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Improving Filipino Reading Comprehension of Grade 3 Pupils of Lidlidda North Central School through Community and School-Based Reading Clinics
Lea Llanes | Published: June 05, 2026
Abstract: This study aimed to improve the reading comprehension of the 12 Grade III pupils of Lidlidda North Central School through Community and School Reading Clinics. Specifically, it sought to determine the level of reading comprehension of the participants on the pretest and posttest and the significant difference on the levels of reading comprehension between the pretest and posttest of the study. Volunteer parents who has the capacity to facilitate reading acted as reading facilitators during the conduct of reading activities in the community reading clinic while a Job Order personnel with salary funded by the LGU, served as reading facilitator in the school reading clinic. The Phil-Iri pre-test and post-test passages were used in gathering data. The mean, standard deviation, and t-test were used as statistical tools to treat the data collected. It was found out that before the intervention, the reading performance of the Grade III learners in the Group Screening Test (GST) were 2 to 3 grade levels lower than their current grade level. Moreover, after administering the Phil-Iri Pre-test passages, the percentage of mastery is 43% and fall under Frustration level based from the Phil-Iri Reading Profile. However, after the intervention, the learners improved as the post-test result yields a 79% percentage of mastery which shifted their reading profile to Instructional level. It concluded that the community and school reading clinic is effective in improving the reading performance of the Grade III learners of Lidlidda North Central School.
Keywords: Community and School Reading Clinics, Reading Profile, Reading Facilitators
ViewAGHAMazing Learning Activity Package Towards Better Understanding on The Structure and Functions of Organs in Each Organ System Among Grade VI Learners
Edilyn Mei Garcia | Published: June 05, 2026
Abstract: This study entitled AGHAMazing Learning Activity Package Towards Better Understanding on The Structure and Functions of Organs in Each Organ System Among Grade VI Learners was conducted to have better understanding and improve the academic performance of Grade Vi learners of Las-ud Elementary School in Science. It sought to answer the following questions: what is the level of understanding on the Structure and Function of Organs in each Organ System among Grade VI learners before and after using the AGHAMazing Learning Activity Package; is there a significant difference between the pretest and posttest using the AGHAMazing Learning Activity Package in enhancing the conceptual understanding on the Structure and Function of Organs in each Organ System among Grade VI learners; and how effective is AGHAMazing Learning Activity Package towards better understanding on the Structure and Function of Organs in each Organ System among Grade VI learners before and after their exposure to AGHAMazing Learning Activity Package. A pretest-posttest teacher-made test was constructed which undergone reliability and validity test. The AGHAMazing Learning Activity Package was validated by three experts: Division Education Program Specialist in Science, District ICT Coordinator, and District Science Coordinator. Data during the pretest and posttest were gathered from the control and experimental group. Based on the computed t-value of the pretest and posttest of the experimental group, it shows that there the difference is considered to be statistically significant. Therefore, the use of AGHAMazing Learning Activity Package improved the understanding and academic performance of learners in Science.
Keywords: AGHAMazing Learning Activity Package, academic performance
ViewImproving the Reading Literacy Level of Grade 6 Learners through Expanded Reading Buddy Strategy
Ryanbille Cabading | Published: June 05, 2026
Abstract: Assessing learners’ reading level is integral to effective reading instruction. Hence, teachers must be acquainted with the performance levels of learners in reading literacy to help them develop and deliver appropriate reading lessons addressing the needs of learners (Briones, 2020). In like manner, the goal of this study was to improve the reading literacy of grade 6 Learners enrolled in Legleg Elementary School through Expanded Reading Buddy Strategy. An adopted reading level test was used as the data-gathering tool in the pre-posttest. Mean score, percentage, and dependent t-tests were used to analyze the quantitative data results. Total enumeration of 24 learners in Grade 6 who participated in the study. The test found that the learners\' pre-test was 2.65 mean with a descriptive equivalent of paragraph reading level. However, learner’s posttest results demonstrated a higher reading literacy level with a mean of 3.81 that corresponds to a Story Reading Literacy Level. Furthermore, there was an scalation of 1.16 or 23% improvement from the pre-posttest. The results indicate a greater improvement of learners reading literacy after implementing the intervention for 12 weeks. For this reason, it was concluded that the Expanded Reading Buddy Strategy employed in this action research was a successful learning platform for raising learners\' reading literacy levels this time of post pandemic era. Thus, it has recommended for teachers’ adaptation who’s handling learners with low reading literacy level.
Keywords: Frustration, Reading Level, Reading Buddy Strategy, Reading Instruction, Reading Literacy, Story Plus Comprehension Reader
ViewEnhancing the Research Skills of Highly Proficient Teachers of SDO I Pangasinan through Project EMTAR
Joefrey Gamata | Published: June 05, 2026
Abstract: Over the past years, public secondary school teachers have had difficulty writing research proposals and publishable research papers or articles. In SDO I Pangasinan, records show from the past school years that not all highly proficient teachers are conducting action and/or basic research. Some had difficulty conceptualizing a proposal and didn’t have enough skills to conduct classroom-based research. The purpose of the study is to explore the usefulness of Project EMTaR in enhancing the level of research skills of the highly proficient teachers of Schools Division Office I Pangasinan during the School Year 2022-2023. This study utilized a quasi-experimental design specifically the one-group pretest-posttest design. Sixty highly proficient teachers were included in the study and exposed to the project. A 30-item self- appraisal research skills instrument was used for the pretest and posttest. Mean and t-test for correlated samples were used in the analysis of the data. Participants displayed low to moderate level of research skills before utilizing the intervention. On the other hand, they demonstrated a moderate to very high level of research skills after they were exposed to the intervention. Furthermore, the study found that there is a significant difference between the levels of research skills of the participants before and after employing the intervention. This implies that utilizing Project EMTaR enhanced the level of research skills of the highly proficient teachers of SDO I Pangasinan.
Keywords: Project EMTaR, Research Skills, Research Problem Identification, Research Methods Development and Data Analysis, and Research Report Finalization
ViewImproving the Reading Comprehension Skill of Struggling Grade 6 Pupils through Interact Strategy
Rouenalyn Marcos, Jennifer Joyce Manuel, Niña Kristina Matute | Published: June 05, 2026
Abstract: Proficient reading comprehension is essential for cognitive development among Grade 6 students. However, the lack of emphasis on this skill prompted a study at Sta Maria Elementary School. The study introduced the INTERACT Strategy (Answer Comprehensively with Technology) as an offline learning resource, employing Microsoft PowerPoint Slide Presentation Software and Microsoft Visual Basic for Applications (MS VBA). Twenty-two students participated in both treatment and control groups. Analysis, utilizing Means and independent t-tests, assessed the impact of validated interactive materials on comprehension skills. Results indicated a significant improvement in the experimental group\'s average score, rising from 4.50 to 8.45. Conversely, the control group\'s score marginally increased from 4.45 to 6.41, highlighting a substantial discrepancy (t value = 7.6587 > t crit=0.0001, α = 0.05). These findings validate the intervention\'s positive influence on performance, emphasizing the potential of validated interactive learning materials in enhancing comprehension. Educators are urged to utilize such resources to foster reading enthusiasm and augment students\' comprehension skills. Furthermore, administrators should support teachers in creating educational materials that engage learners actively, promoting a deeper understanding of texts. The INTERACT Strategy presents a promising approach to bolstering reading comprehension, offering insights for educators seeking innovative methods to cultivate students\' love for reading while advancing their comprehension abilities.
Keywords: reading comprehension, struggling pupils, interact strategy, pre-test, post- test, experimental and controlled group
ViewEnhancing Knowledge Skills of Grade 8 Learners of BBNHS Through Integration of Traditional Games in Physical Education
| Published: June 05, 2026
Abstract: This study aimed to determine the Knowledge Skills of the learners through the integration of Traditional Games. The two sections in the Grade -8 class for the school year 2022- 2023 served as the participants of the study were selected using a purposive sampling technique. The study was carried out with a quasi- experimental group design.\r\n\r\nThe study involved forty-six (46) students as a participant in the experimental group who were exposed to the integration of traditional games and the other thirty-seven (37) students in the control group who were exposed to the use of traditional methods of teaching.\r\n\r\nThis results revealed that it has a computed t-value of 4.45 and p-value of <0. 000014 which could be interpreted as significant at p<0.05. The finding points to the fact that integration of Traditional Games improved the Holistic Skills of the learners and it is recommended that integration of traditional Games be employed by MAPEH teachers.\r\n-G.F. Casilang
Keywords: Knowledge Skills, Traditional Games (Laro ng Lahi)
ViewExtensive Approach (EA): Using Collaborative Learning in Improving the Performance of Grade 10 Learners in Mathematics
| Published: June 05, 2026
Abstract: The study aimed to improve the level of performance of grade 10 learners in mathematics using collaborative learning strategy as an intervention. The teacher-researcher was prompted to make a study and decided to use collaborative learning as an intervention to address the low level of performance of grade 10 learners in mathematics The study also aimed to bridge the gap of struggling learners experiencing challenges brought upon by the phasing of modular mode of learning to face to face learning modality. In this study there were two groups; the experimental group and the control group. The data obtained were tabulated and treated with appropriate statistical tool so correct interpretation and recommendations were made.\r\n-E.A. Abalos
Keywords: Collaborative Learning, Most Essential Learning Competencies (MELCs), Permutations and Combinations, Union and Intersection of Events, Probability
ViewEffectiveness of Gallery Walk Strategy in Improving the Academic Performance of Grade 7- 21 Students in Health
| Published: June 05, 2026
Abstract: According to Hosseinali (2019), gallery walks are a conversation strategy that encourages students to leave their chairs and participate actively. Also, this study was carried out to use the Gallery Walk Method to improve the academic performance og grade 7 pupils in section 21 of Dagupan City National High School. The study used a one-group pretest-posttest experimental design with 34 learners who were carefully chosen for participation. The pre-assessment and post-assessment tools were created by teachers and validated by the proponent\'s immediate superiors. A score of 5 indicates that the tools were very valid and created by researchers. It was used to assess pupils\' academic progress in Health. The findings revealed that students\' achievement in Grade 7 through 21 had improved, going from a mean score of 7.35 on the Pretest to an exceptional level of 23.97 with a mean score of 16.62. The t-test performed on the students\' academic performance levels before and after the assessments revealed a significant change at t=20.55, p=9.45. Therefore, the intervention successfully raises Grade 7 students\' academic performance in Health.\r\n-L.M. Fernandez
Keywords: Gallery Walk Strategy, active engagement.
ViewFoldables: An Intervention in Improving Academic Achievement of Grade 12 Learners in Practical Researach
| Published: June 05, 2026
Abstract: Foldables are three-dimensional paper-based learning aids that provide a practical method that promotes engagement and stimulates several learning modes. The purpose of the study was to determine how foldables affect student engagement, comprehension, and memory by analyzing their effects in educational contexts.\r\nThe purpose of this study project, "Foldables: An Intervention in Improving Academic Achievement of Grade 12 Learners in Practical Research," was to investigate the need for creative and efficient teaching strategies to improve Grade 12 students\' academic performance in Practical Research course. The application of foldables, a hands-on, visual learning tool, as an intervention technique was the main emphasis of the study.\r\nThe primary objectives of this research were to assess the impact of foldables on the academic achievement of Grade 12 learners in Practical Research and to explore the effectiveness of this intervention in promoting active engagement and comprehension. The study employed quantitative measures, such as pre- and post- intervention assessments.\r\nThe theoretical framework emphasized the value of student-centered techniques to promote deeper comprehension and critical thinking abilities. It was based on constructivism and active learning concepts. There were 60 responders in the study according to the research design. Utilizing the t-test, mean, and percentage, data were evaluated. The study was carried out in Dagupan City National High School in the academic year 2022-2023.\r\nConversely, the t-value for the two groups\' post-test results was 4.70 with 78 degrees of freedom, exceeding the crucial value of 1.99. This indicated that the responders\' usage of foldables was successful.\r\nThe key components of the intervention included the development and implementation of foldable-based instructional modules, aligned with the Practical Research curriculum. The study assessed the impact of foldables on knowledge retention, student motivation, and experiences in integrating foldables into their teaching practices.\r\nThe outcomes of this research project included insights into the effectiveness of foldables as an instructional intervention in Practical Research for Grade 12 learners. The findings contributed valuables information to the field of education, providing educators with evidence-based strategies to enhance student learning experiences and academic outcomes in research-oriented subjects.\r\n-C.V. Carrera Jr.
Keywords:
ViewImproving the Problem-Solving Skills of Grade8 Learners Through K.A.R.O. (Knowledge-Based Approach in Revitalizing Operations) in Physics
| Published: June 05, 2026
Abstract: This action research explored the effectiveness of Project R.E.A.P. (Remediation and Enrichment Activity in Physics) in enhancing the problem-solving skills of Grade 8 learners who have a grade below 77 in the first grading period. Project REAP utilized the K.A.R.O. (Knowledge-Based Approach in Revitalizing Operations) in Physics, emphasizing knowledge building, strategic use of triangle formulas, and the GUESA problem-solving method.\r\nThirty-three participants underwent 25 remediation and enrichment sessions. Before the intervention, none passed the pretest (mean score: 7. 42), indicating no mastery of relevant competencies. however, project R.E.A.P. lead to significant improvement. After the intervention, 20 students (60.61%) passed the exam, and the mean score rose to 20.15 (average mastery). Statistical analysis confirmed this significant difference (t-value= -12.81, p<0.001).\r\nThis study highlights the effectiveness of Project REAP\'s K.A.R.O. framework in building knowledge, utilizing triangle formulas, and applying the GUESA method. Consequently, Project REAP significantly improved Grade 8 students\' physics problem-solving abilities. Therefore, the teacher-researcher recommends expanding Project R.E.A.P. to other grade levels, as well as other schools, and developing comprehensive resource materials for wider adoption and effective implementation.\r\n-K.A.R. Ortiz
Keywords: Problem-solving, physics, knowledge-based approach, triangle formulas, GUESA method, remediation, and enrichment activity
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