This document summarizes a research study that examined teachers' perceptions of the effectiveness of play-based learning on reading comprehension among Grade II learners in the Day-as Elementary School in Cordova District, Cebu Province, Philippines. The study found that most teacher respondents were female, aged 31-40 years old, married, had been teaching for 4-6 years, had a master's degree, received a performance rating of very satisfactory, and had attended relevant trainings. It also found that play-based learning was highly effective in improving reading comprehension, and that its use had a positive relationship with student reading performance. The study proposed several play-based class activities to enhance reading instruction and student performance.

1. Hello!
I am Lilibeth T. Rollon
Teacher II, Day-as Elementary School,Cordova District
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2. CATEGORIZING PLAY-
BASED LEARNING
ACTIVITIES
LILIBETH T. ROLLON
Researcher

3. ABSTRACT
This research determined the teachers’ perceived effectiveness of
play-based learning in reading comprehension of Grade II learners
in Day-as Elementary School, Cordova District, Cebu Province for
school year 2020-2021 as basis for a play-based class activity. The
researcher used the descriptive method of research in the
gathering of important data relevant to the study.

4. ABSTRACT
Findings reveal that majority of the respondents belong to the age
group of 31-40 years old. Most of them are female, married, have
been in the institution for 4-6 years, obtained units in their
Master’s Degree, have a performance rating of very satisfactory
and have attended district and division trainings, seminars and
workshops. Meanwhile, when it comes to the Grade II learner-
respondents, all of them are aged 7 years old while majority are
boys.

5. ABSTRACT
When dealing with the level of effectiveness of play-based learning on the
reading comprehension of the Grade II learners, it garnered an overall grand
mean of 3.80 which means that the teacher-respondents highly perceived play-
based learning activities to be effective. Meanwhile, when testing the
relationship between the level of effectiveness of play-based learning activities
and the level of reading performance of the learners, it yielded a significant
relationship which means that utilization of play-based learning activities has a
positive impact on the English reading performance of the Grade II learners.

6. Statement of
the Problem
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7. This research determined the teachers’ perceived effectiveness of play-based
learning towards the reading comprehension of Grade II learners in Day-as
Elementary School, Cordova District, Cebu Province for school year 2020-2021 as
basis for a play-based class activity.
Specifically, it answered the following inquiries:
Statement of the Problem
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8. What is the relevant information of the:
1.1 teachers’
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1.1.3 highest educational attainment;
1.1.1 age and gender;
1.1.4 length of service;
1.1.5 performance rating; and
1.1.2 civil status;
1.1.6 number of appropriate trainings, seminars and workshops?

9. 9
1.2 learners’
1.2.1 age; and
1.2.2 gender?
2. What is the teachers’ perceived level of effectiveness of play-based learning
activities on the reading comprehension of learners?
3. What is the level of reading performance of the Grade II learners in the
research locale?
4. Is there a significant relationship between the teachers’ perceived level of
effectiveness of play-based learning activities and the learners’ level of reading
performance?
5. Based on the salient findings of the study, what play-based class activities can
be crafted?

10. SUMMARY, FINDINGS,
CONCLUSIONS AND
RECOMMENDATIONS
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11. Summary
This research determined the teachers’ perceived level of effectiveness
on play-based learning in reading comprehension of Grade II learners in
Day-as Elementary School, Cordova District, Cebu Province for school
year 2020-2021 as basis for a play-based class activity. The researcher
made use of the descriptive method of research with the use of the
modified standardized questionnaire in the gathering of important data
relevant to the study.
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12. Findings
Findings reveal that majority of the respondents belong to the age
group of 31-40 years old. Most of them are female, married, have been
in the institution for 4-6 years, obtained units in their Master’s Degree,
have a performance rating of very satisfactory and have attended
district and division trainings, seminars and workshops. Meanwhile,
when it comes to the Grade II learner-respondents, all of them are aged
7 years old while majority of them are boys.
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13. Findings
When dealing with the level of effectiveness of play-based learning on reading
comprehension of the Grade II learners, it garnered an overall grand mean of 3.80
which means that the teacher-respondents highly perceived the effectiveness of play-
based learning activities on the reading comprehension of the learners. Teaching must
have roots in child development in order for children to thrive got the highest
weighted mean while teachers who began to understand that play is a primary and
integral mode through which children make sense of the world fell last with the
lowest mean score.
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14. Findings
Meanwhile, when testing the relationship between the level of
effectiveness of play-based learning activities and the level of reading
performance of the learners, it yielded a significant relationship which
means that utilization of play-based learning activities has a positive
impact to the English reading performance of the Grade II learners.
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15. Conclusions
Based on the salient findings of the study, it can be concluded that the
utilization of play-based learning activities among the teachers will
contribute to the learners’ performance in the subject matter. This
means further that play-based learning is therefore a factor to consider
in seeking to elevate the reading performance of the Grade II learners.
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16. Recommendations
Based on the conclusions derived from the findings of the study, the following are recommended:
1. The proposed play-based class activities be implemented in the research locale;
2. Topics similar to this research to include a bigger pool of respondents;
3. Future researchers to consider the results of this study as bases for studies they might conduct in
the future;
4. Play-based must be incorporated in the curriculum in order to improve the reading
comprehension of learners at this level of their educational journey; and
5. The Department of Education train teachers to see research results as guide in refining the
reading performance of the learners.
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17. Place your screenshot here
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OUTPUT
OF THE
STUDY
 PLAY-BASED CLASS ACTIVITIES
 OBJECTIVES
These play-based class activities will hopefully:
 To improve the utilization of play-based learning
activities among the English teachers with the end of goal of
improving the reading performance of the learners; and
 To enhance the reading performance of the Grade II
learners which will hopefully prepare them for higher level
English in their educational journey.
 SCHEME OF IMPLEMENTATION

18. Area of Concerns Objectives Strategies Budget Budget Source Time Frame Implementors Evaluative Measures Remarks
Play-based learning
as mode of instruction
in reading
To improve the
utilization of play-
based learning
activities in
reading
In-Service Training on Play-
Based Strategy in Reading
Php 10,000
School funds January 2021
Principal, English Teachers
and Researcher
Improved the play-based
strategy in teaching
reading
Workshop on Effective Play-
Based Strategy for English
Reading
Php 10,000 School funds February 2021
Principal, Teachers and
Researcher
Improved the play-based
strategy in teaching
reading
Learning Through Play
Webinar Series with
education experts
Php 10,000 School funds February 2021
Principal, English Teachers
and Researcher
Improved the play-based
strategy in teaching
reading
Performance of learners in
reading
To enhance the reading
performance of the
Grade II learners
through the use of play
Read Together Online
Series (This will allow
learners to read together
with their classmates and
then the teacher throws
questions pertaining to
comprehension afterwards)
NA NA January 2021
Principal and English
Teachers
Improved reading
performance of learners
exposed to play-based
learning
Read Poetry with Parents
(This weekly collaborative
project will allow both
parents and learners to
bond in a fun and
educational way. The best
pair wins a price every
month)
NA NA February 2021
Principal and English
Teachers
Improved reading
performance of learners
exposed to play-based
learning
Discover the outdoors
(When safe to go back to
face to face learning, get
learners outside to discover
nature. Let them take a
walk within school premises
while reading signages and
other text found outside.
NA NA April 2021
Principal and English
Teachers
Improved reading
performance of learners
exposed to play-based
learning

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Thank You!