Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.

7133934, ISSN 2822-4353

Research Article

Enhancing Reading Comprehension of Grade Three Pupils of Quinlogan Elementary

School Through Multimedia and Scheme-Based Reading Strategy
Annielia G. Pader*, Jovelyn J. Paredes, Sylveth C. Acosta
For affiliations and correspondence, see the last page.

Abstract

The development of technology like multimedia in education plays an essential role in implementing
education to develop the pupil’s learning like reading comprehension. Thus, this study aims to
enhance the reading comprehension level of non-reader pupils of grade three in Quinlogan
Elementary School using the multimedia and scheme-based reading strategy. Study revealed that this
strategy was effective and majority of the respondents were significantly improved their reading
comprehension level. Through the learning with integration of multimedia scheme-based reading
strategy, students' comprehension level was improved, and it had helped students to develop a better
understanding and ideas. Based on the finding of the study, the researcher would recommend teachers
should implement multimedia scheme-based reading strategy in enhancing the reading
comprehension level.

Keywords: Scheme-based Strategy, Phil-IRI, Pre And Post-Test

Introduction comprehension affects by many factors. Researchers

claim that efficient word recognition plays the
Teachers always think of learner’s welfare despite of foundational role in reading comprehension (Perfetti &
many challenges they are facing in the academe Stafura, 2014). As children get older, teachers assume
specially in this so called New Normal System of that they can read and decode well. In contrast, Parrish
Education. One of their focus is to enhance the reading (2020) concluded that started around third grade
comprehension level of each pupil amidst pandemic. teachers begin to notice some pupils who decode texts
Less contact to learners implies less learning they may fluently but are not understanding. Struggling readers’
acquire. Without the guidance of teachers in dealing comprehension is often impaired by limited reading
with the self-learning modules, reading comprehension vocabulary according to Brann, et al., (2009).
is a must for them to understand the lessons and do the
given activities correctly. The researchers are eager to As learners advance through grades and encounter
make some innovations to lessen the problem more complex texts, they need additional support
regarding poor reading comprehension of learners according to Therrien et al., (2006). Multimedia
specifically the third graders who are consider are in reading materials and environments offer a variety and
the crucial stage when the students make the leap from flexible support for learners (Hall and Barnes, 2017).
learning to read and reading to learn (Gajria et al., To help them become comfortable with multimedia, it
2000). is useful to incorporate it in learning instructions
whenever possible (Mansett-Williamson et al., 2008).
As part of School Reading Program, the Quinlogan These citations trigger the researchers to get away
Elementary School teachers conducted Phil-IRI to from traditional way of teaching reading among
assess the reading ability of learners and it was found learners and make use of new technology which is
out that Grade Three got 83% frustration level more engaging and motivating nowadays. The purpose
showing poor reading comprehension. This result is of this study is to address the poor reading
alarming, the reason why researchers want to pursue comprehension of learners specifically the third
this action research. A study claims that reading graders.
comprehension is one of the most difficult cognitive
tasks that people undertake, making it challenging to There were many researches and studies conducted
teach, assess, and conduct research on (Elleman & regarding issues about reading comprehension but still
Oslund,2019). Thus, reading comprehension needs it is leading in the list of problems arised in school.
ample time, effort and concentration. It is not a one- Knowing the importance of reading comprehension in
day process rather requires a lot of patience just to honing the learners’ intellects, Quinlogan Elementary
make it richer in the minds of school graders. Reading School researchers are determined to try this
innovation, the Multimedia Sceme-Based Reading

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Research Article

Strategy. A study of Channa et al., (2015) revealed that teachers

scaffold develops reading and comprehending abilities
Research Questions of students. It is evident that strategies used in reading
comprehension is significant. A clear reading
This study aims to enhance the reading comprehension technique and procedure will serve as an avenue for
of Grade Three pupils. Specifically, it seeks to answer avenue for learners to cope and understand the texts
the following questions: they are reading. The processes use by the teacher
must be precise to positively affect reading ability.
1. What is the reading comprehension level of Grade
Three pupils in English? Fuchs et al. (2018), reported by Elleman & Osland
2. Is there a significant difference before and after (2019), the majority of scholars and professionals
conducting Multimedia Scheme- Based Strategy? concur that typical reading comprehension tests don't
3. What are the barriers encountered during the adequately capture the understanding process. It is
implementation of the intervention? expected that educators should spend extra efforts to
find some ways on how to develop love of reading
among learners.
Literature Review
The study of Muijselaar et al., (2017) showed that
Why reading comprehension significant? there was a unique effect of reading strategies on
reading comprehension. Using the simple to complex
Reading comprehension is one of the most scheme in teaching reading resulted to positive effect
complicated cognitive tasks in which people in learners reading comprehension level. A span of
participate, according to Elleman & Oslund (2019), time is another thing to be considered in scheme based
making it challenging to teach, assess, and research. strategy. Elleman & Willingham (2017) as cited by
Students in the United States struggle with relatively Mujiselaar et al., (2017) a few hours of inference
simple literacy tasks like finding pertinent information instruction can be effective and being suggested that
to ascertain a text's primary concept or drawing simple extended practice may be necessary. Thus, strategy
inferences, demonstrating their inability to understand must be clear to both teacher and learner for
the context of such reading materials. How much more adjustments purposes.
in Philippines scenario whereas English is just our
secondary language? The fact that Filipino learners Multimedia in Reading Instruction
mostly use their native language in communication,
reading and understanding English text seems One of technology's most crucial applications,
unsound. The aforementioned researchers also cited according to Gilakjani (2012), is that it makes it simple
Perfetti & Stafura (2014), who found that when for teachers to incorporate multimedia into their
compared to skilled comprehenders, poor lessons. Some learners are visual learners while others
comprehenders exhibit difficulties with generating are auditory learners. In this case, the use of
topic-related inferences, integrating words into multimedia in teaching reading may be useful enough.
context, resolving contextual references, and providing Multimedia in teaching reading may be useful enough.
logical answers to inference questions. Multimedia provides complex multisensory experience
as teachers give information through text, graphics,
According to Hulme & Snowling (2013) and Almutairi images audio and video. These help arouse learners’
(2018), reading comprehension abilities are crucial for interest specially in reading activity.
success in both academics and daily life. Reading
comprehension is the foundational skill for According to Brann et al. (2009), multimedia reading
understanding all academic material in students' environments and materials provide a variety of
academic life. By understanding the texts, learners customizable aids. While reading complex literature in
could easily grasp all the information and will be able their subject areas, students may find these assistance
to answer questions related to. Furthermore, they to be extremely helpful. Gaining students' interest is
quoted from Hoeh (2015) the importance of reading crucial for improving their reading skills, and
comprehension in everyone’s future, like job seeking, multimedia features should be used to their full
understanding housing contracts, newsletters reading potential. The ultimate goal of reading is
and the like. understanding, but teaching comprehension is
notoriously challenging. Through the use of online
Reading Strategies Aid Comprehension resources, animated reading coaches, and e-tutors who

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engage in questions, prompting, and think-alouds, questions based from the stories on the eighth and
multimedia settings can mimic and reinforce tested ninth week respectively. On the tenth to twelfth week,
teacher-led strategy instruction. the respondents answered HOTS questions based from
story read. Phil-IRI Post Test was administered on the
Garcia et al. (2017) came to the conclusion that using thirteenth week. Lastly, data analysis was done.
multimedia effectively increases the effectiveness of
the educational process since students are less likely to The activity was conducted every Tuesday and
make mistakes when responding to questions. This Thursday of the week for two hours in each session
supports the claims made by other researchers that within three months period. The safety of the
using multimedia to supplement reading instructions respondents and the researchers were assured by
can be very helpful. following health protocols imposed by the Inter
Agency Task Force (IATF).

Methodology The result of Phil-IRI Post Test was revealed the

reading comprehension level of the respondents while
T-test was used to know the significant difference
Participants
before and after conducting the Multimedia Scheme-
Based Reading Strategy. Descriptive statistics such as;
The Grade Three pupils of Quinlogan Elementary
mean, total percentage and Paired T-Test were
School were the respondents of the action research. An
computed using Statistical software. Barriers
initial assessment done and became the baseline of this
encountered during the implementation of the program
study.
were identified through observation and data
recording.
Instruments of the Study

Grade Three pupils undergone Phil-IRI Pre Test. All Results

pupils fell on frustration level were the respondents.
Phil-IRI Template served as a tool in measuring the
level of comprehension of the respondents in Pre-Test Twenty five non-readers of grade three pupils were
and Post Test. selected as respondents of this study. During week 1,
all respondents were assessed for their reading
Procedures comprehension level using Phil-IRI Pre-Test. The
assessment revealed that all 25 respondent pupils fall
The respondents grouped into three in the designated in the Frustration level both in word recognition and
purok centers within the community. Each group reading comprehension.
subdivided into three under the supervision of three
facilitators. The researchers prepared downloaded The pupils were then subjected to series of multimedia
reading activities from DepEd Commons and other and scheme-based reading strategies to improve their
DepEd recognized websites. Every group used laptop reading comprehension. The pupils were assessed after
and speaker wherein the researchers served as each strategies were employed. On week 2, letter
facilitator in the activity. sounds were first introduced to the pupils. The
assessment on week 1 revealed that 6 pupils improved
On then the first session, the respondents were given their reading comprehension to Instructional level,
Phil-IRI Pre-Test. Introduction of Letter Sounds was while 19 pupils were still in Frustration level. On week
done on the second week, wherein, the pupils watched 3, the pupils undergone reading of basic sight words.
the downloaded reading lessons that were played
through laptop. On the third week, reading of Basic The assessment on week 2 revealed an increased
Sight Words was facilitated. In this approach, the E- number of pupils in the Instructional level with 8
Tutor modelled the correct pronunciation of words. pupils, while 17 pupils were still in Frustration level.
Next, the learners did the activity together with the E- On week 4 and 5, the pupils were allowed to read
Tutor. Lastly, the learners performed the task phrases and sentences using a laptop. Three pupils
individually. improved to Independent level, while 10 pupils fall in
the Instructional level and 12 pupils were still in
Reading phrases and sentences was conducted on the Frustration level. On week 6 and 7, the pupils were
fourth and fifth week. On the sixth and seventh week, allowed to read short stories using a laptop. The
respondents read short stories and answered WH- assessment revealed an increased number pupils in the

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Independent level with 5 pupils, while 9 pupils were in

Instructional level and, 11 pupils were still in
Frustration level. On week 8 and 9, pupils started Results of the statistical analysis showed that post-test
answering WH-questions based from the stories they scores of pupils, both in word recognition and reading
read. comprehension, were significantly higher than their
pre-test scores (P<0.01) (Table 1). Hence, this result
The assessment revealed a continuous increase in the indicated that the use of multimedia and scheme-based
number of pupils in the Independent level with 8 reading strategies can help improve the reading
pupils, while 8 pupils were in Instructional level, and 9 comprehension of pupils.
pupils in Frustration level. On week 10 and 11, the last
strategy was employed by letting the pupils answer Table 1. Paired T-Test of Pre and Post-test scores in
HOTS questions based from the stories they read. The word recognition and comprehension.
assessment revealed that 9 pupils were in Independent
level, 10 pupils were in Instructional level, and only 6
pupils were in Frustration level (Figure 1).

Few challenges were encountered during the

implementation of the intervention which were
uncontrolled by the respondents and the teachers.
These includes the lack of interest of some respondent
on the video lessons which challenges the teachers to
get their attention. Some respondents also failed to
attend the reading sessions regularly due to sickness
and tardiness. The overlapping of schedules of
Figure 1. Results of pre and post-test on reading teachers due to virtual meetings, webinars, urgent
comprehension level of grade three students on reports and emergency family problems also hindered
intervention activities. the regular conduct of the reading sessions. The
sessions were also delayed by natural events such as
On week 13, the reading comprehension of all bad weather.
respondents after subjecting to multimedia and
scheme-based reading strategies were assessed using
Phil-IRI Post Test. The post test revealed that in word
Discussion
recognition, 19 pupils were in instructional level and 6
pupils were in frustration level. Meanwhile, in reading Technology advancement in education is crucial to the
comprehension, 9 pupils were in independent level, 10 implementation of education (Chen and Huang, 2019).
pupils were in instructional, and 6 pupils were in Because students may access material whenever and
frustration level (Figure 2). wherever they are and participate actively in the
learning process, technology can support the teaching
and learning process (Sadiyoko, 2017). ICT growth
and initiatives can make revolutionary changes in
education and maintain the improvement of learning
quality (Shanmugam and Balakrishnan, 2017). One
key factor in ensuring graduates' acceptability in
educational institutions is the development of technical
communication (Alias et al., 2019). Due to the
blending of entertainment with education that creates
the new learning concept known as edutainment, the
Figure 2. Results of Post-test of grade three pupils usage of multimedia can enable students to participate
actively in the learning process (Harun and Tasir,

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2013). In e-learning, multimedia can encourage Quinlogan Elementary School students in grade three
students' critical thinking, foster an engaging learning benefited from using a student-centered learning
environment, and improve students' reading abilities strategy to improve their reading comprehension.
(Jamian et al., 2012). The usage of multimedia can Students were discovered to be more active in their
assist in changing pupils' attitudes (Hashim, and S. learning, which helped to increase the post-test score.
Othman, 2012; Huff 2015). Multimedia has the power This method has helped students study science courses
to not only change students' attitudes but also their in more relevant ways and can help kids develop into
academic performance and level of enthusiasm in proactive, self-directed learners.
studying (Thomas, 2014)

The results of this study support (Ercan, 2014), which Conclusion

found that students who participate in multimedia
learning receive higher grades. According to earlier
The use of multimedia scheme-based reading strategy
studies, using multimedia can boost knowledge and had much-improved pupil’s' reading comprehension of
comprehension (Chu et al. 2019). Learning using the non-reader pupils of grade student of Quinlogan
multimedia is excellent at raising student achievement Elementary School. This strategy allow students to
(Thomas, 2014). Audio-visual instruction is more learn at their own pace and address their different
efficient at teaching students and can help with idea senses. Through the learning with integration of
and concept communication (Samaras et al, 2008). In multimedia scheme-based reading strategy, students'
addition to enhancing communication and learning comprehension level was improved, and it had helped
content retention, effective multimedia learning students to develop a better understanding and ideas.
materials can also boost student interest and curiosity Based on the finding of the study, the researcher would
(Syadri, 2015). recommend teachers should implement multimedia
scheme-based reading strategy in enhancing the
This study concurs with Leow and Neo (2014), who
reading comprehension level. The conventional
demonstrated that the inclusion of multimedia-
teaching approach should be substituted in order to
mediated live instruction could enhance students'
curb the downward trend of comprehension ability of
learning outcomes. Additionally, the same study's
our students in our country.
findings revealed that students were seen to be more
driven and actively involved in their own learning. The
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Affiliations and Corresponding Information

Annielia Pader
Quinlogan Elementary School
Department of Education
Palawan, Philippines
Jovelyn Paredes
Quinlogan Elementary School
Department of Education
Palawan, Philippines
Sylveth Acosta
Quinlogan Elementary School
Department of Education
Palawan, Philippines

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