading
comprehension of control and experimental groups in
the post test.
Table 8. Level of Students’ Reading Comprehension of
the Control Group in the Post test.
The data in table 8 point out the level of students’
reading comprehension of the control group in the post
test.
The figured data shows that the predicting outcome
(M=73.84) gets the highest mean, followed by noting
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details (M=72.35), making inference (M=72.28),
understanding vocabulary in context (M=70.52),
drawing conclusion (M=69.07), and getting main idea
(M=67.80) gets the lowest mean. The overall mean
reveals that the students did not meet expectations in
reading comprehension (M=70.98).
The findings also reveal that the students remained at
the beginning level; however it is evident that there is
an increase in scores even though they are isolated in
the intervention program. It shows that the school shall
intensify the Reading Clinic Program that will cater to
the students of Grade 11 TVL. Further, it also reveals
that teachers shall provide reading activities in their
subject content to boost the reading skills of the
learners. The result anchors in the study of Oñate
(2017) that when instructors match their attention to
reading processes with responding to students,
effective methods for encouraging children to read and
recognizing their own skills as readers and learners
may be offered.
The idea supports by Phillips (2002) that students must
comprehend the information offered in the book as
well as critically assess the thoughts and primary
ideas. The student's interpretation comes from pulling
meaning from the text and combining it with past
knowledge.
Table 9. Level of Students’ Reading Comprehension of
the Experimental Group in the Post test.
Table 9 presents the result of the experimental group
in the post test. The finding shows that understanding
vocabulary in context (M=82.20) gets the highest
mean which is described as satisfactory, followed by
making inference (M=79.41), noting details
(M=77.93), predicting outcome (M=77.88), and
drawing conclusion (M=76.03) which are all described
as fairly satisfactory.
Bialen et al.
The findings reveal that the students increased their
performance to fairly satisfactory in reading
comprehension (M=78.31). It means that during the
post test, the students can already respond to the given
questions and topics. This is related to the claims that
exposing students to the intervention program through
various types of reading activities is an excellent way
to enhance their comprehension skills.
The findings also show that the use of instructional
module is an excellent strategy; however, the students
have only fairly satisfactory results due to a lack of
activities in recapitulating the lesson and lack of
retention. It is recommended that preliminary activities
should be included in the module to give connections
to the current lessons with previous lessons. It is
supports by Tresbe (2019) that instructional module
and varied activities help teachers guide students'
everyday learning.
Significant Difference Between the Pre-test and
Post test of Control Group and Experimental
Group
The table below presents the analysis between the pre-
test and post test of the control and experimental
groups.
Table 10. Analysis Between the Pre-test of Control
Group and Experimental Group.
Table 10 presents the conducted correlated sample t-
test to compare the means of the control and
experimental groups in the pre-test.
The result reveals the means of control group (M=
17.90, SD = 7.00) and experimental group (M = 18.22,
SD = 7.06) in the elements of reading comprehension
skills are attributed to chance. Furthermore, the
performance of the control group is as good and
comparable to the experimental group before the start
of the experiment. It can be seen that the computed
value is lower than the tabular value of 0.81 at 0.05
level of significance.
This simply means that there is no significant
difference on the student’s reading comprehension
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between the control and experimental group in the pre-
test. Survey Monkey (n.d.) defines in their website that
a significant difference tells whether one group’s
answers are substantially different from another
group’s answers by using statistical testing. It also
means that the numbers are reliably different, greatly
aiding to the data analysis.
The findings support the idea of Fareed et al. (2016)
that reading comprehension is a difficult skill,
especially in the English as a second language context
where students face problems such as insufficient
vocabulary knowledge, lack of ideas, and weak in
structure organization.
Table 11. Analysis Between the Post-test of Control
Group and Experimental Group.
Table 11 illustrates the t-test analysis to compare the
mean scores of control and experimental groups in the
post-test.
The result indicates that a significant difference is
found between the means of the control (M = 21.05,
SD = 7.88) and experimental (M = 30.52, SD = 7.40)
groups during the post-test, t = 1.66. The experimental
group has a relatively higher level in the post-test
compared to the control group since they underwent an
intervention program.
Accordingly, all of the variables in the experimental
group are higher which is comparable to the control
group. It indicates that a t-computed of 6.78 which is
higher than t-tab = 1.66. It shows that there is a
significant difference between the control and
experimental groups in the post-test. Generally, the
significant differences simply mean that the level of
scores improved from its initial level.
It claims that the experimental group exhibits better
performance in reading comprehension compared to
the control group. The Learn With Vince Module is
effective and helpful since the students’ reading
comprehension increased from their initial level.
Though the result of their performance is not so high
and impressive, but the students were made to improve
some basic concepts and techniques in reading
comprehension skills. This result confirms with Njeri’s
(2014) study, that the use of instructional materials and
engaging students in activities can build their learning
Bialen et al.
and self-esteem. The learning is observed as self-
centered and students' creativity and innovativeness
were manifested.
Mean Gain Scores of the Control and Experimental
G ro ups in term s of Stu de nt s’ Rea ding
Comprehension
The table below presents the significant difference
between the mean gain scores of the control group and
the experimental group in terms of students’ reading
comprehension.
Table 12. Analysis of Mean Gain Scores between
Control and Experimental Groups.
Table 12 illustrates that the mean gain of the
experimental group (M=12.42, SD=10.52) is
significantly higher compared to the control group
(M=3.12, SD=10.06). It simply means that there is a
significant difference between the control group and
experimental group in their mean gain.
The finding also shows that the computed t-value of
4.95 is greater than the tabular value of 1.66 at 0.05
level of significance. Hence, there is adequate
evidence to assert that the experimental group
achieved a higher mean gain compared to the control
group after the module is used as an intervention in
improving students' reading comprehension.
The finding means that the application of the module
is effective in the progress of reading comprehension
skills from the experimental group. The effectiveness
of the module further proves that the evaluation of the
content validators is reliable and valid. This supports
by the ideas of Tuimur & Chemwei (2015) stating that
students can gain practical experience through
instructional materials, which help them acquire skills
and concepts and work in a number of methods.
Conclusion
In the light of the findings presented, a conclusion was
then formulated:
Reading comprehension is more than just decoding
shapes and numbers as many teachers and learners
think. When a reader understands what abilities and
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methods are required and acceptable for the sort of
content, they have achieved comprehension. It allows
them the freedom to understand and execute the
reading process in order to achieve a high level of
comprehension and retention.
It was therefore realized that teachers need to create a
supplementary materials in reading to address the least
mastered skills of the learners. An intervention
program indeed helps to cater the needs of the learners.
Further, a monthly reading comprehension assessment
is needed to check the progress and learning of the
students. Teachers and parents should work
collaboratively to intensify the reading activities at
home.
On the basis of the summary of findings and
conclusions drawn, the following recommendations
are offered: (1) The Learn With Vince Module may be
adapted by the school and other schools as additional
instructional material in improving the students’
reading comprehension abilities. (2) The module
which includes various activities may be utilized by
the Reading and Writing teachers in their remedial
classes. (3) The teachers especially in English may be
utilized the intervention as part of their Reading Clinic
Program or summer class program to build self-
confidence and enhance the comprehension level of
the low-performing students. (4) The module can be
shortened, modified, and conducted for three months.
(5) The module may serve as a reference point for
further studies. (6) Further, similar studies maybe
conducted in using the Learn With Vince Module in
enhancing the reading comprehension in the In-Person
Full-to-Face class.
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Affiliations and Corresponding Information
Vincent B. Bialen, MAT
Isulan National High School
Department of Education – Philippines
Eva C. Polo
Sultan Kudarat State University – Philippines
Jenevieve D. Lumbu-an, PhD
Sultan Kudarat State University – Philippines

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instructional materials in the teaching of conflict and conflict
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