EFFECTIVENESS OF INDIVIDUALIZED INSTRUCTION IN IMPROVING

THE READING SKILLS OF SELF-CONTAINED LEARNERS

SHARMAINE

Master in Education

April 2025

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EFFECTIVENESS OF INDIVIDUALIZED INSTRUCTION IN IMPROVING
THE READING SKILLS OF SELF-CONTAINED LEARNERS

School of Professional Studies

Universidad de Dagupan
Arellano Street, Dagupan City

Master in Education
Major in Educational Leadership

April 2025

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 Approval Form

In partial fulfillment of the requirements for the degree MASTER IN EDUCATION, the
completed practicum paper entitled “EFFECTIVENESS OF INDIVIDUALIZED
INSTRUCTION IN IMPROVING THE READING SKILLS OF SELF-
CONTAINED LEARNERS” ”, prepared and submitted by SHARMAINE and is hereby
endorsed for approval.

BARTOLOME A. CARRERA, Ed.D.

Adviser

This is to certify that the completed practicum paper mentioned above submitted
by SHARMAINE has been approved and accepted on June 2025 by the Oral
Examination Committee.

FELIZA ARZADON-SUA, Ed.D.

Chairman

JANN ALFRED A. QUINTO, MSIB FLORIBETH P. CUISON, DIT

Member Member

APPROVED and VERIFIED as partial fulfillment of the requirements for the degree
Master in Education on JUNE 2025 with a grade of _____________________.

CARIDAD OLI ABUAN, Ed.D.

Dean

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 ABSTRACT

_______name, “____________________”, Master of Education, Major in Educational

Leadership, School Of Professional Studies Studies, Universdad de Dagupan, Arellano
Street, Dagupan City, Pangasinan, Philippines.

Adviser: BARTOLOME A. CARRERA, EdD

This research entitled “________________________” which aimed to determine the

effectiveness of multimedia instructional devices in increasing the numeracy skills of
SPED learners in Quarter 2 of Bacnotan Central School in school year 2020-2021. The
researcher used the quasi-experimental research design and conducted it to 9 (9) SPED
learners. The result of the research revealed that using modular distance learning
modality were effective in improving the numeracy skills of the learners in Quarter 2.
Also, it showed that the teachers can use this teaching strategy as an alternative in
improving the numeracy skills of the learners in the Science subjects and also their
numeracy skills in other subjects. Hence, the proposed intervention was proven effective.

Keywords: Numeracy Skills, Science, Modular Learning Modality,

SPED learners

Sample only

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 Acknowledgment

This action research project would not have been possible without the guidance
and help of several individuals who, in one way or another, contributed and extended
their valuable assistance in the preparation and completion of this project.

The Panel of Evaluators, for providing me the foundational knowledge in action

research and for their special concerned, insightful comments, valuable and constructive
suggestions;

Dr. Bartolome A Carrera, my research adviser, for his unselfish support, patience,
approachableness, guidance and most of all his encouragement for without him this
action research project would not have been finished;

My beloved Principal of Anabu II Elementary School, for allowing me to conduct

my investigation and for providing logistical and moral support throughout the duration
of my project;

My fellow teachers of Anabu II Elementay School for their support and cheers in
the accomplishment of this study;

My dearest and loving family who gave me all I need for the completion of this
project, and kept in pushing me to finish the course;

To all my relatives and friends who are always there to lend a helping hand, my
warm gratitude and thanks to all of you;

Last but not the least, the Almighty God for answering my prayers, for giving me
the strength and courage. Thank you so much dear Lord.

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 Dedication

I dedicate my research work to my family and many friends

A special feeling of gratitude to my wonderful daughter Ma. Catherine Nicole B. Tismo

and to my loving son Joshua Emmanuel B. Tismo

My supportive partner and my dearest mother, Belen B. Berador and father, Juanito L.

Berador who have never left my side throughout my masteral studies.

My siblings.Jonjon B. Berador and Joey B. Berador

Nephews,

Nieces,

Friends,

My School head,

My Learners,

Above all, to Almighty GOD,

The source of LIFE and BLESSINGS!

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 Table of Contents

Page
Title Page ……………………………………………………………………….. i
Approval Form …………………………………………………………………. iii
Abstract ………………………………………………………………………… iv
Acknowledgement …………………………………………………………….. v
Dedication ……………………………………………………………………… vi
Table of Contents ………………………………………………………………. vii
List of Tables …………………………………………………………………… viii
List of Figure ………………………………………………………………….. ix

Chapter

1 INTRODUCTION
Background of the Study ……………………………………….
Conceptual Framework …………………………………………
Statement of the Problem ……………………………………….
Hypothesis ………………………………………………………
Significance of the Study ……………………………………….

2 METHODOLOGY
Research Design …………………………………………………
Sources of Data …………………………………………….........
Instrumentation and Data Collection ……………………………
Tools for Data Analysis …………………………………………

3 RESULTS AND DISCUSSION …………………………………

4 SUMMARY , CONCLUSIONS AND RECOMMENDATIONS

Summary …………………………………………..
Conclusions ……………………………………………………..
Recommendations ………………………………………………

BIBLIOGRAPHY ……………………………………………………………………..
Appendices ……………………………………………………………………..

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 LIST OF TABLES

Table Title Page

1 Analyzing Norms

2 Academic Performance of Grade 4 Learners before the

Implementation of INDIVIDUALIZED INSTRUCTION
3 Academic Performance of Grade 4 Learners before the
Implementation of INDIVIDUALIZED INSTRUCTION
4 Significant Difference in The Learners’ Academic Performance in
ENGLISH

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 LIST OF FIGURES

Figure Title Page

1 Paradigm of the Study

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 Chapter I

INTRODUCTION

Background of the Study

in education, "self-contained learners" or "self-contained classrooms" refer to a

specialized learning environment where students with similar educational or

developmental needs, often with disabilities, are taught by one teacher in the same

classroom for most or all of the school day. Thus, these learner's reading problems

encompass decoding difficulties, poor skills, lack of fluency, limited vocabulary, and low

motivation, which can stem from various factors and impact overall academic

performance (Evans, 2024).

Likewise, the Department of Education (DepEd) said that the Philippines’ poor

showing in the 2022 Program for International Student Assessment (PISA) indicates a

five- to six-year lag in learning competencies in the country.

“If we follow the computation (of PISA) with caveats, based on the OECD

(Organization for Economic Cooperation and Development) with socioeconomically

advantaged students, we can see that [we] are around five to six years behind,” Alexander

Sucalit, officer-in-charge of the DepEd’s Bureau of Education Assessment-Education

Research Division, told the media in a press conference.

The Philippines ranked 77th out of 81 countries globally in the student assessment

conducted by the OECD for 15-year-old learners. In the 2022 student assessment, the

country scored approximately 120 points lower than the average scores, with scores of

355 in math, 347 in reading, and 373 in science.

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 Likewise, the Philippines scored 297 in Reading Skills and 249 in Science in the

2019 Trends in International Reading Skills and Science Study (TIMSS), the lowest

among 58 participating countries.

These results are alarming, that alerts DepEd to encourage educators to implement

programs and interventions that could improve the performances of learners and

reenacted D.O. 035 series of 2016, encouraging teachers to utilize interventions could be

in the form of learning materials, instructional materials, equipment,

facilities, strategies in teaching, modality in teaching, or programs.

Conversely, Reading skills is important for students because it helps them develop

critical thinking, memory, and problem-solving skills. It also helps students understand

language and its nuances, which improves their communication abilities. These skills are

essential for success in school and the workplace, and can help students in many other

areas of life. Thus, studies have shown that improvement in any learning competency in

any subject area must begin first with better skills among learners. Thus it is in this virtue

that the study embarked on the study “Improving the reading skills of self-contained

learners through individualized instruction”.

Individualized instruction focuses on the needs of the individual student.

Teaching is specific and targets one need at a time. This teaching method can be used on

its own, or it can be part of differentiated teaching. Some students who receive

individualized instruction need teachers to help them understand and learn. Other

students using the same teaching method can skip topics they already know and go on to

advanced information (Osewalt, 2025).

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 Thus, Individualized instruction, when tailored to a student's specific needs,

is highly effective in improving reading skills, leading to enhanced fluency, skills, overall

literacy outcomes, and in bridging literacy gaps.

Conversely, the literacy gap refers to the disparity in reading and writing skills

between different student populations, often influenced by socioeconomic status, access

to resources, and other demographic factors. This gap has a profound impact on students'

academic performance, as reading proficiency is a foundational skill necessary for

success across all subjects (Olibayi, 2025) .

Studies have shown that students who struggle with reading in early education are

more likely to fall behind in other areas of learning, leading to a long-term achievement

gap. According to the National Assessment of Educational Progress (NAEP This

disparity underscores the urgency of addressing the literacy gap through targeted

interventions such as individualized instruction.

The study of Olabiyi et. al. (2025) entitled “Bridging the Literacy Gap: The

Effectiveness of Individualized Reading Programs in Promoting Reading Fluency and

Skills”, explored the effectiveness of individualized reading programs in promoting

reading fluency and skills, with a focus on bridging the literacy gap among diverse

student populations. As literacy disparities persist across socioeconomic, cultural, and

educational backgrounds, the need for personalized learning strategies has become

increasingly evident. The study reviews existing literature on various individualized

reading interventions, such as one-on-one tutoring, differentiated instruction, and

adaptive learning technologies. Key findings suggest that tailored reading programs,

PAGE \* MERGEFORMAT 41
when aligned with students' specific needs, significantly enhance both reading fluency

and skills skills. These programs allow for targeted skill development, accelerated

learning, and increased engagement, ultimately leading to improved literacy outcomes.

Furthermore, the paper examines the role of teacher-student interactions, assessment

tools, and the integration of technology in optimizing program effectiveness. The results

highlight the potential of individualized reading programs as a vital tool for narrowing

the literacy achievement gap and fostering long-term academic success.

Likewise, the study “Individualizing Student Instruction in Reading: Implications

for Policy and Practice”, by Connor and Morrison (2018), argued that one major reason is

failure to take into account the mosaic of strengths and weaknesses individual children

bring to school. With this comes the failure to develop personalized instruction for each

child. We briefly review the research available, and then describe how research, ours and

others, supports the efficacy of individualizing or personalizing student instructional (ISI)

and illustrate how society might close achievement gaps. ISI, and other regimes, offer a

systematic instructional program, incorporate child assessment, and personalized small-

group instruction. In ISI, this is aided by computer-generated recommendations and

planning tools, coupled with extensive, ongoing professional development. ISI has been

shown to be highly effective from preschool through third grade in improving children’s

literacy skills. The practical and policy implications of implementing effective instruction

are discussed.

PAGE \* MERGEFORMAT 41
 Furthermore, the study “Effectiveness of Project Fil-Iri: Filipino Individualized

Reading Instruction in Enhancing the Reading Skills of Self-contained Learners of

Longos Integrated School” by Naungayan (2024), conducted a comprehensive

assessment of twenty-six (26) Self-contained learners for Longos Integrated School,

Cabangan, Zambales this school year 2022-2023.

This study explores the effectiveness of Project FIL-IRI (Filipino Individualized

Reading Instruction) in enhancing the reading skills of Self-containedlearners at Longos

Integrated School. With a focus on eradicating slow readers, non-readers, and those at a

frustration level, the research aligns with the DepEd Every Child A Reader Program and

DepEd 3Bs Initiative. The COVID-19 pandemic has exacerbated reading proficiency

decline globally, emphasizing the need for targeted interventions. Fil-IRI, a tailored

reading program, employs a systematic and individualized approach to improve reading

skills. In Grade 2, the pre-test identified 18 proficient readers and 8 non-readers, offering

insights into initial reading abilities.

Following the intervention program, all learners exhibited significant

improvement, with 100% achieving reader status, showcasing the program's effectiveness

in enhancing reading skills and achieving comprehensive success for the entire group, as

evidenced by a notable increase in the Mean Percentile Score. The study's success lies in

its comprehensive approach, incorporating diverse materials, parental involvement, and

innovative teaching techniques. Remedial reading sessions, facilitated through digital

platforms and at-home materials, contributed to the overall advancement of learners'

reading abilities. The findings highlight the program's impact.

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Conceptual Framework

Personalized learning is an educational approach that aims to customize learning

for each student's strengths, needs, skills, and interests. Each student gets a learning plan

that's based on what they know and how they learn best. Personalized learning doesn't

replace an IEP, a 504 plan, or intervention programs.

Thus, no child will be left behind if the individual learning needs of the child are

met. Each child is unique and individualized programs can increase student success.

Children have diverse learning styles, learn at different rates, have varying

socioeconomic backgrounds, and have diverse intellectual strengths.

Thus the use of Individualized instruction as an intervention is presented in Input-

Process-Output (IPO) Model on Figure 1 as follows.

The box on the left signifies the input of this action research which will be the test

scores before and after the implementation of Individualized instruction in Reading skills

of self-contained learners.

Meanwhile, the process will be the conduct of pre-test, use of Individualized

instruction as learning tool and the conduct of Post-Test.

Lastly, the box on the right will be the output which depicts on improving the

performance in reading skills of self-contained learners through Individualize instruction.

Paradigm of the Study

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 INPUT PROCESS OUTPUT

 Test Scores
before the use
of  Administer pre-
test examination  Difference
Individualized between the
Instruction Use of
Individualized scores of self-
 Test Scores contained
after the use of Instruction
 Administer earners in
Individualized Reading skills
Instruction post-test
examination before and after
 Test for the the use of
difference Individualized
between the Instruction
pretest and post-  Effectiveness
test scores of
Individualized
Instruction

Feedback

Figure 1. Paradigm of the Study

Statement of the Problem

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 This research study aimed to determine the reading skills of self-contained

learners with the use of Individualized instruction as a tool for learning at

_________________________School for School Year 2024-2025. Specifically, this

research study answered the following questions:

1. What is the level of reading skills of the Self-contained learners before using

Individualized instructionas a learning tool?

2. What is the level of reading skills of the Self-contained learners after using

Individualized instructionas a learning tool?

3. Is there a significant difference in the level of reading skills of the Self-

contained learners after using Peer Tutoring?

Hypothesis

In this study, the hypothesis below was tested in their null form at the 0.05 level

of significance:

The use of Individualized instruction in improving reading skills is not effective

for the self-contained learners of ________________________School for the school year

2024-2025.

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Significance of the Study
The researcher believes that the findings of the study will benefit the following:

Department of Education. This study will provide the needed information in

making some revisions in the curriculum and the implementation of the English

curriculum, so that there will be more effective strategies that will be used in the

teaching-learning process.

School Heads and Administrators. This study will act as a starting point for

developing better techniques to improve English education, providing more material

support to ensure that innovations and programs are successful in assisting learners to

improve their academic performance.

Teachers. This study will provide teachers more time to give each student

tailored instruction, develop, and use a variety of teaching strategies for English that may

be made available through instruction. They will also gain greater insights for improving

the teaching-learning process as a result of this.

Learners. This will provide them the chance to try out different learning

techniques and help them reach their maximum academic potential. Hopefully, learners

will be able to acquire the necessary English competences and skills.

Researchers. This study will add to the body of knowledge regarding the use of

Individualized instruction in education, specifically in the English context. Additionally,

the research methodology and findings can be beneficial to other academic researchers.

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 Chapter 2

METHODOLOGY

Research Design

This research used the quasi-experimental design primarily the non-equivalent

control group pretest-post test design to assess the results of Individualized instruction in

the level of pupil learning competencies against reading skills of the self-contained

learners due to the use of Individualized instruction as learning method.

The researcher used quasi-experimental research design specifically the two

groups’ pretest posttest design. In this research, a quasi-experimental design was used

because the researcher lacks control over the assignment to conditions and/or does not

manipulate the causal variable of interest. It was used to find the effectiveness of explicit-

timed drill on the speed and accuracy of learners.

According to Laerd (2025), quasi-experimental research is research that resembles

experimental research but is not true experimental research. Although the independent

variable is manipulated, participants are not randomly assigned to conditions or orders of

conditions. Because the independent variable is manipulated before the dependent

variable is measured, quasi-experimental research eliminates the directionality problem.

But because participants are not randomly assigned—making it likely that there are other

differences between conditions—quasi-experimental research does not eliminate the

problem of confounding variables. In terms of internal validity, therefore, quasi-

experiments are generally somewhere between correlational studies and true

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 In the case of this action research, quasi-experimental design was implemented to

test whether Individualized instruction as an effect to the reading skills of the Self-

contained learners.

Sources of Data

The sources of data were the ten (10) self-contained learners of

___________________________ Elementary School, who performed low in reading

skills during the school year 2024-2025. The learners were chosen as subjects for this

action research because it was proven that they have the least scores during the previous

summative test conducted for the subject English during the fourth quarter.

Purposive sampling technique was considered as the technique for this action

research since the respondents were taken from just one section.

Moreover, Canonizado (2024) conferred that Total population sampling is a type of

purposive sampling technique that involves examining the entire population that have a particular

set of characteristics. Most of the time, researchers consider this as their sampling method

because the entire population is so small and well-define, and a fraction of which may no measure

what is required. It can eliminate any potential bias occurring through sampling technique, but

other than that it is really not justified to consume more resources and time.

Instrumentation and Data Collection

The main data gathering instrument used in this research study was test questions.

The test question was developed by the research proponent. It is a 10 - item multiple

choice assessment taken from the 4th quarter lesson based from the MELCS. The

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researcher also prepared table of specification following the principle of Blooms Revised

Taxonomy such as remembering, understanding, applying, analyzing, evaluating and

creating to ensure that learning competencies as well distributed.

This was forwarded to the adviser for comments, suggestions and for possible

improvement of the research instrument. Afterward the instrument was forwarded to the

group of experts for content validity, correction and comment. The evaluators’ are (1)

school principal, (1) master teacher and (1) English Coordinator. The evaluators’

suggestions were considered to further improve the instrument. Moreover, the research

instrument was also administered to the Grade 6 learners of

________________________ Elementary School, who were not included as respondents

of the study to ensure that items included are within their abilities and developmentally

appropriate. The pre-testing results and adviser’s served as basis for revision and/or

improvement of the instrument, which was used for the final data collection.

Moreover, the researcher the computed the evaluators’ rating for content validity.

The criteria used in the content validity of the instrument were as follows; objectivity,

specificity and attainability. The computed average rating was 4.58 which is highly valid.

The approved instrument was administered to the identified self-contained learners

during the pretest and post test. The results were carefully gathered, computed and

analyzed using the appropriate statistical tools such as means index of mastery and t-test

for significant difference.

The test questions aimed to measure the proficiency level in English and the score

obtained by the respondents were interpreted using the Likert scale. The instrument was

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administered to ten (10) Self-containedlearners of ________________ Elementary

School.

The research study started implementing the Individualized instruction on the 1st

week of May and ended on last week of June S.Y.2024-2025. It is an 8 weeks

intervention of aiming to enhance the proficiency level of the respondents in English.

Tools for Data Analysis

To obtain valid and accurate results from the data that were gathered, appropriate

statistical tools were employed by the researcher.

For problems number 1 and 2, frequency, percentage, and mean were used as

tools for data analysis. Further, frequency means a representation, either in a graphical or

tabular format that displays the number of observations within a given interval (Young,

2020). Percentage means a relative value indicating hundredth parts of any quantity. One

percent (symbolized 1%) is a hundredth part; thus, 100 percent represents the entirety and

200 percent specifies twice the given quantity (Britannica, 2021). While Turner (2020)

mean of a set of data points is defined as their sum divided by the total number of data

points. The actual name for this parameter is the “arithmetic mean,” a term that

distinguishes it unambiguously from the

For mean computation mean: It is used to represent the level of performance of

the respondents in English before and after the learning investigation which was the

use of Cooperative Learning.

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 Formula:

X= ∑x

Whereas x= mean score

N= no of learners

∑x= sum of all scores

The following norms were used in analyzing the obtained data;

Table 1. Norms in Analyzing the Obtained Data

Descriptive Equivalent Score

High Level Academic
7-10
Performance
Average Level Academic 5-6
Performance
Low Level Academic 1-4
Performance

For problem number 3, T-test method was utilized to discover the improvement in

the Reading skills in English of the learners. The information assembled were arranged,

assessed and broken-down utilizing rates to distinguish the learning academic

performances of the understudies and decided the critical improvement between the pre-

test and the post-test results in English . Meanwhile, a t-test is a type of inferential

statistic used to determine if there is a significant difference between the means of two

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groups, which may be related in certain features. It is mostly used when the data sets, like

the data set recorded as the outcome from flipping a coin 100 times, would follow a

normal distribution and may have unknown variances. A t-test is used as a hypothesis

testing tool, which allows testing of an assumption applicable to a population (Hayes,

2020).

Hayes (2020) further divulged that a t-test looks at the t-statistic, the t-distribution

values, and the degrees of freedom to determine the statistical significance. To conduct a

test with three or more means, one must use an analysis of variance.

This was used to find if there is significant difference between the pretest and

posttest scores of the respondents.

T-TEST COMPUTATION

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 Chapter 3

RESULTS AND DISCUSSIONS

Level of Reading skills skills of Self-contained Learners before the Implementation

of Individualized instruction

Table 2 presents the level of reading skills of Self-contained learners before the

implementation of Individualized instruction for the school year 2024-2025.

Table 2. Level of Reading skills before the Implementation of Individualized

instruction

Reading skills Levels Frequency Percentage

High Level Academic 0 0.00
Performance
Average Level Academic 0 0.00
Performance
Low Level Academic 10 100.00
Performance
Total 10 100.00
MEAN 2.80

The table above indicates the level of Reading skills Self-contained learners

before the implementation of Individualized instruction in their lessons.

According to the table, 10 or 100.00% of the study's participants achieved low

level prior to the introduction of Peer Tutoring. On the 15-item test, these learners

received scores of 1–4. The average score on the pretest taken by Self-contained learners

to gauge their Reading skills was 2.80.

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 The table shows that the Self-contained learners have poor level of reading skills,

denoting that they do not completely comprehend the subject matter learning

competencies prior to the introduction of Individualized Instruction.

Thus the results conveyed the NAT results released by the National Education

Testing and Research Centre revealing that the result of the National Achievement Test

in English falls short of the DepEd's 50% requirement every region has issues with

English performance. The MPS (Mean Percentage Score) for the region is 48 that

demonstrated that Filipino learners couldn't go beyond rudimentary memorization.

Table 3 presents the level of reading skills of Self-contained learners after the

implementation of the Individualized instruction of ____________________.

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Table 3. Reading skills of Self-contained Learners after the Implementation of
Individualized instruction

Reading skills Levels Frequency Percentage

High Level Academic 6 60.00
Performance
Average Level Academic
4 40.00
Performance
Low Level Academic 0 0.00
Performance
Total 10 100.00
MEAN 7.20

The table above shows the level of reading skills of Self-contained learners after

the implementation of individualized instruction.

Based on the table, after the implementation of individualized instruction, most of

the participants 6 or 60.00% achieved high level reading skills, while 4 or 40.00%

achieved average level of reading skills.

The results are in parallel to the findings of Olabiyi et. al. (2025) entitled

“Bridging the Literacy Gap: The Effectiveness of Individualized Reading Programs in

Promoting Reading Fluency and Skills”, explored the effectiveness of individualized

reading programs in promoting reading fluency and skills, with a focus on bridging the

literacy gap among diverse student populations. As literacy disparities persist across

socioeconomic, cultural, and educational backgrounds, the need for personalized learning

strategies has become increasingly evident. The study reviews existing literature on

various individualized reading interventions, such as one-on-one tutoring, differentiated

instruction, and adaptive learning technologies. Key findings suggest that tailored reading

PAGE \* MERGEFORMAT 41
programs, when aligned with students' specific needs, significantly enhance both reading

fluency and skills. These programs allow for targeted skill development, accelerated

learning, and increased engagement, ultimately leading to improved literacy outcomes.

Furthermore, the paper examines the role of teacher-student interactions, assessment

tools, and the integration of technology in optimizing program effectiveness. The results

highlight the potential of individualized reading programs as a vital tool for narrowing

the literacy achievement gap and fostering long-term academic success.

Significant Difference in the level of reading skills of Self-contained learners after

the Implementation of Peer Tutoring.

Table 4 presents the significant difference in the level of reading skills after using

Peer Tutoring.

Table 4 .Significant Difference in The Learners’ level of academic performance

PRETES POSTTES
T T
Mean 2.8 7.2

Variance 1.066667 5.733333

Observations 10 10

Hypothesized Mean Difference 0

Df 12

t Stat -5.33578

P(T<=t) one-tail 8.88E-05

t Critical one-tail 1.782288

P(T<=t) two-tail 0.000178

PAGE \* MERGEFORMAT 41
 t Critical two-tail 2.178813

A t-test was used to determine the difference between the pretest and post-test

findings, using t-test for two samples with differing variances was used at 0.05 level of

alpha. The following are the outcomes.

The results of the t-test are shown in Table 4. As a result, P (T<=t) one-tail =

8.88E-05; and P (T<=t) two-tail = 0.000178 are both less than alpha (<0.05). The

difference between the means is significant when the p values are smaller than the

significance level. Thus, the significant difference depict that using Individualized

instruction was effective.

These findings are in parallel to the study “Individualizing Student Instruction in

Reading: Implications for Policy and Practice”, by Connor and Morrison (2018), argued

that one major reason is failure to take into account the mosaic of strengths and

weaknesses individual children bring to school. With this comes the failure to develop

personalized instruction for each child. We briefly review the research available, and then

describe how research, ours and others, supports the efficacy of individualizing or

personalizing student instructional (ISI) and illustrate how society might close

achievement gaps. ISI, and other regimes, offer a systematic instructional program,

incorporate child assessment, and personalized small-group instruction. In ISI, this is

aided by computer-generated recommendations and planning tools, coupled with

extensive, ongoing professional development. ISI has been shown to be highly effective

from preschool through third grade in improving children’s literacy skills. The practical

and policy implications of implementing effective instruction are discussed.

PAGE \* MERGEFORMAT 41
 Furthermore, the study “Effectiveness of Project Fil-Iri: Filipino Individualized

Reading Instruction in Enhancing the Reading Skills of Self-contained Learners of

Longos Integrated School” by Naungayan (2024), conducted a comprehensive

assessment of twenty-six (26) Self-contained learners for Longos Integrated School,

Cabangan, Zambales this school year 2022-2023.

This study explores the effectiveness of Project FIL-IRI (Filipino Individualized

Reading Instruction) in enhancing the reading skills of Self-contained learners at Longos

Integrated School. With a focus on eradicating slow readers, non-readers, and those at a

frustration level, the research aligns with the DepEd Every Child A Reader Program and

DepEd 3Bs Initiative. The COVID-19 pandemic has exacerbated reading proficiency

decline globally, emphasizing the need for targeted interventions. Fil-IRI, a tailored

reading program, employs a systematic and individualized approach to improve reading

skills. In Grade 2, the pre-test identified 18 proficient readers and 8 non-readers, offering

insights into initial reading abilities.

Following the intervention program, all learners exhibited significant

improvement, with 100% achieving reader status, showcasing the program's effectiveness

in enhancing reading skills and achieving comprehensive success for the entire group, as

evidenced by a notable increase in the Mean Percentile Score. The study's success lies in

its comprehensive approach, incorporating diverse materials, parental involvement, and

innovative teaching techniques. Remedial reading sessions, facilitated through digital

platforms and at-home materials, contributed to the overall advancement of learners'

reading abilities. The findings highlight the program's impact.

PAGE \* MERGEFORMAT 41
 Chapter 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

This research study aimed to determine the level of English reading skills of

Self-contained learners with the use of Individualized instructionas a tool for learning at

________________________ School for School Year 2024-2025. Specifically, this

research study answered the following questions: What is the level of reading skills of the

Self-contained learners before using Individualized instructionas a learning tool? What is

the level of English reading skills of the Self-contained learners after using

Individualized instructionas a learning tool? Is there a significant improvement in the

level of reading skills of the Self-contained learners after using Individualized

Instruction.

There were ten (10) Self-contained learners from ___________________ School

which were used as the respondents of this study. This action research utilized the quasi-

experimental research design since its main purpose was to determine the effectiveness of

Individualized instructionin increasing the level of reading skills. Ten (10) learners were

taught using Individualized Instruction. The results of the pre-test and the post-test were

compared to determine whether the use of Individualized instructionwill help improve the

reading skills of Self-containedlearners. The results of post-test of the Self-contained

learners showed that using Individualized instructionwas effective in terms of improving

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the reading skills. Based on the results of their pretest and posttest, this intervention was

effective and can be used as an intervention in improving reading skills.

The following are the salient findings of the study; the Self-contained learners

were classified under low level reading skills and all of them failed before the using

individualized Instruction. The Self-contained learners were classified under average to

high level reading skills after the use of individualized Instruction. There is a significant

difference on the reading skills before and after the use of individualized Instruction.

Conclusions

Based on the findings of this study, the following conclusions are derived:

In the pretest, the over-all level of reading skills in English of the Self-contained

learners of ____________________ School falls under low level prior the

implementation of individualized Instruction. In the posttest, the over-all level of reading

skills of the self-contained learners of __________________ School falls under average

to high level after the implementation of individualized instruction.There is a significant

difference between the pretest and posttest scores of the self-contained learners. Thus,

the significant difference depict that using Individualized instruction was effective.

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Recommendations

On the basis of the information gathered from the results of this study, the

following recommendations are hereby suggested for considerations.

1. Since the use of Individualized instruction was found effective in teaching the

different competencies in English, it should be used in teaching other grade levels of

English and in other subjects as well.

2. To effectively utilize individualized instruction in the classroom, teachers

should carefully consider pairing learners based on their strengths and needs, providing

clear guidelines and training for tutors, structuring activities with specific learning goals,

monitoring progress regularly, and fostering a positive peer support environment where

students feel comfortable asking questions and receiving feedback from one another.

3. Seminars and workshops should be conducted to teachers teaching English and

teachers of other area on the implementation of Individualized instruction to enhance

their strategies in teaching their respective subjects.

4. Further studies could be done using other grade levels and subject to

supplement the findings of this study.

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 BIBLIOGRAPHY

BOOKS

National Council of Teachers of English . (2024) Intervention: A Position of the National

Council of Teachers of English ; National Council of Teachers of English :
Reston, VA, USA, 2011.

JOURNALS

Connor, C., Morrison, F. (2018). Individualizing Student Instruction in Reading:

Implications for Policy and Practice. National Library of Medicine. Policy
Insights Behav Brain Sci.
Naungayan, R. (2024). Effectiveness of Project Fil-Iri: Filipino Individualized Reading
Instruction In Enhancing The Reading Skills Of Grade 2 Learners Of Longos
Integrated School. Universe International Journal of Interdisciplinary Research
(International Peer Reviewed Refereed Journal). Vol. 4 issue. 8.p. 155-165.
Olabiyi, W., Carlos, J., Jhon, R.(2025). Bridging the Literacy Gap: The Effectiveness of
Individualized Reading Programs in Promoting Reading Fluency and
Comprehension. ResearchGate .

ONLINE SOURCES

Canonizado, I. (2024). When to Use Total Population Sampling in a Research Study.

https://discover.hubpages.com/education/When-to-use-total-population-sampling-
in-a-research-study

Hayes, A. (2020). -Test: What It Is With Multiple Formulas and When To Use Them.
Investopedia. https://www.investopedia.com/terms/t/t-test.asp.

Laerd. (2025). Total population sampling. https://dissertation.laerd.com/total-population-

sampling.php.

Osewalt, G. (2025). Individualized instruction vs. differentiated instruction.

https://www.understood.org/en/articles/individualized-instruction-vs-
differentiated-instruction

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Young, J. (2020). Frequency Distribution: Definition, Investopedia.
https://www.investopedia.com/terms/f/frequencydistribution.asp#:~:text=A
%20frequency%20distribution%20is%20a,of%20frequency%20of%20the
%20variable

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 Appendix A

PERMIT TO CONDUCT A STUDY

____________

MRS. _
__________ School
_________District I

Madam:

Greetings!

The undersigned is undertaking a study entitled “___” in partial fulfillment of the degree
of Master in Education major in Educational Leadership at Colegio de Dagupan,
Dagupan City, Pangasinan.

In this regard, the researcher earnestly solicits your permission to conduct a study to the
Grade ____ learners in connection to her Action Research.

Your kind favorable consideration of this request will be highly appreciated.

Respectfully yours,

_
Teacher-Researcher

Approved:

_
Principal III

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 Appendix B

Schedule in Conducting the Action Research

Work Plan

The study was conducted during the second quarter of SY 2020-2021 (January 2021 to

March 2021).

Time Frame Persons Involved Activities/Strategies Expected Outputs

Identify the reading skill Identified

level of the learners worksheets to be
used
(Subject Teacher) Asked permission from
the school head Prepared activity
January 2021 sheets
Asked parental consent Recorded the pre-

Conducted the test

(Subject Teacher)
experiment
Data analysis
Data analysis

February 2021 Continuation of the Recorded the daily

experiment activities
(Subject Teacher)
Use of Modular
Learning Modality

Administer the post-test

(Subject Teacher)

March 2021
Data Analysis Final paper
(Subject Teacher) Completed out put

Appendix C

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 RAW SCORES

LEARNER PRETES POSTES

S T T
1 3 3
2 4 5
3 2 5
4 3 10
5 4 9
6 4 6
7 2 8
8 3 7
9 1 9
10 2 10

Appendix D

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PRETEST POSTTEST QUESTIONS WITH TABLE OF SPECIFICATIONS

WITH PREPARED BY

AND VALIDATED BY

Appendix E

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LIST OF INSTRUCTIONAL MATERIALS USED AS AN INTERVENTION

Appendix F

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PICTURES OF INSTRUCTIONAL MATERIALS USED

Appendix G
PICTURES WHILE CONDUCTING THE STUDY

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 Appendix H
CURRICULUM VITAE

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