RESEARCH PLAN AND DESIGN

Background of the Problem

Poor Reading Comprehension of Pupils
Objective
To assess pupils reading comprehension in Grade ___
Possible Questions:
1. How well do Grade __
Pupils comprehend written
texts/passages in the following response formats
1.1 cloze-answering
1.2 question-answering; and
1.3 retelling
2. What is the level of the pupils reading comprehension?
3. What factors confound the pupils reading ability?

Method
Participants.
Select 30 participants with different ability
levels : High, average, low.
Materials.
Select texts/passages with varied lengths say
50 words ( one -2 paragraph/s), 150 words ( 3 4 paragraphs) ,
not less than 300 words ( 5 8 paragraphs). Prepare questions
about the texts/passages using the Five Ws as guide. Construct a
rubric (scoring guide) to describe correctness of answers given.
Procedure. The participant reads the text/passage within a
prescribed time limit.
Probe the pupils level of reading
comprehension using the different formats.
The cloze test format presents sentences or passages with
blanks in them. Let the learner reads the text /passage. After
reading, give the cloze test. Record the responses given using a
rubric.
Question- answering format - The learner reads text/passage
and answer questions about them.
The questions may be
answered orally or in writing. Follow the Five Ws in formulating
the questions: Who, Where, When, What, Why
Retelling format The learner reads a text/passage and tells
orally to teacher about what was read. The Five Ws can be used
as the reference in retelling .

SCORING GUIDE FOR CLOZE- TEST

Name ______________________________ Gender : Male ___ Female
______
Ability Level : High _____ Average ______ Low _____
Question Type

Scale
3

Who
Where
What
When
Why

Score
Description
Legend: 3 Correct answer, correct spelling
2 Correct answer, wrong spelling
1 wrong answer
0 no answer
Score Interpretation
13 15
10 127 -- 94 613-

- Excellent
- Very Good
- Good
- Fair
- Poor

1-

- Very Poor

SCORING GUIDE FOR QUESTION- ANSWERING AND RETELLING

Name ______________________________ Gender : Male ___ Female
______
Ability Level : High _____ Average ______ Low _____
Question Type

Scale
3

Who
Where
What
When
Why

Score
Description
Legend: 3 Answer is correct. Sentence construction with no
error/s
2 Answer is correct, sentence construction with error/s
1 wrong answer , sentence construction with error/s
0 no answer given
Score Interpretation
13 15 Excellent
10 12Very Good

7 -- 9- Good
4 6Fair
13Poor
1- Very Poor
Levels of Reading Comprehension
Level 1 - Literal Comprehension is the ability to obtain a lowlevel type of understanding by using only the information
explicitly stated in the text.
Level 2 - Interpretive
This demands a higher level of thinking because the
questions are concerned with answers not directly stated in the
text but suggested or implied.
Questions asked are open-ended, and thought provoking like why,
what if, and how.
Level 3 Evaluation or Critical Comprehension
It involves comprehension not only of the ideas directly
stated and the inferences made on these stated facts but also
making personal judgments or conclusions.
Level 4 Integration (Application to Self and Life)
This level stresses reading for use and for values
clarification. The reader uses his reading in some practical way.
Level 5 Creative/Synthesis
Creative reading uses divergent thinking skills to come up
with new ideas or alternate solutions to those presented by the
writer.

Source: Developmental Reading . A workbook 2013 edition

Compiled by: Pepito D. Sinodlay, Eva L. Alcantara, GeldolinL.

Inte, . . .

RESEARCH PLAN AND DESIGN

Mathematics
Problems

- Poor Performance of Pupils in Solving Word

How counting techniques can be utilized to solve word

problems?
Problem 1 Pauline has some candies. She gave 7 candies to her
classmates. Now she has 23 candies left. How many candies does
Pauline have in the beginning?
What is counting on technique?
Counting on technique goes this way. Starting from 23, seven
(7) counting words more are included such that the sequence
becomes 24, 25, 26, 27, 28, 29, 30. The last number in the
sequence is the number of candies Pauline has in the beginning.
Problem 2. Blessing had 14 cookies. Janine gave her some more
cookies. Then Blessing had 20 cookies. How many cookies did
Janine gave Blessing?
What is counting on to technique?
The counting sequence starts from the first given number until
the resulting number is reached. The number of counting words in
the sequence is the answer.
Counting starts from 14 and continues until 20 is reach, i. e. 15,
16, 17, 18, 19, 20. There are 6 counting words.