AUDIO-VISUAL VS.

PRINTED TEXTS: EFFECTS ON THE READING

COMPREHENSION OF GRADE 3 LEARNERS

School of Advanced Studies

BOHOL ISLAND STATE UNIVERSITY
Main Campus, Tagbilaran City

JAMONER, ANN VENIA B.

May 2025
AUDIO-VISUAL VS. PRINTED TEXTS: EFFECTS ON THE
READING COMPREHENSION OF GRADE 3 LEARNERS

A Thesis Presented to the Faculty of the

School of Advanced Studies
BOHOL ISLAND STATE UNIVERSITY
Main Campus, Tagbilaran City

In Partial Fulfilment
Requirements for the Degree
in
Master of Arts in Education
major in Educational
Management

JAMONER, ANN VENIA B.

%May 2025
 CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Audio-visual devices are hardware and software through

which the learning process is encouraged and carried out

such includes; film strip, radio, television, slides etc. In

the 21st-century learning environment, the integration of

technology into education has brought significant changes to

literacy instruction. However, the research conducted by

Kazazoğlu (2020) confirmed that students who read texts in

printed form achieved significantly higher scores in

comprehension tests than those who only read texts

digitally. On the contrary, Mayer’s Cognitive Theory of

Multimedia Learning states learners understand better when

information is presented through both verbal and visual

channels, as this supports deeper cognitive processing

(Mayer, 2021). As classrooms continue to shift toward

digital and multimedia formats, it becomes essential to

evaluate the impact of such formats on young learner’s

comprehension skills.
 2

Nationally, according to Gonzales (2023), the

challenges in reading comprehension are associated with many

variables, namely the text, the reader, and the context.

Gonzales (2023) also added concern difficulties with lower

and higher-level reading skills. However, printed texts

remain the primary medium in many basic education

classrooms. Previous Philippine-based studies have primarily

focused on digital vs. print formats, with limited attention

to audio-visual formats. This creates an opportunity to

investigate whether audio-visual materials offer improved

comprehension outcomes compared to printed texts,

particularly for elementary students.

Locally, in many schools across Bohol and other rural

areas, teachers are beginning to explore digital and

multimedia tools, though, printed storybooks still dominate

classroom instruction. For Grade 3 learners- who are

transitioning from learning to read to reading to learn-

understanding which medium supports better comprehension is

essential (Aranilla, 2021).

This study aims to contribute to this ongoing

conversation by comparing the effects of audio-visual and

printed texts on the reading comprehension of Grade 3

 3

learners. The findings may guide educators, curriculum

developers, and school administrators in designing effective

reading instructions that suit learners’ needs and

technological realities.

Literature Background

Reading is a basic skill that affects an individual’s

life from the early stages to the end. Reading affects the

students’ performance in not only verbal but also in

different subjects like English. For this reason,

difficulties in reading and reading comprehension negatively

affect not only the performance of students directly related

to verbal reading, but also their general academic

performance. The continuation of this situation, even if

there is no disability, will cause low academic performance

and consequently weakness in academic skills, negative

learning experiences and loss of motivation. Reading

problems and literacy-related problems that cannot be

resolved in the early stages continue into adulthood,

resulting in low levels of education, unskilled employment,

and often unemployment (Macalinao, 2021). For this reason,

reading is one of the most basic and important skills that

all students are expected to acquire.

 4

However, in the ever-evolving landscape of education,

the integration of multimedia resources has become an

essential tool for fostering effective learning experiences.

One crucial area where this integration has shown promising

results is in the realm of primary school education,

particularly in enhancing the reading ability of pupils.

Reading ability is a fundamental skill that serves as the

cornerstone for academic success and lifelong learning.

According to Adepoju and Adelore (2022), reading is a

language skill that is required to extract meaning from a

printed text by identifying words in print and constructing

understanding for them. In essence, the goal of reading is

to derive meaning or comprehend any given text. Research

consistently shows that a strong foundation in reading

during the primary years correlates with better academic

performance across all subjects. Additionally, proficient

readers are more likely to develop critical thinking skills,

creativity and a love for learning than those who are not

proficient. Thus, reading is an indispensable skill for

general literacy as it is the foundation and most crucial

factor in academic attainment in formal education (Adebiyi,

2022).
5
 6

It is therefore unfortunate that as research report has

shown that poor performance in English language is a product

of students’ deficiency in the four language skills-

speaking, listening, writing and reading- taught ang tested

as part of English language curriculum in schools (Kolawole,

Adepoju & Adelore, 2022). Particularly, according to the

authors, individuals’ inability to read and comprehend

specific passage(s) effectively is one of the factors

responsible for poor performance in English language. This

has prompted inquiries into problems often encountered by

students in reading. Scholars have attributed poor

performance in reading to factors such as poor vocabulary

knowledge, poor knowledge of punctuations, teacher’s

incompetence and wrong choice of instructional strategies in

teaching different language skills. Other factors include

poor spellings, text genre, text length, word difficulty,

sentence and grammatical structures, phrases, idioms, and/or

cultural information in the passage, and poor or non-usage

of audio-visual teaching resources in the teaching and

learning process (Andima, 2013). All the aforementioned

factors can impede an individual’s reading ability. To

address these factors, there is a need for primary school

teachers to adopt viable teaching approaches or methods.

 7

Traditional methods of reading instruction often face

challenges, especially in diverse learning environments.

Factors like varying learning styles, language barriers, and

limited resources can hinder the effectiveness of

conventional teaching methods (Ikwong, 2019). Recognizing

these challenges, educators have increasingly turned to

audio-visual materials to provide a more engaging and

inclusive learning experience.

Audio-visual materials encompass a wide range of

educational tools, including videos, animations, interactive

software, and audio recordings. Audio-visual materials are

devices that appeal simultaneously to both the senses of

hearing and sight and often meant for educational,

pedagogical or training purposes (Ofodu & Oso, 2015). Audio-

visual materials are the combination of various digital

media such as text, images, sounds, and video into an

integrated multi-sensory interactive application, to convey

information to the audience. It means that audio-visual

devices are integrated rather than a single device used to

transmit information. Generally, audiovisual materials that

are considered to be classroom friendly include slides,

filmstrips, microforms, projected opaque materials,

 8

educational DVDs, PowerPoint, television educational series

and other multimedia materials (Olagbaju &Popoola, 2020).

These materials leverage visual and auditory stimuli to

convey information, making learning more dynamic and

accessible. For primary pupils, who are often in the early

stages of literacy development, the incorporation of audio-

visual aids can significantly enhance comprehension,

vocabulary accusation, and overall reading proficiency.

Audio-visual materials capture the attention of young

learners, fostering a higher level of engagement compared to

traditional teaching methods (Olagbaju & Popoola, 2020).

Pupils are more likely focused and interested in the

learning process, leading to better retention of

information. Visual aids provide reinforcement for textual

content, helping students to better grasp concepts. For

instance, animated videos can illustrate complex ideas in a

simple and digestible format, making it easier for pupils to

understand and remember. This multisensory approach

accommodates the diverse needs of primary school pupils,

ensuring that a broader spectrum of learners can benefit

from the instructional content (Ghulam, Khuram, Naqui &

Nadeem, 2015). Exposure to audio-visual materials aids in

language development by providing authentic examples of

pronunciation, intonation, and context. This exposure

 9

contributes to the expansion of vocabulary and improves

overall language skills. A study conducted by Gemalli and

Claudio (2018) reported that audio-visual materials

significantly improve English as Foreign Language (EFL)

young learners’ understanding of instructions and

performance. Also, Olagbaju and Popoola (2020)found a

significant positive effect of audio-visual resources on

students’ achievement in reading comprehension.

Furthermore, this study is anchored on theories and

concepts that provide facts as learning is explained in many

ways by different ideas. In line with this study, the

following theories best explain the learning process.

With the stated related readings, the Constructivism

Theory is included. Constructivist Theory is proposed by Lev

Vygotsky (1968). In this theory, social exchange and

collaboration are foci of the social constructivist theory

grounded in the work of Vygotsky. A major theme of social

constructivist theory is that social interaction plays a

fundamental role in the development of cognition. Vygotsky

postulated that cultural development happens twice, first on

the social level (between people), then later on the

individual level (inside the mind). In addition,

Constructivism tends to focus on the student to construct

 10

new knowledge based on experience, which increases and

improves learning outcomes. It can be applied in the

application of audio-visual materials which possess the

characteristics to facilitate adapting and employing

constructivist principles, and also elements in the learning

process, which improves students’ critical thinking,

analysing, problem solving skills, knowledge construction,

and collaborative working, through its variety of learning

strategies and ICT support tools (Mal & Adhaya, 2020).

Another theoretical support is the Social Learning

Theory of Albert Bandura (1977). Social Learning Theory

considers how both environmental and cognitive factors

interact to influence human learning and behavior through

symbolic model, which involves real or fictional characters

displaying behaviors in books, films, television programs,

or online media (Bandura, A. cited by Mcleod 2023). It is

often described as the ‘bridge’ between traditional learning

theory or behaviorism and the cognitive approach. This is

because it focuses on how mental (cognitive) factors are

involved in learning and encompasses attention, memory, and

motivation. Bandura further demonstrated that students learn

and imitate behaviors which they have observed in their

environment. On this process, he identified another basic

 11

models of observational learning: A live model, which

involves an actual individual demonstrating or acting out a

behavior just like a teacher who teaches students and

delivers his or her instructions live in a classroom

setting; and a verbal instructional model, which involves

descriptions and explanations of behavior which may refer to

the teacher who explains his or her instruction using

instructional tools (Nabavi, & Bijandi, 2020).

Lastly, the Connectivism Theory of Siemems and Downes

(2005) also supports the study. The connectivist theory

posits that learning takes place when learners make

connections between ideas located throughout personal

learning networks like with other individuals, databases,

social media, Internet, and learning management systems. The

connection of the right individuals to the right resources

can enhance the learning for all within the network.

Learning and knowledge rest in diversity of opinions

(Heliyon, 2020).

However, there are challenges and limitations that

teachers and learners could experience in utilizing audio-

visual instructional materials. Understanding how audio-

visual instructional materials in learning interplay with

 12

each other to bring about more effective learning has

remained somewhat blurred. Crawford and Snider (2021) argue

that curriculum materials are a vital part of the

educational enterprise, suggesting that the vast majority of

classroom instruction is centered on printed materials. Two

key qualities faculty consider when selecting learning

materials for their students are proven efficacy and trusted

quality (Allen and Seaman 2019). Some have a perception that

lower quality audio-visual instructional materials cause

lower learning outcomes (Kahle, 2019). Talukder (2020)

having investigated the use of audio-visual aids among

students, revealed preference of PowerPoint slides

presentation over overhead projector and the importance of

good quality audio-visual aids for effective learning. The

recent studies are mainly survey-based where empirical

attempts to proof effectiveness of audio-visual aids in

learning are minimal.

On the contrary, drawing upon studies conducted in the

Philippines, the review aims to identify factors that may

hinder the effectiveness of audio-visual materials in face-

to-face modality and explore potential challenges specific

to the Philippine context. Research suggests that audio-

visual materials may face limitations due to technical

 13

issues, lack of instructor expertise, limited access to

equipment or resources, and inadequate integration with the

instructional context (Butista & Dalupang, 2019), time

constraints, and the need for guidance in selecting and

integrating appropriate audio-visual materials. Also, it

highlights issues related to technical difficulties,

potential distractions, and the need for effective

pedagogical strategies to maximize the benefits of audio-

visual aids (Rodriguez & Fernandez, 2019). Similarly,

researchers had identified limitations such as limited

availability of relevant materials, and resistance from both

students and teachers. The study emphasizes the need for

professional development programs and institutional support

to address these challenges and enhance the effective use of

audio-visual materials (Dizon & Ecleo, 2018). Pascual &

Alquero (2020) added that difficulties in integrating audio-

visual materials with existing curriculum frameworks. The

study emphasizes the need for infrastructure development,

teacher training, and collaboration among stakeholders to

address these challenges. Thus, it is suggested to apply

strategies for improving the integration of audio-visual

materials in teacher education programs (Macalinao & Bao,

2021). Understanding these limitations is crucial for

addressing potential barriers and optimizing the use of

 14

audio-visual instructional materials in face-to-face

modalities.

Moreover, institutions like the Department of Education

has a big role to deliver the essential, relevant and

important knowledge and skills to students. The educational

community should also provide effective strategies with the

use of instructional materials that would help to improve

the reading comprehension of students. This is to ensure

that the education is effective and provide quality

education. All of these are required to carry out the

Republic Act's underlying provisions.

From the Section 1 Article XIV of the 1987 Philippine

Constitution, states that:

“The State shall protect and promote the right

of all citizens to quality education at all
levels.”

Section 1 of the Philippine Constitution affirms that

every Filipino has the right to quality education at all

levels. This constitutional mandate establishes the

foundation for educators and researchers to continuously

seek innovative and evidence-based strategies that improve

learning outcomes. In the context of this study, exploring

the use of audio-visual and printed texts aligns with the

 15

constitutional goal of ensuring that learners receive

effective and inclusive education. By identifying which mode

of text better enhances reading comprehension, the study

contributes to the improvement of educational quality.

Additionally, Republic Act No. 10533- Enhanced Basic

Education Act of 2013 (K-12 Law)states that:

“The curriculum shall use pedagogical approaches

that are constructivist, inquiry-based,

The Republic Act No. 10533 emphasizes the importance of

learner-centered pedagogy and the use of appropriate

teaching materials and strategies to cater to diverse

learner needs. It promotes the integration of various media

and technologies in instruction to support 21st-century

learning. This legal basis supports the current study’s aim

to determine the comparative effectiveness of printed and

audio-visual texts, both of which are tools encouraged by

the K-12 curriculum to enhance learners’ comprehension and

critical thinking skills.

Furthermore, DepEd Memorandum No. 173, s. 2019- Every

Child A Reader Program (ECARP) states that;

“The program aims to make every Filipino child a

reader by Grade 3 through the implementation of
reading programs and the provision of quality
reading materials.”
 16

Every Child A Reader Program is a national program that

seeks to develop proficient and independent readers,

especially in the early grades. It encourages the use of

effective reading strategies and materials suited to the

learners’ developmental stages. By investigating which type

of text format supports better reading comprehension, the

study contributes to the goals of ECARP and provides

insights that can help enhance reading instruction under

this program.

Therefore, the teacher and the institution must cater

the students’ needs in terms of providing them with quality

and equal access of education with the use of effective

audio-visual instructional materials. Hence, the teaching

and learning process will become efficient if these will be

met. Significantly, the students’ performance will improve

improve and become positive.

Thus, the researcher based this study – Audio-visual

vs. Printed Texts: Effects on Reading Comprehension Among

Grade 3 Learners on the aforementioned theories, concepts,

and legal foundations.

 17

THE PROBLEM

Statement of the Problem

This study aims to determine the effectiveness of

audio-visual instructional material and printed texts in the

reading comprehension of Grade 3 Learners in English subject

in the selected public schools in District 1 specifically in

Tagbilaran City for the Academic Year 2025-2026.

Specifically, the study sought to answer the following

questions;

1. What are the students’ pre-test and post-test scores in

English subject using:

1.1 audio-visual;and

1.2 printed texts?

2. Is there a significant pre-post mean gain among the

students’ scores in the English subject using:

2.1 audio-visual;and

2.2 printed texts?

3. What action plan can be proposed based on the results of

the study?
 18

Statement of the Hypothesis

Ho: There is no significant pre-post mean gain among the

students’ scores in the English subject in;

a. audio-visual; and

b. printed texts

Significance of the Study

The researchers believe that this study will benefit

the following:

School Administrators. This will help them to suggest and

innovate effective instructional materials to be used by the

teachers to effectively use the instructional materials that

meet the learning style of students.

Teachers. This research will benefit the teachers or

instructors to carefully choose and use the instructional

materials that will fit the learners. This will further help

teachers to implement innovative and effective teaching

strategies with the use of instructional materials to

deliver quality education.

Students. This will benefit students to wisely utilize and

maximize the use of instructional materials that support

their learning. This will also help to enhance their

 19

learning ability and to acquire meaningful experiences and

ideas. Learning materials can significantly increase

learners’ achievement by supporting learning.

The Future Researchers. This study will serve as a guide to

researchers for future research. Moreover, to further verify

this study, other researchers could conduct a study that

focuses in improving innovative instructional materials that

will help the teachers to deliver the instructions

effectively and for the students to learn the lesson

thoroughly and meaningfully.

RESEARCH METHODOLOGY

Design

To achieve the purpose of this study, the researchers

used the pretest-posttest experimental design. The design

uses the scientific method to establish the cause-effect

relationship among the group of variables. The independent

variable is the audio-visual instructional materials and

printed texts while the dependent variable is the post-test

scores of the students. This attempt to determine the

significant difference among the dependent variables using

statistical data.
 20

Environment and Participants

The study will be conducted in the 1st district of

Bohol particularly in the City of Tagbilaran. Elementary

schools in Tagbilaran provide televisions for teachers’

instructions. They provide audiovisual materials that

support students’ learning. However, a cluster sampling will

be utilized. Two sections from Grade 3 will be used. The

researcher believes that the Grade 3 students in Tagbilaran

can get better result in relation to their pre-test and

post-test scores and can respond to whatever question to be

done in the study.

Instruments

The main tool of the research study will be a

researcher-made questionnaire with the stories taken from

the British Council Kids, an international organization for

educational opportunities. A pre-test and post-test

questionnaire will be prepared which consists of 30 items.

The questionnaire will be a multiple choice type of test. A

copy of the questionnaire will be distributed through

printed materials. This tool will be made to determine the

effectiveness of audio-visual instructional materials and

 21

printed texts on the reading comprehension of Grade 3

pupils. The questionnaire will be prepared and the data will

be tallied, coded, and interpreted.

Procedure

Gathering of data will follow a systematic procedure

below.

Phase 1. Preliminary Data Gathering Activities

A request letter will be sent personally to the Division

Superintendent, to the School Head and will be distributed

to the advisers of the Grade 3 pupils of the District 1

public schools, Division of Bohol to ask permission to

conduct the study to the pupils. The letter contained the

purpose of the study, the flow of the study and the

gathering of data with a request for approval to conduct the

study to the participants. Moreover, a parent’s consent will

be given to the parents to explain the study in a way that

ensures they are comfortable and informed. Semi-detailed

lesson plans will be also prepared before the conduct of the

study. There will be three stories and each of the story

will be tackled for 45 minutes. Four consecutive weeks will

 22

be allocated for the conduct of the study. Thus, the study

will be conducted in one month duration.

Phase 2. Actual Data Gathering Activities

The survey questionnaires will be distributed to the

respective participants. The pre-test and post-test

questionnaires will be answered for 45 minutes. The

researcher will ensure that the instructions of answering

the questionnaire will be accurately followed. During the

delivery of the lesson, there will be three topics to be

discussed in all. There will be 45 minutes allocated in each

lesson. 30 minutes will be allocated for discussion and the

10 minutes will be allocated for assessment. Group A will

have the digital material while Group B will have the

printed material. After four consecutive weeks, a post-test

will be conducted. Forty-five minutes will be allocated in

answering the post-test questionnaires. Thus, one month will

be the duration of the conduct of the study.

Phase 3. Post Data Gathering Activities

The researchers gathered the data from the questionnaires.

The gathered data will be tallied, coded, tabulated and

interpreted.
 23

Statistical Treatment

The gathered data will be treated using the following

statistical treatment.

Arithmetic Mean

In determining the students’ scores for the English

subject, the arithmetic mean will be used.

x=
∑x
N

Where;

x = mean

∑x = number of the variable x

N = number of respondents

The computed arithmetic mean was interpreted using the scale

below:
 24
Range Description Interpretation

41-49 Excellent The instructional

material is very
effective to the
extent that
students master
content and skills;
and learn and
retain information
more efficiently.
31-40 Very Good The instructional
material is
effective to the
extent that
students master
content; and learn
and retain
information
efficiently.
21-30 Good The instructional
material is
somewhat effective
to the extent that
students are only
get familiar with
the content of the
lesson; and retain
and learn
information
efficiently.
11-20 Fair The instructional
material is not so
effective to the
extent that
students are having
a hard time to
master content and
skills; and is not
efficiently
learning and
retaining
information.
0-10 Poor The instructional
material is not
effective to the
extent that
students do not
master the content
and skills required
of the lesson.
 25

In determining the significant difference among the

pre-test scores and the significant difference among the

post-test scores, the One-Way ANOVA will be used.

MST
F =
MSE
k

MST =¿ ∑ (T 2i /ni ) −G2 /n

i=1
k−1
n ni k
MSE=¿ ∑ ∑ Y 2
ij − ∑ ¿¿¿¿
i=1 j −1 i=1

where:

F= the variance ratio for the overall test

MST= the mean square due to treatments/groups

(between groups)

MSE= the mean square due to error (within groups,

residual mean square)

Yij= an observation

Ti= a group total

G= the grand total of all observations

Ni= the number of group i and n is the total

number of observations

In determining on what caused the significant

difference among the students’ scores, the Scheffe Test will

be utilized.
 26

2
( x1− x2)
F s=
1 1
MS w ( + )
n1 n2

where:

x = average

MSw = Mean Square Within

n = number of sample size

In determining the significant difference among the

pre-test and post- test scores, the T- test for dependent

samples will be used.

𝐭= S D
XD

√n
where:

X D= the sum of the difference

SD= standard deviation

n= number of sample.
 27

DEFINITION OF TERMS

The following terms are defined operationally and

conceptually to clarify the vagueness of the usage to

obtain a clear understanding of the study.

Audio-visual Materials. An instructional method of

education that uses audio and visual as a mode of

learning.

Effectiveness. The quality of the audio-visual

instructional materials and printed texts used to deliver

the stories in Grade 3.

Reading Comprehension. The ability of a learner to

understand, interpret, and analyze written texts. This

includes identifying the main idea, making inferences,

and recalling details.

Pre-test. The examination before the start of the lesson.

Printed Texts. Refers to traditional reading materials

printed on paper, such as textbooks, storybooks, or

worksheets.

Post-test. The examination after one month of conduction

of the lesson.
 28

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Training. https://www.highspeedtraining.com

Tong, D.H. et al (2022). The effectiveness of blended learning

on students' academic achievement, self-study skills and
 30

learning attitudes: A quasi-experiment study in teaching

the conventions for coordinates in the plan.

Vygotsky cited by Mal, B. & Adhya, D., (2020). Constructivism

theory. https://www.simplypsychology.org

Official Gazette of the Republic of the Philippines. 1987

Philippine Constitution.
https://www.officialgazette.gov.ph
 31

BOHOL ISLAND STATE UNIVERSITY

Main Campus
School of Advanced Studies

Vision: A premier Science and Technology university for the formation of world
class and virtuous human resource for sustainable development in Bohol and the
country.

Mission: BISU is committed to provide quality higher education in the arts and
sciences, as well as in the professional and technological fields; undertake
research and development and extension services for the sustainable development
of Bohol and the country.

QUESTIONNAIRE

The Lion and The Mouse

1. What happened to the mouse at the beginning of the story?

A. It got lost in the forest

B. It was caught by the lion

C. It saw another mouse

D. It ran up a tree

2. What did the lion do after catching the mouse?

A. Ate it

B. Roared loudly

C. Let it go

D. Hid it in his cave

3. How did the mouse help the lion?

A. Found food for him

B. Bit the hunter

C. Bought other animals

D. Chewed the net to free him

 32

4. Why did the lion laugh when the mouse said he would help?

A. He didn’t believe such a small animal could help him

B. He thought the mouse was joking

C. He was happy

D. He was sleepy

5. What does this story teach about size and ability?

A. Only big animals can be helpful

B. Small ones are always scared

C. Even small ones can do great things

B. D. All animals are the same

6. Why was the lion caught in a net?

A. He fell asleep

B. He was chasing food

C. He was caught by hunters

D. He didn’t see the trap

7. Do you think the lion expected the mouse to help?

A. Yes, because he asked for help

B. No, because he forgot about the mouse

C. Yes, he believed in him

D. No, the lion was afraid

8. Have you ever helped someone when they didn’t expect it?

A. Yes, and it felt good

B. No, I never help

 33

C. Sometimes, but I was forced

D. I only help if they ask

9. What does "roared" mean?

A. Laughed

B. Jumped

C. Shouted loudly like a lion

D. Slept

10. What is a "trap"?

A. A kind of food

B. Something used to catch animals

C. A toy

D. A shelter

The Boy Who Cried Wolf

1. What job did the boy have in the story?

A. Farmer

B. Shepherd

C. Hunter

D. Fisherman

2. What did the boy do to trick the villagers?

A. Pretended to be hurt

B. Hid the sheep

C. Cried “Wolf!” when there was no wolf

D. Dressed like a wolf

 34

3. What happened when the wolf really came?

A. The villagers saved the sheep

B. The wolf ran away

C. The villagers did not believe him

D. The boy caught the wolf

4. Why didn’t the villagers help the boy at the end?

A. They were angry at him

B. They were asleep

C. They didn’t hear him

D. They thought he was lying again

5. What do you think the boy learned from this experience?

A. To always tell the truth

B. To be quiet

C. To never watch sheep again

D. To run away from wolves

6. Why do you think the boy lied the first time?

A. He was scared

B. He wanted attention and fun

C. He saw a real wolf

D. He needed help

7. Is it ever okay to lie?

A. Yes, if it’s funny

B. No, because it breaks trust

C. Sometimes, if no one knows

 35

D. Yes, to get what you want

8. What would you have done if you were the boy?

A. Lied more

B. Not watched the sheep

C. Called for help only if there was danger

D. Let the wolf eat the sheep

9. What does “cried wolf” mean in this story?

A. Saw a crying wolf

B. Pretended there was danger

C. Cried because he saw a sheep

D. Shouted for food

10. What does “believe” mean?

A. To see something

B. To be afraid of something

C. To trust that something is true

D. To ignore a problem

The Little Red Hen

1. What did the hen ask her friends to help her do first?

A. Bake the bread

B. Eat the bread

C. Plant the wheat

D. Wash the dishes

2. Who helped the hen bake the bread?

 36

A. The cat

B. The dog

C. The duck

D. No one

3. Who ate the bread in the end?

A. All the animals

B. Only the Little Red Hen

C. The duck

D. The farmer

4. Why did the hen’s friends refuse to help her?

A. They were busy

B. They didn’t know how

C. They were lazy

D. They were angry

5. Why didn’t the hen share the bread?

A. She forgot

B. She was greedy

C. They didn’t help her

D. There wasn’t enough

6. What lesson can you learn from the hen?

A. Work hard and you will be rewarded

B. Always ask others to do your work

C. Share even if no one helps

D. Chickens are smart

 37

7. Was the hen fair to her friends? Why or why not?

A. No, she should have shared

B. Yes, because they didn’t help her

C. No, because she was angry

D. Yes, because she had no friends

8. If you were one of the friends, would you feel bad? Why?

A. No, because I didn’t care

B. Yes, because I missed the bread

C. No, the hen was mean

D. Yes, but only a little

9. What does “harvest” mean?

A. To grow plants

B. To water the soil

C. To collect crops when they are ready

D. To dig a hole

10. What is “dough”?

A. A soft mix used to make bread

B. A type of fruit

C. Chicken food

D. A kitchen tool
 38

RESEARCHER’S BIODATA

Name : Ann Venia B. Jamoner

Age :23
Sex : Female
Birth date : November 14, 2001
Birthplace : Cabawan, Maribojoc, Bohol
Father : Victor C. Jamoner
Mother : Antonietta B. Jamoner
Address : Cabawan, Maribojoc, Bohol
Religion : Roman Catholic
Civil Status : Single
Educational Background:

Elementary: Cabawan Elementary School

Cabawan, Maribojoc, Bohol
2014

Secondary: Busao National High School

Busao, Maribojoc, Bohol
2020

Tertiary: Bohol Island State University- Main Campus

CPG North Avenue, Tagbilaran City
2024