Successfully reported this slideshow.
Your SlideShare is downloading. ×

RESEARCH PRESENTATION.pptx

Ad
Ad
Ad
Ad
Ad
Ad
Ad
Ad
Ad
Ad
Ad
Loading in …3
×

Check these out next

1 of 21 Ad

More Related Content

Recently uploaded (20)

Advertisement

RESEARCH PRESENTATION.pptx

  1. 1. A BASIC RESEARCH PROPOSAL BY GRACELLE P. DUCUSIN
  2. 2. A BASIC RESEARCH PROPOSAL BY GRACELLE P. DUCUSIN
  3. 3. I. Introduction The road to knowledge begins with the turn of a page. It is difficult to discover any ability in the school, in the home, in business, or in any other field of endeavor that does not require reading. Through reading, one can ponder the mysteries of the world, explore accumulated knowledge, and contemplate the unknown.
  4. 4. In La Union Schools Division, reading is on its recovery because of the effects of the pandemic. the reading Recovery Program of LUSD encourages all schools to implement their school-based reading program and invite various stakeholders to give their share in improving the reading skills of the learners. In the public elementary schools of Naguilian, the deterioration of the reading skills of learners was also felt due to the result gathered from the Phil-IRI and in the administration of FLAT. They experienced challenges in conducting reading sessions with learners such as the insufficiency of reading materials, the overlapping of activities of both teachers and parents.
  5. 5. II. Review of Related Literature Alcantara (2020) explained that taxonomy of reading comprehension and Bloom’s taxonomy of educational objectives presented almost the similar skill categories. According to the taxonomies, literal comprehension refers to the information explicitly stated in the text, whereas reorganization comprehension needs an ability to synthesize, analyze, and integrate the information plainly stated in the text. Contrarily, inferential comprehension refers to locate information implicitly stated in the text through making assumptions and conjectures. These three skill categories are similar in the taxonomies in terms of concepts and meanings and are commonly used terms in the area of reading comprehension.
  6. 6. Similarly, Estremera (2017) commended the RAND reading model, another influential reading framework for research and practice, defined reading comprehension as the process of “extracting and constructing meaning through interaction and involvement with written language”.
  7. 7. III. Research Questions This study dealt with the implementation of school-based reading programs in the public elementary schools of Naguilian District, Division of La Union during the school year 2022-2023 as basis of proposed intervention strategies.
  8. 8. Specifically, it sought to answer the following questions: 1. What is the level of implementation of the strategies used in school-based reading programs as perceived by the reading teachers and the school administrators? 2. What is the extent of effect of the factors affecting the implementation of the strategies used in school-based reading programs as perceived by the teachers and the school administrators? 3. What is the level of applicability of the suggested measures to address the factors affecting the implementation of the strategies used in school-based reading programs as perceived by the teachers and the school administrators? 4. Are there significant differences between the perceptions of the two groups of respondents on the different variables of the study? 5. Based on the findings of the study, what intervention strategies can be proposed to improve the implementation of school-based reading programs the public elementary schools of Naguilian District, Division of La Union?
  9. 9. IV. Methodology Research Design This study made use of a descriptive research design. Descriptive research systematically, factually, and accurately describes an area or situation. Descriptive research is fact- finding with adequate interpretation.
  10. 10. This study is descriptive because it described the implementation of school-based reading programs in the public elementary schools of Naguilian. It further described the level of implementation of the strategies used in school-based reading programs. It also described the extent of effect of the factors affecting the implementation of the strategies used in school-based reading programs. Also, it described the level of applicability of the suggested measures to address the factors affecting the implementation of the strategies used in school-based reading programs. Intervention strategies were proposed based on the findings of the study to improve the implementation of school-based reading programs in the public elementary schools of Naguilian District, Division of La Union.
  11. 11. IV. Methodology Participants The study involved one hundred (100) reading teachers and twenty nine (29) school administrators as respondents.
  12. 12. IV. Methodology Instrumentation and Data Collection The questionnaire-checklist for the respondents is composed of five (parts), to wit: Part I elicited the level of implementation of the strategies used in school-based reading programs; Part II delved into the extent of effect of the factors affecting the implementation of the strategies used in school-based reading programs; and Part III dealt with the level of applicability of the suggested measures to address the factors affecting the implementation of the strategies used in school-based reading programs.
  13. 13. IV. Methodology Ethical Considerations The researcher will apply the principles of ethical considerations developed by Bryman and Bell (2007). In regard to the involvement to this study, the participants will not be subjected to harm in any ways. Prior to the study, full consent will be obtained from the respondent reading teachers and school administrators of Naguilian District. In addition, the protection of the privacy of the research participants will be ensured. Voluntary participation of the respondents in the research will be treated very important. Moreover, they have rights to withdraw from the study at any stage if they wish to do so.
  14. 14. IV. Methodology Output formulation
  15. 15. Analysis and interpretation on the following: 1. level of implementation of the strategies used in school- based reading programs; 2. extent of effect of the factors affecting the implementation of the strategies used in school- based reading programs 3. level of applicability of the suggested measures to address the factors affecting the implementation of the strategies used in school- based reading programs 1. strategies used in school-based reading programs; 2. factors affecting the implementation of the strategies used in school- based reading programs 3. measures to address the factors affecting the implementation of the strategies used in school- based reading programs PROPOSED INTERVENTION STRATEGIES INPUT PROCESS OUTPUT
  16. 16. V. Basic Research Work Plan and Timelines
  17. 17. V. Basic Research Work Plan and Timelines
  18. 18. VI. Cost Estimates
  19. 19. VII. Plans for Dissemination and Advocacy
  20. 20. VIII.References www.etd.lsu.edu www.instructionaldesign.org www.oecd.org www.openknowledge.worldbank.org Alcantara, Roxanne D. Developing Reading Comprehension Modules to Facilitate Reading Comprehension (Thesis, University of Northern Philippines, 2020) Alvarez, Ester, A. Teacher Roles and Competencies in Online Learning Environments: a Theoretical Analysis of Teaching and Learning Practices (Thesis, University of Santo Tomas, 2018) Aquino, Marife G. Development of Learning Material for Grade 7 Struggling Readers (Thesis, Pangasinan State University, 2018)Burić, I., and Kim, L. E. (2020). Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning Instruct. 66:101302. doi: 10.1016/j.learninstruc.2019.101302
  21. 21. Thank you for listening!

×