D. Stage 3

Project COLORS- Rosario Cluster
Stage 3: ACT
Step 8: Pilot Your Solution
Table 1.1 – Statistical Treatment of Data during the Pre and Post-tests on Two Literary Texts Employed during the Second Quarter using SPSS
2nd Quarter
School Ibalon Lam-Ang
Pre Post t p-value Pre Post t p-value
RIS 2.06 4.51 t(72)=-4.878 .000 2.88 6.12 t(73)=-16.274 .000
TANGLAG NHS 1.00 3.42 t(11)=-6.751 .000 3.50 5.25 t(7)=-6.201 .000
ALIPANG NHS 2.43 4.71 t(6)=-4.824 .003 2.14 4.86 t(6)=-4.800 .003
AMLANG NNHS 3.29 4.43 t(6)=-3.361 .015 5.71 7.71 t(6)=-3.742 .010
PARASAPAS 3.84 5.44 t(12)=-10.309 .000 2.75 4.25 t(11)=-5.196 .000
AWM 2.7440 4.4980 t(4)=-6.707 .003 3.3960 5.6380 t(4)=-6.959 .002
Graph 1.1- Graphical Representation of Data during the Pre and Post-tests on Two Literary Texts Employed during the Second Quarter
IBALON LAM-ANG
6 8
5
4 6
3 4
2 Pretest 2 Pretest
1
0 Post-test 0 Post-test
29
It can be seen from Table 1.1 that the literary texts (Ibalon and Biag Ni Lam-ang) utilized to teach reading
comprehension during the second semester for the S.Y 2017-2018 drew significant difference from pre-test to post-test. It
can be noted that positive results (after the administration of the designed intervention materials- Articulate Story Line)
for each reading text are evident as indicated by the overall AWM’s of the texts from pre-test to post-tests, and through the
t-test employed.
The results imply that the intervention materials designed and employed in teaching the two literary texts for the
second quarter are effective. It also implies that the target clients responded positively on the materials designed.
Furthermore, it may also take to mean that the teachers had effectively and successfully facilitated the teaching process.
This result can be related to the study of Kumar (2010) as published on the Global Journal of Computer Science and
Technology with the title, “Integration of ICT in Teacher Education “Computer Assisted Instruction & E-Learning”. The
study involved two groups of secondary students in which they were divided into two (control and experimental) wherein
Computer Assisted instruction was employed to experimental group and conventional method to control group. The result
showed that there is a significant difference between mean gain scores of pre test and post – test of experimental group.
Likewise, there is a significant difference between mean gain scores of post – test of general group and experimental
group. Thus, these results conclude that Computer-Assisted Instruction such as the interventions employed by the
30
implementers is effective, specifically in enhancing the reading comprehension of the target grade 7 frustration level
readers.
31
Table 1.2- Statistical Treatment of Data during the Pre and Post-tests on Two Literary Texts Employed during the Third Quarter Using SPSS
3rd Quarter
Wedding Dance Bread of Salt
School
t p-
Pre Post t p-value Pre Post
value
RIS 3.08 6.46 t(72)=-12.702 .000 2.88 5.64 t(72)=-14.993 .000
TANGLAG NHS 3.50 5.25 t(7)=-3.130 .017 3.50 5.50 t(11)=-9.381 .000
ALIPANG NHS 2.00 5.14 t(6)=-12.050 .000 3.43 6.00 t(6)=-8.647 .000
AMLANG NNHS 3.86 7.71 t(6)=-14.789 .000 2.86 4.43 t(6)=-4.260 .005
PARASAPAS 3.08 4.33 t(11)=-4.103 .002 3.08 6.46 t(12)=-12.702 .000
AWM 2.9260 4.9440 t(4)=-3.016 .039 3.1500 5.6060 t(4)=-7.861 .001
Graph 1.2- Graphical Representation of Data during the Pre and Post-tests on Two Literary Texts Employed during the Third Quarter
WEDDING DANCE BREAD OF SALT

8 8
6 6
4 4
2 Pretest 2 Pretest
0 0
Post-test Post-test
32
It can be seen from Table 1.2 that the literary texts (Wedding Dance and The Bread of Salt) utilized to teach reading
comprehension during the third quarter for the S.Y 2017-2018 drew significant difference from pre-test to post-test. It can
be noted that positive results (after the administration of the designed intervention materials- Articulate Story Line) for
each reading text are evident as indicated by the overall AWM’s of the texts from pre-test to post-tests, and through the t-
test employed. The overall result does not affect the positive response of the learners toward the enhancement of the
reading comprehension of the frustration level readers as indicated by the Bar Graph.
The results imply that the intervention materials designed and employed in teaching the two literary texts for the third
quarter are effective. It also implies that the target clients responded positively on the materials designed. Furthermore, it
may also take to mean that the teachers had effectively and successfully facilitated the teaching process.
These results can be corroborated to the study conducted by Jung (2013) showed the impact of computer-assisted
instruction in teaching comprehension. The study with the title, “Computer-Assisted Approach: Aiding Students’
Comprehension in Literature” found out that the designed computer application in accomplishing task on two literary
texts administered in two groups of learners (10 learners per group) enhanced their scores as compared to traditional
approach. The study further recommended using computer applications in designing instructional materials supported by
pictures, figures, dialogues, 3Ds, and other relevant applications.
33
To conclude, the pedagogical and creative designs of the intervention materials employed to the target grade 7
frustration level learners are effective and appropriate within the context of the learners.
34
Table 1.3- Statistical Treatment of Data during the Pre and Post-tests on Two Literary Texts Employed during the Fourth Quarter Using SPSS
4th Quarter
How my Brother Leon Brought Home a Wife Baby in the bottle
School
t p-
Pre Post t p-value Pre Post
value
RIS 2.18 4.63 t(72)=-10.738 .000 2.19 3.55 t(72)=-10.101 .000
TANGLAG NHS 2.42 4.75 t(11)=-16.416 .000 2.42 5.08 t(11)=-14.182 .000
ALIPANG NHS 2.71 5.00 t(6)=-5.435 .002 2.71 5.71 t(6)=-13.748 .000
AMLANG NNHS 2.43 5.43 t(6)=-9.721 .000 4.14 6.57 t(6)=-6.584 .001
PARASAPAS 2.77 6.23 t(12)=-16.078 .000 2.77 6.38 t(12)=-14.988 .000
AWM 2.5020 5.2080 t(4)=-11.896 .000 2.8460 5.4580 t(4)=-7.045 .002
Graph 1.3- Graphical Representation of Data during the Pre and Post-tests on Two Literary Texts Employed during the Fourth Quarter
HOW MY BROTHER BABY IN THE BOTTLE

8 8
6 6
4 4
2 Pretest 2 Pretest
0 0
Post-test Post-test
35
It can be seen from Table 1.3 that the literary texts (How My Brother Leon Brought Home a Wife and The Baby in the
Bottle) utilized to teach reading comprehension during the fourth quarter for the S.Y 2017-2018 drew significant
difference from pre-test to post-test. It can be noted that positive results (after the administration of the designed
intervention materials- Articulate Story Line) for each reading text are evident as indicated by the overall AWM’s of the
texts from pre-test to post-tests, and through the t-test employed. All schools yielded positive response toward the
enhancement of the reading comprehension of the frustration level readers as indicated by the Bar Graph.
The results imply that the intervention materials designed and employed in teaching the two literary texts for the
fourth quarter are effective. It also implies that the target clients responded positively on the materials designed.
Furthermore, it may also take to mean that the teachers had effectively and successfully facilitated the teaching process.
This result can be related to the study that CAI is not only used to aid comprehension but also extends in the teaching
of grammar. This was already proven by the study of Jarata (2015) of DMMMSU-SLUC in his study titled, “Use of
Computer Aided Instruction in Enhancing English Grammar Performance of College Students” where English 100 is
taught to 15 students in a conventional teaching and 15 students using counteractive teaching aided by CAI. The study
proved that the experimental groups gained higher scores than those who were taught under the conventional ones.
36
This concludes that as comprehension is improved, knowledge and competence on grammar may also be improved.
This means that while students may expose to computer-assisted instruction through the articulate story line,
communicative language teaching is also proven to be effective in teaching the other features of language.
37
Table 2.0- Overall Statistical Treatment of Data during the Pre and Post-tests on Six Literary Texts Employed during the Second-Fourth Quarters
Ave Pre-test Ave Post-test t p-value

OVER ALL AWM 2.9203 5.3650 t(29)=-17.923 .000
Graph 2.0- Graphical Representation of Data during the Pre and Post-tests on Six Literary Texts Employed during the Second-Fourth Quarters
OVER ALL
6
5
Pretest
4
Post-test
3
2
1
0
OVER ALL AWM
Table 2.0 and Graph 2.0 show that the six corresponding pre-tests and post-tests conducted on six literary texts for
three quarters drew significant and positive changes. This can be seen from the Pre-tests’ overall AWM of 2.9203 to Post-
tests’ overall AWM of 5.3650 and through the t-statistical value which is 17.923 at p-value of .000 indicating a very much
strong and very significant difference.
38
This implies the effectiveness of the contextualized approach in designing the intervention materials, the computer-
assisted instruction and the pedagogical and systematic methods employed; thus, making this project, “PROJECT
COLORS”, effective and successful in its own right.
39
Step 9: Roll Out Your Solution
Meeting of the Project Planners and Implementers
40
41
Meeting with the Parents and the Clients
42
43
Letter for the Parents
44
Administration of the Intervention
45
46
Interactive Multimedia
47
IBALON
48
49
50
51
52
BIAG NI LAM-ANG
53
54
55
56
57
58
THE WEDDING DANCE
59
60
61
62
63
64
65
THE BREAD OF SALTS
66
67
68
69
70
HOW MY BROTHER LEON BROUGHT A WIFE
71
72
73
74
75
76
77
PREPARED DLL
78
TEST QUESTIONS
79
EVALUATION FORM
80
PHIL IRI MATERIAL
81
Step 10: Check Your Progress
Table 3.0. Phil IRI Report of the Reading Comprehension of Grade 7 Learners
SCHOOL S.Y 2016-2017 S.Y 2017-2018
(Division Office Data) (Cluster Data)
Pre- Post- % Pre- Post- % %
test test test test Promoted
Alipang NHS 20 9 45.00 7 1 14.29 85.71
Amlang NHS 35 5 14.29 7 2 28.57 71.43
Parasapas NHS 22 8 36.36 12 3 25.00 75.00
Tanglag NHS 12 7 58.33 12 3 25.00 75.00
RIS 75 44 58.67 73 15 20.55 79.45
Mean Percentage
77.32%
Promoted
The table above shows the decrease of Frustrated Readers in all the secondary schools of the Rosario District based on the Phil
IRI report of S.Y. 2017-2018. It can be noted the positive results in the Post-test in Alipang NHS (85.71%), Amlang NHS (71.43%),
Parasapas NHS (75.00%), Tanglag NHS (75.00%) and Rosario Integrated School (RIS) (79.45%), which leads to the overall percentage
performance as 77.32%. This implies that the intervention conducted by the project implementers may were effective and successful
in helping the learners in reading comprehension.
82
EVALUATION/ OBSERVATION
83
FEEDBACKS
84

D. Stage 3

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D. Stage 3

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Project COLORS- Rosario Cluster

Step 8: Pilot Your Solution

WEDDING DANCE BREAD OF SALT

pictures, figures, dialogues, 3Ds, and other relevant applications.

HOW MY BROTHER BABY IN THE BOTTLE

Ave Pre-test Ave Post-test t p-value

Meeting of the Project Planners and Implementers

Meeting with the Parents and the Clients

Letter for the Parents

Administration of the Intervention

THE WEDDING DANCE

THE BREAD OF SALTS

HOW MY BROTHER LEON BROUGHT A WIFE

PHIL IRI MATERIAL

Amlang NHS 35 5 14.29 7 2 28.57 71.43

Parasapas NHS 22 8 36.36 12 3 25.00 75.00

Tanglag NHS 12 7 58.33 12 3 25.00 75.00

RIS 75 44 58.67 73 15 20.55 79.45

in helping the learners in reading comprehension.

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