ACTION-RESERACH-PRESENTATION power point

ACTION-RESERACH-PRESENTATION power point

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  ACTION RESEARCH CCDC| 2024 Presented byGroup 5
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  "Factors Contributing toReading Delays in Intermediate Grades in both Public and Private School in Benguet, and the Effective Interventions Provided by Teachers” RESEARCH TITLE
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  At least 90%of Filipino children aged 10 struggle to read or understand simple text, according to the World Bank's 2022 data on learning poverty. But even before the COVID-19 pandemic set back students' learning, the pre- pandemic figure pegged learning poverty in the Philippines at 70% INTRODUCTION
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  LITERARY REVIEW A recentstudy by Gubalani et.al,(2023) examined the effectiveness of early interventions. They discovered that students who received extra reading support, such as one-on-one tutoring or smaller class sizes, showed significant improvement in their reading abilities
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  LITERARY REVIEW In a2020 study by Mohamad and Aziz, it was found that the use of multimedia tools and interactive reading activities helped improve the reading skills of students. The study showed that integrating technology into the classroom, such as using educational apps and e-books, could engage students and support their learning.
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  LITERARY REVIEW Another studyby Casey (2022) looked into the role of parents in supporting their children's reading development. They found that students who had parents involved in their learning, such as reading together at home or discussing books, were less likely to experience reading delays.
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  Design & Methodology This studyused a descriptive research design with a quantitative approach. Descriptive research means we will collect information from teachers about their experiences with students who have reading delays, and we will record what they tell us without making any changes in the classrooms. The study conducted in Benguet, focusing on both private and public schools. The Cayapes Barrio School for Public School, and King’s College of the Philippines for private school to see if there are any differences or similarities in reading delays across these types of schools.
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  PROBLEM 1 What arethe factors that contribute to reading delays in Intermediate Grades students in (private) and (public) schools in Benguet?
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  Findings The findings revealseveral factors affecting students' reading abilities. A significant number of teachers agree that the lack of resources, such as books at home and school is a major contributor. Additionally, the home environment, including parental support and a quiet place to read, was frequently mentioned as influencing reading progress. Teachers also highlighted language difficulties, including limited vocabulary and poor comprehension skills, as common barriers to reading. The data showed that lack of interest or motivation among students significantly hampers their reading development. Other challenges, such as technology overuse, time constraints in school schedules, and large class sizes, were also noted as factors limiting the opportunities for individualized reading support.
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  The study revealedsimilarities and differences between private and public schools in addressing reading delays. Teachers in both types of schools noted common challenges, such as large class sizes and time constraints. However, teachers in private schools reported slightly better access to resources, while those in public schools emphasized the role of external programs like "Brigada Pagbasa" to support students. Findings
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  CONCLUSION The study concludesthat reading delays in Intermediate Grade students are influenced by a combination of factors, including home and school environment, resources, and individual motivation. Teachers play a vital role in addressing the delays, but they require adequate support in terms of resources and professional development.
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  PROBLEM 2 What interventionsdo teachers use to help students overcome reading delays in these schools?
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  Findings The study identifieda range of interventions that teachers use to address reading delays. One-on-one tutoring and small group activities were found to be particularly effective. Teachers also employ creative strategies, such as reading games and the use of visual aids, to engage students and make learning enjoyable. Parental involvement emerged as a critical factor, with teachers agreeing that collaboration with parents significantly improves reading outcomes. Teachers also noted the importance of integrating reading into other subjects, such as science and social studies, to encourage practice. Structured assessments, such as phonics tests and comprehension exercises, are used to monitor student progress and identify specific areas of need.
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  Despite these interventions,teachers face several challenges in supporting students with reading delays. A lack of parental guidance at home, overlapping school activities, and limited school resources are common obstacles. Additionally, some students exhibit low motivation or lack the necessary vocabulary and comprehension skills, which further complicates intervention efforts. The lingering effects of the pandemic, such as disrupted learning and missed foundational skills, were also highlighted as contributing factors. Findings
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  The analysis showsthat interventions like phonics- based instruction, extra reading assignments, and parent-teacher collaboration are effective in addressing reading delays. Teachers' professional development opportunities also play a significant role in equipping them with strategies to support struggling readers. However, the data underscores the need for consistent application of interventions and better access to resources to ensure lasting impact. CONCLUSION
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  RECOMMENDATION To improve readingoutcomes, the following recommendations are proposed: 1. Increase access to reading materials in both schools and homes. 2. Encourage parental involvement through workshops and regular communication. 3. Provide professional development for teachers focused on innovative reading strategies. .
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  RECOMMENDATION 4. Reduce classsizes to enable more one-on-one support. 5. Integrate technology effectively to enhance reading instruction without causing distraction. 6. Implement structured reading programs and assessments to monitor progress continuously. By addressing these areas, schools in Benguet can better support students in overcoming reading delays and achieving their full potential.
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  CCDC | 2024