ONLINE READING SOURCES: A TOOL TO IMPROVE ACADEMIC

PERFORMANCE IN ENGLISH OF GRADE 10 STUDENTS IN VILLARICA

__________________________________________________

A Research Proposal Presented to

The Senior High School Faculty of
Villarica High School
Midsayap, Cotabato

__________________________________________________

In Partial Fulfillment of the Requirements for the subject Practical Research 2

by

Rosiel Mae L. Cadungog

Joshua Leo M. Tulbanos
Yvette Dianne Lopez
Mariel F. Baguio
Ivy E. Camlayan
Jean Camporedondo
JerwinSagayno
Cherilyn Yano
Lito Leo
JhonricsIligan

August 2018

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 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

English is defined by the dictionary as English language, literature, or writing as a

subject or study. English is also the universal language that is used to connect the world.

English is also considered as the main subject of K-12 curriculum. Knowing English is

important in increasing your chances of getting a good job in a multinational company

within your home country or for finding works abroad. Therefore, English is important

for socializing and entertainment as well as work.

Werrwell (2016) concluded that English is composed of reading, writing,

speaking, and listening but the most essential component of English as communication is

reading. Learning to read is a step of reading to learn. Reading is defined as an act of

learning from what one has seen or found in writing or printing. The importance of

reading is to build new skill in the mastery of previously learned skills. This helps

everyone to build their own vocabulary and improve their understanding when they

listen, which is vital as they start to read. Reading can be done through process and in

different means. This includes online reading.

Online reading is an act of learning through the use of network or internet.

Reading online is contextualized as part of media education. More specifically, it

involves understanding the differences between reading printed texts and digital texts,

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and calling attention to specific skills, strategies, and practices involved in negotiating

multiple information sources, as one dimension of reading that is amplified by digital

environments (Coscarelli, 2014).

Content knowledge, preparation, understanding the students, and organization

skills will help teachers succeed when teaching with the Internet. However, there is a

higher risk of cheating during online classes, and teachers must be on guard against

academic dishonesty. If teachers can effectively use the Internet in the classroom, they

will be less dependent on textbook publishing companies, many of which are influenced

by politics in large states.

A broad range of learning approaches exists already, for example, e-learning,

blended learning, the online reading (Maier, 2007), and distance learning which utilize

information and communication technology (ICT). The use of ICT can benefit, for

example, students in rural areas by having them attend classes as distance learners and

motivating them to learn like the “Group Learning Sets” (GLS) initiative offers.

Regarding this, the potential of e-learning seems very assuring, but because of gaps

between developed and developing countries knowledge transfer is not only difficult but

also costly. E-learning or online reading denotes the use of ICT by teachers and learners.

According to case studies, there are already a number of e-learning (electronic-

learning) programs offered in developing countries (Kohn et al. 2008). These programs

are developed by various national and international initiatives, for example, the group

learning sets initiated by Computer Aid International in collaboration with Kenyatta

University. The growth of e-learning programs according to Lockwood and Gooley, 2002

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is driven by the need for and potential of providing education in less expensive ways,

increased access to information, effective learning and greater flexibility.

It has been viewed that online reading becomes one of the learners’ strategies in

their education and it provides them the necessary information that they need. Since

online reading sources had become the access and medium of students’ learning process,

the researchers will conduct a study that will prove online reading sources as a tool to

improve the academic performance in English of the grade 10 students in Villarica High

School.

Statement of the Problem

This study aimed to determine or investigate the improvement of the academic

performance in English of Grade 10 students in Villarica.

Specifically, it will seek answers to the following:

1. What is the academic performance of grade 10 students in terms of their grades in

English for the previous grading?

2. What is online reading?

3. What is online reading sources?

4. Is there any significant difference in the English reading skills of the grade 10

students?

5. Is there any significant difference in the English vocabulary of the grade 10

students?

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 6. Is there any significant difference of the Grade-10 student’s academic

performance in English when they use online reading as their sources?

Hypothesis of the Study

Ho: There is no significant difference in the improvement of academic performance in

English of Grade 10 students in Villarica High School using online reading as their

sources.

Ha: There Is significant differences in the improvement of academic performance in

English of Grade 10 students in Villarica High School using online reading as their

sources.

Significance of the study

This research study was conducted because of its implication and significance to

the following:

School Administrators. The result of this study may serve as basic of the school

administrators to allow students use online reading as a toll to improve their students’

academic performance.

Students. The result of this study will help every student to improve their academic

performance not only in English but the other subjects too. This will give them insights

about learning through online reading.

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Parents. The findings of this study will let them know their impact motivating the

students to use online reading as their resources. This will also give them idea for them to

know the academic performance of their children.

Teachers. This study is for them to know their awareness that online reading helps their

students to improve academic performance.

Future Researchers. This study is for the future researchers to have the basis on their

future research/ studies if they wish to conduct a research about the online reading

resources could improve the academic performance of Grade 10 students in English.

Scope and Delimitation of the Study

This study focused on the online reading sources to improve academic

performance of the students in English. This study involved student in Grade 10 at

Villarica High School.

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 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter consists of review of related literature. This includes some related

studies of researches around the world that examined the online reading sources as a tool

to improve academic performance in English of the grade 10 students in Villarica High

School. It also covers the theoretical framework, conceptual framework, and the

definition of terms used in this study.

Review of Related Studies

Students nowadays spend a great deal of time reading, searching, and

communicating on the Internet either for academic purposes or personal pleasure. In

online environments, with proper instruction, students learning foreign languages can

increase their exposure to authentic materials as well as sharpen their linguistic abilities

anytime, anywhere they want. The online world provides an unparalleled opportunity for

foreign language learners to experiment with a transformative learning experience

beyond the four walls of a classroom.

 However, previous research (Anderson, et al., 2013) has also cautioned that when

learning in the online environment, students must be equipped with strategies and skills

which would play a pivotal role in determining their learning effectiveness and outcomes.

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Encouragingly, as studies indicated, many of the learning strategies and skills, through

explicit instruction, can be effectively taught to students to enhance their online learning

experience. For instance, in Bannert, Hildebrand, and Mengelkamp’s (2009) study,

compared to those who received no instruction in learning strategies, college students

who were coached in the important skills of setting goals, making plans, judging

information, monitoring, self-evaluating, etc.

Electronic Learning (E-Learning)

Fry 2000 and Wild et al. 2002 describe E-learning as the delivery of training and

education via networked interactivity and distribution technologies. Other authors notably

Roffe, 2002; Schank, 2002; and Sambrook, 2003 see e-learning simply as learning and

communication exercises across computers and networks or for that matter any other

electronic sources.

Khan (2005) pointed that E-learning has been described in various ways as

learning using a number of different technologies and methods for delivery e.g. Computer

Based Training (CBT), Internet-based training (IBT), Web-based instruction (WBI),

advanced distributed learning(ADL), distributed learning (DL), distance learning, online

learning (OL), mobile learning (or m-learning) or remote learning and learning

management systems (LMS).

In the 70s and 80s distance learning became popular and was done via mail until

the rise of Internet usage. In late 90s the digital learning environment was heightened and

World Wide Web started as a distributed learning mechanism to support on campus

student and distance learners. With the use of this delivery technology learners can get a

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range of resources like discussion forums, multimedia, chat, video conferencing and

electronic black boards (Gulatee and Combes, 2007).

In E-learning system, students are able to interact anytime from wherever with

different instructional material (text, sound, pictures, video and so on) through Internet.

In addition, learners can communicate with teachers and classmates both individually and

as a group discussion with the use of message boards, instant message exchanges and

video conferencing (Al-Ammari and Hamad, 2008).

Khan 2005 suggests that e-learning system is used for an open, flexible, and

diverse E-learning environment. Moreover E-learning system can be analyzed as an

inventive approach for delivering, learner-centered, interactive, and facilitated learning

environment to anyplace, anyone, anytime by utilizing the features and resources of

different digital technologies along with other types of learning materials suited for an

open, distributed, and flexible learning environment (Ibid, 2008).

Online Reading and Academic Performance of Students

Worldwide, many programmes have been implemented to increase learning

through the Internet, however, high failure rates at tertiary institutions result in

unacceptable levels of attrition, reduced graduate throughput, and increased cost of

training for a nation's labour force (Mlambo, 2011). Studies have proven that attrition is

significantly higher for online students than for students attending traditional classrooms

(Doherty, 2006; Patterson & McFadden, 2009). Much of the attrition that reduces

retention can be attributed to low academic performance in early pre-requisite

undergraduate courses (Scott & Graal, 2007). This raises a cause for concern as to the

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factors influencing low academic performance in the online learning environment and the

interventions required to improve retention and academic performance.

Impact of Learning & Instructional Style on Academic Performance

Researchers have varied definitions of learning styles. Vorhaus (2010) defined

learning style or preference as how an individual learns, perceives, interacts with, and

responds to the learning environment. Whereas, Felder and Brent (2005) considered

learning preferences or styles as about how the brain works most efficiently to process,

comprehend, and learn new information. Varied definitions can point to major agreement

that learning style is an individual`s preferred way to learn, a definition that was set early

in 1984 by Kocinski. Learning preferences are about the ways that people want to

interchange information, and it includes auditory (learning by hearing), visual (learning

by seeing), and kinesthetic (learning by doing) (Felder & Brent, 2005; Fleming, 2010).

An understanding of the learning styles and preferences of online tertiary students

is very critical in order to design effective instructional strategies that are necessary to

improve academic performance. One method that helps in acquiring information about

students` learning styles is a questionnaire called VARK developed by Neil Fleming in

1998 (Murphy et al., 2004). VARK is an acronym for sensory modalities used to present

information, V denotes Visual, A denotes Aural, R denotes Read/Write and K denotes

Kinesthetic.

According to VARK (2015a), visual learners prefer information to be presented

on the whiteboard, flip charts, walls, graphics, pictures, and colors. In addition, aural

learners prefer to sit back and listen to lessons or find it useful to record lectures for later

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playbacks and reference. Furthermore, read/write learners prefer to read the information

on their own and take a lot of notes. These learners benefit from given access to

additional relevant information through handouts and guided Kerr readings. Finally,

kinesthetic learners prefer to be actively involved in their learning and thus would benefit

from active learning strategies in class. A study conducted by Leite, Svinicki, and Shi

(2010) justified the reliability of the VARK questionnaire.

According to Harb and El-Shaarawi (2006), there is a good match between

students’ learning preferences and instructor’s teaching style that has been demonstrated

to have a positive effect on students’ academic performance. In support, Omrod (2008)

reported that some students seem to learn better when information is presented through

words (verbal learners), whereas others seem to learn better when it is presented in the

form of pictures (visual learners). Furthermore, Felder (1993) established that alignment

between students’ learning preferences and an instructor’s teaching style leads to better

recall and understanding. As a result, given that learners have different learning styles or

a combination of styles, online educators should design activities that address their modes

of learning in order to provide significant experiences for each class participant (ION,

2006). In designing online courses, this can best be accomplished by utilizing multiple

instructional strategies. Teaching models exist which apply to traditional higher

education learning environments, and when designing courses for the online

environment, these strategies should be adapted to the new environment (ION, 2006).

Impact of Online Learning Tools on Student Interaction and Academic

Performance

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 Today, there are several popular learning management systems (LMS) such as

WebCT and Blackboard which are commonly used by educational institutions. A review

comparing these two tools suggests that Blackboard’s flexible content management and

group work support makes it more suitable for independent and collaborative learning

(Noorminshah, Mazleena, & Oye, 2012). On the other hand, WebCT’s tighter structure

and fully embedded support tools makes it more appropriate for guided, less independent

learning. In general, these tools are tailored more to support class activities than

independent research or self-study. Online learning tools may be categorised as

synchronous or asynchronous learning tools. The most common types of synchronous

online learning tools in a blackboard learning management system include blackboard

collaborate, video teleconferencing, instant messaging systems, and text-based virtual

learning environments. These synchronous online learning tools promote faster problem

solving, scheduling and decision making, and provide increased opportunities for

educational development (Noorminshah, Mazleena, & Oye, 2012).

The most common types of asynchronous online learning tools in a blackboard

learning management system include discussion forums, online assignment forums,

online quizzes forum, tutor-student exchange forums, and e-tutor presentation forums.

The discussion forum facilitates learner-to-learner interaction on different subject matter.

Furthermore, the online assignment and quizzes forums are designed by online

facilitators to assess students’ performance and progress in the course. In addition, the

tutor-student exchange forum facilitates learner-to-tutor interactions on different subject

matter and to address any issues they may face from time to time. Finally, the e-tutor

presentation forums facilitates tutors’ presentations in the form of PowerPoint

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presentations, case studies, or video tutorial presentations on different subject matter that

complements the existing course materials or clarifies any challenging areas identified by

students (Noorminshah, Mazleena, & Oye, 2012).

Students view the discussion forum as a means of reflection and deem it

important in contributing to their success in the learning process (Menchaca, 2006;

Owston, Wideman, & Murphy, 2008). Furthermore, they refer to the use of discussion

forums as an interactive facility of the online learning community The Caribbean

Educational Research Journal 93 where they can express their opinions, comment on

their peers’ postings and provide critical feedback (Menchaca, 2006; Owston, Wideman,

& Murphy, 2008). While evaluating the work of their peers, the students adhere to

collaborative rather than competitive positions and, therefore, they build respect for

others’ beliefs and develop a supportive learning community (Wang, Sierra, & Folger,

2003).

Online facilitators` knowledge and mastery of the competence in effectively using

online learning tools significantly influence the perception of their instructional strategies

and delivery. This has a direct impact on student interaction, learning, and academic

performance. Student performance has been shown to improve slightly when students are

given the opportunity to participate synchronously through videoconferencing as

compared with students who used only text-based learning materials (Skylar, 2009).

Higher learning outcomes have also been shown to occur when students are

provided with a combination of asynchronous and synchronous forms of communication

(Moallem, Pastore, & Martin, 2011). Furthermore, studies have confirmed that

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synchronous videoconferencing provide immediate social interaction and co-construction

of knowledge while asynchronous text communication allow for reflective thinking.

Online video discussions develop group cohesion and affiliation, helping students to feel

a part of the group, thereby increasing engagement and participation (Pinsk et al., 2014).

Theoretical Framework

The focus of this study is built upon the various learning styles theories of online

learning, and how learners gain knowledge differently. Facilitation theory and

constructivist theory are two popular learning theory concepts which are used as a

representation as a taxonomy for learning (Etmer & Newby, 1993). According Eccles

(1999) developing a system of best practices built around these learning theories can

assist teachers in encouraging improved student preparedness and instruction presented

within an online learning environment of higher education.

Constructivism is the theory that people construct their own understanding and

knowledge of the world, through experiencing things and reflecting on those experiences.

When learners encounter something new, they reconcile it with previous knowledge and

experience. They may change what they believe, or they may discard the new

information as irrelevant. To be active creators of their knowledge however, they must be

able to ask questions, explore and assess what they know. In the classroom, the

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constructivist view of learning means encouraging students to use active techniques such

as experiments and real-world problem solving using authentic data if possible, and to

create knowledge and reflect on their understanding.

Learning theory developed by Carl Rogers. One of the basic premises of this

theory is that learning is possible because human beings have a "natural eagerness to

learn" and they are responsible for and at the center of the learning process (person-

centered learning). E-learning is possible only because individuals signed up in it are self-

driven and eager to learn despite their location in relation to learning institutions. The

role of the teacher is to act as a facilitator- no amount of effort on the part of the teacher

can guarantee success, unless the learner has a desire and predisposition to learn.

An interesting contribution of Rogers's Facilitation Theory is the notion that

learning involves changing one's self-concept. Such changes may involve discovering

one's strengths or weaknesses. Learners in the e-learning setup have to perceive the

possibility that there is in the e-learning system for knowledge acquisition. A freshly

perceived self-concept has a consolidating impact on learning in that it allows the learner

to attack a target skill with confidence or with an adjusted 'updated' approach.

Conceptual Framework

Effects to students’:

-English Reading

The Use of Online skills

Reading Sources -English Vocabulary
-Academic
15 Performance
Figure 1. This paradigm shows the IV-DV Model (Independent Variable- Dependent
Variable) for the improvement of student’s academic performance in English of grade 10
through the use of online reading sources.
The independent variable is the use of online reading sources while the

independent variable is Effects to students’: English Reading skills, English Vocabulary

and Academic Performance

Definition of terms

Online Reading.Is an act of learning through the use of network or internet. Reading

online is contextualized as part of media education. It involves understanding the

differences between reading printed texts and digital texts, and calling attention to

specific skills, strategies, and practices involved in negotiating multiple information

sources, as one dimension of reading that is amplified by digital environments

(Coscarelli, 2014).

E-Learning. Described in various ways as learning using a number of different

technologies and methods for delivery e.g. Computer Based Training (CBT), Internet-

based training (IBT), Web-based instruction (WBI), advanced distributed learning(ADL),

distributed learning (DL), distance learning, online learning (OL), mobile learning (or m-

learning) or remote learning and learning management systems (LMS) (Khan,2005).

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 Chapter 3

RESEARCH METHODOLOGY

This chapter presents the discussion of the research procedure employed in this

study. It contains the research design, respondents of the study, instrument of the study,

establishing and validating reliability and the statistical treatment.

Research Design

This study is quantitative in nature since the question posed will be answered by

numerical data. This study willuse the survey approach of conducting a research.

Specifically, it will utilize the descriptive survey and evaluative procedures. The principal

purpose of the researchers was to study online reading sources as a tool to improve the

students’ academic performance in English.

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 Descriptive design is utilized for the purpose of the accurately portraying a

population that has been chosen because of same specific characteristics. The data are

summarized to reveal overall data patterns and make them manageable.

Evaluate method of research is designed that involves making a judgment of

worth or value. It allows the researcher to delineate, obtain, and provide information that

is useful for judging decision alternatives when conducting a program or service.

Respondents of the Study

The respondents of the study are the grade 10 students in Villarica HighSchool.

The researcher chose the grade 10 students since they are taking up English subject

particularly in Celebrating Dynasty Through World Literature which involves more

topics that are available online.

Instruments of the Study

The research instrument was adapted from Shen (2006). The Likert scale will be

used to measure the respondents’ attitudes indicating how much they agree or disagree

with the statements. The instrument was then tested and revised in which the items were

generated based on the objectives of the study and research questions. a questionnaire

will be given to the respondents.

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 Establishing and Validating Reliability

The data of this study were mainly sourced from the International Journal of

Linguistics on a survey of online reading habits of the respondents.

Statistical Treatment

To answer the statement of the problems, the following statistical methods are to

be employed:

1. For the demographic profile or the respondents- Percentage and Frequency. This is

to get the proportion of the whole

Percentage (%)=F\N x 100

Where: F- stands for the frequency of responses

N-number of participants

Weighted mean- to arrive at a verbal description of each item in the three (3) selected

checklists.

WM=TWF\N

Where: WM - weighted mean

TWF- total weighted frequency

N- number of responses

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 VILLARICA HIGH SCHOOL
SENIOR HIGH SCHOOL
VILLARICA, MIDSAYAP, COTABATO

QUESTIONNAIRE FOR THE GRADE 10 STUDENTS

I. Grades in English (First Grading Period): __________

II. Online Reading

Please put check ( / ) on the blanks provided.

1. Do you browse in the internet as an access or reference for your lessons?

Yes _______ No _______

2. Do you have the access or computer to read online?

Yes _______ No _______

3. Do you used to read online as a strategy for learning?

Yes _______ No _______

III. Online Reading Sources

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 Please put check ( / ) on the blanks as many as you can.

What online reading sources do you usually visit to read?

 Pinterest _______
 E-books Library _______
 History/Science _______
 Literature (Readworks.org) _______
 General Knowledge (Wikipedia) _______
 News Sections _______
 Educational sections _______
 Sports _______
 Entertainment _______
 Others (please specify) ____________ _______
____________
____________

IV. English Reading Skills Using Online Reading Sources

Please circle your responses in the appropriate box.

Sometime
Always Often Never
s
1. I pronounce words properly. 4 3 2 1
2. I understand what is expected of me
when I do a reading comprehension 4 3 2 1
test.
3. I understand the main idea of the
4 3 2 1
text.
4. I understand the test questions. 4 3 2 1
5. I can write a good academic research
4 3 2 1
paper
6. I apply reading strategies such as
KWL
(Know, What to Know, Learned), 4 3 2 1
scanning, and other skills when taking
a reading comprehension test.
7. I can logically organize my ideas
4 3 2 1
when I write a paragraph.
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 8. I feel fine during a reading
4 3 2 1
comprehension test in English.
9. Online reading strategy improves my
4 3 2 1
reading comprehension.
10.I practice skimming the text for
4 3 2 1
general idea.

V. English Vocabulary Using Online Reading Sources

Please circle your responses in the appropriate box.

Always Often Sometimes Never

1.I enjoyed using online reading
4 3 2 1
sources to learn.
2.I use a mobile application to test
4 3 2 1
my vocabulary knowledge.
3.I used online apps to help me
4 3 2 1
access additional information.
4. I spell different words correctly. 4 3 2 1
5. I can use appropriate vocabulary
and word forms to effectively 4 3 2 1
communicate with the reader.
6. I can find supporting ideas for the
4 3 2 1
main idea of the text.
7. I can focus on the questions and
4 3 2 1
find the answers.
8. I can effectively brainstorm to
gather ideas after reading online 4 3 2 1
texts.
9. I can edit my writing to improve
the wording, grammar, punctuation, 4 3 2 1
and spelling.
10. I can use appropriate spelling,
4 3 2 1
capitalization, and punctuation

VI. English Academic Performance Using Online Reading Sources

Please circle your responses in the appropriate box.

Always Often Sometimes Never

1. I got high grades in my report
4 3 2 1
card.

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2.I easily perform English tasks
4 3 2 1
given by my teacher.
3.I get sufficient information related
to my studies when using online 4 3 2 1
reading.
4.I exert more efforts when I do
difficult activities through online 4 3 2 1
scanning.
5.I actively participate in any English
4 3 2 1
related activities in school.
6.I easily understand every topics in
4 3 2 1
our English subject.
7.I always got high scores during our
4 3 2 1
English quizzes and examinations.
8.I involve myself in every recitation
4 3 2 1
activities.
9.I completed every performance
4 3 2 1
tasks given.
10.I am good at doing research
4 3 2 1
activities.

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