CITY SCHOOLS DIVISION OF CABANATUAN

Improving Reading Skills of Struggling Readers

through Audio-Video Assisted
Enrichment Program

by

WILLBERT P. BALANGAT
January 2016

CERTIFICATE OF ACCEPTANCE

This action research proposal entitled IMPROVING READING SKILLS

OF STRUGGLING THROUGH AUDIO-VIDEO ASSISTED ENRICHMENT
PROGRAM, prepared and submitted by WILLBERT P. BALANGAT, was
evaluated by the Committee and recommended for acceptance.
--------------------------------------------------------------------------------------------------DIVISION ACTION RESEARCH EVALUATION COMMITTEE
RHODA T. RAZON, Ed.D., CESO V
Schools Division Superintendent
Chairman
PRISCILLA D. SANCHEZ, Ed.D.
Chief
Curriculum and Implementation Division
Member

WILFREDO R. SISON, Ph.D.

Chief
School Governance
and Operation
Division
Member

--------------------------------------------------------------------------------------------------Accepted on ______________
RHODA T. RAZON, Ed.D., CESO V
Schools Division Superintendent
CITY SCHOOLS DIVISION OF CABANATUAN

CERTIFICATE OF APPROVAL

This action research entitled IMPROVING READING SKILLS

OF STRUGGLING READERS THROUGH AUDIO-VIDEO ASSISTED
ENRICHMENT PROGRAM, prepared and submitted by WILLBERT P.
BALANGAT, was evaluated by the Committee and recommended for
approval.
--------------------------------------------------------------------------------------------------DIVISION ACTION RESEARCH EVALUATION COMMITTEE
______RHODA T. RAZON, Ed.D., CESO V______
Schools Division Superintendent
Chairman
PRISCILLA D. SANCHEZ, Ed.D.
SISON, Ph.D
Chief
Curriculum and Implementation Division
Member

WILFREDO R.
Chief
School Governance
and Operation
Member
Division

--------------------------------------------------------------------------------------------------Approved on____________.
RHODA T. RAZON, Ed.D., CESO V
Schools Division Superintendent

CITY SCHOOLS DIVISION OF CABANATUAN

ACKNOWLEDGEMENT
The researcher acknowledges..

Dr. Rhoda T. Razon, Schools Division Superintendent, School

Division of
Cabanatuan, for his unceasing guidance

W.P. BALANGAT

Improving Reading Skills of Struggling Readers through AudioVideo Assisted Enrichment Program

ABSTRACT
CITY SCHOOLS DIVISION OF CABANATUAN

This study aims to determine the effectiveness of audio-video

assisted enrichment program in transforming the frustrated level of
Macatbong Elementary School to Independent Readers.
The research will use the experimental method which shall be
done by comparing the performance of pupils exposed to audio-video
assisted enrichment program and with those who are under the usual
remedial teaching program. The research will be participated by 30
pupils who were found to be under the category of frustration level in
the pre-test of oral reading in English. The t-test and weighted mean
will be used to determine the effectiveness of the audio-video
enrichment program.
Results

revealed

that

the

teachers

were__________________________
______________________________________________________________.
The
study
recommends
______________________________________
__________________________________________________________________
_______________________________________________.

Rationale
One of the most important and basic skill that a pupil must
possess in order to acquire knowledge is reading. However, there are
Improving Reading Skills of Struggling Readers through AudioVideo Assisted Enrichment Program

still pupils who are having reading difficulties. According to Peria

(2012), research and surveys have shown that about 10 or 12 percent
of the children in public schools are seriously retarded in reading.
As early as pre-elementary years, difficulties in reading usually
begins and pupils who did not master reading skills by third grade will
continue to fall behind their peers and probably never catch up without
the right interventions.
Interventions are composed of activities, strategies and/or
programs that are created and implemented to help struggling readers
develop their ability to read. Struggling readers can be pupils who are
unable to decode or break up words into syllables. Through decoding,
pupils sound out unfamiliar words they encounter while reading.
On the other hand, there are readers who can decode but cannot
comprehend or understand what they are reading. There are also
readers who can comprehend and decode but whose oral reading is
poor. The reader may orally read very slowly, mispronounce many of
the words or read in monotone without expression. This type of reader
has problems with fluency.
In both cases, the use of reading intervention programs,
strategies and activities would be a good idea to help pupils back on
track.

Improving Reading Skills of Struggling Readers through AudioVideo Assisted Enrichment Program

Statement of the Problem

The main purpose of this action research is to determine the
effectiveness of audio-video assisted enrichment program in improving
the reading skills of struggling pupils in Macatbong Elementary School.
Specifically, it will seek to answer the following:
1. How may the struggling readers of Macatbong Elementary
School be described in terms of:
1.1

Age

1.2

Gender

1.3

Socio-economic profile

1.4

Grade and section

2. Is there a significant difference between audio-video assisted

enrichment program and traditional remedial teaching in the
improvement of reading skills of struggling readers using the
Phil-IRI assessment tool?
3. Do gender, age, socio-economic status and grade and section
of struggling readers intervene with the difference between
the reading skills of the controlled and experimental groups?
4. What is the impact of the study to remedial teaching?

Hypothesis
Improving Reading Skills of Struggling Readers through AudioVideo Assisted Enrichment Program

The study will be tested using the following hypothesis:

1. There is no significant difference between the audio-video
assisted enrichment program and the traditional remedial
teaching in the improvement of the reading skills of struggling
readers in Macatbong Elementary School.
2. Gender, age, socio-economic status and grade and section of
struggling readers do not intervene with the difference between
the controlled and experimental group.
Significance of the Study
This study shall test the effectiveness of using audio-visual
facilities, specifically teacher-made videos, as an alternative means of
intervention for pupils suffering from reading deficiencies. It shall give
reflection that aside from the traditional remedial teaching of
struggling readers, the use of audio-visual facilities are may still be as
an effective tool in teaching pupils how to read. Results may show that
using such alternative would be more practical than using the
traditional way of reading intervention and the time and effort that is
saved in using the alternative method would be used by some pupils
having other learning difficulties.
Positive results of this study shall aid administrators, particularly
school principals, in minimizing if not totally eliminating non-readers in
their respective schools. It would be an effective and efficient
Improving Reading Skills of Struggling Readers through AudioVideo Assisted Enrichment Program

alternative

in

decreasing

the

number

of

non-readers

without

consuming much time and effort by the teacher-advisers. National

Achievement Test (NAT) results may incur a significant increase since
pupils acquire more learning due to better reading performance.
Learners will greatly benefit from this study since acquiring
reading mastery and skill opens for a greater opportunity to learn. In
addition to that, understanding what they are reading can boost their
confidence and self esteem. Pupils will be greatly motivated to listen to
classroom discussions and would find their subjects more interesting.
There will also be lesser tension since pupils can able to answer the
questions of their teachers because they now understand their lessons.
With the findings which will be accounted from this study, the
cognitive

processing

of

information

given

new

light

and

the

psychological impact of simulation on the metacognitive learning of

students shall be reached.

Definition of Terms
Struggling Readers - it refers to elementary pupils who are unable to
decode or break up words into syllables, readers who can decode but
cannot comprehend or understand what they are reading. It may also
refer to readers who can comprehend and decode but whose oral
reading is poor. The reader may orally read very slowly, mispronounce
many of the words or read in monotone without expression.
Improving Reading Skills of Struggling Readers through AudioVideo Assisted Enrichment Program

Audio-Video Assisted Enrichment Program this is an intervention

activity/program for struggling readers to enhance their reading skills
through the use of a video specifically made by teachers.
Traditional

Remedial

Teaching

Program

an

intervention

activity/program allotted by the teacher/adviser to enhance the

reading skills of struggling readers through the use of books,
blackboards, and other typical intervention materials.
Phil-IRI test an instrument prepared and used by the Department of
Education of the Philippines to determine the reading proficiency level
of pupils in the elementary schools.

Type of Study
This study shall employ the experimental research design.
Experimental research is defined as the process of evaluating the
causal relationship between two variables. On this case the improving
reading skills of struggling readers through the use of audio-video
assisted enrichment program compared with improving the reading
skills of struggling readers through the traditional remedial teaching.
Participants
The participants will be composed of struggling readers of
Macatbong Elementary School for the school year 2016-2017. One of
the tools to identify struggling readers will be the result of Phil-IRI
Improving Reading Skills of Struggling Readers through AudioVideo Assisted Enrichment Program

test, an instrument prepared and used by the Department of Education

of the Philippines to determine the reading proficiency level of pupils in
the elementary schools.

Data Collection Plan

The table below indicates the specific activities to be undertaken
by the researcher:
Interventio
n/Strategy

Audio-Video
Assisted
Enrichment
Program

Dates

Data to
be
Collected

Determine those pupils

who are regarded as
struggling readers
through Phil-IRI test.

June
2016(3rd
week)

*Phil-IRI
test result

Administering AudioVideo assisted

enrichment program to
struggling readers

July 2016
( 1st week)
to
October
2016 ( 4th
week)

Results of
the
Observatio
n

Conduct the midassessment of the

enrichment program

September
2016 (1st
week)

*Results of
the
Observatio
n
*Weighted
Mean

Determine the progress

of struggling readers

November
2016 (1st
week)

Weighted
Mean

Activities

Instrument
The following instruments will be used in gathering the needed
data:

Improving Reading Skills of Struggling Readers through AudioVideo Assisted Enrichment Program

1. Video Presentation this is a computer assisted intervention

instrument wherein a video presentation (teacher-made presentation)
will exclusively present the lesson on reading skills. The number of
video presentations will depend on the need of the struggling readers.
2. Phil-IRI this is an instrument prepared and used by the Department
of Education of the Philippines to determine the reading proficiency
level of pupils in the elementary schools. This will be used to assess
the development and improvement of the struggling reader.
It consisted of the Oral Reading measured in terms of word
recognition and comprehension and Silent Reading measured in
terms of speed and comprehension.
The test in oral reading determined the reading proficiency levels
of the pupils which were interpreted as independent (high proficiency
level); instruction (average proficiency level); and frustration (low
proficiency level)
For silent reading, the criteria consisted of speed which was
interpreted as fast, average and slow; and comprehension which
was interpreted as independent (high proficiency level), instruction
(average proficiency level) and frustration (low proficiency level).
3. Activity Sheets It consists of series of activities to be answered by
struggling readers after every video presentation.

Improving Reading Skills of Struggling Readers through AudioVideo Assisted Enrichment Program

Data Analysis
To analyze the data, the following statistical tools will be used.
1. To summarize the profile of the respondents, the mean on each
variable will be computed.
2. To check the significant difference between the controlled and
experimental group, the t- test shall be used.
3. To compute for the intervention of the respondents profile on the
relationship between audio-video assisted enrichment program
and traditional remedial teaching, the analysis of variance will be
used.

Improving Reading Skills of Struggling Readers through AudioVideo Assisted Enrichment Program