Republic of the Philippines

Department of Education
SCHOOLS DIVISION OF PALAWAN
_____________________________________________________________________________________________________________

OFFICE OF THE SCHOOLS DIVISION SUPERINTENDENT

ANNEX 1: Research Proposal Application Form and Endorsement of

Immediate Supervisor

A. RESEARCH INFORMATION

RESEARCH TITLE

THE RELATIONSHIP BETWEEN BASA PALAWEÑO PALAWAN READING INVENTORY

AND ASSESSMENT AND ACADEMIC PERFORMANCE IN THE NEW NORMAL

SHORT DESCRIPTION OF THE RESEARCH

It is a study that aims to determine the relationship between BASA PALAWEÑO

Palawan reading intervention and assessment and academic performance in the new
normal.

RESEARCH CATEGORY (check only RESEARCH AGENDA CATEGORY

one) (check only one main research theme)

( ) National (/) Teaching and Learning

( ) Region ( ) Child Protection

(
) Schools Division ( ) Human Resource Development

(/) District ( ) Governance

(check up to one cross-cutting theme,
( ) School if
applicable)

( ) DRRM

(check only one) ( ) Gender and Development

( ) Action Research (/) Inclusive Education

(/) Basic Research

( ) Others (please specify):

FUND SOURCE (e.g.

SERF, AMOUNT
SEF, others)*

DEPED Php 36,040.00

TOTAL AMOUNT

*indicate also if proponent will use personal funds

B. PROPONENT INFORMATION

LEAD PROPONENT I INDIVIDUAL PROPONENT

LAST
NAME: FIRST NAME: MIDDLE NAME:

ABAD EDARLYN ABICO

BIRTHDATE POSITION I
(MM/DD/YYYY) SEX: DESIGNATION:
11/13/1996 F TEACHER I

REGION I DIVISION I SCHOOL (whichever is applicable)

MIMAROPA/ PALAWAN/MAGLALAMBAY HIGH SCHOOL

CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:

09654470723 09121136103 [email protected]

EDUCATIONAL ATTAINMENT TITLE OF THESIS I RELATED RESEARCH

PROJECT

(DEGREE TITLE)
enumerate from bachelor's THE RELATIONSHIP BETWEEN BASA
degree up to doctorate degree PALAWENO PALAWAN READING INTERVENTION
AND ASSESSMENT AND ACADEMIC
PERFORMANE IN THE NEW NORMAL
BSED

SIGNATURE OF PROPONENT:

PROPONENT 2

LAST NAME: FIRST NAME: MIDDLE NAME:

CERVANTES REYNOLD MACMAC
POSITION
BIRTHDATE (MM/DD/YYYY) SEX: DESIGNATION:

08/22/1981 M TEACHER I

REGION I DIVISION I SCHOOL (whichever is applicable)

MIMAROPA/PALAWAN/MAGLALAMBAY HIGH SCHOOL

EMAIL
CONTACT NUMBER 1: CONTACT NUMBER 2: ADDRESS:

09459840148 [email protected]

EDUCATIONAL ATTAINMENT TITLE OF THESIS I RELATED RESEARCH

PROJECT (DEGREE TITLE)
enumerate from bachelor's
THE RELATIONSHIP BETWEEN BASA PALAWENO
degree up to doctorate degree PALAWAN READING INTERVENTION AND
ASSESSMENT AND ACADEMIC PERFORMANE IN
BSED
THE NEW NORMAL

Master in Educational

Management (24 units)

SIGNATURE OF PROPONENT:

PROPONENT 3

LAST NAME: FIRST NAME: MIDDLE NAME:

VILLAGRACIA SWEDEN LYN CENIZA

BIRTHDATE
(MM/DD/YYYY) SEX: POSITION I DESIGNATION:
PARA
11/02/1998 F TEACHER

REGION I DIVISION I SCHOOL (whichever is applicable)

MIMAROPA/PALAWAN/MA
GLALAMBAY HIGH
SCHOOL

CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:

09059430907
[email protected]
EDUCATIONAL ATTAINMENT TITLE OF THESIS I RELATED RESEARCH
PROJECT
(DEGREE TITLE)

enumerate from bachelor's

degree up to doctorate degree

THE relationship between BASA PALAWENO READING
INTERVENTION AND ASSESSMENT AND ACADEMIC
PERFORMANCE IN THE NEW NORMAL

SIGNATURE OF PROPONENT:

IMMEDIATE SUPERVISOR'S CONFORME

I hereby endorse the attached research proposal. I certify that the proponent/s
has/have the capacity to implement a research study without compromising his/her
office functions.

` REYNOLD M. CERVANTES
Name and Signature of Immediate Supervisor
Position I Designation: -------TEACHER 1
Date: --------02/23/2021

CHRISTINE HEIDI B. GARCELLANO

Name and Signature of Immediate Supervisor
Position I Designation: ------PRINCIPAL
Date: --------02/23/2021

REYNOLD M. CERVANTES
Name and Signature of Immediate Supervisor
Position I Designation: ------ TEACHER 1
Date: --------02/23/2021
ANNEX 2:

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. I/We, EDARLYN A. ABAD, REYNOLD M. CERVANTES and SWEDEN

LYN C. VILLAGRACIA understand that conflict of interest refers to
situations in which financial or other personal considerations may
compromise our judgement in evaluating, conducting, or reporting
research.

2. I/We hereby declare that we do not have any personal conflict of interest
that may arise from our application and submission of our research
proposal. We understand that our research proposal may be returned to
us if found out that there is conflict of interest during the initial screening
as per (insert RMG provision).

3. Further, in case in any form of conflict of interest (possible or actual) which

may inadvertently emerge during the conduct our research, we will duly
report it to the research committee for immediate action.

4. I/We understand that we may be held accountable by the Department of

Education and (insert grant mechanism) for any conflict of interest which
we have intentionally concealed.

LEAD PROPONENT 1: EDARLYN A. ABAD

SIGNATURE: __________
DATE: 02/23/21
PROPONENT 2: REYNOLD M. CERVANTES

SIGNATURE: _____________

DATE: 02/23/21
PROPONENT 3: SWEDEN LYN C. VILLAGRACIA

SIGNATURE: _______________
DATE: 02/23/21
ANNEX 3:

DECLARATION OF ANTI-PLAGIARISM

1. I/We, , EDARLYN A. ABAD, REYNOLD M. CERVANTES and SWEDEN

LYN C. VILLAGRACIA understand that plagiarism is the act of taking and
using another’s ideas and works and passing them off as one’s of. These
includes explicitly copying the whole work of another person and/or using
some parts of their work without proper acknowledge and referencing.

2. I/We hereby attest to the originality of this research proposal and has cited
properly all the references used. We further commit that all deliverables
and the final research study emanating from this proposal shall be of
original content. We shall use appropriate citations in referencing other
works from various sources.

3. I/We understand that violations form this declarations and commitment

shall be subject to consequences and shall be dealt with accordingly by
the Department of Education and (insert grant mechanism).

LEAD PROPONENT 1: EDARLYN A, ABAD

SIGNATURE: __________
DATE: 02/23/21

PROPONENT 2: REYNOLD M. CERVANTES

SIGNATURE: _____________

DATE: 02/23/21
PROPONENT 3: SWEDEN LYN C. VILLAGRACIA
SIGNATURE: _______________

DATE: 02/23/21
Republic of the Philippines
Department of Education
MIMAROPA Region
Division of Palawan
Busuanga District
Maglalambay High School
___________________________________________________________________

BASIC RESEARCH PROPOSAL

THE RELATIONSHIP BETWEEN BASA PALAWEÑO PALAWAN READING

INVENTORY AND ASSESSMENT AND ACADEMIC PERFORMANCE IN THE NEW
NORMAL

Proponents:

EDARLYN A. ABAD
REYNOLD M. CERVANTES
SWEDEN LYN C. VILLAGRACIA

January 2021
I. INTRODUCTION AND RATIONALE

The onset of Public Health Emergency brought about by the COVID 19 has

caused unprecedented challenges to the delivery of Education. Face to face learning

where the students and the teacher are both physically present in the classroom, and

there are opportunities for active engagement, immediate feedback, and socio-

emotional development of learners are temporarily halted. Other than face to face

learning other Learning Delivery mode are still available which include the following 1.

Distance learning, under distance learning are Modular Distance Learning, Online

Distance learning and TV/radio Based Instruction. 2 Blended learning, and 3

Homeschooling.

The integration of SLMs with the Alternative learning delivery modalities

(modular, television-based, radio-based instruction, blended and online) will help Deped

ensure that all learners have access to quality education for SY 2020-2021 with face-to-

face classes still prohibited due to the public health situation.

In the DepEd Press release dated July 1, 2020. Secretary Leonor Magtolis stated

that “the SLMs and other alternative learning delivery modalities are in place to address

the needs, situations, and resources of each and every learner and will cover all the

bases in ensuring that basic education will be accessible amid he present crisis posed

by COVID-19”.

Division Memorandum No. 091s. 2019 of Schools Division of Palawan dated

April 29, 2019 (Conduct of BP-PRIA Pretest and Post-test for SY 2019-2020) was

conducted to assess the reading ability of every learner from grade three (3) through

grade ten (10) the reading ability are leveled to non-reader, frustration and instructional.
Reading and compression are indispensible in answering Self Learning modules.

With this, the researchers want to examine the relationship of reading ability based from

the result of BP-PRIA assessment to the Academic performance of the junior high

school learners.

II. REVIEW OF RELATED LITERATURE

This chapter presents the related Literature that substantiate the content

variables in this study.

Reading is an activity performed to develop an understanding of a subject or

topic. Reading is an essential skill that individuals need to process in order to be

successful in life. Reading keeps individuals informed, up-to-date, and thinking. Reading

is both a receptive and active process. It is a dynamic process in which the reader is

searching for connections of ideas in the text. Reading requires the utilization of many

mental processes as information is collected, processed and analyzed. Also, reading is

a source of enjoyment for individuals (Li and Wilhelm, 2008).

Reading has different definition based on different people. Accordingto Sutari “reading

is a process of getting the meaning of something written of printed by interpreting its

characters or symbols. Reading is a second language that defined as process of

grasping full linguistics meaning in the new language through the symbol used to

represent it.”
On the other hand, Harris said that “reading is the meaningful interpretation of printed of

written verbal symbols which also involves sensing, perceiving, achieving meaning,

learning reacting in variety ofways.” From these definitions, it can be said that reading is

an effort from the students to get or transfer the meaning and information from the text

by understanding, grasping, translating, and giving meaning to the written form.

Therefore, it can be concluded that reading is not only looking at word in the form of

graphic symbols but also getting meaning from word to word to understand the content

of a text and to get information from the text.

Reading skill becomes very important in the world of education. By reading,

students may get beneficial information that is not given by teachers in the classroom.

Furthermore, almost 50 percent of the national final examination items consist of

reading skill. Therefore, the students should be trained in order to have good reading

skill. Harmer states that, reading is useful for language acquisition, because it is needed

for career, for study purposes, or simply for pleasure.3 Reading and understanding are

the important things that we need to use in our day life. Hudson explains that:Only by

reading, the people can acquire the speed and skill he will need for practical purpose

when he leaves the school. In our literate society, it is so hard to imagine any skilled

work that does not require the ability to read”.4In other word, reading skill is very crucial

to be mastered by language learners, especially for the junior high school students

because it will beuseful for them when they decide to continue their study.Sutari, Basic

Reader for Teaching, 2000, 20. 2 Albert. Harris, Effective teaching and Reading (New

York: David Mckay company, 1962),

Reading comprehension is the ability to process text, understanding its meaning,

and to integrate with what the reader already knows.

Comprehension means complete understanding of a writing. Usually, we read

very casually and without concentration. As a result, we retain a very vague idea of

what we have read. An exercise on comprehension compels us to read with care and

concentration. It also tests our reading comprehension skill. Comprehension of a given

passage means complete understanding of what is contained in it. We are required to

answer certain questions at the end of the passage to show that we fully understand it.

Benefits of Comprehension

1. Comprehension improves our reading skill and develops understanding of text.

2. Comprehension develops our habit of effective as it compels us to study with care

and concentration.

Theoretical Framework

The efficacy of Basa Palaweño – Palawan reading Inventory and Assessment to

academic Performance of the Junior High Student in the New Normal is an investigation

of relationship between reading ability as predetermined in te BP-PRIA and the

Academic performance of the junior high student during pandemic.

IN BP-PRIA the reading ability of the learners are labeled according to non-

reader, frustration and instructional. This is a reading assessment project initiated by the

Schools division of Palawan under Division Memorandum No. 091s. 2019

Reading comprehension is the understanding and interpretation of what is read.

To be able to accurately understand written materials, children need to be able to (1)

decode what they read; (2) make connections between what they read and what they

already know; and (3) think deeply about what they read WWW. readingrockets.org.

The major goal of reading comprehension is to help students to develop the

knowledge, skills and strategies they must possess to become proficient and

independent readers who read with meaning. While reading, a student is expected to

simultaneously, mentally interact and construct meaning from the next. WWW.

readingrockets.org.

SELF LEARNING
BP-PRIA MODULES

ACADEMIC
PERFORMANCE

Figure 1. Conceptual Paradigm

This figure shows the relationship of BP-PRIA and Self Learning Modules as the

independent variable will affect the Academic Performance as dependent variable.

Definition of Terms
Reading. The complex cognitive process of decoding symbols to derive meaning. It is a

form of language processing.

Comprehension. The ability to understand completely and be familiar with a situation,

facts, etc.

Self learning modules. Designed to provide with a solid knowledge base and actualize

learning experiences.

Academic performance or academic achievement. The extent to which a student,

teacher or institution has attained their short or long-term educational goals.

Reading skill. Refers to the ability to understand written text. It is advisable to develop this

skill at early age of schooling.

Non-reader. Lacks the skills of a fluent reader. They read below grade level and struggles

with comprehension, phonics, and vocabulary.

Frustration. A feeling of anger or annoyance caused by being unable to do something:

the state of being frustrated.

Instructional. The action or process of teaching: the act of instructing someone.

III. RESEARCH QUESTIONS

This study aims to determine the efficacy of Basa Palaweño-Palawan Reading

Inventory an Assessment to academic performance in the new normal.

Specifically, it seeks to answer the following questions:

1. What is the reading ability level of the students in BP-PRIA?

2. What is the Academic Performance of the learners in the new normal?

3. Is there relationship between the BP-PRIA and the Academic Performance of

the learners in the New Normal?

4. What is the relationship between the BP-PRIA and the Academic Performance of

the learners in the New Normal?

V. SCOPE AND DELIMITATION OF THE STUDY

This study will delimit on the reading ability of the learners as rated in the

program Basa Palaweño – Palawan reading Inventory and Assessment and its relation

to Academic performance of the learners during the new normal. The study delimits

further on the BP-PRIA result during the school year 2019-2010 and the academic

performance of the earners in the school year 2020-2021.

The proposed study is limited to the Junior High School students of Panlaitan

National High School, Maglalambay High School and Salvacion National High school

during the school year 2020-2021.

V. RESEARCH METHODOLOGY

a. Sampling

The sample of this study will use pearson-r formula sampling in order to have a

reasonable number of sample by school.

b. Data Collection
The researchers will request the advisers of the respondent a copy of their BP-

PRIA result and their final rating for school year 2020-2021.

c. Ethical Issues

A written permit will be secured from the office of SDS prior to the conduct of

research. A letter request will also be sent to the school heads of the identified school

involved in the study.

The identity of the respondent will be kept confidential as well as the academic

rating and the rating in BP-PRIA.

d. Plan for Data Analysis

Data gathered will be analyzed through the following statistical tools: frequency

count, weighted mean, and percentages. Data will be tabulated, organized and

presented through the use of table.

VI. RESEARCH WORK PLAN AND TIMELINES

This study is planned to be implemented in the second semester of school year.

2020-2021. It is expected that the activities will be closely monitored and run within the

three (3) months. For detailed description of the activities please refer to the timeline

below.

Task MONTH 1 MONTH 2 MONTH 3

PRE- W1 W2 W3 W4 W1 W2 W3 W4 W1 W2 W3 W4
IMPLEMENTATION
a. Preparation
of the
Research
Proposal
b. Preparation
of Letter
Request
IMPLEMENTATION
a. Conduct of
the study by
using learning
stations in
Math Lessons
POST
IMPLEMENTATION
A. Data

Gathering
B. Data Analysis
C. Preparation
of the
Research
Report
D. Disseminatio
n of findings

VII COST ESTIMATES

ELIGIBLE QUANTITY UNIT PARTICULARS UNIT TOTAL COST

ITEMS COST
Supplies and Reams Bond Paper A4 P 320.00 1,600.00
Materials bottles Ink P 360.00 1,440.00
Learning
Stations 5,000.00
Materials
Communication Load and
expenses Internet 1,000.00
subscription
Reproduction, Printing 2,000.00
printing and
binding cost Binding 2,000.00
Food and other
incurred
expenses 9,000.00
during the
conduct of
research
Advocacy/Othe
r expenses
related to 3,000.00
research
dissemination
(notarial fee
etc.)
TOTAL Php 25,000.00

VIII. PLANS FOR DISSEMINATION AND ADVOCACY

The result of this study will be of great significance to teaching-learning process

in the new normal. The findings of this study will be disseminated in secondary schools

in Busuanga District.

This study will also be beneficial to the teachers in assessing the strength and

weaknesses of the learners as they in using SLMs. Moreover this can be used in

determining effective interventions to learners who are in need of assistance.

IX. REFERENCES

ONLINE SOURCES:

https://www.merriam-webster.com/dictionary/reading

https://en.wikipedia.org/wiki/Reading_(process)

https://www.merriam-webster.com/dictionary/comprehension

https://work.chron.com/meaning-academic-performance

https://www.indeed.com/career-advice/career

https://www.reference.com/world-view/reading-skills-

https://www.merriam-webster.com/dictionary/frustration

https://www.thefreedictionary.com/instructional