Republic of the Philippines

Department of Education
Region X
Division of Bukidnon
Don Carlos District III
OLD NONGNONGAN NATIONAL HIGH SCHOOL
SCHOOL ID: 303977

FULL BLOWN ACTION RESEARCH

Improving Students’ Reading Comprehension Skills Using

Peer-Assisted Learning Strategies Amidst Pandemic

Proponent:

ROSEMARIE P. BENITEZ
Teacher -Researcher

2020-2021
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Table of Contents

Page

I. Title Page 1

II. Abstract 3

Acknowledgment 4

III. Introduction

a. Significance of the Study 5

b. Review of Related Literature 7

 Reading Comprehension 7

 Peer –Assisted Learning Strategies 10

c. Action Research Questions 12

IV. Methodology

a. Participants and other Sources of data 13

b. Data Gathering Methods 13

c. Data Analysis 14

V. Results and Discussions 15

VI. Conclusions & Recommendations

a. Summary of Findings 20

b. Conclusion 21

c. Implications and Recommendations 21

VII. References 22

Appendices
 3

Abstract

The research objective was to improve reading comprehension skills using

the peer-assisted learning strategy. The subject of the study was the forty-six (46)
Grade 8 Junior High School Students of Old Nongnongan National High School,
Don Carlos District III, Division of Bukidnon, for the school year 2020-2021. The
data were gathered from the result of the assessment conducted using the PHIL-IRI
Tools for both pretest and posttest. The result was analyzed using the descriptive
qualitative technique.

The data showed from the posttest in PHIL-IRI Assessment conducted after
completing the weeks of the implementation of the Peer-Assisted Learning Strategy
(PALS) that the identified students who were in frustration reading level were able to
improve their reading comprehension to instructional and independent level.
Specifically, among the forty-six (46) student-participants, twenty-seven (27)
improved from frustration to instructional reading level, and nineteen (19)improved
from frustration to independent reading level. Therefore, the results of this study
attest that the Peer-Assisted Learning Strategy (PALS) was an effective intervention
in improving the reading comprehension skills in this group of students.
This result was supported by Fuchs, et al. (2000) statement that Peer-Assisted
Learning Strategies are potent methods of helping students comprehend reading and
strengthen other related skills. Reading can be learned even more quickly and
effectively with peer-assisted learning strategies, and students tend to enjoy these
interactive learning strategies. Moreover, Saenz et al. (2005) confirmed that Peer-
Assisted Learning Strategy had shown to improve academic achievement for the
recipient and the tutor. Teaching a concept or subject allows the tutor to gain a better
understanding of the subject as well while explaining it. A deep level of
comprehension is required to teach, and peer teachers will also develop excellent
communication and leadership skills.
Keywords: peer-assisted learning strategy, reading comprehension,
 4

Acknowledgment

The author would like to take this opportunity to express her gratitude to

those people who shared their time and effort to make this action research possible.

Special thanks and recognition are due to the following:

To Miss Maria Gemma T. Aligsao, Ph.D., District-in-Charge, for the untiring

encouragement and for believing that this research will be made possible.

To Miss Nanette D. Soriano, Ph.D., School Principal, for the guidance,

shared knowledge, and opportunity to finish this research.

To her co-teachers of Old Nongnongan National High School, for the

support, encouragement, acceptance, invaluable time, insights, and knowledge

during the research.

To the parents of Junior High School Students, for this School S.Y. 2020-

2021, for the supports.

To her family who gave love, moral, financial, spiritual support, and

inspiration.

Above all, to our Almighty God the creator of everything who has given her

guidance, strength and wisdom through her works and research.

ROSEMARIE PIAMONTE BENITEZ

Teacher –Researcher
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INTRODUCTION

Significance of the Study/Rationale

Basically and in under normal circumstances, children learn how to read

when they begin school. They learn the alphabet. They learn words. They string

these words together so that they can learn how to understand sentences and

paragraphs. Reading comprehension skills will help the child not only in English

class but in all areas of academic study. They translate into real-world abilities and

critical thinking, which are valuable skills a child needs to be successful in both

academic and professional settings.

Reading is a highly strategic process in which readers are constantly

constructing meaning using a variety of strategies. These strategies include

activating background knowledge, monitoring and clarifying, making predictions,

drawing inferences, asking questions, and summarizing. Reading reflects everything,

and it makes individuals feel successful as they accomplish something. It also

enables everyone to acquire knowledge and become a better person in some ways.

Further, everyone who indulges themselves in reading will become knowledgeable

to connect to a conversation on a particular topic. It is also a meaningful and

healthful way to attain when someone feels unhealthy because many believe reading

gives them pleasure.

Some of the writers disclose the truth about reading. According to them, it

is necessary to ones' life because it will bring readers to the place where they could

not go or impossible for them to be there. The imagination built in the reader's mind

when reading will open up more opportunities for them to explore and find ways to

make sure what they built within them will become possible.
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To make reading meaningful, it should be with understanding. It means that

reading should be accompanied by comprehension. The term reading comprehension

was often heard in school. The primary grade teachers always inculcate such skills to

the learners. Reading comprehension is very important because it indicates that a

child can read. It is an activity that a reader will demonstrate the meaning of what he

reads. It is the revelation of how they understand the text they are reading.

Reading comprehension is the ability of readers to get meaning from text.

This would only happen when good adult readers think aloud as they read.

Researchers have determined that these readers actively coordinate a number of

conscious processes before, during, and after reading (Pressley & Afflerbach, 1995).

Raising good readers is the ultimate goal of every teacher in their class.

However, this endeavor often gives the teachers difficulty because most of the

schools encounter common problems in reading, specifically in reading

comprehension. This problem may not only be experienced by the students at the

primary level but even at the secondary level. In fact, some Junior High School

classes suffered from such phenomenon.

The researcher believes that English teachers play a vital role in improving

students’ comprehension skills. Thus, this action research was conducted to find

appropriate strategies (Peer-Assisted Learning Strategies) that will address students’

reading comprehension needs. This could be the best way to assist these students to

become ready for the next level of their educational endeavor.

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Review of Related Literature

The words openly mentioned had great bearing in understanding the concept therein.

Reading Comprehension

Reading comprehension requires reading quickly (reading fluency), keeping

track of what words are in the sentences (working memory), vocabulary meaning

and text conventions (semantics/grammar), and understanding what is read

(receptive language) (Berninger & Richards, 2002; Cutting, Materek, Cole, Levine,

& Mahone, 2009). It is the ability of readers to get meaning from the text being read.

This can be done by asking good readers to think aloud as they read. Researchers

have determined that these readers actively coordinate a number of conscious

processes before, during, and after reading (Pressley & Afflerbach, 1995).

Good readers are aware of how their reading is going and why. They know,

for example, when a text is difficult to read because it contains many new ideas or

when it is difficult to read because it is poorly written. They are adept at using their

prior knowledge as they read to make predictions about what might happen next and

to understand ideas as they encounter them (Paris, Wasik, & Turner, 1991).

Reading comprehension involves the reader interacting with the text to

construct meaning (Snow, 2002). Proficient readers use a variety of strategies

resulting in active, intentional, and self-regulated reading (Trabasso and Bouchard,

2002) as they prepare to read, as they read, and after they read. Research has

identified a common set of strategies that support successful reading: activating

background knowledge, summarizing, predicting and checking predictions,

clarifying, asking questions and finding answers, visualizing or imaging, and making
 8

connections. (Rosenshine et al. 1996); Gambrell and Koskinen, 2002; National

Reading Panel, 2000; Gambrell and Bales, 1986; Hansen & Pearson, 1983).

Effective readers constantly monitor and assess their understanding and

identify issues when comprehension breaks down. They are meta-cognitively aware

or in control of their own thinking throughout their reading. Luke (2006) compares

this metacognitive or self-regulatory behavior to a foreman who oversees – monitors

– all the parts of a project. When the project is moving along smoothly, there is no

need for intervention. Depending upon the problem, the foreman may need to stop

the project to take some action. In like manner, this is exactly what proficient readers

do. When reading comprehension is moving along smoothly, skilled readers do not

need to stop. However, when reading challenging or complex text, these same

readers recognize when comprehension is interrupted, identify the cause or problems

like unfamiliar words or confusing referents, or inconsistent ideas, and use strategies

to clarify and resolve the problems. They usually use strategies that include

predicting and making connections to increase engagement and promote deeper

understanding.

Novice and struggling readers seem to lack awareness of thinking about what

is and is not making sense as they read. They are often unaware of when they do not

understand what they are reading. This is painfully evident when a struggling reader

turns two pages instead of one and continues on the wrong page even though it does

not make sense. They often are focused so much on reading the words that they

cannot think about how the words connect to create meaning. Good readers, on the

other hand, are aware of when their comprehension breaks down or if they are

confused by the text and have "fix-up" strategies to resolve their problems.
 9

In improving reading comprehension, one would have strategies to make an

effort possible. Comprehension strategies are conscious or intentional plans that

people use in order to achieve a goal (Roit, 2005) and are used deliberately to make

sense of the text (Afflerbach et al., 2008). Readers use strategies consciously to make

sense of the text, remember critical ideas, and integrate new learning into an existing

schema or prior knowledge. Students need to learn how to use strategies

independently, recognize and solve problems, and delve deeper into the text to make

connections and inferences.

Reading strategies are not the same as instructional strategies. The goal of

instructional strategies is to teach students how to make sense of the text.

Instructional strategies are the plans used by the teacher to teach comprehension.

They include but are not limited to explicit explanation, modeling, pre-teaching,

organizing learning, and scaffolding. Strategies emphasize teaching and student

engagement. Obviously, there is an interaction between both reading and

instructional strategies.

Often the terms comprehension strategies, skills, and activities are used

interchangeably. Comprehension strategies are used consciously by the reader to

monitor and to check understanding, clarify confusion, and process text. Strategies

are situational and are used intentionally by readers. (McEwan, 2004). In contrast,

once skills are learned, they are used unconsciously, i.e., decoding words or breaking

words into syllables. Skills are also the tools readers use to organize the structure of

a text, e.g., main idea and supporting details, compare and contrast, and sequencing.

Activities such as charts like KWL (McEwan, 2004) or terms such as "click and
 10

clunk" and "get the gist" is not comprehension strategies themselves but instructional

devices to encourage students to use comprehension strategies as they read.

Peer-Assisted Learning Strategies (PALS)

Peer-Assisted Learning Strategies (PALS) is a class-wide peer tutoring

program. Teachers strategically pair a student with a peer. The pair works on various

activities that address the academic needs of both students. Pairs change over time.

PALS can be used across content areas. PALS does not require special reading

materials and consequently enables teachers to use the reading material of their

choice. This offers teachers flexibility for incorporating PALS into various content

areas.

The strategy provides direct opportunities for a teacher to circulate in the

class, observe students, and offer individual remediation. PALS, therefore, allows for

differentiated instruction via having partners work simultaneously on various

teacher-directed activities.

This could be implemented by creating pairs within the classroom or within

the year level by identifying which children require help on specific skills and the

most appropriate children to help other children learn those skills. Each member of

the teacher-assigned pair takes turns being Coach and Reader.

Teachers train students to use the PALS procedures. As the reader reads

aloud, the coach listens and provides corrective feedback. The PALS technique is

designed to be a 25 to 35-minute activity. It should be implemented 2-4 times a week

for effectiveness. Award may be given to students by giving additional points for
 11

good reading and coaching. Peer-assisted learning, including peer tutoring, has many

benefits for all involved — the tutor, the recipient, and the teacher. According to

Saenz et. Al. (2005), Peer- Assisted Learning Strategy (PALS) has been shown to

improve academic achievement not only for the recipient but also for the tutor as

well. Teaching a concept or subject allows the tutor to gain a better understanding of

the subject as well while explaining it. A deep level of comprehension is required to

be able to teach, and tutors will also develop excellent communication and

leadership skills.

Further, according to Fuchs et al. (2000), Peer-Assisted Learning Strategies

are a powerful method of helping students comprehend reading and take it to the

next level. These are just some of the elements and strategies that can be employed

in the classroom to make peer-assisted learning successful and fun. Reading can be

learned even more quickly and effectively with peer-assisted learning strategies, and

children tend to really enjoy these interactive learning strategies.

Since this school year was affected by the pandemic, and no student is

allowed to be in the school, the researcher chose to implement this Peer-Assisted

Learning Strategies (PALS) using an individual tool. Students nowadays have their

gadgets for communication and learning. The identified students with reading

comprehension challenges were paired by the independent reader. Both had given

the scheduled time for the reading activity. They will be provided with the reading

materials while the independent reader will stand as the tutor. They can maximize

their time using video calls while doing the reading activity. Further, attached to the

reading material received by the tutor is the instruction on how they could enhance
 12

the reading activity, which the researcher believed will enhance the comprehension

skills.

Action Research Question

1. How will these Peer-Assisted Learning Strategies (PALS) be implemented

while students are not in their classroom?

2. How can Peer-Assisted Learning Strategies (PALS) help improve the reading

comprehension skills of Junior High School Students?

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METHODOLOGY

Participants and Other Sources of Data

The participants of the study were selected based on purposive sampling.

Forty-six (46) grade eight students of Old Nongnongan National High School, Don

Carlos District III, for the School Year 2020-2021 belong to frustration level.

Data Gathering Methods

The data was gathered through the conduct of the assessment in pretest using

the PHIL-IRI Assessment Tool to establish the baseline data. Pretest was

administered among the 148 grade eight students, 46 of these students were in

frustration level, 53 in instructional level, and 49 were independent level. For the

first two weeks, was the conduct of pre-assessment, the orientation of participants in

PALS, teaching how to become acclimated to the roles of tutor and tutee, and they

were given sample scenarios to practice the roles. Subsequently, the participants

were categorized according to their PHIL-IRI pretest results. The students in

frustration level were paired with the independent level student and were assigned to

nine groups. Groups A, B, C, D, E, F, G, and H had five pairs, and Group I had six
 14

pairs. The participants were then given PALS reading activities such as Prediction

Relay, Partner Reading and Retell, and Paragraph Shrinking (IRIS | Page 3: PALS

Activities, 2021). The activities were done by pair. During Prediction Relay, the

reader has given time to finish to determine what he or she will learn. In Partner

Reading and Retell, the independent reader function as a coach by finding mistakes,

performing corrective methods, and giving scores for sentences read properly. The

participants would discuss what they had learned from the reading materials.

Paragraph Shrinking allowed participants to read one reading material at a time and

articulate the main idea statement. The researcher monitored each group alternately.

After the six weeks of PALS had been conducted, the post-assessment will still be

conducted using the PHIL-IRI Assessment Tool again.

Analysis of Data

The data were analyzed through descriptive qualitative techniques. The

researcher used the percentage score of the pretest and posttest results.
 15

RESULTS AND DISCUSSIONS

This chapter discloses the result of the study and its respective discussion,

which would give a clear view of the benefits of the activities being conducted.

Establishing the Base-line of the Study

The table below presents the result of the PHIL-IRI pretest conducted to the

study participants, reflecting that 46 or 31% out of 148 students are in frustration

reading level.

Table 1. The PHIL-IRI Result Pretest, Reading Comprehension

Phil-IRI Pretest Results

Reading Comprehension
54

52

50

48
53

46
49

44 46

42
Independent Instructional Frustration
 16

The data in table 1 showed the Phil IRI Pretest results conducted last January

2021 to one hundred forty-eight (148) Grade 8 Junior High School students in

which forty-six (46)or 31% of them belong to frustration reading level, fifty-three

(53) or 36% of them belong to instructional level, and forty-nine (49) or 33% of the

students belong to independent reading level. After identifying their reading level,

the Peer- Assisted Learning Strategy has been implemented.

Answers to the Action Research Question

1. How will these Peer-Assisted Learning Strategies (PALS) be implemented while

students are not in their classroom?

Since the pandemic controls the situation and hinders the face-to-face classes,

the researcher maximizes resources for the following needs of student participants:

a) The provision of Printed Reading Materials. The researcher maximizes the

resources for the reproduction of the printed reading intervention materials

provided to each participant. These reading materials were attached to their

regular learning module and were retrieved by the advisers in their respective

classes.

b) The provision of a Mobile Phone. Since the face-to-face meeting was

prohibited, the researcher ensured that all student-participants had the gadgets

to be utilized for the purpose of the intervention. The researcher source out

mobile phone donations for the class and to be utilized by the participants

during the duration of the intervention.

c) The schedule for monitoring. The 46 participants of Grade-8 Junior High

School Students had their different schedules for monitoring. As they were

paired with their peer, in this strategy, they (paired) had the same time, and
 17

during the monitoring, the researcher utilized video calling. Each pair was

given 10 minutes for monitoring, coaching, and feedbacking.

SCHEDULE FOR MONITORING

(VIDEO CALLING/ MOBILE CALLING)
GROUP DAY/ TIME SCHEDULE
A Monday/12:00-1:00p.m.
B Monday/4:00-5:00p.m.
C Tuesday/12:00-1:00p.m.
D Tuesday/4:00-5:00p.m.
E Wednesday/12:00-1:00p.m.
F Wednesday/4:00-5:00p.m.
G Thursday/12:00-1:00p.m.
H Thursday/4:00-5:00p.m.
I Friday/12:00-1:00p.m.
The schedule stated above was subject for adjustment especially when the

participants had important matter to attend to with regards to their learning modules

and internet connection issues.

Answers to the Action Research Question

2. How can Peer-Assisted Learning Strategies (PALS) help improve the reading

comprehension skills of Grade 8 Junior High School Students?

Based on the result of the conduct of the intervention, the Peer-Assisted Learning

Strategies (PALS) help improve the reading level of the students by consistently

doing their reading tasks with their peers. This was proven by a study that when
 18

students were able to develop self-confidence and reliance on their peers, they would

positively do their tasks. Since the participants were paired with their

co-students/friends, they were able to build a mutual sense of belongingness. Further,

the participants were catered according to their pace and willingness to do their

tasks. When students were not pressured to do something, they would have a

productive result.

Another, the intervention was conducted intensively, monitored, and given

weight to the accomplishment of their daily tasks and that was given a reward such

as an exemption for such learning area, or in such skills development. The result of

the post-assessment would attest to the effectiveness of the intervention or the Peer-

Assisted Learning Strategy. As eloquently argued by Vygotsky in his Cognitive

Development Theory, social interaction is crucial in the learning process that can be

attained through relevant experiences.

Table 2 viewed the result of the posttest PHIL-IRI assessment after the conduct

of the peer-assisted learning as an intervention in enhancing the reading

comprehension of the identified learners.

 19

Phil-IRI Posttest Results

Reading Comprehension
90
80
70
27
60 19
50
40
30
49 53
20
10
0 0
Independent Instructional Frustration

Pretest Posttest

The data above showed the result of the posttest of PHIL-IRI Assessment

conducted after completing six weeks of the implementation of the Peer-Assisted

Learning Strategy (PALS). It was then reflected that 100% of the identified pupils

who are in the frustration reading level improved to instructional and to independent

reading level.

Among the forty-six (46) Junior High School students, (27) improved their

reading level from frustration to instructional reading level, and nineteen (19)

improved from frustration to independent reading level. The results imply that the

Peer-Assisted Learning Strategy (PALS) is very useful in improving the students'

reading comprehension skills.

This result was supported by the statement of Fuchs et al. (2000). Peer-

Assisted Learning Strategies are a powerful method of helping students to

comprehend reading and take it to the next level. These are just some of the elements

and strategies that can be employed in the classroom to make peer-assisted learning
 20

successful and fun. Reading can be learned even more quickly and effectively with

peer-assisted learning strategies, and children tend to enjoy these interactive learning

strategies.

The researcher Saenz et. al. (2005) seconded the statement above that, Peer-

Assisted Learning Strategy has been shown to improve academic achievement not

only for the recipient but also for the tutor as well. Teaching a concept or subject

allows the tutor to gain a better understanding of the subject as well while explaining

it. A deep level of comprehension is required to be able to teach, and peer teachers

will also develop excellent communication and leadership skills.

CONCLUSIONS AND RECOMMENDATIONS

This chapter disclosed the summary of findings, implications, and

recommendations, as well as the reflection based on the result of the study.

Summary of Findings

The result of the study clearly views that the intervention used was effective

in improving the reading comprehension skills of the students. It has been revealed

that during the Pretest PHIL- IRI assessment, 46 student-participants were on the

frustration reading level. The conduct of the Peer-Assisted Learning Strategy was

done. After the completion of the time frame and based on the PHIL-IRI Posttest

Assessment, all forty-six (46) student-participants were able to improve their reading
 21

comprehension level from frustration to instructional, twenty-seven (27) students and

in independent reading level- nineteen (19) students-participants.

Conclusions

Based on the summary of findings, it was concluded that the Peer-Assisted

Learning Strategy is effective in improving the reading comprehension skills of the

students. The positive result of the study was an indicator that they were able to

acquire the desired outcome. The implementation of the strategy and the proper

monitoring and guidance were also factors to consider in this study.

Further, the results also attest to the effectiveness of the intervention

thereof. This result was supported by the statement of Wessel (2019), students can

develop practical skills in how to educate and give constructive criticism when they

participate in peer tutoring. Students learn how to engage in learning that is not

entirely teacher-led, and they are able to participate more fully in the discussion.

Furthermore, PALS can enable the development of children's innate abilities. Their

learning is in context. If a student is excelling at a particular subject matter and

enjoys it, they are eager to teach others about it.

In addition, PALS enhance student interactions and assist students in

developing a broader interpersonal understanding in terms of student dynamics.

Students can bring in elements of their background and ideas when they are put into

groups where they can discuss freely, potentially leading to increased cooperation

among the members of the group. As a result, students learn how to deal with a

group of people with whom they may not normally work, and they can converse

even if it is outside of their comfort zone.

 22

Implications and Recommendations

Based on the conclusion, it was then recommended that:

1. the Peer-Assisted Learning Strategy will be shared with the co-teachers in

the school and would be adopted in the school as one of their effective

strategies in improving reading comprehension skills;

2. there will be a school orientation on the conduct of the strategy for better

understanding of the concept so that the religious implementation would

be done; and

3. there would be a continuous development of innovation to support the

need for the schools' academic improvement.

References

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Haymond, K., Kieffer, M/J., Linan-Thompson, S. and Newman-Gonchar, R.

(2014). Teaching academic content and literacy to English learners in

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elementary and middle school (NCEE 2014-4012). Washington, DC:

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London: Whurr Publishers.

Bear, D.R, Invernizzi, M., Templeton, S. and Johnton, F. (2008). Words their Way:

Word study for phonics, vocabulary and spelling instruction (4 edition).

Upper Saddle River, New Jersey: Pearson.

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Readings. MIT Press. pp. 101

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Butler, A.C. (2010). Repeated testing produces superior transfer of learning relative

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repeated studying. Journal of Experimental Psychology: Learning, Memory,

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doi:10.1016/j. cedpsych.2008.07.001.

Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-Assisted

Learning Strategies: Making Classrooms More Responsive to Diversity.

American Educational Research Journal, 34(1), 174–206.

https://doi.org/10.2307/1163346

IRIS | Page 3: PALS Activities. (2021). IRIS CENTER.

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Karpicke, J., & Roediger, H. (2007). Repeated retrieval during learning is the key to

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Mestre, J. P. (2005). Transfer of learning from a modern multidisciplinary

perspective. Greenwich: Information Age.Google Scholar

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Learning”.

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for English Language Learners with Learning Disabilities. Exceptional

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Schwartz, D. L., Varma, S., & Martin, L. W. (2008). Dynamic transfer and

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Teaching Practices.

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Peer-Learning-Strategies-in-the-Classroom.pdf

Appendix 1. Application form for Research Proposal

A. Research Information

Research Title:

Improving Students’ Reading Comprehension Skills Using Peer-Assisted

Learning Strategies Amidst Pandemic
 27

Description:
Action Research to be conducted is to Improve the Reading Comprehension Using
the Peer Assisted Learning Strategy (PALS) of the Grade 8 Junior High School
Students of Old Nongnongan National High School

Research Category (Check only one) RESEARCH AGENDA CATEGORY

o National (Check only one main research theme)
o Region  Teaching and learning
o Schools Division o Child protection

o District o Human Resource Development

 School o Governance
(Check only one) (Check up to one cross-cutting theme, if
applicable)
 Action Research
o Basic Research o DRRM
o Gender and Development
o Inclusive Education
o Others (specify)
_______________
Fund Source (e.g. BERF, SEF, Personal
Others)

Estimated Amount 5,080.00

B. Proponent Information

LEAD PROPONENT

Last Name: First Name: Middle Name:

BENITEZ ROSEMARIE PIAMONTE

Birthdate: Sex: Position/Designation:

 28

FEMALE
AUGUST 25, 1978 TEACHER

Region/Division/School (whichever is applicable)

Region X, Division of Bukidnon, Don Carlos District III, Old Nongnongan
National High School

Contact number 1: Contact number 2: Email Address:

0905 801 5508 09606429841
rosemarie.benitez001@deped.gov.ph

Signature of Proponent:

Educational Attainment: Title of Thesis/ Related Research

Project

BSE NONE

IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached completed Action Research. I certify that the
proponent implemented this research study without compromising her office
functions.

NANETTE D. SORIANO, PhD

School Principal I
Date: ___________________

DECLARATION OF ANTI – PLAGIARISM

1. I, ROSEMARIE PIAMONTE BENITEZ, 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 acknowledgement and referencing.
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2. I hereby attest to the originality of this research proposal and has cited properly
all the references used. I 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. I understand that violation from this declaration and commitment shall be subject
to consequences and shall be dealt with accordingly by the Department of
Education.

Proponent: ROSEMARIE PIAMONTE BENITEZ

Signature: __________________________________
Date: ______________________________________

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. I, ROSEMARIE PIAMONTE BENITEZ, understand that conflict of interest

refers to situations in which financial or other personal considerations may
compromise my judgement in evaluating, conducting or reporting research.
 30

2. I hereby declare that I do not have any personal conflict of interest that may arise
from my application and submission of my research proposal. I understand that
my research proposal may be returned to me if found out that there is a conflict of
interest during initial screening.

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

4. I understand that we may be held accountable by the Department of Education for

any conflict of interests which we have intentionally concealed.

Proponent: ROSEMARIE PIAMONTE BENITEZ

Signature: __________________________________
Date: ______________________________________

Action Research Work Plan and Timelines

GANTT Chart on the Conduct of the Study

TIME LINE
Activities Person(s) Time Frame
Involve JANUARY 2021 FEBRUARY 2021 MARCH
2021
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WK WK2 WK3 WK WK1 WK2 WK WK4 WK1 WK2

1 4 3
1.Conduct Teachers
the Pre- Students
Assessment Researcher
2.Submit Teacher
research Researcher
proposal
3.Prepare Teacher,
materials Students
for School
interventio head
n
4. Conduct
the
interventio
n
5. Conduct Researcher,
the Post- Teachers,
Assessment Students
6. Analyze Researcher
the data
7. Submit Researcher
Action
research

Research Work Plan to Disseminate and Utilized the Research

 32

Objectives Activities Persons Involved Resources Needed

To Inform the Submit action Researcher Bond paper, ink,

Division Office research report. internet
about the result of connection
the study.

To inform the Conduct meeting Researcher/Teachers, Bond Paper

teachers about with the teachers and students
research results.

To prepare the Submit action School Head, Bond Paper

research to be plan. Teachers and
implemented in students
other Grade level

Financial Report

Financial Report for the conduct of the study.

 33

Item No. Description Unit Quantity Unit Total cost

1 Bond paper ream 10 250 2,500.00

2 Construction ream 4 250 1,000.00

paper

3 Glue bottle 4 95 380.00

4 folder piece 20 10 200.00

5 Book Binding 5 200 1,000.00

Total 5,080.00