Enhancing Reading Readiness using Computer-Aided Instructional

Materials among Grade 1 pupils of Benit Elementary School

Division of Southern Leyte

District of San Ricardo
Benit Elementary School

GINA C. SAJOL
P-1 Benit Elementary School
RITCHEL P. MINDAJAO
T-3 Benit Elementary School
FE A. ORIGENES
T-3 Benit Elementary School
I-Context and Rationale

The essential skill of reading has not learned by all. The National Center of Educational

Statistics (2001) stated that one of the greatest challenges facing by classroom teachers of today

is how to provide effective reading intervention just to meet the diverse needs of their students.

For reading skills have immense importance in students’ success at school (Jarvis & Pastuszka,

2008) and the most important skills to be develop for children in elementary schools (Lamy and

Klarskov,2011).

Computer-Aided Instruction Material uses a combination of text, graphics, sound and

video in enhancing the learning process. Hughes and Filbert (2000) further investigated the

effects of Computer-Aided Instruction (CAI) on reading instruction. It was found out that CAI is

effective in reading structure and able to supplement the activities of teacher-directed reading

instruction. Moreover, its findings stress the significant outcomes favoring CAI over the other

interventions such as traditional teaching and workbooks.

In line with the K to 12 Program and its goal of making every child be a reader, the

Department of Education is strengthening its reading program as reflected in the Utilization of

the Early Grades Reading Assessment (EGRA) in the DepEd Order No. 57, s. 2015. Likewise, in

the full and sustainable implementation of Benit Elementary School, the School Heads

Development Program (SHDP) Project Access to Technology for Mastery (ATM) which aims to

enhance reading readiness among grade 1 pupils through the aid of technology. With this

existing need and for the realization of the SHDP objective, this research came into action to
identify if computer-aided instruction materials are really helpful to enhance the reading

readiness of the grade 1 pupils in our school.

II- Action research questions

a. Can Computer –Aided Instructional Materials (CAIMs) enhance the reading readiness

among Grade 1 pupils of Benit Elementary School?

III- Proposed Innovation, intervention, and strategy

a. Description

Computer Aided-Instruction (CAI) is an interactive instructional technique whereby a

computer is used to present the instructional material and monitor the learning that takes

place. CAI uses a combination of text, graphics, sound and video in enhancing the learning

process.

Computer-Aided Instructional Materials (CAIMs) is useful in facilitating the teaching

learning process. The use of this is also encouraged to strengthen the implementation of the k

to 12 Basic Education Curriculum thru the Learning Resource Management and

Development Center as reflected in the Division Memorandum No. 121, series 2017. Traynor

(2003) emphasize that CAI programs increase student learning by increasing motivation and

Muir (2000) strongly believed that in the push for change in educational learning, technology

is the key for it.

In the conduct of the study, teacher made CAIMs will be used. Prior to that, the Grade 1

teacher conducts the Early Grades Reading Assessment (EGRA) Pre-Test to identify the

readiness of the Grade 1 pupils. School-Based In-service Training on CAIMs will be

 conducted as basis for conducting the proposed action research. Analysis of the result will be

made to identify the focus respondents, and then implementation started.

b. Objective/s

The study aimed to enhance reading readiness of the Grade 1 pupils in Benit Elementary

School.

Specifically, this will answer the following questions:

1. What is the Early Grades Reading Assessment (EGRA) Pre-Test Result of Grade 1

student in Benit Elementary School?

2. What is the Early Grades Reading Assessment (EGRA) Post-Test Result of Grade 1

student in Benit Elementary School?

3. Is there a significant difference of the post-test to the pre-test performance of Grade 1 in

Benit Elementary school?

IV- Action Research Methods

a. Participants

The respondents of the study are certified Grade 1 students of Benit Elementary School

of San Ricardo District and the teacher handling the subject.

b. Data gathering methods

The teacher-made Computer-Aided Instructional Materials (CAIMs) is the major

instrument of the study. In gathering the data of the Pre-Test and Post-Test result and as well

as in the monitoring and evaluation, the researcher uses the institutionalized EGRA tool.
 c. Data analysis

The gathered data are analyzed and presented in the most appropriate manner. The data

are grouped based on the pretest and posttest result, it is done to determine the difference on

the reading readiness of students in pretest and posttest result. For analysis and interpretation

of data logically, the measure of Central tendency will be used such as mean and standard

deviation.

V. Action Research Work Plan and Timelines

Research Task/Activities When to start When to complete Duration

1. Gathering of Pre-Test EGRA October 24,2017 October 24,2017 1 day

Result in Grade 1
2. Conduct of School-Based INSET October 26,2017 October 27,2017 2 days
on Computer-Aided Instructional
Materials (CAIMs)
3. CAIMs Making October 30,2017 October 31,2017 2 days

4. Administer the CAIMs made Nov. 2, 2017 January 2, 2018 60 days

 Teaching reading using
CAIMs
 Conduct posttest
5. Gather and Analyze the result January 8,2018 January 12,2018 5 days

6. Discuss the result January 15,2018 January 19, 2018 5 days

7. Present the Result during

 SLAC January 22,2018 January 22,2018 1 day
VI. Costing

Research Task/Activities Cost Estimates amount

1. Gathering of Pre-Test EGRA Result in Grade 1 50.00

2. Conduct of School-Based INSET on Computer-Aided 1000.00

Instructional Materials (CAIMs)
3. CAIMs Making 500.00

4. Administer the CAIMs made 1000.00

 Teaching reading using CAIMs
 Conduct posttest
5. Gather and Analyze the result

6. Discuss the result

7. Present the Result during school LAC session 200.00

Total 2,750.00

VII. Plan and Disseminations and Utilizations

The findings of the study can be helpful to teacher in teaching reading. It helps to

improve their teaching reading skills and computer literacy skills of teachers with the utilization

of the Computer-Aided Instructional Materials (CAIMs). The grade 1 teacher made CAIMs in

reading can be used as instructional materials in enhancing reading readiness which can be

utilized by the other teacher in the school. For further utilization of the result, proposed District

Training on making CAIMs to grade 1 teachers will be conducted.

VIII- References

Muir, M. (2000). What underachieving middle school students believe motivates them to
learn. (Unpublished doctoral dissertation). University of Maine. [On-line].
Retrieved from http://www.mcmel.org/DisWeb/index.html

Traynor, P. L. (2003). Effects of computer-assisted-instruction on different learners.

Journal of Instructional Psychology, 30(2). Retrieved from
http://www.questia.com

Hall, T. E., Hughes, C. A., & Filbert, M. (2000). Computer assisted instruction in reading
for students with learning disabilities: A research synthesis. Education and
Treatment of Children, 23, 173-193.

DepEd Order No. 57 s. 2015, Utilization of the Early Grades Reading Assessment (EGRA) and
Early GradesMathematics Assessment (EGMA) Tools for System Assessment

National Center for Education Statistics, U.S. Department of Education (2001). Teacher
preparation and professional development: 2000. NCES 2001-088. Washington DC: U.S.
Department of Education.

Division Memoradum No. 121 s. 2017 Live-out Training Workshop on the Development of
Computer-Aided Instructional Materials

Jarvis, HA and Pastuszka, L 2008, 'Electronic literacy, reading skills and non-native speakers:
issues for EAP', CALL-EJ , 10 (1).

Lamy and Klarskov,2011, ICT in Teaching Reading