1. Division Of
Tagum

2. Vertical Teaming in Teaching Reading Comprehension Skills
A School – Based Action Research of
Magugpo Pilot Imelda Elementary School SPED Center

3. Background of the Study
Without comprehension, reading is simply following words on a page from left to right while sounding them out. The chief goal of reading is to derive some understanding of what the writer is trying to convey and make use of that information – whether for fact gathering, learning a new skill, or for pleasure.

4. The lack of strong reading comprehension skills affects students’ academic success in school and found out to be the number cause of the low performance of the Grade III pupils in the National Achievement Test for three consecutive years in Magugpo Pilot Imelda Elementary School SPED Center.

5. Teachers in school often have a student for just one year, and the way that year operates is based on a series of assumptions. Teachers assume that any given student enters their class with a certain set of skills learned the previous year.

6. Teachers also assume that the skills they teach their students will set up those students for what they will need to enter the next year.

7. If teachers do not truly know what skills their students received the previous year or will need the subsequent year, then they have very little information about what they ought to be focusing on this current year. Their class exists in an educational vacuum.

8. The way to solve this dilemma is through vertical teaming which means using of activities that bring together teachers from various grade levels for the purpose of improving student learning. 

9. Statement of the Problem
This study aimed to find out the effect of vertical teaming instruction in teaching reading comprehension skills to the selected grade III pupils of Magugpo Pilot Imelda Elementary School SPED Center, Tagum City Division this school year

10. Theoretical Framework
Early in the 1980s, the Danforth Foundation of St. Louis, Missouri initiated the concept of the vertical team (Cunningham & Gresso, 1993).
Teaming can be a foundational tool in the development of teamwork and collaboration on your campus. In addition, the use of vertical teaming will build the instructional capacity on your campus (Kowal, 2002). This is very important in
the quest to improve student learning.

11. Pre-test and Post-test
Conceptual Framework
Effects of
Vertical Teaming
Respondents
Scores on
Pre-test and Post-test
Posttest
*Vertical Teaming
* Identified
Reading Strategies
*Instruction
Pre-test

12. Research Hypothesis
  The hypothesis raised in the study was tested at 0.05 level of significance.
Ho: There is no significant difference on the pre-test and post-test scores of the controlled and experimental groups after the vertical teaming instructions.

13. Research Design
This study utilized the quantitative experimental design to find out the effect of vertical teaming in teaching reading skills to the selected grade III pupils of Magugpo Pilot Imelda Elementary School SPED Center. Significant difference in the pre-test and post-test of the controlled and experimental groups were sought.

14. Respondents
The researchers focused mainly on the controlled and experimental groups of grade III regular pupils of Magugpo Pilot Imelda Elementary School SPED Center.
Number of Pupils
Number of Teachers
Total
Controlled Group 50 1 51
Experimental Group
100 2
102

15. Research Procedure Planning session with the principal
Selection of the members of the vertical team.
Identifying the best common strategies the Grades I and II teachers were using.
Identifying the reading skills to be taught for the controlled and experimental group.

16. Selection of pupils-teachers respondents.
Preparation of the pre-test and post-test.
Orientation of the teachers chosen to handle the controlled and experimental group.
Conduct of the Pre-test
Intervention Classes
Conduct of the Post-test
Gathering of Data

17. Presentation, Analysis and Interpretation of Data

18. Valid GENDER Frequency Percent MALE 48 48.0 FEMALE 52 52.0 Total 100
100.0

19. Table 2.a Demographic Profile According to the Gender of the Respondents in Grade III
Table 2a.- presents the profile of the respondents in terms of gender and age. It implies that 48 or (48%) are male and 52 or (52%) were female out of 100 pupils. This means that majority of the respondents of the controlled and experimental groups were female.

21. Table 2.b - Demographic Profile According to the Age of the Respondent in Grade 3.
In terms of age, out of the 100 respondents 92 or (92%) were at 8 years old bracket while 8 or (8%) belonged to 9 years old. This means that majority of the respondents were at the right age for Grade 3 level while the 8% was supposedly in Grade 4 now.

22. Group Statistics N Mean Std. Deviation Std. Error Mean PRE TEST 50
EXPERIMENTAL 50
7.9000
.39097
CONTROLLED
6.5600
.48501
POST TEST
.51133
7.1600
.40442

23. Table 3- Test scores of the respondents when grouped according to experimental and controlled groups.
This table shows that after administering the post-test the mean of the experimental group ( against ) is high as the by-product of vertical teaming instructions compared to controlled group which has a minimal increase over its pre-test mean score ( againts ).
This implies that vertical teaming instruction is an effective strategy in increasing the comprehension level of the Grade 3 pupils considering the short span of time for this experimental procedure which was only three weeks.

24. Independent Samples Test
Levene's Test for Equality of Variances
t-test for Equality of Means
95% Confidence Interval of the Difference F
Sig. T df
Sig. (2-tailed)
Mean Difference
Std. Error Difference
Lower
Upper
PRE TEST
Equal variances assumed
.205
.652
-1.076 98
.284
.63428
.57601
Equal variances not assumed
-1.074
96.319
.285
.63560
.57890
POST TEST
4.165
.044
-.197
.845
-.198
96.894
.843

25. P>.05 (sig (2 tailed)
Table 4a- Test Scores of the Respondents According
to Gender
This table indicates that both pre-test and post-test yielded a p value greater than the level of significance showing no significance on the test scores. Hence, null hypothesis is accepted.
Furthermore, it suggests that gender has no influence on the efficacy of the intervention program , both male and female shall be in advantage of the intervention.

26. Independent Samples Test
Levene's Test for Equality of Variances
t-test for Equality of Means
95% Confidence Interval of the Difference F
Sig. t df
Sig. (2-tailed)
Mean Difference
Std. Error Difference
Lower
Upper
PRE TEST
Equal variances assumed
3.302
.072
.561 98
.576
.65761
Equal variances not assumed
.893
11.251
.390
.73623
POST TEST
2.311
.132
-2.514
.014
-3.341
9.585
.008

27. Table 4b- Test Scores of the Respondents According to Age
P>.05 (sig (2 tailed)
Table 4b- Test Scores of the Respondents According to Age
The table describes that the pre-test (.567 and .390) for both groups yielded more than the significance level thus showing no significant difference in terms of their age.
However during post- test (.014 and .008), a lesser p value was derived which shows that there is a significant difference according to the age after the intervention program.
This further explains that after the utilization of the vertical team strategies in teaching reading comprehension to the 8 years old and 9 years old Grade 3 pupils, it showed significant difference between the test scores of the respondents when grouped according to age.

28. By this stage 9 – 10 year olds know what ‘good readers’ do
By this stage 9 – 10 year olds know what ‘good readers’ do. By this stage children are very aware of the behaviours of ‘good readers’. Children will have developed a range of strategies to use and the focus in on learning to apply them correctly. They know they can re-read, look up the meaning of an unfamiliar word, keep reading and then reread, look for support information in pictures/charts/diagrams, consult an expert on the information, or try another strategy. ( Michelle Barrington, Literacy Milestones, 9-10)

29. ANCOVA Tests of Between-Subjects Effects
Dependent Variable: POST TEST
Source
Type III Sum of Squares df
Mean Square F
Sig.
Intercept
Hypothesis 1
.000
Error
18.861
17.677a
Group
98.570
12.573
11.040b
Pre 14
21.354
1.922
.130
12.176
11.112c
group * pre 10
11.602
1.467
.169 74
7.908d
a MS(pre) MS(group * pre) MS(Error)
b MS(group * pre) MS(Error)
c MS(group * pre) MS(Error)
d. MS(Error)

30. Table 5.a- Difference between the pre-test and the post-test of the controlled and experimental group after the vertical teaming instructions
At the level of significance, P>.05 (sig (2 tailed),the ANCOVA yielded a .000 p value showing that there is a significant difference between the test scores of both controlled and experimental group thus rejecting the null hypothesis.
This further means that the intervention administered in the experimental group showed statistically significant difference, thus revealing that the vertical teaming as an intervention program addressing reading comprehension problems is effective

31. Conclusion and Recommendation

32. Conclusions
Based on the findings of this study, the following conclusions are drawn:
That gender has no influence in the efficacy of the intervention.
That difference in age has influence in the efficacy of the intervention.
That vertical teaming as an intervention is effective in addressing reading comprehension problems.

33. Recommendations
Based on the findings and conclusions, the following recommendations are offered:
Vertical teaming method should be used in teaching reading comprehension skills to improve the instructional capacity of teachers and academic performance of students.
Vertical teaming method should be applied in other subject areas to sustain the teaching and learning of students as they transition from one educational level to the next.
Further action research should be conducted with a bigger number of respondents in a longer period of time using the quantitative and qualitative methods.

37. Thank You!
Nila L. Digal
Researcher