FOCUS PROJECT

TITLE OF RESEARCH FOCUS: Facilitating Outstanding Comprehension and Understanding Skills Among Grade ___ Learners I. Context and Rationale Description and Context of the Study Reading comprehension continues to be a significant learning concern among Grade ___ learners in (Name of School). Results of recent formative assessments, ELLNA indicators, and classroom-based tasks show that many pupils struggle with identifying key ideas, making inferences, and understanding text structure. These challenges affect their performance across learning areas, especially English, Araling Panlipunan, and Science, where comprehension is essential. Reason for Conducting the Study Teachers observe that even motivated learners find it difficult to demonstrate higher-order understanding of texts. Traditional reading drills help fluency but have limited impact on comprehension. Therefore, there is a need to design and implement an intervention that strengthens focused reading comprehension strategies suited to learners’ needs. The FOCUS project (Facilitating Outstanding Comprehension and Understanding Skills) aims to address these challenges through targeted, strategic reading activities. How the Results Could Be Used in Action Planning The findings will guide teachers in planning differentiated reading interventions, developing instructional materials, and strengthening school reading programs. The results may inform school- level LAC sessions, planning for SIP/AIP, and future professional development needs of teachers. II. Action Research Questions General Objective To improve the reading comprehension performance of Grade ___ learners through the FOCUS intervention. Specific Research Questions Baseline Data (Quantitative): a. What is the current reading comprehension level of Grade ___ learners based on a researcher- made/standardized reading comprehension test? Intervention Effectiveness (Quantitative):.

b. Is there a significant difference between the pretest and posttest reading comprehension scores after implementing the FOCUS intervention? Learner Experience (Qualitative): c. How do learners describe their experience with the FOCUS reading strategies? d. What challenges and facilitators do learners perceive while participating in the intervention? Teacher Reflection (Qualitative): e. How do teachers view the effectiveness and feasibility of the FOCUS intervention for classroom use? All questions are aligned with the general objective and are neither too broad nor too narrow, given the 6-month implementation period. III. Proposed Innovation, Intervention, and Strategy (IIS) The FOCUS intervention integrates explicit comprehension strategies into daily reading routines: Idea A structured reading program targeting comprehension through step-by-step, focused activities. Problem Low reading comprehension skills affecting learners’ academic performance. Procedure/System Guided reading sessions Strategy-focused lessons (predicting, summarizing, inferencing, extracting key details) Use of graphic organizers Weekly comprehension drills Immediate feedback and reflection journals.

Solution Enhance students’ comprehension through systematic, focused practice supported by teacher- guided instruction. Phenomenon Learners benefit significantly from scaffolded comprehension strategies when systematically applied. Combination The intervention combines strategy instruction, structured routines, and learner reflection to strengthen comprehension. IV. Action Research Methods This study will use a mixed-methods design, combining quantitative measures (pretest–posttest) and qualitative data (interviews, reflections). The mixed-methods approach is applicable because it allows for a numerical assessment of improvement and a deeper understanding of learners’ experiences. A. Participants and Other Sources of Data The participants are Grade ___ learners of (Name of School). Sample Size Determination: From a total population of ___ learners, the sample size will be determined using Slovin’s Formula or the Raosoft Sample Size Calculator with a 95% confidence level and 5% margin of error. Sampling Technique: Quantitative: Stratified Random Sampling to ensure representation of different reading levels. Qualitative: Purposive Sampling of learners and teachers for interviews and focus groups. Provide a table (example): Grade Level Total Population Sample Size Sampling Technique Grade ___ ___ ___ Stratified Random.

B. Data Gathering Methods Research Instruments Researcher-made Reading Comprehension Test (pre/post) Interview Guide for learners and teachers Observation checklist Learner reflection journal Validity and Reliability Testing Content validity via expert review (English teacher, MT, external validator) Pilot testing with non-participating learners Reliability through Cronbach’s Alpha for the comprehension test Data Collection Procedure Administer pretest Conduct 6-week FOCUS intervention Administer posttest Conduct interviews and gather journals Follow ethical and consent guidelines.

C. Data Analysis Plan Quantitative Data: Mean and standard deviation (baseline and post-intervention performance) Paired samples t-test to determine significant difference in scores Qualitative Data: Thematic analysis following Braun & Clarke (2006): Familiarization Coding Key themes identification Review of themes Definition and naming of themes Narrative synthesis V. Action Research Work Plan and Timelines ACTIVITIES M1 M2 M3 M4 M5 M6 Proposal Writing | ■ | | | | | | Tool Validation & Sampling | ■ | ■ | | | | |.

Pretest Administration | | ■ | | | | | FOCUS Intervention | | ■ | ■ | ■ | | | Posttest & Qualitative Data Collection | | | | ■ | | | Data Analysis | | | | ■ | ■ | | Report Writing | | | | | ■ | ■ | Presentation of Results | | | | | | ■ | (Shade/mark ■ as needed) VI. Plans for Dissemination and Utilization DISSEMINATION ACTIVITY M1 M2 M3 M4 M5 M6 Presentation during LAC Session | | | | | ■ | | Submission to School/Division Research Committee | | | | | | ■ | Sharing of Intervention Materials with Teachers | | | | | ■ | | Uploading of results to school reading repository | | | | | ■ | | VII. References (You may edit based on actual sources used).

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology. DepEd Order No. 43, s. 2022 – Guidelines for Action Research. Pressley, M. (2006). Reading instruction that works. Other journal articles related to reading comprehension strategies..