DepEd Division of Misamis Oriental

Republic of the Philippines

Department of Education
Region X – Northern Mindanao
Division of Misamis Oriental
District of Tagoloan
Rosario Elementary School
Rosario Tagoloan Misamis Oriental

PROJECT FAMILIAR: “Fuller Approach blended with Modeling Innovatively the

Language to Improve Academically in Reading”

Final Action Research

EUGENE D. LUGCOHAN
Teacher-1

Rosario Elementary School

Tagoloan District

June 29, 2021

DepEd Division of Misamis Oriental

Republic of the Philippines

Department of Education
Region-X
DIVISION OF MISAMIS ORIENTAL
Cagayan de Oro City

APPROVAL SHEET

This Action Research PROJECT FAMILIAR: “Fuller Approach blended with Modeling
Innovatively the Language to Improve Academically in Reading”
Prepared and submitted by Eugene D. Lugcohan, School Research Coordinator/TI of Rosario
Elementary School, Tagoloan District has been checked and recommended for acceptance and
approval for oral examination
 Final
/
EUGENE D. LUGCOHAN
RES Research Coordinator /TI

LOTESHMAE N. DAGOC
SIC
Reviewed by the District Research Committee:

CARNILA D. SIMACON, PhD VENUS T. MAGSACAY, PhD

P-1/District Research Coordinator-Elem P-1/District Research Coordinator-SEC

IMELDA C. EMANO FE D. ARANCON

P-1/Tagoloan Central School P-1/Tagoloan Nationa High School

NILDA M. MEJOS EdD

Public Schools District Supervisor

___________________________________________________ Reviewed by the

Division Research Committee
LINDO M. CAYADONG,PhD ERLINDA G. DAEL,PhD
Senior Educational Program Specialist Chief, Curriculum Implementation Division
Member Member

____________________ MARIA TERESA M. ABSIN,PhD

Education Program Supervisor Chief, School Governance Operation Division
Member Member

NINFA R. LAGO, PhD,CESO VI

Assistant Schools Division Superintendent
Chairman

Approved

JONATHAN S. DELA PENA,PhD, CESO V

Schools Division Superintendent
DepEd Division of Misamis Oriental

I. Context and Rationale

Reading is a tool of learning. This is one of the skills that need to be

developed among the learners. According to Nord Anglia Education, A child’s

reading skills are important to their success in school as they will allow them to

access the breadth of the curriculum and improve their communication and language

skills. For this reason, the importance of reading is a necessary tool in studying as

well as in learning. Reading is not just a simple matter of knowing the words or the

sentences but it requires reading comprehension.

Reading Comprehension and word recognition skills are vital in the teaching-

learning process because reading is a tool subject. Unless the child is equipped with

the basic reading skill, he would not be able to study independently and effectively

most especially in the content subjects.

According to DepEd Order No. 014 s. 2018, Section1, The Department of

Education supports Every Child A Reader Program (ECARP), which aims to make

every Filipino a reader and a writer in his/her grade level. But unfortunately, every

school year, reading performance is one of the concerns of every school. Some of

the learners are poor in reading that they belong to frustration level or non-reader. In

other words, these learners reading performance are below in their grade level.

In response to the program of the Department of Education which is called

“Every Child A Reader Program” (ECARP) and to address the concern of the

reading performance of the learners especially to the learners belong to frustration

level and non-reader, this action research is done and implemented through the
DepEd Division of Misamis Oriental

well-planned interventions to combat the concern of reading performance mentioned

above considering the new set-up of learning, the New Normal Education.

Reaching out these frustration level and non-reader learners in the New

Normal Education, the school has made a program suited for this new set-up of

learning. The BAKTAS project, literally means Hiking and also stands for “Bringing

Academe and Knowledge To Learners Amidst crisis Situation”. The BAKTAS project

was a regular visitation by every teacher in every grade level to the low performing

learners to constantly check, monitor and assist them and in the case of this action

research, they were the low performing learners in reading. This BAKTAS project

was the channel of realizing the implementation of project FAMILIAR. Upon reaching

out the frustration level and non-reader learners, the safety health protocols

mandated by the IATF was highly followed and obeyed.

In this action research, it provided a well-thought action plan for the Grade Six

learners of Rosario Elementary School who belong to the frustration level and the

non-reader in English. In this action research, the approaches that best used and

adapt to the learners were highly given importance. For instance, The Fuller

approach; This approach is widely used for the beginner in reading English. The

concept of this approach is reading through phonics with the total physical response.

It is important that the letters and sounds of the alphabet are mastered first by the

learners as basis to read simple words by blending them together and accompanied

with action to understand more the words read.

DepEd Division of Misamis Oriental

To enhance the effectiveness of fuller approach, it is best applied with the

language modeling approach. The concept of this approach is through modeling, the

teacher models how to read the words and will be followed and read together until

the learners will read the word by themselves. The steps will be, “Teacher/Teacher,

Teacher/Learner, Learner/Teacher, and Learner/Learner”. This approach is also

patterned with the Explicit Instruction, introduced in ELLN (Early Language, Literacy

and Numeracy) Digital Program. The steps will be, “I/Do, We/Do, and You/Do”. Total

Physical Response (TPR) strategy plays a vital role in these approaches. To

understand best the word read, it is accompanied with actions.

It is the primary goal of this action research to improve the reading

performance of the frustration level and non-reader of Grade Six learners. Through

the implementation of this Project FAMILIAR by the Grade Six teacher, the positive

result in their reading performance is expected.

II. Innovation, Intervention and Strategy

PROJECT FAMILIAR means Fuller Approach blended with Modeling

Innovatively the Language to Improve Academically in Reading

This was an action plan used by the Grade Six teacher to address the

problem of the learners who belong to frustration level and non-reader in English.

The focused of this action research was “Using FAMILIAR for the Frustration Level

and Non-reader in English of Grade Six Learners of Rosario Elementary School”.

Intervention/Strategy: The teacher was regularly visiting the Frustration level

and Non-reader learners in Grade Six at home to check, monitor and assist these
DepEd Division of Misamis Oriental

learners in reading using the project FAMILIAR. In this project, Fuller Approach was

introduced first as the strategy for beginner in reading. In this strategy, the learner

needed to learn first the phonics or the correct sound of each letter and blending

them to form a word. Fuller approach helped a lot for the non-reader even the

frustration level learners.

This Fuller Approach was best implemented if blended with the Language

Modeling Approach. Language Modeling Approach was patterned with the Explicit

Instruction introduced in ELLN (Early Language, Literacy and Numeracy). The

concept was modeling how to read the language using “I/Do, We/Do, and /You/Do”.

In English as Second Language, it was modelled how to read using

“Teacher/Teacher, Teacher/Learner, Learner/Teacher, and Learner/Learner.

Language Modeling Approach was basically the pattern on how the mother naturally

introduced the language by modeling until the baby gradually learns to talk,

understand and use the language. This helped a lot in oral reading.

Due to the absence of face to face instruction, this project was done by

constant home visitation. Observing and following the safety protocols mandated by

the IATF was highly obeyed.

III. Action Research Questions

1. What are the difficulties faced by the frustration level and non-reader of Grade

Six learners in reading English?

2. What is the impact of project FAMILIAR in the reading performance of the Grade

Six learners under frustration level and non-reader?

DepEd Division of Misamis Oriental

3. Is there an improvement in reading English to the frustration level and non-reader

of Grade Six learners using the intervention implemented?

IV. Action Research Methods

1. Participants and/or other Sources of Data and Information

The participants of this action research were the 7 or 30.42% out of 23 learners,

2 learners were non-readers and the 5 learners were in frustration level of Grade Six

at Rosario Elementary School.

Table 1

List of the Participants

LEARNER GRADE LEVEL READING

PERFORMANCE

LEVEL

Learner 1 6 Non-reader

Learner 2 6 Non-reader

Learner 3 6 Frustration

Learner 4 6 Frustration

Learner 5 6 Frustration

Learner 6 6 Frustration

Learner 7 6 Frustration

TOTAL 7

2. Data Gathering Methods

DepEd Division of Misamis Oriental

Following the preliminaries in research, the researcher was following the

protocols before conducting the study. Submit letter to the school head and

endorsement to the SDS to conduct research. The researcher had gathered the data

on the frustration level and non-reader of Grade Six learners through the reading

pre-test to determine these learners under this category. The researcher had

conducted the intervention based from the problem and also had conducted reading

post-test to know the effectiveness of the intervention. The result was gathered,

tabulated, interpreted, and analyzed data for recommendation and findings.

3. Data Analysis Plan

This study was using descriptive statistical tools in analyzing the data. The

data from the survey questionnaire were processed, interpreted and analyzed using

mean, median, mode, frequency, percentage, and standard deviation. These were

used to show the effectiveness of project FAMILIAR to improve the reading

performance of the frustration level and non-reader of Grade Six learners.

Scoring Procedures

In this study, the four-point Likert scale is used in determining the level of

difficulties faced by the frustration level and non-reader of Grade-Six learners in

reading English and in determining the level of effectiveness in implementing project

FAMILIAR is used. Scale, range, description and interpretation of participants’

responses are the following:

DepEd Division of Misamis Oriental

4 – Strongly Agree 3 – Agree

2 – Disagree 1 – Strongly Disagree

Scale Range Description Interpretation

4 3.50-4.00 Strongly Agree Very High level of Difficulty

3 2.50-3.49 Agree High level of Difficulty

2 1.50-2.49 Disagree Low level of Difficulty

1 1.00-1.49 Strongly Disagree Very Low level Difficulty

V. Discussion of Results

Well-discussed of result is pointed out in every problem with the

support of the related literature and studies to back-up the result of the study.

The results were tabulated, analyzed, and interpreted using appropriate

statistical tools.

Problem 1. What are the difficulties faced by the frustration level and non-reader

of Grade Six learners in reading English?

Table 1
Gathered Frustration level and Non-reader Learners’ Difficulties in Reading
English words

Legend: 3.50-4.00 – Strongly Agree 2.50-3.49 – Agree

1.50-2.49 – Disagree 1.00-1.49 – Strongly Disagree

Statement Mean Qualitative Interpretation

Description
I have difficulties
in/if/when…
1. Recognizing 3.00 Agree High level of
the letters and difficulty
sounds of the
DepEd Division of Misamis Oriental

alphabet.
2. Reading 1.57 Disagree Low level of
simple English difficulty
words
3. No one is 4.00 Strongly agree Very High level of
guiding me to difficulty
read.
4. Reading 3.14 Agree High level of
without a peer difficulty
in my age
5. I am reading 1.71 Disagree Low level of
by myself. difficulty
6. Reading more 2.71 Agree High level of
than 2 difficulty
syllables
7. Reading by 2.42 Disagree Low level of
memorization difficulty
8. Reading in 3.42 Agree High level of
many audience difficulty
9. No one to 3.14 Agree High level of
follow in difficulty
reading
English words
10. No one is 3.00 Agree High level of
monitoring my difficulty
reading
performance.

Table 1 presents the Mean level of Frustration level and Non-reader Learners’

Difficulties in reading English words. The result revealed that on the average,

learners agree on the given indicators which means that they faced high level of

difficulty with their average total mean (x=2.811). The indicator with the highest

mean is on “Difficulty in reading when no one is guiding them to read” with a

mean of (x=4.00). This means that they need someone to guide and help them to

read. This is backed up with the study according to Oxford Learning (2017), the

key to encouraging reading habits in kids is reading with them at home from a
DepEd Division of Misamis Oriental

young age While the indicator with a lowest mean is on the “Difficulty in reading

simple words” with mean of (x=1.57).

This means that the frustration level and non-readers of Grade- Six learners

need help, guidance, and monitoring in reading English words. This implies that if

these learners will be guided and monitored in their reading practice, they will be

improved.

What is the impact of project FAMILIAR in the reading performance of the

Grade Six learners under frustration level and non-reader?

Table 2
Mean Level of Impact of Project FAMILIAR

Legend: 3.50-4.00 – Strongly Agree 2.50-3.49 – Agree

1.50-2.49 – Disagree 1.00-1.49 – Strongly Disagree

Statement Mean Qualitative Interpretation

Description

3.00 Agree Effective

1. Project FAMILIAR helped
improved my reading skill.
2. This project guided me the 3.42 Agree Effective
proper way in reading English
words.
3. I was motivated to read 3.85 Strongly Highly effective
because of constant visitation Agree
and monitoring of my teacher.
4. I gained confidence every 3.00 Agree Effective
time I was able to read
English words.
5. I can read more English words 3.14 Agree Effective
than before.
DepEd Division of Misamis Oriental

Table 2 presents the Mean level of the effectiveness of project FAMILIAR.

The result revealed that on the average, learners agree on the given indicators

which means that the given intervention is effective with an average total of

(x=3.282). the indicator with the highest mean is on “I was motivated to read

because of constant visitation and monitoring of my teacher” with a mean of

(x=3.85). This means that learners strongly agree that project FAMILIAR helped

improved the attitude of the learners to read as well as the reading performance.

According to Oxford Learning (2017), the key to encouraging reading habits in

kids is reading with them at home from a young age. While the indicator with a

lowest mean is on the “I gained confidence every time I was able to read English

words” with a mean of (x=3.00). This means that learners need to practice more

in reading English so that they will gain more confidence in reading. This implies

that project FAMILIAR helps to improve the reading performance of the

frustration level and non-readers in reading English words.

Is there an improvement in reading English to the frustration level and non-

reader of Grade Six learners using the intervention implemented?

Table 3

Comparative Result on the Percentage of Decrease in the Number of

Frustration level and Non-readers

Number of Frequency % Frequency % Percentage

Grade-Six of
Learners Decrease
DepEd Division of Misamis Oriental

23 Before After
project project
FAMILIAR FAMILIAR
Non-reader 2 8.69% 1 4.34% 4.35 %

Frustration 5 21.73% 3 13.04 8.69%

level %

TOTAL 7 30.42% 4 17.38 13.04%

%

Table 3 presents the comparative result on the decrease of the number

of frustration level and non-reader learners before and after the

implementation of project FAMILIAR. Before the implementation of project

FAMILIAR, there were two (2) non-readers and five (5) in frustration level

learners. After the implementation of project FAMILIAR, there was one (1)

non-reader and four (4) in frustration level. The percentage decreased was

13.04% from 30.42% down to 17.38%. This signifies that project FAMILIAR

has improved the reading performance of the frustration level and non-reader

of Grade-Six learners.

VI. Conclusion

Based from the findings of this action research, the results revealed

that project FAMILIAR helped to improve the reading performance of the

frustration level and non-reader learners. This project FAMILIAR addressed

the problem in reading such as difficulties in recognizing the letters and the

sounds, beginner in reading, how to read in a proper way and guiding the
DepEd Division of Misamis Oriental

learners in reading practice. Through constant visitation and monitoring and

the used of this project, learners reading performance have improved and

also they were motivated to read, have gained confidence and can read more

English words than before.

VII. Recommendation

In the light of above conclusions, following recommendations are made:

1. Based from the finding gathered, the researchers conclude that project

FAMILIAR should be implemented in schools.

2. Learners who struggle in reading should be given more attention such as

constant visitation, monitoring and reading practice with the guidance of the

teachers and parents.

3. School heads should give proper guidance, support, recognition, and

monitoring to teachers in making action research.

4. Fundamentals of action research should be included or part in the LAC or

Learning action cell topics in schools.

5. Local Government Unit should allocate budget in the implementation of

action researches in school or district.

VIII. Reflection

Despite of the health crisis and the new set-up of learning, this action

research has implemented to address the reading problem of the learners

because reading is a very important tool of communication.

DepEd Division of Misamis Oriental

IX. Action Research WorkPlan and Timelines

Timeline Action Persons Materials Needed

Involved

October To prepare action PSDS Formulated the Action

2020 research proposal School Head Research Proposal
Researcher

October To conduct conference of PSDS Conducted successful

2020 all school heads, teachers School Head and clear project
Researcher orientation
with the PSDS about the Teachers
implementation of the
project
November Screening test and Pre-test Teacher List of Identified
2020 of Learners Reading Parent frustration level and
Performance Learner non-reader learners.

December Implementation of Project Reading Materials

2020-May FAMILIAR Teacher Modules
2021 Fuller Approach Learner Activity Sheets
Language Modeling Parent Worksheets
Approach Printed Instructional
Explicit Instruction Materials
Total Physical Response
(TPR)
June 2021 Reading Post-test of School Head Learners Reading
Learners Reading Teacher performance Record
Performance Learner Post-test result

X. Project Cost Estimates

EXPENDITURES Quantity Unit Cost Amount

ITEM DESCRIPTIONS

1 BOND PAPER 40 .50 20.00

2 RING BOUND FEE 3 25.00 75.00

3 TAPE/ADHESIVE 1 10.00 10.00
TOTAL 105.00
DepEd Division of Misamis Oriental

Source of Fund MOOE FUND

XI. Plan for Dissemination and Utilization

The result of this study was submitted to the Division Research

Coordinator and office of the Division Schools Division Superintendent. Result

on the effectiveness of project FAMILIAR was disseminated during In-service

trainings, SLAC or School Learning Cell, virtual or limited face to face oral

research presentation and district research congress where many teachers in

the Department of Education were able to realize the importance of making

action research for the improvement of learners’ reading performance.

XII. References

Oxford Learning 2017 How to encourage good reading habits in kids

https://www.oxfordlearning.com/encourage-good-reading-habits/

Nord Anglia Education, The Importance of Reading ,

https://www.nordangliaeducation.com

DepEd Order No. 18, s. 2017 – Guidelines on the Utilization of the 2017 Every Child
A Reader Program Funds for the Early Language, Literacy, and Numeracy
Program: Professional Development Component www.deped.gov.ph

DepEd Order No. 014 s. 2018, Section1 The Department of Education supports
Every Child A Reader Program (ECARP), which aims to make every Filipino a
reader and a writer in his/her grade level, www.officialgazette.gov.ph
DepEd Division of Misamis Oriental

Republic of the Philippines

Department of Education
Region X –Northern Mindanao
Division of Misamis Oriental
Tagoloan District
ROSARIO ELEMENTARY SCHOOL
Rosario Tagoloan, Misamis Oriental

June 29, 2021

Jonathan S. Dela Peňa, PhD, CESO V
Schools Division Superintendent
Division of Misamis Oriental
Don A. Velez St., Cagayan de Oro City

Sir:

May I have the honor to ask permission and seek for an approval for conducting
Action Research in my Grade Six Class of Rosario Elementary School, Tagoloan District entitled
“Project FAMILIAR: “Fuller Approach blended with Modeling Innovatively the Language to Improve
Academically in Reading” for the school year 2020-2021.

The objectives of this action research are:

1. To determine the difficulties faced by the frustration level and non-reader of Grade Six
learners in reading English.
2. To use well-designed approaches under project FAMILIAR to improve the reading
performance of the Grade Six learners under frustration level and non-reader.
3. To improve the reading performance of the Grade Six learners under frustration level and
non-reader through the intervention implemented.

Your favorable approval for the conduct of this Action Research is very much appreciated.

God Bless and More Power.

Truly yours,

EUGENE D. LUGCOHAN
Researcher/Teacher I

Noted by: Attested by:

CARNILA D. SIMACON, PhD NILDA M. MEJOS, EdD

P-1/ District Research Coordinator Public Schools District Supervisor

Approved
DepEd Division of Misamis Oriental
JONATHAN S. DELA PEÑA, PhD, CESO V
Schools Division Superintendent
ANNEX 3: Declaration of Anti-Plagiarism and Absence of Conflict of Interest

DECLARATION OF ANTI-PLAGIARISM

1. I, Eugene D. Lugcohan, understand that plagiarism is the act of taking and using
another’s ideas and works and passing them off as one’s own. This includes
explicitly copying the whole work of another person and/or using some parts of
their work without proper acknowledgement and referencing.
2. I hereby attest to the originality of this research proposal and has cited properly
all the references used. I further commit that all deliverables and the final
research study emanating from this proposal shall be of original content. I shall
use appropriate citations in referencing other works from various sources.
3. I understand that violation from this declaration and commitment shall be subject
to consequences and shall be dealt with accordingly by the Department of
Education and (insert grant mechanism).

PROPONENT: EUGENE D. LUGCOHAN

SIGNATURE:______________________
DATE: JUNE 29, 2021
DepEd Division of Misamis Oriental

Republic of the Philippines

Department of Education
Region X
DIVISION OF MISAMIS ORIENTAL
Cagayan De Oro City

APPROVAL SHEET

This Action Research PROJECT FAMILIAR: “Fuller Approach blended with

Modeling Innovatively the Language to Improve Academically in Reading”

Prepared and submitted by Eugene D. Lugcohan, School Research Coordinator/TI

of Rosario Elementary School, Tagoloan District has been checked and

recommended for acceptance and approval for oral examination

/  Final

EUGENE D. LUGCOHAN
RES Research Coordinator /TI

Reviewed by the School Research Committee:

EUGENE D. LUGCOHAN JESSEL D. RAMOS

Research Coordinator Teacher III
( Member ) ( Member )

LOTCHEM N. DAGOC GWENDOLYN C. JABLA

Teacher III Teacher III
( Member ) ( Member )

Approved

LOTESHMAE N. DAGOC
SIC
DepEd Division of Misamis Oriental

QUESTIONNAIRE FOR THE RESPONDENTS

Directions: Please put a check (∕) on the space that corresponds to the appropriate

number that represents your response to the correct answer for you.

Your answer choices are the following:

4 – Strongly Agree

3 – Agree

2 – Disagree

1 – Strongly Disagree

DIFFICULTIES

INDICATOR 4 3 2 1

I have difficulties in/if/when…

1. Recognizing the letters and sounds of the alphabet.

2. Reading simple English words

3. No one is guiding me to read.

4. Reading without a peer in my age

5. I am reading by myself.

6. Reading more than 2 syllables

7. Reading by memorization

8. Reading in many audience

9. No one to follow in reading English words

10. No one is monitoring my reading performance.

DepEd Division of Misamis Oriental

Directions: Please put a check (∕) on the space that corresponds to the appropriate

number that represents your response to the correct answer for you.

Your answer choices are the following:

4 – Strongly Agree

3 – Agree

2 – Disagree

1 – Strongly Disagree

EFFECTIVENESS OF PROJECT FAMILIAR

INDICATOR 4 3 2 1

1. Project FAMILIAR helped to improve my reading skill.

2. This project guided me the proper way in reading English

words.

3. I was motivated to read because of constant visitation and

monitoring of my teacher.

4. I gained confidence every time I was able to read English

words.

5. I can read more English words than before.

DepEd Division of Misamis Oriental

ABSTRACT
This study was conducted to improve the reading performance using the
Project FAMILIAR “Fuller Approach blended with Modeling Innovatively the
Language to Improve Academically in Reading”. Descriptive research design
method was used to conduct the study. The participants of the action research
were the frustration level and non-reader learners of Grade-Six at Rosario
Elementary School. A survey questionnaire with four-point Likert Scale on the
difficulties of learners in reading English was administered to 7 respondents of
this research. Frequency, percentage, and mean were used to tabulate the result
of this action research. The findings of this study revealed that on the average,
learners agreed on the given indicators which means that they faced high level of
difficulty in reading English especially when no one is guiding them to read. The
learners agreed that project FAMILIAR helped them improve their attitude in
reading English as well as their reading performance. This is backed up with the
study according to Oxford Learning (2017) that the key to encouraging reading
habits in kids is reading with them at home from a young age. A decrease on the
number of frustration level and non-reader learners from 30.42% down to 17.38%
was evident. This implies that there was an increase of learners who improved
their reading performance in English. This signifies that the intervention
implemented boosted learner’s ability to read English words. Participants
conclude that using project FAMILIAR helped them recognizing letters and
sounds by blending them together to form a word, how to read in proper way
through guided-practice steps, motivated them to read and have gained
confidence by reading more English words than before. Therefore, the
researcher recommend that teachers should use project FAMILIAR to improve
the English reading performance of the struggling learners. Therefore, the school
initiatives should be sustained and properly monitored for continuous
improvement of the learners and teachers.
DepEd Division of Misamis Oriental

Keywords: Action Research, Reading Performance, Reading Strategies

ACKNOWLEDGEMENT

The researcher would like to express a heartily appreciation and thanks to all the

persons who had extend their contribution, encouragement, support and

inspiration to create this action research significantly finished.

To Dr. Jonathan S. Dela Pena, Division Schools Superintendent,

for the encouragement to pursue this study;

Dr. Nilda M. Mejos, District Supervisor of Tagoloan District,

for her wisdom and encouragement

Dr. Carnilla D. Simacon, District Action Research Coordinator, who challenge us

to conduct action research.

Loteshmae N. Dagoc, School In Charge, who guide and support us to continue

the journey of this action research.

Learners, who heartedly accept the different reading activities

that could improve their reading performance in English.

DepEd Division of Misamis Oriental

Above all, the Almighty Father, for providing the strength, intellect, and wisdom

to do work, without Him, this study would have remained only unfinished idea.

The Researcher

Table of Contents

Title Page

Letter of Intent

Approval Sheet

Abstract

Acknowledgement

Parts of Final Action Research

I. Context and Rationale

II. Innovation, Intervention, and Strategy

III. Action Research Questions

IV. Action Research Methods

V. Discussion of Results

VI. Conclusion

VII. Recommendation

VIII. Reflection

IX. Action Plan

X. Project Cost Estimates

XI. Plan for Dissemination and Utilization

XII. References
DepEd Division of Misamis Oriental

Declaration of Anti-Plagiarism
Questionnaires for the Respondents
Documentation
Curriculum Vitae