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1. Republic of the Philippines
Department of Education
Region XII
Division of Sultan Kudarat
LAMBAYONG DISTRICT II
READING PERFORMANCE OF GRADES 5 AND 6 LEARNERS AT ALAMADA
SABAWA ELEMENTARY SCHOOL: BASIS FOR READING
INTERVENTION PROGRAM
AN ACTION RESEARCH
NANCY A. ARELLANO
Teacher III
Proponent
January 2019

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TABLE OF CONTENTS
I. TITLE PAGE 7
II. CONTEXT AND RATIONALE 9
III. INNOVATION, INTERVENTION AND STRATEGY 11
IV. CONCEPTUAL FRAMEWORK OF THE STUDY 13
V. ACTION RESEARCH QUESTIONS 15
VI. SCOPE AND LIMITATION OF THE STUDY 16
VII. ACTION RESEARCH METHODS 17
Research Design 17
Locale of the Study 17
Respondents of the Study 17
Data Collection Instrument 17
Sampling Technique 18
Data Collection Procedure 18
Plan for Data Analysis 18
VIII. RESULTS AND DISCUSSION 20
IX. ACTION PLAN 26
X. REFERENCES 27

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READING PERFORMANCE OF GRADES 5 AND 6 LEARNERS AT ALAMADA
SABAWA ELEMENTARY SCHOOL: BASIS FOR READING
INTERVENTION PROGRAM
NANCY A. ARELLANO
Teacher III
CONTENT AND RATIONALE
Reading is the true backbone of most learning. Everything starts with the
written word — whether it’s math, science or even home economics. As students go
up the educational ladder, more reading is usually required as subjects become
more dense and challenging. (Philippine Star, 2010). Reading Comprehension is the
level of understanding of a text or message. This understanding comes from the
interaction between the words that are written and how they trigger knowledge
outside the text or message.
Department of Education former Secretary Br. Armin A. Luistro (2012) said
that it is important to assess the reading capability of students because reading is
the foundation of all academic learning. If the pupil fails to master basic reading skills
at the outset, it will be a constant struggle for them to get through other disciplines
successfully, thus depriving them of the chance to become literate and productive
individuals. Once a learner cannot comprehend but can read still he/she could not
understand and process the context.
The Philippine Informal Reading Inventory (Phil-IRI) is an assessment tool
that evaluates the reading proficiency level of elementary school pupils. It is the first
validated instrument that intends to measure the pupils’ reading comprehension
level. The pupil’s word recognition and comprehension ability as well as his/her

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reading speed are informally assessed quantitatively and qualitatively through stories
and passages.
It was created to provide classroom teachers a tool for measuring and
describing reading performance. It is an assessment tool composed of graded
passages designed to determine a student’s reading level. It is important to note that
the Phil-IRI only provides an approximation of the learner’s abilities and may be used
in combination with other reliable tools of assessment.
The Phil-IRI Group Screening Test (GST) can tell teachers whether students
are reading at, above, or below their grade levels. The individually administered Phil-
IRI Graded Passages can be used to assess students’ Oral Reading, Silent Reading
Comprehension and/or Listening Comprehension levels.
When used to assess oral reading skills, the Phil-IRI may be used to describe
decoding and word recognition, fluency and comprehension. The student’s
performance in decoding (the ability to read isolated words using phonics
knowledge) and word recognition (the ability to automatically identify words on sight)
is measured through a Reading Miscue Inventory
In the Philippines, majority of the Filipino students do not possess the ability
and motivation to read. Moreover, based on an evaluation of Scholastic Incorporated
(2017) cited in Philippine Star (2017), 70% of the nation’s learners are incapable of
reading within the expected level. Scholastics Incorporated explained that one cause
of this reading incapability is a mismatch between the reader’s ability and the level of
reading materials that students are required to read. Borja (2009) cited Dr. Quijano,
former Department of Education (DepEd) administrator, who believed that a decline
in the reading comprehension also reported a decline in many other areas.

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The previous data in reading inventory came out that even Grade 6 learners
are still at –risk for reading and have difficulties in comprehension which resulted to
frustration levels in word recognition and comprehension. In the District of
Lambayong II, result of the reading inventory revealed that Grade 6 learners are still
struggling readers and could not comprehend to the text being read. The group
screening shows that level of some Grade 6 learners are either Grade 4 or 3 levels
in reading comprehension. Hence, learners who did not passed the group screening
test undergone the individual reading test.
The researcher experienced that lack of standard reading tool to assess the
reading comprehension and word recognition of learners is one of the problems
during the conduct of reading inventory. Hence, the PHIL-IRI program could provide
an avenue to develop and help struggling readers become readers and could
comprehend. The experience of the researcher motivates her to conduct this study
on the reading performance of Learners in Lambayong II to know the intervention
that will be conducted to improve the reading skills. Her capacity to conduct this
study will enhance the PHIL-IRI program in the District.
INNOVATION, INTERVENTION AND STRATEGY
This study aimed to highlight the reading performance of learners in
comprehension level in group reading and individual reading. Word recognition was
measured by the correct pronunciation and speed in reading the STANDARDIZED
PHIL IRI passages wherein, pronunciation deals with the correct letter sound
recognition and blending while reading speed is the time spent in oral reading.
Reading comprehension was measured by getting the scores gained by the pupils in
answering the four (4) levels of comprehension. The word recognition and reading

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comprehension and a reading program will be designed tailored to the students’
reading needs. The information collected served as the bases in making decisions
for planning an appropriate school-based teaching and learning instruction as well as
a reading program to improve the performance of pupils.
Establishment of Reading Centre. One way to develop the fluency in
reading and establish culture of reading among the learners it is better to put up a
reading center as venue for reading development of the learners. The reading center
in school caters the learners who wish to read and develop their reading skills.
Implementation of the Reading Development Program. The researcher
could design a reading program in school to support the needs of the learners in
reading. This special reading program is in cognizant to the PHIL IRI packages. This
serves a best practice of the school in intensifying reading and eradicating non-
readers in school. Reading Teacher will facilitate in identifying pupils who are in the
frustration level and providing interventions based on the different intervention
methodologies. Learners will be the target of this intervention program – both those
in the frustration, instructional and independent levels. Learners in the frustration
level will serve as receiver while those independent will be the purveyor. School
head will monitor every conduct of activity and will document for whatever
successes/failures that had been found for future improvements. This program was
done every day before the starts of the classes in the afternoon. This is a 30-minute
time for the development of reading fluency, vocabulary skills and reading
comprehension.
School Learning Action Cell (SLAC). This innovation developed the reading
strategy of teachers. In this training teachers were equipped with different
approaches on how to develop the vocabulary skills of the learners. They were

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taught of the instructional materials in comprehension and oral reading. This also
design to equip teachers with the procedures in conducting the GST and individual
oral reading test.
CONCEPTUAL FRAMEWORK OF THE STUDY
This study is based on the result of Philippine Informal Reading Inventory
(Phil- IRI) which the researcher recently conducted among Grade 6 learners. The IRI
is an assessment tool that evaluates the reading proficiency level of elementary
school learners. It is the first validated instrument that presents the overall reading
profile of public elementary schools nationwide. The pupil’s word recognition ability
and comprehension skills are informally measured quantitatively through oral reading
of stories, passages and poems. Informal measures are flexible. Because informal
measures have not been standardized, teachers are free to make modifications in
test procedures suited to the need students’ students and tailor testing to account for
their different backgrounds, interests and attitudes of students.
The emphasis of the Phil-IRI is on learning the skills, abilities and needs of
pupils to plan reading instructions. Thus, the Phil-IRI can provide educators, policy
makers and teachers not only with information about the pupil’s reading capabilities
but also with interventions appropriate for each reading level. In this context, (Trujilio,
2015).
In this context the PHIL-IRI used to assess oral reading skills, the Phil-IRI may be
used to describe decoding and word recognition, fluency and comprehension. The
Phil-IRI Group Screening Test (GST) can tell teachers whether students are reading
at, above, or below their grade levels. The individually administered Phil-IRI Graded

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Passages can be used to assess students’ Oral Reading, Silent Reading
Comprehension and/or Listening Comprehension levels.
Considering the foregoing theories and concepts on the assessment of PHIL-
IRI program to the Grade 5 and 6 learners, this study provides the clear relationship
of the independent variable and the dependent variables. The INDEPENDENT
VARIABLE is the assessment of the PHIL-IRI program to the Grade 5and 6
learners. The DEPENDENT VARIABLE is the result of reading inventory of the
grade 5 and 6 in word recognition and reading comprehension.
INDEPENDENT VARIABLE DEPENDENT VARIABLE
Figure 1. Schematic Design of the Conceptual Framework
ACTION RESEARCH QUESTIONS
This study aims to determine the reading performance of Grade 5 and 6
learners in group screening test and individual oral reading test in Alamada Sabawa
Elementary School. Findings serve as basis for reading intervention program.
Specifically, it sought the answer to the following questions:
PHIL-IRI
Proficiency Level
Reading Performance of
Grade 5 and 6 Learners
Group Screening Test
(Comprehension Level
Individual Oral Reading Test
Gender
Grade Level
Reading Intervention program

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1. What is the level of reading inventory of the Grade 5 and 6 learners in
comprehension level during the group screening test?
2. What is the level of reading inventory of the Grade 5 and 6 learners in the
pre-test of individual oral reading?
3. What is the level of reading inventory of the Grade 5 and 6 learners in the
post test of individual oral reading?
4. Is there a significant difference in the individual oral reading level of
learners in the pretest and posttest?
5. What reading intervention program can be prosed based on the findings of
the reading analysis?
SCOPE AND LIMITATION OF THE STUDY
This study was delimited to the reading performance of Grade 5 and 6
learners in Alamada Sabawa Elementary School, Lambayong District II. The reading
performance will be determined using the result of the reading comprehension in
GST and word recognition and comprehension level in individual oral reading
performance.
The eighty-seven (87) learners as respondents were coming from Grade 5
and 6. This study started on June 2018. The GST and individual oral reading
conducted in the month of July. At the end of the school year, post-test for word
recognition and comprehension level will be given. The scope of the study will be
selected Grade 5 and 6 learners.

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ACTION RESEARCH METHODS
Research Design
The quasi-experimental method of research was utilized in the study. The
study determined the level of pre-test and post-test of the individual oral reading from
the result of group screening test.
The quasi-experimental method was used to determine the results of the
pretest and posttest of the experimental group in the word recognition and reading
comprehension skills. The researcher administered the reading passage from the
PHIL-IRI during the group screening test and pre-test of oral reading test from the
experimental group. Before the end of school year, the researcher administered the
reading passage to determine the results of the posttest among the experimental
group.
This research design underlies three premises in gathering necessary data.
First, information for the relevant variables involved was collected, averaged and
synthesized. Second, after determining the average score for each variable, the
extent to which the subjects’ scores using the set criteria for each variable was
determined. Third inferential statistics was utilizes to examine the relationship of two
variables.
Locale of the Study
The study was conducted in Alamada Sabawa Elementary School,
Lambayong, Sultan Kudarat for the school year 2018-2019. The school is located in
the District II of Lambayong Municipality.
Respondents of the Study
The respondents of the present study were forty-eight (48) Grade 5 and thirty-
nine (39) learners enrolled at Alamada Sabawa Elementary School for the school

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year 2018-2019. The researcher utilized the master list of all Grade 5 and 6 learners
enrolled in Alamada Sabawa Elementary School.
Data Gathering Instrument
This research study adapted the research tool from the new reading inventory
package of the Philippine Informal Reading Inventory (PHIL-IRI 2018) to determine
the level of reading comprehension of Grades 5 and 6 learners. The Phil-IRI is an
assessment tool that evaluates the reading ability of pupil. It is an informal measure
that can assess the pupil’s comprehension, vocabulary and word identification skills.
It determines pupil’s thinking process as well as the reading performance. To
determine the level of reading comprehension skills and word recognition the
following standard parameter will be used.
Reading Level Word Recognition Reading Comprehension
Independent 97-100% 89%-100%
Instructional 90%-96% 59% - 79%
Frustration 89% and below 58% and below
In the comprehension level, twenty questions was given to the respondents
with four stories. The passages included in the tests have corresponding questions
designed to determine the different levels of comprehension: literal, inferential,
critical, applied, and creative level.
Sampling Technique
The researcher utilized the master list of all Grade Five and Six learners
enrolled in Alamada Sabawa Elementary School. The number of respondents
selected through complete enumeration sampling method.
Data Collection Procedure

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Prior to the actual gathering of data, the researcher sought the approval of the
Schools Division Superintendent to conduct the research study. The same scenario
will was followed by asking permission to the Principal to allow the pupils to spare
their time and utilized the data of the PHIL IRI. The researcher paid a courtesy visit
to the different section advisers informing them to conduct a research study.
The researcher conducted an orientation or a short talk to the learners before
getting the pre-test and post-test. After the test, the researcher checked the papers
and records the score of each respondent. The researcher took time in gathering the
data considering the scope of the study.
Plan for Data Analysis
All data gathered from the respondents were organized, tallied, tabulated and
presented in a series of tables. Percentage and frequency will be used for research
questions no. 1, 2 and 3. T-test of significant difference will be used to analyze the
data for question numbers 4 and 5.
DISCUSSION OF RESULTS AND REFLECTION
This section dealt with the presentation, analysis, and interpretation of data
taking consideration on the research questions which sought to answer the main
problem of the research. The data were sequentially presented below in the form of
tables for the systematic and comprehensive analysis.
Reading Inventory of the Grade 5 and 6 Learners in Comprehension Skills

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Reading comprehension is one of the pillars of the act of reading. When a
learner reads a text he engages in a complex array of cognitive processes and
simultaneously used his awareness and understanding of phonemes, phonics,
letters and sounds and the relationship between sounds, letters and words and
ability to comprehend or construct meaning from the text. The reading
comprehension skills of Grade 5 and 6 learners was determined using the Group
Screening Test (GST). The findings was revealed in Table 1.
Table 1. Reading Comprehension Skills of Grade 5 and 6 Learners in GST
Grade Level Frequency
scored = >14
Percentage Frequency
scored = <14
Percentage
Grade 5 (N=48) 24 50.00% 24 50.00%
Grade 6 (N=39) 22 56.00% 17 44.00%
Total 46 53.00% 41 47.00%
*Mean=12.76
As shown in Table 1, in the result of group screening test in comprehension
level , there are twenty-four (24) or 50% Grade 5 learners and twenty-two (22) or
56% of Grade 6 learners have score more than or above 14 as required in the GST
of Phil IRI. This means that learners who have passed the group screening test of
PHIL IRI no need to undergo the individual oral reading test. These group of learners
must develop and practice their reading comprehension skills.
On the other hand, the findings revealed that twenty-four (24) or 50% of
Grade 5 and seventeen (17) or 44% of Grade 6 have scored lower than fourteen in
the group screening test. These group of learners were not able to pass the group
screening test in the PHIL IRI. The GST requires the learner to have at least 14 or
above in order to pass the test. This means that learners who have not able to pass
the GST should undergo the individual oral reading both in word recognition and
comprehension skills. The score of every learner determines what grade level they
should be given the PHIL IRI reading materials.

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This further, suggested that additional reading time and reading session must
be considered to continually develop the comprehension skills of Grades 5 and 6
learners. The learners who have not passed the GST should be given appropriate
intervention towards their reading comprehension skills.
Level of Individual Oral Reading Pre-Test and Post-Test of Grade 5 and 6
Learners
Individual oral reading provides an opening for the learners who did not
passed the Group Screening Test. The oral reading will gauge their capabilities so
that intervention program could be addressed. Findings of the study is presented in
Table 2.
Table 2. Individual Oral Reading Pre-Test of Grade 5 and 6 Learners
Grade Level Frustration Percentage Instructional Percentage Independent Percentage
Grade 5
(N=48)
24 50.00% 0 0
Grade 6
(N=39)
17 44.00% 0 0
Total 41 47.00%
As shown in Table 2, the individual oral reading test of all learners who have
not able to pass the GST in Grade 5 was twenty-four (24) and in Grade 6 was
seventeen (17). This means that Grade 5 and 6 learners who did not passed the
GST are considered Frustration in their reading level. These learners was given
additional oral reading test to determine their reading level.
The Phil-IRI Oral Reading Test is administered in order to identify the
student’s miscues in oral reading; record the number of words that a student reads
per minute; and find out how well a student understands the passage read. The first
passage that the child should be asked to read aloud must depend on the child’s raw
score in the GST. If the child’s raw score in the GST is 0-7, he/she must be given a

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passage that is 3 grade levels below his current level. If the child’s raw score in the
GST is 8-13, he/she must be given a passage that is 2 grades below his current
level.
After receiving specialized instruction, the students will be re-assessed using
the Phil-IRI Posttest Forms. Using these graded passages, the test administrator
must again identify the student’s independent, instructional and frustration levels.
Findings of the study is presented in Table 3.
Table 3. Individual Oral Reading Pre-Test of Grade 5 and 6 Learners
Grade Level Frustration Percentage Instructional Percentage Independent Percentage
Grade 5
(N=24)
15 63.00% 9 37% 0
Grade 6
(N=17)
7 41.00% 10 59% 0
Total 22 54.00% 19 46.00%
As shown in Table 3, the individual oral reading test of all learners during the
post test revealed that there are fifteen (15) or 63% of Grade 5 learners and seven
(7) or 41% of Grade 6 learners who have not pass the GST was still belong to
Frustration level. There are nine (9) or 37% of Grade 5 learners and ten (10) or 59%
of Grade 6 learners belong to Instructional reading level. This means that the reading
level of the learners both in Grade 5 and 6 have improved from pre-test to post-test
as indicated in the changes of reading level.
The findings imply that thorough and intensive reading activities, monitoring
and intervention was conducted in order to eradicate and develop the reading
comprehension skills of learners.
Comparison of Pre-test and Post-test Scores in Individual Oral Reading Test of
Grade 5 and 6 Learners

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Individual Oral reading is a reading activity that expresses the emotions using
reading skills and involves reading out aloud the words, sentences or passages, with
eye sight focusing on the texts. It is a complex and cognitive process which engages
not only pronouncing, reading, and listening, also language perception,
comprehension and production of the reader. Findings of the study is revealed in
Table 4
Table 4. t-test Analysis on the Difference Between the Pre-test and Post-test
Scores in Individual Oral Reading Test
Source of
Variation
Mean t-computed t-critical Interpretation
Pre-Test 12.74
37.006 2.562 Significant
Post-test 13.67
As shown, the t-test analysis on the difference between the pre-test and post-
test score in individual oral reading have a t-computed value =37.006 greater than
the t-critical at 2.562, thus the null hypothesis is rejected. There is a significant
difference on result of pre-test and post-test in individual oral reading of Grade 5 and
6 learners. This means that the result of the pre-test scores (M=12.74is significantly
different to that of the post-test (M=13.67). It is manifested that the strategy utilized in
the redaing comprehension is effective wherein the Grade 5 and 6 tremendously
improve their oral reading skills from pre-test to posttest.
However, students who garner a Raw Score that is lower than 14 (74%) need
to undergo further assessment, as this may be an indication that the student is
experiencing difficulty reading at-level text. It is thus necessary to conduct
individualized assessment in order to further describe the child’s reading
performance. The learners will be assessed using the Phil-IRI Graded Passages. If a
student garners a score of 13 and below in the Filipino GST, s/he will be given the

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Filipino Graded Passages Pre-Test. If the student garners a score of 13 or below in
the English GST, s/he will be given the English Graded Passages Pre-Test. Note
that it is possible for a student to undergo the Phil-IRI Graded Passages in one or
both languages.
READING INTERVENTION PROGRAM
Rationale
The continuing decline in the quality of education in the Philippines has
alarmed educators publicly. If development were anchored on education, the
economic wellbeing of our nation would be facing a grim prospect if the current trend
will continue. To deal with this concern our educational system is urging the field to
do some innovations to resolve this condition with the initiative of our division.
Reading with comprehension is an important tool to reach one’s dream in life.
As PHIL. – IRI result, wherein more pupils fall on frustration level, it is a DepEd
mandatory to conduct a Reading Class to eradicate non-readers and to develop
comprehension ability of the pupils in both in oral and silent reading.
To attain this goal in reading, it is believed that through ample time and the
positive values of every Filipino child in reading makes up to high reading
performance.
Objectives:
1. Develop phonemic awareness and knowledge of phonics through a variety of
models and demonstration.
2. Begin to read at different age and grade levels

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3. Develop the pupils’ basic reading skills which include nothing details, getting
the general significance of a selection, predicting outcomes of given events and
making inferences and follow-up simple directions.
4. Use and learn successful reading strategies in the context of real reading.
5. Need the opportunity to read, read and read.
Activities and Methodology
The researcher could design a reading program in school to support the
needs of the learners in reading. This special reading program is in cognizant to the
PHIL IRI packages. This serves a best practice of the school in intensifying reading
and eradicating non-readers in school. Reading Teacher will facilitate in identifying
pupils who are in the frustration level and providing interventions based on the
different intervention methodologies. Learners will be the target of this intervention
program – both those in the frustration, instructional and independent levels.
Learners in the frustration level will serve as receiver while those independent will be
the purveyor. School head will monitor every conduct of activity and will document
for whatever successes/failures that had been found for future improvements. This
program was done every day before the starts of the classes in the afternoon. This is
a 30-minute time for the development of reading fluency, vocabulary skills and
reading comprehension.
ACTION PLAN
The following actions and initiatives was undertaken to ensure proper
dissemination and implementation of the result of the research study. These
activities was done after the submission and acceptance of the final manuscript in
the Division and Regional offices.

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Objectives:
1. Disseminate the significant results of the study for reference and basis for
other initiated programs
2. Orient the proper authorities on the findings that would help enhance the
reading skills of the learners.
3. Conduct training program for teachers’ vocabulary instruction and
assessment.
Activities Persons
Involved
Target
Date
Materials
and School
Supplies
Needed
Possible Result Budget
Orientation with the
Schools Division
Superintendent
and the Division
Senior Education
Program Specialist
in Research about
the significant
Researcher,
Schools Division
Superintendent,
Senior
Education
Program
Specialist in
Research
January
2019
Summary of
Findings,
Bond papers
and Printer
Ink
The SDS and SEPS
in Research were
acquainted of the
significant findings of
the study. They will
be informed on the
importance of PHIL
IRI in assessing the
reading skills of the
learners
Orientation of the
District Supervisors
about the
Significant findings
of the study
Researcher,
District
Supervisors
January
2019
Summary of
Findings,
Bond
Papers and
Printer Ink
The District
Supervisor will be
acquainted of the
significant findings of
the study. He will be
informed and
oriented of the
importance of
vocabulary skills,
reading
comprehension and
word recognition in
developing the
reading skills to the
learners
200.00
Giving of a hard
copies of the
manuscript per
school those
included in the
research process
Researcher January
2019
Bond
papers,
Printer
Hard copies
of the
manuscript
The schools will be
aware of the reading
skills of the learners 500.00
Submission of the
hardcopies of the
manuscript in the
Division Office and
Regional Office
Researcher January
2019
Hard copies
of the
manuscript
.
The Regional office
and division will be
provided with the
copies of the
research study for
the reference of
200.00

20. 20
other researchers
Joining Research
Conferences as
per approval of the
BERF
Researcher March
20119
Copies of
the
manuscript
The significant
findings of the study
will be effectively
disseminated
800.00
Conduct training
for teachers
Researcher
Resources
Speakers
Teachers
May
2019
Findings of
the Study
School
Supplies
The teachers will be
trained on how to
improve the reading
skills of the learners
300.00
TOTAL 2, 000.00
REFERENCES
Boatright, Carmen Ramirez. (2014). An Analysis Of Informal Reading Inventories
For English Language Learners. Dissertation.
Cabardo, Jimmy Rey O. (2018). Reading Proficiency Level of Students: Basis for
Reading Intervention Program. Hagonoy National High School/Southeastern
College of Padada, Inc.
Cimmiyotti, C.B. (2013). Impact of Reading Ability on Academic Performance at the
Primary Level. Master's Theses and Capstone Projects. Paper 127. Accessed
fromhttp://scholar.dominican.edu/cgi/viewcontent.cgi?article=1126&context=m
asters-theses on November 10, 2015.
Cromley, J. (2009). Reading achievement and science proficiency: International
comparisons from the programme on international student assessment.
Reading Psychology, 30, 89- 118.
Columna, M. G. (2013). Grade 3 pupils’ comprehension levels in Filipino and
English reading tests: A correlation study. [Unpublished special project].
Philippine Normal University.
Gillaco, Marual, Minariza. (2014). Level of Word Recognition and Reading
Comprehension: A Basis for a Reading Program. Asia Pacific Journal of
Education, Arts and Sciences, 1 (5).
Llego, Mark Anthony. (2018). Philippine Informal Reading Inventory Phil-IRI
Manual 2018.

21. 21
Monter, J. G. (2011). The relationship between the lexile scores and the reading
comprehension level of the Grade six pupils of Morning Star Montessori
School Inc. S.Y. 2010-2011 Calamba City. Masteral Thesis Polytechnic of the
Philippines, San Pablo, Laguna