MICH-Action Research

Holy Trinity College of Camarines Sur
Don Domingo B. Fortuno Street, Santiago

Bato, Camarines Sur
ACTION RESEARCH PROPOSAL
Action
Research
Proposal
By; Michelle R. Landagan

BEED4
ENHANCING THE HIGHER ORDER THINKING SKILLS IN READING COMPREHENSION OF GR-5 THROUGH
ANIMATEDBSTORIES AND SUPPLEMENTAL LESSON( BY; MICHELLE R. LANDAGAN) Page 1
Bato, Camarines Sur
ACKNOWLEDGEMENT
The researchers would like to spread their sincerest thanks and appreciation to all who
truly shared their time, encouragement and inspiration of this work.
My heartfelt thanks to the following;
First and foremost, thank you to our almighty GOD for giving us his blessings,
encourage, determination, good health, wisdom and strength to continue this endeavor
despite all the hardships and trials towards the realization of this study. Truly you are
the fountain of our strength and wisdom.
Secondly to our parents and family, without you we will not be here on earth. For being
with us in the good times and even in bad times. For rendering your moral and fianvcial
support.
Also I would like to express my deepest and sincerest gratitude to our instructor as well
as the Dean of college teacher education Dr. Mercy S. Bo for her support and
assistance as well as for giving determination to work hard enable this study be
successful for showing their deepest knowledge and learning.
To my friends, who shared their ideas in making this research. A friends who's always
there whenever we need someone to talk to when I feel good.
To success of this Action Research will never be possible without them. To all of the
people behind this study. I would like to say Thank you very much. The success of this
study is for all of us.
Bato, Camarines Sur
- The author
ABSTRACT
ENHANCING THE HIGHER ORDER THINKING SKILLS IN READING
COMPREHENSION OF GRADE V PUPILS THROUGH ANIMATED STORIES AND
SUPPLEMENTAL LESSON(ASSL)
By: Michelle R. Landagan
The study aimed to determine the performance of students in reading before and after
the intervention. The effectiveness of the resource material develop by the researcher
was also one of the goals of the study. The significance and difference in the
performance of the respondents before and after the intervention was dealt into.
The action research method employed in the study was purposive design significally; it
employed the one group pretest posttest design. The respondents of the study were
purposively choosen. There were twenty (20) Grade 5 Dahlia pupils who took the test
before and after the intervention.
Based on the data gathered, the following were the results of the study. The mean
performance of the respondents during the pre-test is 2.0 with the performance level of
44% while the mean performance of the respondents during the post yest 4.75 with a
performance level of 95%.
The pupils should be given a chance to explore their own way in reading combine the
use of animated stories which is effective and effecient in improving their performance
in reading. Pupils should be encourage tonread first the syllable based on the pictures
in order to be motivated in other subjects. It is better to provide new strategy tools that
will surely catch the attention of the pupils and acquire new knowledge that can
enhance the critical thinking skills by integrating the actual materials in the classroom.
Bato, Camarines Sur
ENHANCING THE HIGHER ORDER THINKING SKILLS IN READING

COMPREHENSION OF GRADE V PUPILS THROUGH ANIMATED STORIES AND
SUPPLEMENTAL LESSONS (ASSL)
By: Michelle R. Landagan

I. CONTEXT AND RATIONALE
Technology plays a large role in the lives of educators and learners. Many
technology avenues today are made to enhance pupils learning abilities, extend their
learning and support their cognitive learning specifically in language pedagogy. Short
stories are ways to develop higher order thinking skills for reading comprehension in
second language learners. Although these stories can often found in traditional books, it
is still important for the educators to move beyond the accustomed strategies to be able
to provide an effective ways in enhancing this skill among the pupils to make their
learning truly be a lifelong. Thus, predicting, making connections, visualizing, and
summarizing will be focus on rather than just merely listening and memorizing stories in
which they just attempt to guess the correct answers.
Higher Order thinking skills or HOTS is more than memorizing facts or retelling. It is
doing something with the information. It is understanding concepts, inferring, making
connections, analyzing, and creating.
Bato, Camarines Sur
Using higher order thinking skills has been associated with reading
comprehension. It helps to think critically that yields higher learning. Without a solid
foundation of reading skills, learners will struggle their schooling and adult life. For these
reasons, teaching and learning should be design in such a way that can create more
engaging and exciting learning environments. And this multimedia technology through
animated stories and supplemental lessons may have something to do to enhance
learners’ motivation to understand the concept and improve their learning outcomes as
it is more visual interactive.
The demands for educators to bring every child up to grade level in reading are
rather high. Reading comprehension is a skill that all learners need in order to be
successful academically. Without it, the reading that they are doing is pointless,
meaningless. The demands are high to a good readers, but with the correct tools,
higher order thinking skills in reading comprehension can be effectively. Hence the end
goal of teaching English will be achieved which were Communicative Competencies.
This study will be anchored on the revised blooms taxonomy 2001 that was
clearly developed to promote higher forms of thinking in education, such as analysing
and evaluating concepts and processes rather than simply memorizing facts. The levels
of taxonomy in order are: understanding, applying, analysing, evaluating and creating.
Levels at the top of the list are the lower order thinking skills (LOT) while those near the
end of the list are considered higher order thinking skills (HOTS) which urge students to
Bato, Camarines Sur
think and apply the knowledge and skills they have learned to new contexts. Explaining
this theory on the context of the present study in English. A pupil needs a teacher or his
parents or any significant person to help him/her understand the subject. This people
may develop their own materials in order for the pupils to further understand the story.
Salvacion Elementary School is one of the schools in Bato. Grade V Dahlia has a 20
stuents but it has an 8 students who have good in reading comprehension skills.
Non-reading comprehension Reading comprehension skills
12 8
The researchers have found some of the problems that currently happening in school
specifically from the Grade 5 teacher level and it is receiving wrong answers from the
pupils’ activity task in the learning module. Most of the questions particularly in
comprehension are irrelevant to the stories they’ve read. The cycle always repeated
every time the submission and checking have done that cause the pupils in getting the
lowest test score. The reason behind this is that, the higher order thinking skills have
not been fully develop or mastered and this circumstance became the hindrance in
meeting the target learning competencies from the said specific activity.
Therefore, a teacher must find ways in innovating pedagogical approaches that
engage pupils in higher order thinking skills for reading comprehension to ensure deep
and meaningful learning that will help the learners to acquire the competency that is
needed to attain in a particular subject. Thus, the teachers must be creative, be

Bato, Camarines Sur
resourceful and imaginative in making his/her instruction despite of the modular classes
to provide “interesting and creative stories” not just only focusing on presenting the
“static images and words” which results in just reading without comprehension.
In order to address the pose problem, the proponents develop animated stories
and supplemental lessons (ASSL) in English which aims to enhance the higher order
thinking skills in reading comprehension skills of Grade 5 pupils in Salvacion
Elementary School.
II. Action Research Questions
This study will aim to enhance the higher order thinking skills in reading
comprehension of Grade 5 pupils. Specifically, this study will answer the following
questions:
1. What is the performance of the pupils in reading comprehension using their
higher order thinking skills questions?
2. Is there significant difference in the higher order thinking skills in reading
comprehension performance of the pupils before and after utilizing animated
stories and supplemental lessons?
Expected output:
1. Expand the reading comprehension skills of the Grade 5 learners.
2. Use the comprehension strategies to build a literal and inferred meaning and
begin to evaluate text by drawing on a growing knowledge of context, text
structures and language features.
Bato, Camarines Sur
III. Innovation, Intervention and Strategy
Children’s engagement with stories with stories (both oral, written and
multimedia) is an important focus of oral language development. Narrative skills
are developed through shared book reading, storytelling, performance arts, and
fines arts as well as children’s creation of oral, visual, written and multimedia
stories. These activities will set at school especially in Grade 5 Dahlia at
Salvacion Elementary School. In a ways of showing/giving them an animated
stories to practice their reading comprehension skills.
Intervention activities are activities that will help the pupils to enhance the higher
order thinking skills in reading comprehension. The intervention activities that will be
used in this study are the Animated Stories and Supplemental Lessons (ASSL) in
English (literature). It will also focus on the effectiveness of the said intervention in
enhancing the higher order thinking skills in reading comprehension of the pupils. The
animated stories and supplemental lessons developed are contextualized since pupil’s
capability and the settings of the school should be considered.
It addressed the following learning competencies:
1. Listen to and answer questions about the story read/listened to (EN5OL-IId-12)
2. Infer feelings and traits of characters based on the story read (EN5RC-Ih-2.8)
It is the textbook or learners material available in school provide interests for the
learners to love for reading with comprehension. Generally, it is not easy to hold the
attention of the learners when it comes to text. Stories are just printed on the modules
Bato, Camarines Sur
which do not motivate them to engage on the material, they get distracted and bored
quickly which leads in answering comprehension questions incorrectly, because of this,
their higher order thinking skills in reading proficiency become very low. The idea of the
videos is that to present stories and exposed them with the right set of HOTS questions
that will help learners in comprehending the stories they have read/listened more deeply
for them to be able to arrive/construct answers on their own using their higher order
thinking skills.
This study will be conducted from second week of November 2021 to second
week of April 2022. The subjects of the study are the grade 5, Sto. Domingo Elementary
School.
The main focus of the study is on determining the effectiveness of the Animated
stories and Supplemental lessons (ASSL) in English (literature) pupils. A pre-test and
post-test will be used to substantiate the result.
IV. Action Research Method
This study will make use of non-experimental type of research design making
use of pre-experimental design
Treatment (X) POSTTEST

PRETEST
This type of research design is found to be appropriate since the study will employ one
group of respondents. A pre-test will be administered before giving the treatment. After
administering the treatment, a post test will be given.
Bato, Camarines Sur
a. Participants and/or Sources of Data and Information
The participants of the study will be the grade 5 pupils of Salvacion Elementary
School for the school year 2021-2022 who had difficulties in answering HOTS
questions. There are ten (10) grade 5 pupils, five males and five females identified by
the teachers. The animated stories and supplemental lessons will also be used as a
source of the pupils’ performance. Authors of books, journals, publications as well as
websites and from the internet which will be used as references in the conduct of the
study shall be properly acknowledge and sited.
Table 1
Participants of the study
Grade Level Male Female Total
Grade 5 10 10 20
This study will make use of Purposive Sampling. On this type of sampling design,
the researcher chooses the necessary number of respondents based on the need of the
study. The proponents decided to consider all of the pupils as respondents of the study
based from the record sheet that was given by the teacher.
The following instruments will be used in gathering the data needed to
substantiate the posed problems on this study.
1. Animated Stories and Supplemental Lessons (ASSL) - This refers to the
intervention developed by the researchers. This will serve as the treatment in the
Bato, Camarines Sur
study. Two (2) animated stories created originally will be utilized to introduce the
different stories with right set of HOTS questions.
2. Pre-Test/Post Test. This is a 10 item test derived from the two competencies.
The result of this will determine the effectiveness of animated stories and
supplemental lessons (ASSL) in enhancing the higher order thinking skills in
reading comprehension of the pupils.
b. Data Gathering Methods The following stages will be observed in gathering
necessary data that will substantiate the posed action research problems.
Stage 1
 Administer Pre-test
Stage 2
 Administer the treatment using Digital Stories
Stage 3
 Administer Post Test
Stage 4
c. Data Analysis Plan
 Data analysis
c. Data Analysis Plan
Data will be collected through Pre-Test and Post-Test which will be the basis
whether the use of animated stories and supplemental lessons enhances the higher
order thinking skills of the pupils. The pupils’ responses were quantified and statistically-
treated accordingly. The following Statistical tool will be employed:
Mean, Performance Level and t-test.

Bato, Camarines Sur
a. Mean. The result of pretest and posttest will be subjected to this statistical tool
using the formula:
x=
∑ fx
n
where:
X – mean
f – frequency of the pupils who got the score
X – scores of the students
N – total number of the pupils who took the test
b. Performance Level (PL)- the performance level of the pupils will be determined
before and after administering the treatment.
x
PL=
n
where:
PL - performance level
X - mean
N - total number of the pupils who took the test
b. T-Test- it is used to determine if there is a significant difference in the

performance of the pupils after administering the treatment. In other words, the
result of pretest and posttest will be subjected to this statistical tool.
Bato, Camarines Sur
To further substantiate what the quantitative data supplies, the pupils will be asked
to write in their journals the experiences, their feelings and learning during and after
the intervention.
Discussion of Results and Reflections
Base on the results of the Pre- and posttest scores of the respondents in
performance in reading of the pupils were determined.
V. Performance of the respondents in Reading

These sampling research design, the proponent purposively has been
determined in Grade 5 pupils of Salvacion Elementary School to be the
respondents of the study in order to determine their performance in reading
before and after the intervention.
Table 1
Performance of Learners in Reading Skills
Characteristics Pre-Test Score Post Test Score
Mean 2.20 4.75
Performance level 44% 95%
Test value -11.42
Integration Significant at p<0.5 value is .00001
Table 1. Explain the performances of students in accordance with their

performance reading skills.
During the pre-test, the respondents average score is 2.20 is very low with a
performance in reading is very low. An average score of 2.20 is very low. This
means that the Grade 5 pupils perform low in reading.
Bato, Camarines Sur
This further means that their scores were not that far from the average score
obtained by the group. A performance level of 44% is very low as compared to
that passing performance level set by the Department of Education which is
75.00%.
During the post test, the respondents average score is 4.75 and a performance
level of 95%. The data shows that a mean score of 4.75 with the highest possible
score of 5 is quite good a s compared to the baseline mean score of 2.2. This
means that there is an increase of 3 in the mean score of the group. This further
mean that there were students who got scores higher that the average score and
there were also those who got lower than 4.75 as their individual scores. By
implications, this would mean a positive change in the performance of the
respondents after the intervention administered to them.
A performance level of 95% means that the respondents achieved more than that
of the standard passing performance level set by the department. Since there is
still a large margin of 20%, this means that the standard performance that has
been achieved when the intervention done or the intervention is highly achived,
hence, the hugh performance in reading Filipino can be raised through
intervention.
As compared to the performance level got by the respondents during the pre-
test, there was an increase of 51% during the post-test. Thus, the intervention
using the animated stories was effective in enhancing the performance of the
respondents in reading in English.
Significant difference in Pre-test and post test
In order to determine if there is a significant difference in the performance of the
respondents in raeding skills in English before and after the intervention t-test for
paired two sample means was employed. Since either pretest/post test would be
superior, a two- sided t-test is appropriate. The test values is -11.42 with
significant at p<0.5 value is .00001.
Therefore, there is a significant difference in the performance of the respondents
in raeding brefore and after the intervention. This emplies that the intervention
Bato, Camarines Sur
using the animated stories is highly effective. Moreover, pupils common problem
while developing reading should be addressed immediately by the teacher and
discussion so that a similar problem may be avoided.
VI. Plans for Dissemination and Utilization
The researcher will provide a sample animated stories and supplemental lessons
to the school for reproduction and distribution. If the animated stories and supplemental
lessons are found effective, it can be used as an exchange to printed stories and
questions written on the module. This will serve as a guide to enhance the higher order
thinking skills in reading comprehension of the pupils rather than letting it to be
neglected on this time of modular instruction. The said animated stories and
supplemental lessons will be sent through link on the messengers or sending it via
bluetooth and share it, to ensure that all pupils will have the copy. Guidance of the
parents and teachers will help to assure the effectiveness of the proposed intervention.
The researcher will seek permission from the division to share the materials to
schools.
Bato, Camarines Sur
VII. Action Research Work Plan and Timeline
TIME PERSON/S MEANS OF

ACTIVITIES
FRAME INVOLVED VERIFICATION
PRE-IMPLEMENTATION PLAN
Step 1: DIAGNOSING – Identifying or defining a problem
Conduct of Enhancing the Dec 20, Researcher

higher order thinking skills in 2021
reading comprehension of GR- (1day)
5 through Animated Stories and
supplemental Lesson
Step 2: ACTION PLANNING – Considering alternative courses of action
Consult with the school head January School Head, Minutes of

regarding the intention / plan to 5, Researcher consultation &
conduct the research 2021(1d planning meeting
ay)
Submit action research January Researcher Approved action

proposal for approval 6, research proposal
2022(1d
ay)
Inform both the teachers and January Researcher and Minutes of meeting
the administration of the study 7, 2022 other with the school head
to be conducted—its nature (1day) stakeholders and teachers
and target output; solicit the
group’s commitment to support
the conduct of the research.
Bato, Camarines Sur
IMPLEMENTATION PLAN
Step 3: TAKING ACTION – Selecting a course of action

Implementation of the January- Researcher,
intervention March pupils
2022
Conducting a survey through
giving them an animated story
book.
Step 4: EVALUATING – Studying the consequences of an action
Conduct of the first stage of 3rd week Researcher and Accomplished

data gathering among student- of April other research tools
respondents 2022 stakeholders
Use of research tools in 1st week Researcher and Analyzed data from
analyzing the data gained from of May other accomplished tools
the research 2022 stakeholders
Step 5: SPECIFYING LEARNING – Identifying general findings
2nd Researcher and Research data and

Week of outcome analyzed
Analysis of generated data – May
2022
POST IMPLEMENTATION PLAN
Prepare and submit action 2nd Researcher Accepted Action

research write-up week of research write-up
May
2022
Convey results of the study to 3rd Researcher and Minutes of meeting

the stakeholders for possible week of other
benchmarking May stakeholders
2022
Research dissemination – May 21- Researcher and Certificate as

presentation to research forum 22, 2022 other presenter, TO,
stakeholders Communication
Bato, Camarines Sur
Utilization / improvement of the Researcher and Utilized/improved the
studied innovation in the other teachers strategy/ program
succeeding school year used
VIII. COST ESTIMATES
The following items will be the details of possible expenses which can facilitate the
implementation of this action research proposal.
1ST TRANCHE
Activities/Strategies Item Quantity Unit Total
price Price
Preparation of materials and Special paper 2 reams 250.00 500.00
implementation of Internet service
innovation/interventions 1 pc 500.00 500.00
Data gathering, interpretation Colored sheets- 2 reams 250.00 500.00
of data gathered and assorted, 8.5”x13”
preparation of completed Bond Paper (Short) 1 ream 250 250.00
research report Bond Paper (Long) 1 ream 300 300.00
Printer ink – with 1 sets 1 000.00 1, 000.00
blue, black, yellow, per set
magenta
SUB-TOTAL 3,050.00
2nd TRANCHE
Animated story books
SUB-TOTAL 3,000.00
TOTAL 6,050.00
Fund Source: BASIC EDUCATION RESEARCH FUND, PTA Fund, MOOE and/or
Solicitation
IX. PLANS FOR DISSEMINATION AND UTILIZATION
Bato, Camarines Sur
(YOU CAN USE THIS TABLE FOR YOUR PLANS)
ACTIVITIES TIME PERSON’S BUDGET EXPECTED

FRAME INVOLVED OUTPUT/MOVs
X. References
Action Research “Enhancing The Performance Of Students In Solving

Problems In Mathematics Through Teacher Made Resource Material On
Problem Solving Heuristics (TMRMPSH)” by Dr. Nedie B. Sevilla
Pesa, N., & Somers, S. (2007). Improving reading comprehension

through application and transfer of reading strategies. Retrieved from
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_o1/0
00019b/8o/28/59.pdf
Singh, R. K. V., & Shaari, A. H. (2019). The analysis of Higher Order

Thinking skills in english reading comprehension tests in Malaysia. Geografia-
Malaysian journal of Society and Space, 15(1).
Bato, Camarines Sur
Pre- test
Answer the following questions;
1. Someone gives you a penguin. You can’t sell it or give it away. What do you do with it?
2. What would it be like if people could fly?
3. If animals could talk, what question would you ask?
4. If you were ice cream, what kind would you be and why?
5. Do you want to travel back in time? If yes, how far back would you go? If no, why not?
6. What could you invent that would help your family?
7. If you could stay up all night, what would you do?
8. What does the man on the moon do during the day?
9. What makes something weird or normal?
10. Can you describe the tastes “salty” and “sweet” without using those words?
Bato, Camarines Sur
Bato, Camarines Sur

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Holy Trinity College of Camarines Sur

Don Domingo B. Fortuno Street, Santiago

By; Michelle R. Landagan

My heartfelt thanks to the following;

By: Michelle R. Landagan

ENHANCING THE HIGHER ORDER THINKING SKILLS IN READING

By: Michelle R. Landagan

learning truly be a lifelong. Thus, predicting, making connections, visualizing, and

which they just attempt to guess the correct answers.

doing something with the information. It is understanding concepts, inferring, making

connections, analyzing, and creating.

animated stories and supplemental lessons may have something to do to enhance

it is more visual interactive.

goal of teaching English will be achieved which were Communicative Competencies.

clearly developed to promote higher forms of thinking in education, such as analysing

of taxonomy in order are: understanding, applying, analysing, evaluating and creating.

Non-reading comprehension Reading comprehension skills

Therefore, a teacher must find ways in innovating pedagogical approaches that

needed to attain in a particular subject. Thus, the teachers must be creative, be

thinking skills in reading comprehension skills of Grade 5 pupils in Salvacion

II. Action Research Questions

1. What is the performance of the pupils in reading comprehension using their

higher order thinking skills questions?

2. Is there significant difference in the higher order thinking skills in reading

comprehension performance of the pupils before and after utilizing animated

stories and supplemental lessons?

1. Expand the reading comprehension skills of the Grade 5 learners.

begin to evaluate text by drawing on a growing knowledge of context, text

structures and language features.

multimedia) is an important focus of oral language development. Narrative skills

stories. These activities will set at school especially in Grade 5 Dahlia at

Salvacion Elementary School. In a ways of showing/giving them an animated

stories to practice their reading comprehension skills.

capability and the settings of the school should be considered.

It addressed the following learning competencies:

1. Listen to and answer questions about the story read/listened to (EN5OL-IId-12)

quickly which leads in answering comprehension questions incorrectly, because of this,

post-test will be used to substantiate the result.

IV. Action Research Method

use of pre-experimental design

Treatment (X) POSTTEST

administering the treatment, a post test will be given.

source of the pupils’ performance. Authors of books, journals, publications as well as

study shall be properly acknowledge and sited.

The following instruments will be used in gathering the data needed to

substantiate the posed problems on this study.

1. Animated Stories and Supplemental Lessons (ASSL) - This refers to the

different stories with right set of HOTS questions.

supplemental lessons (ASSL) in enhancing the higher order thinking skills in

reading comprehension of the pupils.

b. Data Gathering Methods The following stages will be observed in gathering

c. Data Analysis Plan

treated accordingly. The following Statistical tool will be employed:

Mean, Performance Level and t-test.

f – frequency of the pupils who got the score

X – scores of the students

N – total number of the pupils who took the test

N - total number of the pupils who took the test

b. T-Test- it is used to determine if there is a significant difference in the

Discussion of Results and Reflections

V. Performance of the respondents in Reading

Characteristics Pre-Test Score Post Test Score