Chapter 3

METHODOLOGY

In this chapter, the researchers will present how they gathered the research methods and
procedures. It includes the method of research, population, sample size, sampling technique,
description of respondents, research instrument, data-gathering procedure, and statistical
treatment to determine the effectiveness of dual-language storybooks in developing the reading
comprehension skills of Grade 1 learners of General Luna Central Elementary School.

Method of Research

The researchers will use quantitative research with a quasi-experimental design. This
study will employ a quantitative research method with a pre-experimental one-group pre-test and
post-test design. According to Bhandari (2020), quantitative research involves collecting and
analysing numerical data to measure variables and identify patterns. This design will determine
whether the use of dual-language storybooks would lead to improved reading comprehension of
Grade 1 learners by comparing their pre-test scores and post-test scores.

In this study, the learners took the pre-test first to assess their initial comprehension level.
After that, they participated in reading exercises where they were introduced to storybooks
written in both English and Filipino. Following the intervention, they completed a post-test. The
difference in scores indicated the effectiveness of the teaching approach.

Population, Sample Size and Sampling Technique

The population of this research will be the Grade 1 learners of General Luna Central
Elementary School in General Luna, Quezon. The sample will consist of 30 learners of Grade 1
for the whole school year 2025–2026. The purposive sampling method will be utilized in
selecting the participants. This method will be considered suitable because the study will focus
on young learners who will be at the beginning stages of literacy development and will be
starting to develop reading comprehension.

According to Etikan, Musa, and Alkassim (2016), purposive sampling allows researchers
to intentionally choose participants based on characteristics relevant to the research purpose. In
this study, the researchers will purposefully select Grade 1 learners who will need support in
reading comprehension, which will lead to the selection of suitable respondents for investigating
the effectiveness of dual-language storybooks as an instructional tool.

Grade Level Population Control Group Experimental

Description of Respondents

The study participants will be Grade 1 learners from General Luna Central Elementary
School located in General Luna, Quezon. These learners were chosen because Grade 1 levels are
crucial for developing reading skills, and foundational literacy at this stage strongly influences
future academic achievement. As stated by Pretorius and Spaull (2016), emphasize that very
young children who do not learn how to read properly and fluently will have a hard time with
future learning and reading tasks to a greater extent since reading is the very basis of all teaching
and learning areas.

Research Instrument

The researchers will create a researcher-made reading comprehension test that consisted
of a pre- and post-test. This instrument assessed basic reading comprehension skills with Grade 1
learners; for example, the test assessed learners' ability to find characters, setting, events, and
basic details in a short selection. Dual-language storybooks in English and Filipino will also be
implemented as instructional materials to assist learners' reading in both languages.

Once the test is created and the storybooks have been selected, the researchers will have
the instruments validated by a language teacher and research adviser. Each instrument will be
validated for accuracy, appropriateness, and quality for the Grade 1 learners in the study through
content validation. Each instrument will receive approval with feedback from the evaluator and
signed evaluation forms as documentation of validation.

Data Gathering Procedure

The researchers will make sure to observe all ethical procedures as required prior to the
start of the research. A letter of request will be crafted formally and sent to the research adviser
to be reviewed and approved. The researchers will only go on with the whole process after the
adviser’s approval, which is going to be the official confirmation that the study is ready for
implementation.

When the adviser’s approval has been granted, the researchers will submit letters of
permission to the district supervisor, school principal, and Grade 1 teachers to obtain
authorization to conduct the study. The data collection stage will not take place until every letter
is returned with signed approval. These signed letters will be collected and kept as official proof
that proper authorization was granted before gathering data.

Once the researchers get through the approval process, they will be ready to prepare the
research instruments, including pre-tests and post-tests. First, the pre-test will be given in order
to determine the students’ initial performance level. After the intervention, the post-test will be
given to check whether there is any progress in the students’ skills. The results will then be
collected, recorded, and sorted out for analysis.

Statistical Treatment of Data

After gathering the data, the following statistical treatment will be applied in order to
determine the results and measurements of the data that the researchers will collect.

[Link] - will be used in determining the performance results of respondents in the pre-
test and post-test reading comprehension activity.

Formula:

∑x
x=
N

Where:

x̄ = sample mean

∑ X = sum of the set of values

N = number of values in the population

2. Standard deviation - will be used to measure the spread of scores away from the
mean. The farther the scores are from the mean, the more varied they will be. The
standard deviation formula will be shown below.

Formula:

√
2 ( Σx )2
∑x −
n
S=
n−1
Where:

S = standard deviation

X = class mark / individual score

N = total number of respondents

3. T-Test for Dependent Sample - will be used to identify whether there will be a
significant difference between the scores in the pre-test and in the post-test.

Formula:

(∑ D) ∕ n
t=

√
2
2 ( ΣD )
∑D −
N
( N−1 ) ( N )

Where:

T = student’s test

N = variable set size

(∑FD)2 = sum of the differences squared

A t-test for paired samples will be executed to evaluate the mean performance of the
students during the pre-test and post-test phases. If the computed value shows that the
mean difference between pre-test and post-test is zero, then it will affirm the null
hypothesis of no significant difference. Otherwise, the value will indicate the opposite
and thus, support the alternative hypothesis.
 The null hypothesis will be accepted if the absolute value is greater than the critical
value, and it will be rejected if it is less than the critical value.

Less than 0.05 Probability Level Greater than 0.05

REJECTED 0.05. ACCEPTED

4. Learning Gains –will be used to measure the average improvement in the learners’
performance.

(Post−Test−Pre−Test )
x= ×100
Number of Items−PreTest

Where:

X= learning gain

A 0.05 level of significance will be used in determining whether the differences are statistically
significant.