Republic of the Philippines
Department of Education
REGION XIII-CARAGA
SCHOOLS DIVISION OF SURIGAO DEL SUR
BAROBO III DISTRICT
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
An Action Research Proposal
S.Y. 2020-2021
JESSYL A. DINGLASA
Presenter
I. Context and Rationale
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
In Luagon Elementary School, the teachers evaluated the result in Phil-IRI last November 2020. Based on the result, most of the Grade 2 pupils could read but unfortunately they are very poor in comprehension.
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
They could not answer even simple questions from the passage. This situation caught the attention of the teachers. Thus, they developed an intervention which is the contextualized storytelling to improve the comprehension skills of Grade 2 learners.
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
The aim of this action research was to investigate the effects of digital storytelling in improving the comprehension skills of GRADE 2 LEARNERS enrolled in Luagon Elementary School through the use of contextualized digital storytelling.
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
The comprehension skills of the students were measured before and after the teaching procedures of digital storytelling. Then, the teachers carefully assessed through observation, documents, and student products and the results indicated that digital storytelling improves students’ reading comprehension.
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
II. Action Reseach Questions
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
This action research aimed to improve comprehension skills of Grade 2 learners of Luagon Elementary School through contextualized digital storytelling and specifically will answer the following questions:�A. What are the scores of the Grade 3 pupils in the reading comprehension test before the use of Contextualized Digital Storytelling (CDS)?�
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
B. What are the scores of the Grade 2 pupils in the reading comprehension test after the use of Contextualized Digital Storytelling (CDS)?�C. Is there a significant difference in the scores of the recipients before and after the use of Contextualized Digital Storytelling (CDS)?
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)
III. Proposed Innovation, Intervention and Strategy
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
As a multimedia tool, digital storytelling is a means of educational technology (Dogan & Robin, 2009). Story or storytelling is literally a tradition of centuries. Communication through written stories, written books and notebooks used to build the core of the instruction.
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)
Today, new generation storytelling starts with digital storytelling which integrates pictures, music and audio through computers (Hett, 2012).Digital storytelling is a process that blends media to enrich and develop spoken language.
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
Due to the problem faced about poor comprehension skills of the Grade 2 pupils of Luagon Elementary School, the researcher will conduct a meeting with the parents this coming January 2020 to discuss the reading intervention (Contextualized Digital Storytelling).
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
The researcher will gather 4 local stories in their community and then it was presented by the Grade 2 teacher through digital presentation. The teacher will read the story first, and then the teacher will present the story for the pupils to read it again.
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
The stories has 60 to 70 number of words. The teacher will present one story a week. After the video presentation, the teacher then will ask the pupils to answer 5 WH and 1 H questions from the stories presented.
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
The intervention will be conducted to grade 2 pupils every 1:00-1:30 in the afternoon . The Grade 2 pupils will be informed by the researcher regarding the intervention to be done within 4 weeks. There is Pre-Test and Post-test conducted before and after the duration of the intervention.
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
IV. Action Research Methods
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
A. Participants and/or other Sources of Data and Informtaion
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
The recipients of the study were the four Grade 2 pupils who scored 0-2 based on the Phil-IRI Pre-test Result for S.Y 2020-2021 conducted by the teachers of Luagon Elementary School, one of the multi-grade schools of Barobo III District. It is located at Sitio Luagon, Gamut, Barobo, Surigao del Sur.
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
B. Data Gathering Methods
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
The researcher prepared 4 local stories to be presented through digital presentation with 5 questions. This will be conducted within 4 sessions (once a week). The responses of the pupils will be observed and listed. Specifically, their scores in answering the questions.
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
They were given 30 minutes to listen, read, and then answer the questions. After the time allotted, the researcher will check their work and record their scores. After 4 sessions of reading intervention the researcher will conduct a post-test using another digital presentation of a local story and recorded their scores. �
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
Mean, percentage, standard deviation and T-test will be used in tabulating and analyzing the data gathered.�
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
C. Data Analysis Plan
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
The researcher made use of the following:�1.In order to give a summary of the characteristics of the reading level of the recipients based on their scores, mean was used;�2. In computing the reading comprehension, the formula from Phil. IRI was applied;�3. To employ significance of the study, the researcher used T-Test.
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
V. Action Research Work Plan and Timelines
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
Activities | Targets | Persons Involve | Time Line | Resources Needed |
Conduct Phil-IRI pretest | Pupils | School head, researcher pupils | November, 2020 | Phil-IRI Tools |
By classroom Advocacy meeting of parents during the releasing/retrieval of modules | Teacher Parents | researcher Parents | November 3rd week | Call up letters |
Submission of Action Research Proposal | School head | School head, researcher | November 3rd week | Letter of intent, Action Research Proposal |
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
Activities | Targets | Persons Involve | Time Line | Resources Needed |
Preparation of the contextualized stories | Teacher Parents | researcher | November 4th week | Internet Connection Reference Books Bond paper Laptop &Printer & Camera |
Implementation of the said intervention | 7 target pupil | School Head researcher Parents Pupil | December 2020 to January 2021 | Internet Connection Reference Books Bond paper Laptop &Printer Notebooks for the journal |
Validation and analysis of data | data | researcher | February 1st week | Letter of intent, Action Research Proposal |
Making and submission of report | result | researcher | February 2nd week | Action research |
VI. Cost Estimates
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
Materials Needed | Unit Price | Quantity | Total Amount |
Bond paper | 155.00 | 1 ream | 155.00 |
Flash Drive | 300.00 | 7 pcs. | 2,100.00 |
Ball pens | 10.00 | 14 pcs. | 140.00 |
Pencils | 7.50 | 14 pcs | 105.00 |
Internet Load | 200.00 | 5 | 500.00 |
Ink cartridge (black and colored) | 2,000.00 | 1 set | 2,000.00 |
TOTAL COST | 5,000.00 | ||
VII. Plans for Dissemination and utilization
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
After the conduct of the intervention, immediate dissemination will be done during General Meeting with strict compliance of the health protocols. Intervention plan may be done on the basis of the findings of this undertaking for full implementation and utilization of the intervention.
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
VII. References
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
Calmorin,L.P. & M.A (2007) Research Methods and Thesis Writing (2nd ed.). Manila: Rex Bookstore�DepEd Administrative Order No. 324,2014�DepEd Memorandum No. 402.s.2004�Gillaco,M.M. (2014) Level of Word Recognition and Reading Comprehension: A Basis for a Reading Program.�Olivar, L. L., et al. (2014). Awareness of Maritime Students in Lyceum International Maritime Academy on the Drop Everything and Read (DEAR) Program, Academic Research International, 5(3), 209�PHIL-IRI (2002) Guidelines�Pressley, M. (2002) ‘Comprehension instruction: What makes sense now? What might make sense soon?’ Reading online, International Reading Association ��
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
References �Annie E. Casey Foundation, (2010). Early warning! Why reading by the end of third grade matters. Baltimore: AECF. Retrieved from http://datacenter. kidscount.org/ reports/ readingmatters.aspx. �Arıcı, A.F., & Ungan, S. (2008). İlköğretim ikinci kademe öğrencilerinin yazılı anlatım çalışmalarının bazı yönlerden değerlendirilmesi [An evaluation of secondary school students’ writing mistakes with respect to some points]. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 20, 317-320. �Banaszewski, T. (2002). Digital storytelling finds its place in the classroom. Information Today. �Retrieved 2014 from http://www.udel.edu/present/aaron/digitalstory /Readings/Digital%20Storytelling%20Finds%20Its%20Place%20in%20the%20Classroom.pd f. �
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
Barnard, R., & Campbell, L. (2005). Sociocultural theory and the teaching of process writing: The scaffolding of learning in a university context, The TESOLANZ Journal, 13, 76-88. �Barrett, H. (2006). Researching and evaluating digital storytelling as a deep learning tool. In C. Crawford, et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp. 647–654). Chesapeake, VA: AACE. �Bereiter, C., & Scardamalia, M. (1987). The psychology of written expression. Hillsdale, NJ:Erlbaum. �Bimber, B. (2000). Measuring the gender gap on the internet. Social Science Quarterly, 81(3), 868876. �
IMPROVING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF LUAGON ELEMENTARY SCHOOL THROUGH CONTEXTUALIZED DIGITAL STORY TELLING
THANK YOU!
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