ICT-INTEGRATED TOOLS AND STRATEGIES FOR STRUGGLING READERS 1

EFFECTIVITY OF ICT-INTEGRATED REMEDIAL READING STRATEGIES ON

NON-READERS AND FRUSTRATION-LEVEL READERS OF

BARRETTO NATIONAL HIGH SCHOOL S.Y. 2019-2020

An Action Research Proposal

Evangeline B. Imingan

Teacher I, Reading Coordinator

Barretto National High School

ICT-INTEGRATED TOOLS AND STRATEGIES FOR STRUGGLING READERS 2

TABLE OF CONTENTS

CONTEXT AND RATIONALE………………………………………………………………...3

Research Questions……………………………………………………………………......5

Hypothesis………………………………………………………………………………....6

Significance of the Study………………………………………………………………….7

Scope and Limitations……………………………………………………………………..8

METHOD………………………………………………………………………………………...8

Type of Research………………………………………………………………………….8

Respondents……………………………………………………………………………….8

Sampling Method…………………………………………………………………………9

Proposed Innovation/Intervention/Strategy……………………………………………...10

Instruments………………………………………………………………………………10

Data Collection Procedure……………………………………………………………….11

Ethical Considerations………………………………………………………………...…11

Data Analysis…………………………………………………………………………….11

Work Plan………………………………………………………………………………..12

Cost Estimates……………………………………………………………………………13

Plan for Dissemination and Advocacy……………………………………………….…..13

References…………………………………………………………………………….….14

Appendices…………………………………………………………………………….....16

A. Instruments…………………………………………………………………...16
B. Consent and Assent Letters………………………………………………..…23
C. Declaration of Anti-Plagiarism and Absence of Conflict of Interest………...24
ICT-INTEGRATED TOOLS AND STRATEGIES FOR STRUGGLING READERS 3

CONTEXT AND RATIONALE

ICT or Computer-integration in teaching is a relatively new innovation in education and

by which educators of today are practicing and mastering in order to make the teaching-learning

process easier. From the beginning of the 21st century, educators, Information Technology (IT)

specialists and computer engineers have researched and created what the world now know as

applications or apps to simply be downloaded on a laptops and smartphones making learning

affordable, accessible, easy and effective. From floppy disks, CDs, audio recordings, video clips

and now apps—this is the range of change and innovation made available material that are

accessible in both private and public schools, condensing thick, hard-bound textbooks into an app.

Pairing the use of technology with the learning process in modern school setting in dealing with

one of the serious concerns in Philippine education—Literacy.

Literacy is the ability to read, write and also count. According to Worldvision.org, the

Philippines have significantly been improving in Functional literacy and, based on 2013 survey,

the country has registered to a 90.3% rate compared to the 2008 survey which resulted to 80.4%.

The 2013 survey indicated that nine out of 10 Filipinos aged 10-64 were functionally literate.

Meanwhile, on 2015 indexmundi.com computed the literacy rate that was obtained from recipients

with age 15 and above making up 96.3% of the population. Male have attained 95.8% and female

96.8%.

Although, the problem still rises that non-readers and frustration-level readers are still

prevalent in the Secondary level specially occurring in public high schools. Despite the occurrence

of uncontrollable factors, the duty of teaching reading and improving this foundational skill is

passed on to secondary language teachers. The burden of starting from the foundational skill itself

has been a challenge to secondary-level teachers, especially in public schools, as this strains on
ICT-INTEGRATED TOOLS AND STRATEGIES FOR STRUGGLING READERS 4

the workload and stress in addition to the preparation of having formal classes. Having the certainty

of a ready-made tool or application in practicing reading and writing will not only ensure relieve

the workload for the teacher but also the effectiveness on monitoring improvement and learning

of the student.

The focus of this research is the integration of ICT-integrated tools and applications to the

teaching and improvement of reading in Remedial reading class in Barretto National High School

this school year 2018-2019.

Barretto National High School, originally known as Barretto Barangay School was built in

the 1980s. It is located along Rizal St., Bo. Barretto, Olongapo City, Zambales. It offers two

curricula—basic education and newly-added Special Program in the Arts. There are four grade

levels present in the school, Grade 7-10. As of School Year 2019-2020, it has a population of 1,120

students and 57 educational staff—49 teaching personnel and 6 non-teaching personnel.

There are two Remedial Reading Classes—a program under Filipino, KABASA, and for

the English, PROJECT READER. Only the Remedial Reading classes under Project Reader will

be the focus of this study and dealing with the ICT-integrated tools and strategies. The Researcher,

Reading Coordinator and English teachers will make use of the indicated ICT-integrated tools in

teaching reading in the English language in the secondary level and its level of effectivity on the

respondents. Remedial Reading Class will be held by the Reading Coordinator and an Egnlish

teacher, for assistance, every Cooperative learning sessions every Friday morning. The struggling

readers, who will be the respondents of the study are referred to the coordinator personally by the

adviser or subject teacher. The schedule of participants are based on the given days of the week by

the coordinator. According to current data of the schools regarding the English Literacy rate taken

from the Pre-test held last July 20, 2019, there is a total of 30 students classified as non-readers
ICT-INTEGRATED TOOLS AND STRATEGIES FOR STRUGGLING READERS 5

and 480 students classified as frustrated readers out of the total populace of 1,120 students in

BNHS.

Research Problems

This study focuses on the Effectivity of ICT-Integrated tools and strategies in Remedial

Reading Classes in Barretto National High School S.Y. 2018-2019. Specifically, it seeks to answer

the following:

1. What is the demographic profile of the students in terms of:

1.1.PROJECT READER

1.1.1. Age

1.1.2. Grade level

1.1.3. Sex

1.1.4. And reading level.

2. What are the ICT-integrated tools in the school?

2.1 School-provided or Teacher-produced;

2.2 Equipments;

2.3 Applications and computer software.

3. What is the stage of integration applied for each ICT-integrated tool in Remedial Reading?

4. What is the rating of adaptability according to teachers on the selection of the following

tools:

4.1. Software

4.1.1. Online website application (Kahoot.com);

ICT-INTEGRATED TOOLS AND STRATEGIES FOR STRUGGLING READERS 6

4.1.2. Teacher-made flipbooks;

4.1.3. Mobile applications (Basic English for Beginners; Listen Audiobooks;

English Reading Comprehension; Rivet: Better Reading Practice for kids;

English Listening, Speaking, Reading and Vocabulary.)

4.1.4. Use of Ebooks in reading texts.

4.2. Hardware (Projector, Speakers, etc.)

5. After specific duration of time in implementing the ICT-integrated tools, what is the level of

reading comprehension of the recipients based on pretest and posttests?

5.1.PROJECT READER

5.1.1. 15 sessions;

5.1.2. 30 sessions.

6. What is the review and rating on the ICT-integrated tools and strategies in learning and

teaching reading?

6.1.Teachers;

6.2.Students.

Hypothesis

The teachers have fully adapted to the usage of ICT-integrated tools in the teaching-

learning process during its implementation in the Remedial Reading Sessions.

There is a significant development in the teaching-and-learning process of Reading in the

English language with the use of ICT-integrated tools and strategies among the students and

teachers in Barretto National High School.

ICT-INTEGRATED TOOLS AND STRATEGIES FOR STRUGGLING READERS 7

There is a considerable fast development in the teacher-and-learning process of Reading in

the English language with the use of ICT-integrated tools and strategies among the students and

teachers in BNHS.

Significance of the Study

This study hopes to establish an understanding on the effectivity of using ICT-integrated

tools and strategies in Remedial Reading classes in Barretto National High School School Year

2018-2019. Furthermore, the study could be of importance to the following:

Future researchers. The data and ideas presented may be used as reference in conducting

new researches or in testing the validity of other related findings. This study will also serve as their

cross-reference that will give them a background or an overview of the effectiveness of certain

ICT-integrated tools and strategies in teaching and learning reading and other foundational skills.

Parents. There are a lot of factors that contribute to learning and with the help of this study,

motivation from parents being one of these. Parents can be motivated in turn from this study by

suggesting the provision of learning for their children that are easy and close at hand.

Students. This study can help influence the students in monitoring their own learning,

making it fun for themselves and improving their performance in school.

Teachers and Administrative staff. This study will track the records and reading profile

of their learners in order to improve and allocate resources into supporting the reading and other

foundational literacies of students. Also, this will further increase the motivation to start from the

foundational skills rather than simply teaching along the course outline of each subject areas.
ICT-INTEGRATED TOOLS AND STRATEGIES FOR STRUGGLING READERS 8

Scope and Limitations

This study is conducted at Barretto National High School (BNHS) at Olongapo City,

Zambales. This study limits its coverage on the participants of the Remedial Reading class—

PROJECT READER from Grade 7 to Grade 10 this school year 2019-2020. The researcher will

make use of letters of consent in order to obtain the permission of the respondents, coordinators,

teachers and the Principal for the attainment of information that will be viable for this study such

as test results of diagnostic and post-test, interviews, status report and etc.

METHOD

Type of Research

The researcher will apply a Quasi-Experimental research design wherein the researcher

will explore the effectivity of the types of ICT-integrated tools and strategies along the span of

time or duration. This will be the first implementation of this study in the said school, Barretto

National High School (BNHS) regarding the use of innovation in Remedial Reading and helping

non-readers to read the English language and promoting literacy among students.

Respondents

The respondents of this study will be the students of Barretto National High School who

are subjected under the PROJECT READER Remedial Reading Program, Grades 7 to 10 with the

reading level of Non-reader and Frustration. Teachers who are also part of the activity will be the

respondents of the study in reviewing the ICT-integrated tools in this research.

ICT-INTEGRATED TOOLS AND STRATEGIES FOR STRUGGLING READERS 9

Sampling

The sampling technique that will be applied in this study is Cluster sampling since this

research focuses on the recipients and participants of the remedial reading classes under the

classification of their reading levels, and will employ random sampling from those groups.

From cluster sampling, the researcher has picked the group of Non-readers with the overall

population of 30 students and Frustrated readers with a total of 480. Out of these clusters, random

sampling is employed using Slovin’s Formula.

1. Cluster sample: Group 1 (Non-readers), total population 30. The result of this

random sampling is 7.89 or a total of 8 respondents.

Slovin’s Formula - n = N / (1+Ne2).

whereas:

n=no. of samples (30)

N= total population (1,120 students in BNHS)

e = error margin / margin of error (0.05)

2. Cluster sample: Group 2 (Frustration-level readers), total population 480. The result

of this random sampling is 126.315 or a total of 126 respondents.

Out of the sample population size of 510 student respondents (30 Non-readers and 480

Frustration readers), there will be 134 student respondents for this study.
ICT-INTEGRATED TOOLS AND STRATEGIES FOR STRUGGLING READERS 10

Proposed Innovation/Intervention/Strategy

The ICT-integrated tools indicated in this research will be used as the proposed intervention

and tools for performing and blending with the teaching strategies of the teachers in their

instruction of the Remedial Reading classes.

Since, the Remedial Reading sessions have already made use of Traditional methods in

reading, this research will promote technology in providing ease and effectivity in learning.

A briefing or meeting will first inform the teachers, as well as, students in the

implementation of this study. A seminar will also be conducted in order for the teachers to fully

understand the usage of each application and tool in the teaching of reading. This will serve as the

start of its implementation with the teachers’ awareness of the following tools and applications.

Instruments

The researcher will make use of survey questionnaires in order for the students and teachers

to review the ICT-integrated tools. In addition to the evaluation/survey questionnaire, the

researcher will employ a pre-test, posttest after 15 sessions and another posttest after 30 sessions.

The researcher will also make use of the students’ reading profile and progress report with

formative reading comprehension tests as basis for the effectivity and speed of development. The

reading selection will serve as the minimum requirement for assessing the progress of the students

in achieving Reading comprehension skill.

1. Reading selection booklet for pretest, posttest 1 and posttest 2—SRA Reading Laboratory

1a by Don H. Parker Starter Booklet.

ICT-INTEGRATED TOOLS AND STRATEGIES FOR STRUGGLING READERS 11

2. Teachers’ survey questionnaire on the adaptability of ICT-integrated tools

3. Review and rating of effectivity of ICT-integrated tools

Data collection Procedure

There will be an evaluation from the teachers and students of the ICT-integrated tools in

teaching-and-learning reading after fifteen (15) sessions of Remedial reading. The researcher will

tally and compute the results of this evaluation using statistical analysis. The researcher will also

get the progress reports and Reading profiles of students from the teachers and Reading

Coordinator to assess data for the completion of this study.

Ethical Considerations

The researcher will consult the Principal and the teachers involved in Remedial Reading in

order to obtain their consent in the implementation of this research. The researcher will obtain the

consent of both the students, and their parents for them to be participate willingly for this research.

Only the tools and their implementation will be the independent variable of this study, by which

the researcher is able to fully manipulate its usage throughout the process of this study such as the

ICT-integrated tools’ replacement and level of integration.

Data Analysis

This study employs the Quasi-experimental design which involves “Pooled Data” for the

analysis of the students’ progress in reading and the effectivity of the ICT-integrated tools in the
ICT-INTEGRATED TOOLS AND STRATEGIES FOR STRUGGLING READERS 12

teaching-learning process. Pooled data refers to the combination of time-series data and cross-

sectional data, but comparing the results with two groups of subject—different in their Reading

level but applying the same treatment which is a pretest/posttest

Work Plan

The process and work schedule/plan for the whole duration of this research is indicated in

this table:

Date Activity

September 18-20, 2019 Submission of Action Research Proposal

September 2019 Conduct Briefing/meeting teachers

Consultation with Principal

September 2019 Respondents’ consent

September 2019 Distribution of questionnaires for evaluation

of ICT tools and Pretest

October 2019 Reading comprehension Posttest 1 (15

sessions)

October 2019 Reading Comprehension posttest II (30

sessions)

November 2019 Tallying, Collection and Analyzing of Data

November 2019 Finalization of Action research

December 2019 Submission of Action research

ICT-INTEGRATED TOOLS AND STRATEGIES FOR STRUGGLING READERS 13

Cost Estimates

This research estimates the following materials with the cost reaching up to Php 732.00.

Item/ Materials Quantity Cost

Coupon bond (Long) 500 232.00

Printing 500 500.00

Total 732.00

Plan for Dissemination and Advocacy

The results of the study shall be disseminated to the school as basis for future study and

reference. There are three (3) instruments used in this study—Evaluation form for ICT-integrated

tools for teaching (Adaptability), Reading comprehension test, and lastly, survey questionnaire

review and rating on the effectivity of the ICT-integrated tools.

This study will be for the benefit of the teachers, students, future researchers and

administrators for the ease of instruction and promotion of literacy.

ICT-INTEGRATED TOOLS AND STRATEGIES FOR STRUGGLING READERS 14

REFERENCES

Brand, J., Brooker, J., & Versik, M. (2013, September). Kahoot! Retrieved from kahoot.com:

https://create.kahoot.it/discover

Dube, B. A., Nhamo, E., & Magonde, S. (2018). International Journal of Sport, Exercise, and

Health Research. Retrieved from sportscienceresearch.com:

http://www.sportscienceresearch.com/IJSEHR_201821_03.pdf

Gelb, E. (2009). ICTs transforming agricultural science, research and technology generation.

Retrieved from fao.org:

http://www.fao.org/docs/eims/upload/295353/Gelb%20Think%20piece%205%20EFITA

%20QUESTIONNAIRE%20ICT%20Adoption%20Constraints.pdf

Google Playstore. (2019). Retrieved from Playstore:

https://play.google.com/store?utm_source=apac_med&utm_medium=hasem&utm_conte

nt=Aug0919&utm_campaign=Evergreen&pcampaignid=MKT-DR-apac-ph-1003227-

med-hasem-py-Evergreen-Aug0919-Text_Search_BKWS-

BKWS%7cONSEM_kwid_43700035189602388_creativeid_284321832633_de

index mundi. (2018, December 12). Philippines Literacy. Retrieved from www.indexmundi.com:

https://www.indexmundi.com/philippines/literacy.html

OECD. (2015). The OECD Model Survey on ICT. Retrieved from OECD.org:

https://www.oecd.org/sti/ieconomy/ICT-Model-Survey-Access-Usage-Households-

Individuals.pdf
ICT-INTEGRATED TOOLS AND STRATEGIES FOR STRUGGLING READERS 15

Otieno, A. P. (2015). FACTORS INFLUENCING ICT ADOPTION AND USAGE BY SMALL.

Retrieved from semanticscholar.org:

https://pdfs.semanticscholar.org/a0db/8019ed14fea5e523f702ddf24088837065b9.pdf

Teaching and Learning a Second Language in the Philippines. (2018, December 12). Retrieved

from bartleby: https://www.bartleby.com/essay/Teaching-and-Learning-a-Second-

Language-in-F3YSZ32CDBRS

USUN, S. (2004, January). FACTORS AFFECTING the APPLICATION of INFORMATION.

Retrieved from ERIC Institute of Education Sciences:

https://files.eric.ed.gov/fulltext/ED494441.pdf

Wikipedia. (2018, December 12). Barretto National High School. Retrieved from Wikipedia.org:

https://en.wikipedia.org/wiki/Barretto_National_High_School

World Vision. (2018, December 12). Improving functional literacy in the Philippines. Retrieved

from World Vision: https://www.worldvision.org.ph/improving-functional-literacy-in-

the-philippines/
ICT-INTEGRATED TOOLS AND STRATEGIES FOR STRUGGLING READERS 16

APPENDICES

Instruments

SRA Reading Laboratory 1a by Don H. Parker Starter Booklet

ICT-INTEGRATED TOOLS AND STRATEGIES FOR STRUGGLING READERS 17
ICT-INTEGRATED TOOLS AND STRATEGIES FOR STRUGGLING READERS 18
ICT-INTEGRATED TOOLS AND STRATEGIES FOR STRUGGLING READERS 19
ICT-INTEGRATED TOOLS AND STRATEGIES FOR STRUGGLING READERS 20

Survey Questionnaire on the Effectiveness of ICT-Integrated instruction

in Remedial Reading (Students and Teachers)
Name (optional): Grade level:
Age: Reading Level:
Sex: M / F

I. Rate each external attributes/characteristics of ICT tools used in the Teaching-

Learning process of Remedial Reading: 5- Very Effective, 4-Slightly effective, 3-
Fairly Effective, 2-Less effective and 1-Not effective.
ICT TOOLS 5-Very 4-slightly 3-fairly 2-less 1-Not
EXTERNAL effective effective effective effective effective
ATTRIBUTES
Availability of
the application
and its resources
Interactive
Newness/Novelty
More/Unlimited
sources online
Less Storage
use/Physical
Weight
Almost no/
Paperless
Environment-
Friendly
Low cost

II. Rate each internal feature on the usage of ICT tools in its integration on the Teaching-
learning Process of Remedial Reading: 5-Very Satisfactory, 4-Slightly Satisfactory,
3-Fairly Satisfactory, 2-Less satisfactory and 1-Not satisfactory.
ICT TOOLS 5-Very 4-Slightly 3-Fairly 2-Less 1-Not
INTERNAL Satisfactory Satisfactory Satisfactory Satisfactory satisfactory
ATTRIBUTES
It has enhanced my
English
Vocabulary.
It is user-friendly/ It
is easy to use in
class.
ICT-INTEGRATED TOOLS AND STRATEGIES FOR STRUGGLING READERS 21

It is suited
according to the
level of difficulty
(of learners—
beginner readers
and struggling
readers)
The designs are
attractive and
appeals to learning.
The instructions
and videos are
understandable and
easy to follow.
It allowed me to
track my progress
and scores easily.
It made learning
and reading more
fun.

Remark/Comments: What else (negative and/or positive) can you say or suggest for this research
about the ICT tools integrated in the Teaching-Learning process of Remedial Reading?
ICT-INTEGRATED TOOLS AND STRATEGIES FOR STRUGGLING READERS 22

REVIEW AND RATING OF ADAPTABILITY ON THE SELECTION OF ICT TOOLS

FOR TEACHING-LEARNING READING (Teachers)
(Adopted from Dube, Nhamo& Magonde 2018 Study)
I. Directions: This questionnaire involves the review and rating from teacher-respondents
on the integration of ICT tools in the Teaching-Learning process of Remedial Reading
sessions. Check (/) the box that corresponds to your answer to each question.
ITEM POSITIVE INDIFFERENT NEGATIVE
1. Rate your personal feelings towards the
integration of ICT in the teaching of
English Reading in Remedial lessons.
2. Did you receive any training in the use of
ICT for the teaching of English and
Reading skills in university or college?
3. Rate the quality of ICT training that you
received at college of university?
4. Have your ever received any in-service
training on the use of ICT in the teaching
of English?
5. Do you have any access to ICT software
and hardware for the teaching of
Reading?
6. Rate your ability to apply your skills
when using technology for broader tasks.
7. Rate your adaptation of ICT tools in the
teaching of Reading.
8. Are you comfortable with the use of the
new suggested software and hardware
for Remedial Reading?
9. Rate the effectivity of the use of Online
websites in Remedial Reading for
struggling and non-readers.
10. Rate the effectivity of the use of
flipbooks in Remedial Reading for
struggling and non-readers.
11. Rate the effectivity of the use of Mobile
apps such as Audiobooks, Rivet, etc., in
Remedial Reading.
12. Rate the effectivity of the use of Ebooks
in Remedial reading.
13. Rate the “ease of use” of ICT tools in the
teaching-learning process of Reading.
14. Rate your willingness to adopt the use of
ICT in Remedial Reading in all
following sessions after this study.
ICT-INTEGRATED TOOLS AND STRATEGIES FOR STRUGGLING READERS 23

Consent and Assent Letters

Dear Respondents,

Warm greetings!
I, Evangeline B. Imingan, an English Teacher of Barretto National High School, would
like to invite you as the participants for my undergoing research on, “Effectivity of ICT-
Integrated Remedial Reading strategies on Non-Readers and Frustration-Level Readers of
Barretto National High School S.Y. 2019-2020.
I assure you that all the information you will provide will be taken the utmost
confidentiality and will be used for research purposes only.
Thank you.

Respectfully yours,

Evangeline B. Imingan
Teacher I
Barretto National High School

Noted by:

SOLEDAD E. POZON, ED.D.

Principal IV
Barretto National High School
ICT-INTEGRATED TOOLS AND STRATEGIES FOR STRUGGLING READERS 24

Declaration of Anti-Plagiarism and Absence of Conflict of Interest

DECLARATION OF ANTI-PLAGIARISM

1. I, EVANGELINE B. IMINGAN, 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 whol e
work of another person and/or using some parts of their work without proper acknowledgement
and referencing.

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 original content. I shall use appropriate citations in referencing others works
from various sources.

3. I understand that validation from this declaration and commitment shall be subject to
consequences and shall be dealt with accordingly by the Department of Education and anyone
found to have committed plagiarism will be blacklisted from availing of any other research grant
mechanism in the Department.

PROPONENT : EVANGELINE B. IMINGAN

SIGNATURE :___ _ __________

DATE :_______September 19, 2019