Basic Research LIS 2022

Republic of the Philippines
Department of Education
Region 10- Northern Mindanao
DIVISION OF MISAMIS ORIENTAL
District of Opol
Limunda Integrated School
Limonda, Opol, Misamis Oriental
OFFICE OF THE SCHOOL HEAD
CERTIFICATION
TO WHOM THIS MAY CONCERN:
This is to certify that the personnel in this school, whose names are found in the
attached List of Teaching, Teaching-related and Non-Teaching Researchers (listed
follows the order in the general payroll) including the undersigned had conducted and
written and adhered to the policies and guidelines in the conduct and writing of basic or
action researches stipulated in the existing Deped guidelines.
This is to certify further that the completed copies (in Print and electronic copies)
of the researchers conducted had been thoroughly reviewed and checked by the
undersigned and were found to be in order. Final reports of research conducted including
the undersigned are kept and in custody of the Office of the School Head in this school.
Issued this 11th day of July 2022 at Limunda Integrated School, Limonda, Opol,
Misamis Oriental
JOEL C. FLORES
School Head
Region 10 – Northern Mindanao
District of Opol - West

Limunda, Opol, Misamis Oriental
UNDERSTANDING THE READING DIFFICULTIES IN GRADE 4 PUPILS AT

LIMUNDA INTEGRATED SCHOOL
Submitted by:
EMILYN Y. SAMBULAY
Teacher I
UNDERSTANDING THE READING DIFFICULTIES IN GRADE 4 PUPILS AT
LIMUNDA INTEGRATED SCHOOL
Part I. SITUATION
Learning to read perhaps is the most important skill one should acquire during a
lifetime for it offers a clear opportunity in terms of security, self-respect, social status etc.
Reading is a tool of learning. Moreover, here in Limunda Integrated School, there were
14 Grade 4 pupils enrolled in this S.Y. 2021-2022. Thirty-five percent (35%) of these
pupils know how to read and sixty-five percent (65%) have difficulties in reading both in
English and Filipino.
Part II. FINDINGS AND INSIGHTS

All children were tested at their school in two sessions. The selected children with
having frustration in reading will undergo remedial classes. It will be administered by
English teachers. Variety of strategies are employed during the conduct of Class
Remedial Reading such as peer-tutoring, Read-Aloud, Marking System, Word Builder,
Using Word Search, Semantic webbing and using definition word chart. This method
were used depending on the learning ability among the pupils.
Part III. SUMMARY
Recent studies suggest that a vast majority of pupils who cannot read usually drop
out of school especially so if they are already in the intermediate levels because they will
be the object of criticism among peers. The best way therefore is to conduct interventions
while they are still in the primary level so they can cope with the needed competencies.

IMPROVING READING READINESS OF KINDERGARTEN PUPILS USING

MARUNGKO APPROACH
Submitted by:
MARIA NELA O. EBAL

Teacher I
IMPROVING READING READINESS OF KINDERGARTEN PUPILS USING
MARUNGKO APPROACH
Part I. SITUATION
Every child enters kindergarten at a different level and teacher expects a huge
variation in the skills each learner brings especially when it comes to reading. Reading
Readiness is one of the most skills to be acquired by the learner for him to become a
skillful reader.
This study will use the Marungko Approach to equip the kindergarten pupils in
their necessary reading skills in terms of sound recognition and letter recognition. The
goal of this strategy in reading is to install in their minds to appreciate the sounds and
symbols to communicate effectively especially in reading instruction created for Filipino
children and eventually to communicate in written and oral forms through effective
reading instruction.
Part III. SUMMARY
The result of the pre-test shall be used as the basis in creating Intervention
Program that could possibly cater reading problems. Posttest shall also be conducted after
implementing the intervention program. To facilitate the data gathering, permission to
conduct the Action Research will be obtained from the school head of the school where
the research will be conducted; The proponent will be able to call the pupil one by one
for the Oral Reading Activity within the allotted time to assess his/her level of reading
readiness. Every pupil will be given a copy of the reading materials to read.

READING AS A LEARNING STRATEGY FOR GRADE SEVEN

MATHEMATICS CLASS
Submitted by:
JERALDEN R. LABADLABAD
Teacher I
READING AS A LEARNING STRATEGY FOR GRADE SEVEN
MATHEMATICS CLASS
Part I. SITUATION
“I don’t understand”, “I was gone, how am I supposed to know this,” and “When
did we learn this” are common phrases I have heard in my classrooms over the years. I
have struggled for many years with having students miss class frequently due to absences
or activities. Limunda Integrated School is located in a remote part of Opol, Misamis
Oriental.
Part II. FINDINGS AND ISIGHTS
My implementation of the reading strategy was limited to Grade 7 students

consisting of 19 students. Prior to beginning the study, my students had no formal
training on how to read a mathematics textbook.
In preparing my students for this change, I did a lot of background work with my
students about the benefits and purposes of reading a mathematics textbook, as well as
analyzing the different parts of a textbook. After completing this background phase,
students were then given a reading guide to fill out.
Part III. SUMMARY
As a result of this study, I have gained immeasurable experience about how

students learn in the mathematics classroom. The purpose of education is student learning
and this can and should happen through many avenues. Reading to learn mathematics is
one of these avenues that needs to be pursued by more teachers at all levels. The benefits
of having students read for learning mathematics were dramatic and surprising in my
study.

EFFECTIVENESS OF GUIDED READING STRATEGY IN ENHANCING

READING COMPREHENSION OF GRADE THREE PUPILS
Submitted by:
JONATHAN L. LANDONG
Teacher II
EFFECTIVENESS OF GUIDED READING STRATEGY IN ENHANCING
READING COMPREHENSION OF GRADE THREE PUPILS
Part I. SITUATION
In recent years, a large amount of research has investigated pupils’ difficulties
with reading. There has been an increased focus nationally on the development of literacy
for all students.
Reading is fundamental to functioning in today's society. The word “read” means:
understand the meaning of written or printed words or symbols (Oxford South African
Dictionary). It embraces reading's role in children's growth, creativity and well-being.

The researcher used the descriptive method. Calmorin (2007) cited that this
method seeks the real facts in relation to a current situation. Furthermore, this also
involves describing, comparing, contrasting and interpreting conditions that exists.
Part III. SUMMARY

One may choose to do several lessons on the particular focus strategy. Work with
these strategies until there is improvement in these areas. Then switch the focus to
another area that will help to improve the reading ability of children in that group as well.
Thus, it is a need to help the pupils improve their reading comprehension.

GRAPHIC ORGANIZERS: A TOOL FOR FACILITATING READING

COMPREHENSION
Submitted by:
JOYCE A. DANDASAN
Teacher I
GRAPHIC ORGANIZERS: A TOOL FOR FACILITATING READING
COMPREHENSION
Part I. SITUATION
Reading has become one of the most pertinent methods for extracting information
in today’s culture. This reality has brought upon a focus of reading skills in secondary
education as a basis for academic success.
Part II. FINDING AND INSIGHTS
The intervention lasted for two weeks. During the experiment, students from each
group were trained in reading comprehension. They were classified as group A and
Group B. Students of group A were trained in reading comprehension in the traditional
ways like making the students read the passage again and again, read the passage after
reading the comprehension questions, etc. whereas, group were trained using graphic
organizers in comprehending passages.
Part III. SUMMARY
The findings of the study offer some pedagogical implications for middle school
reading instruction in ESL contexts. First, the use of graphic organizers by ESL learners
significantly promoted: (i) Strategic reading competence; (ii) Classification or graphical
arrangement the content of a passage; (iii) Distinguishing the most salient ideas from the
supporting information. Second, in comparison with the traditional reading approach,
using graphic organizers offers: (i) More chances for school learners to participate more
actively in constructing organizers; (ii) A way to get the meaning of the passage.

THE IMPORTANCE OF VOCABULARY IN EVERYDAY MATHEMATICS
Submitted by:
REINMY C. DAUG
Teacher I
THE IMPORTANCE OF VOCABULARY IN EVERYDAY MATHEMATICS
Part I. SITUATION
My path towards this specific topic started a long time ago when I was a student
myself. I was an average student who did okay in math class. As I got older and the
classes became more challenging, I started to struggle more and more. I had a hard time
understanding my assignments, or even the directions, and my teachers were using words
that were unfamiliar to me. I would miss problems not because I did not know how to do
them, but because I did not understand the words that were being used.
To start my research I first developed a list of vocabulary words that I thought was
appropriate for the sixth grade level. I went through my textbook and selected words that
were used frequently and had great significance in the assignments the students would be
doing. I compiled these words into a list that I then gave to the students to be put into
their vocabulary folders that we would be creating throughout the duration of my
research. Into these folders would go anything that was vocabulary related, including the
weekly quizzes, vocabulary activities, notes, and other items.
Part III. SUMMARY
Based on my research I would definitely say that vocabulary plays a major part in
the understanding of mathematical concepts. I would like to see how well the students
could do with a full school year of mathematical vocabulary integrated into their regular
math curriculum.

THE EFFECT OF COMPUTER-BASED MATHEMATICS ON PROBLEM

SOLVING
Submitted by:
APPLE JAY O. LAID

Teacher I
THE EFFECT OF COMPUTER-BASED MATHEMATICS ON PROBLEM
SOLVING
Part I. SITUATION
While planning for my 7th and 8th grade Math class, I often wonder to myself how
effective is the use of computer-based math on students’ problem solving. What are
students’ attitudes toward computer-based mathematics and, what effect their attitudes
have on implementation of computer-based Math?
The participants will be my 7th and 8th grade students who will receive 2 hours
weekly computer-guided math instruction along with their regular Math Investigations.
The computer program that will be used in this study is Edutest. Edutest is a computer
program that focuses on problem solving strategies, geometry, number sense, logic
patterns, measurement, probability, and word problems that are in line with the district
standards.
Part III. SUMMARY
The students in my 7th and 8th grade class have benefited greatly from computer-
based mathematics. They have shown growth in mathematics as well as growth in
personal confidences. Most students started out with limited ability navigating a
computer, now they are able to surf the web with great confidence. My class continues to
work with the Edutest Math Program although we are only guaranteed one hour per
week. If there is a vacancy in the schedule my class eagerly signs up for that slot.

MANAGING CLASSROOM INCIVILITIES RELATED TO BEHAVIOR OF

JUNIOR HIGH SCHOOL STUDENTS
Submitted by:
JOEL C. FLORES
School Head
MANAGING CLASSROOM INCIVILITIES RELATED TO BEHAVIOR OF
JUNIOR HIGH SCHOOL STUDENTS
Part 1. SITUATION
Incivilities relating to behavior inside the classroom can include inattentiveness,
tardiness, class and personal space interruption, aggressive communication, and lack of
respect. Classroom incivilities is usually a matter of discussion when students pursue
higher education, specifically, a college degree. However, several alarming circumstances
on junior high schools has proven that classroom civility should be taught as early as they
reach high school. Teaching students the significance of civility is a vital part of their
school life for it may later affect their future careers. Looking beyond the four walls of
the classroom and seeing more than the context of books, civility is not a trivial matter as
it speaks to the idea that it is not only ourselves that we should keep in mind. This is not
just about merely managing a disruptive students’ behavior to please the teacher and to
gain a better grade but this is to help students see themselves as part of the greater good.
Teaching civility is not only teaching a future professional to be well-educated but also
training them to be well-mannered. It only comes to life when teachers teaches the
students to think beyond themselves, and start looking things on other people’s
perspective.
Part 2. FINDINGS AND INSIGHTS
The teacher leads a good example towards the students as discipline methods are
applied. Three types of discipline are being used to manage classroom incivilities:
preventive, supportive, and corrective. It is imperative that the teacher establishes the
ground rules for discussion and behavior, including agreed consequences at the beginning
of classes. The class collectively writes a contract for classroom conduct. Students would
most likely buy in rules if they had a role in creating it. If preventive and supportive
method fails, corrective discipline comes in to prevent repetition and mitigate escalation.
This is where established consequences for rule-breaking is applied, thus, the teacher
ensures that discipline is implemented fairly and delivered as soon as possible without
unduly humiliating the student involved. Written records of incidents that includes
disruptive behavior, including time and date and signature of witnesses is also being kept
for documentation.
Part 3. SUMMARY
Disruptive students showing any form of classroom incivilities are growing
individuals that needs help for a change of behavior. It is indeed a primary obligation of
the teacher to manage the instructional setting once the class becomes rowdy. This matter
is not to be taken lightly. It is increasingly important to focus on classroom incivility as it
may affect both the academic and personal development of the students.


COUNTERING THE OVER-DEPENDENCE OF JUNIOR HIGH SCHOOL

STUDENTS ON MOTHER TONGUE-BASED LANGUAGE AS MEDIUM OF
LEARNING
Submitted by:
VLADIMIRRON J. DINAMLING
Teacher I
COUNTERING THE OVER-DEPENDENCE OF JUNIOR HIGH SCHOOL
STUDENTS ON MOTHER TONGUE-BASED LANGUAGE AS MEDIUM OF
LEARNING
Part I. SITUATION
As part of K-12 Curriculum implementation, all learners from Kinder to Grade 3
shall have the MTB-MLE language as means of instruction and learning. Therefore,
allowing all teachers of the said graders to speak and teach in our common language so
that the learners will be able to grasp the ideas and understand what the mentors wanted
to convey in the easiest way possible. However, such case is not allowed for grade 4 to
high school learners, both in Junior and Senior High Schools.
Part II.FINDINGS AND INSIGHTS
This study was carried out in Limunda Integrated School, Limunda, Opol Misamis
Oriental. This is a newly integrated school where the grade level it can offer extended
only to grade 9. There are only few learners in Junior High School level that needs more
attention in using English language, could it be in reading, writing and understanding
English words and usage for better learning.
Part III. SUMMARY
This research seeks for intervening body for the benefits of LIS middle school
learners in line with English literacy competencies and other related concerns.

FACTORS AFFECTING COMPREHENSION SKILLS IN READING AMONG

GRADE NINE STUDENTS OF LIMUNDA INTEGRATED SCHOOL
Submitted by:
ELROSE JEAN A. TOCAO

Teacher I
FACTORS AFFECTING COMPREHENSION SKILLS IN READING AMONG
GRADE NINE STUDENTS OF LIMUNDA INTEGRATED SCHOOL
Part I. Situation
According to the internet source (2014), “Reading is a tool a person gets

information from written letters and words. It is actually a complex and multi-part
process. Reading in a classroom introduces in many forms, but it is often used as way of
introducing grammar or vocabulary items.”
Part II. The Intervention
Here in Limunda Integrated School the Kindergarten pupils to grade 10 students

are being assessed every year in their reading level. Test is administered by a teacher in
her class. The teacher let her pupils read a selection and answered the questions orally.
The teacher recorded the words miscues and the correct answers to the comprehension
questions of the individual pupil and indicated the reading level of a pupil through the set
of criteria.
Part III. Summary
The researcher found out that many of the pupils in grade nine were able to read
but still had difficulty in answering the comprehension questions. The researcher
incorporated the Individual Reading Materials with higher order thinking skill activities
through varied questions to the students. By doing so, they had able to transfer and make
connections to reading comprehension.

IMPORTANCE OF COOPERATIVE LEARNING IN FACILITATING

LEARNING FOR GRADE TWO PUPILS AT LIMUNDA INTEGRATED
SCHOOL
Submitted by:
CARLO J. MADERA
Teacher I
IMPORTANCE OF COOPERATIVE LEARNING IN FACILITATING
LEARNING FOR GRADE TWO PUPILS AT LIMUNDA INTEGRATED
SCHOOL
Part I. SITUATION
Children find it hard to do things alone. They need guide and assistance from the
people around them. Sometimes, they feel alone and so it leads them to feel demotivated
in doing classroom activities.
Part II.FINDINGS AND INSIGHTS

In order to solve the problem stated above, researchers considered the use of
Cooperative learning. Cooperative learning is when pupils work in groups, interact with
other pupils in solving problems, and build connections with their classmates. In this way,
they will be able to develop interdependence among themselves.
Part III. SUMMARY

At the end of the study, we found out that Cooperative learning is effective
especially when your goal is to help the child develop trust to other learners, generate
communication skills, and improve learning abilities. This approach to learning enables
them to use their creativity in making ideas that will be beneficial to his/her group.
THE PROBLEM OF GRADE 5 PUPILS' ABSENTEEISM IN LIMUNDA
INTEGRATED SCHOOL
Part I. SITUATION
One of the problems of teachers in Limunda Integrated School is pupil's
absenteeism. Teachers prepare lesson plans and activities with the objective that 100% of
the pupils will acquire the required competencies. Sadly, it is very difficult to achieve
perfect attendance.
In order to limit or eliminate absenteeism, it is recommended that teachers:

1. inform parents about the importance of keeping their children in school;
2. ensure that classroom atmosphere is conducive to learning;
3. emphasize that academic success is very much dependent on pupil's attitude
towards school
4. promote proper hygiene; and
5. give extra attention to pupils who are left behind in the lessons.
Part III. SUMMARY

This paper has shed some light on the reasons of the absenteeism of grade 5 pupils
in Limunda Integrated School. The findings of the study show that parents ask their
children to help in the farm compromising their academic performance, classrooms are
not conducive to learning, pupils are less motivated to go to school, sickly and have
difficulty in coping with the lessons.

THE PROBLEM OF GRADE 5 PUPILS' ABSENTEEISM IN LIMUNDA

INTEGRATED SCHOOL
Submitted by:
ELSON L.RIVERA JR.

Teacher I
LIST OF TEACHING, TEACHING-RELATED AND NON-TEACHING
PERSONNEL
District of Opol
Limonda, Opol, Misamis Oriental
No. Name of Teaching, Teaching-related and Non- Position

teaching Researchers
1 Flores Joel C. School Head

2 Bartolaba Mirasol P. Teacher I
3 Dinamling Vladimirron J. Teacher I
4 Dandasan Joyce A. Teacher 1
5 Daug Reinmy C. Teacher I
6 Ebal Maria Nela O. Teacher I
7 Labadlabad Jeralden R. Teacher I
8 Laid Apple Jay O. Teacher I
9 Landong Jonathan L. Teacher II
10 Madera Carlo J. Teacher I
11 Rivera Jr. Elson L. Teacher I
12 Sambulay Emilyn Y. Teacher I
13 Tocao Elrose Jean A. Teacher I
No one follows
Prepared by:
JOEL C. FLORES
School Head

Basic Research LIS 2022

Uploaded by

Copyright:

Available Formats

Basic Research LIS 2022

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Basic Research LIS 2022

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

DIVISION OF MISAMIS ORIENTAL

OFFICE OF THE SCHOOL HEAD

TO WHOM THIS MAY CONCERN:

District of Opol - West

UNDERSTANDING THE READING DIFFICULTIES IN GRADE 4 PUPILS AT

Part II. FINDINGS AND INSIGHTS

Part III. SUMMARY

District of Opol - West

IMPROVING READING READINESS OF KINDERGARTEN PUPILS USING

MARIA NELA O. EBAL

Part II. FINDINGS AND INSIGHTS

Part III. SUMMARY

District of Opol - West

READING AS A LEARNING STRATEGY FOR GRADE SEVEN

Part II. FINDINGS AND ISIGHTS

My implementation of the reading strategy was limited to Grade 7 students

Part III. SUMMARY

As a result of this study, I have gained immeasurable experience about how

District of Opol - West

EFFECTIVENESS OF GUIDED READING STRATEGY IN ENHANCING

Part II. FINDINGS AND INSIGHTS

Part III. SUMMARY

District of Opol - West

GRAPHIC ORGANIZERS: A TOOL FOR FACILITATING READING

Part II. FINDING AND INSIGHTS

Part III. SUMMARY

District of Opol - West

THE IMPORTANCE OF VOCABULARY IN EVERYDAY MATHEMATICS

Part II. FINDINGS AND INSIGHTS

Part III. SUMMARY

District of Opol - West

THE EFFECT OF COMPUTER-BASED MATHEMATICS ON PROBLEM

APPLE JAY O. LAID

District of Opol - West

MANAGING CLASSROOM INCIVILITIES RELATED TO BEHAVIOR OF

Part 2. FINDINGS AND INSIGHTS

Republic of the Philippines

District of Opol - West

COUNTERING THE OVER-DEPENDENCE OF JUNIOR HIGH SCHOOL

District of Opol - West

FACTORS AFFECTING COMPREHENSION SKILLS IN READING AMONG

ELROSE JEAN A. TOCAO

According to the internet source (2014), “Reading is a tool a person gets

Part II. The Intervention

Here in Limunda Integrated School the Kindergarten pupils to grade 10 students

Part III. Summary

District of Opol - West

IMPORTANCE OF COOPERATIVE LEARNING IN FACILITATING

Part II.FINDINGS AND INSIGHTS

Part III. SUMMARY

Part II. FINDINGS AND INSIGHTS

In order to limit or eliminate absenteeism, it is recommended that teachers:

Part III. SUMMARY

District of Opol - West

THE PROBLEM OF GRADE 5 PUPILS' ABSENTEEISM IN LIMUNDA

ELSON L.RIVERA JR.

No. Name of Teaching, Teaching-related and Non- Position

1 Flores Joel C. School Head

You might also like