PQ4R STRATEGY IN A MODULAR LEARNING DELIVERY: EFFECTS ON

LEARNERS’ ACHIEVEMENT AND ATTITUDES

RICHEL CARDENTE BAYNOSA

A MASTER’S THESIS SUBMITTED TO THE FACULTY OF

THE DEPARTMENT OF LANGUAGE IN EDUCATION,
COLLEGE OF EDUCATION, CENTRAL MINDANAO
UNIVERSITY IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE

MASTERS OF ARTS IN LANGUAGE EDUCATION

(ENGLISH)

AUGUST 2021
 Republic of the Philippines
CENTRAL MINDANAO UNIVERSITY
Musuan, Bukidnon

College of Education
Department of Language Education

APPROVAL SHEET

The thesis manuscript attached hereto entitled, “PQ4R STRATEGY IN A

MODULAR LEARNING DELIVERY: EFFECTS ON LEARNERS’
ACHIEVEMENT AND ATTITUDES”, prepared and submitted by RICHEL
CARDENTE BAYNOSA, in partial fulfillment of the requirements for the
degree of Master of Arts in Language Education, is hereby endorsed.

TERESITA H. BORRES, PhD ________________________

Chair, Thesis Advisory Committee Examiner
Date: _____________

MA. VIVIENNE S. SALON, PhD ________________________

Member, Thesis Advisory Committee Examiner
Date: _____________

RAUL C. ORONGAN, PhD

Member, Thesis Advisory Committee
Date: _____________

Recommending Approval:

FREDDIELYN B. PONTEMAYOR, PhD ________________________

Department Chair Date

RAUL C. ORONGAN, PhD ________________________

College Research Coordinator Date
 Accepted in partial fulfillment for the requirements for the degree of
Master of Arts in Language Education.
APPROVED:

GLADYS S. ESCARLOS, PhD ________________________

College Dean Date

Noted:

JUPITER V. CASAS, PhD ________________________

Director of Research Date
 BIOGRAPHICAL SKETCH

The author was born on Tuesday, February 07, 1995 in Poblacion,

Lantapan, Bukidnon. She is the eldest child of the four children of Mr. Romeo
Cardines Baynosa and Mrs. Rebecca Cardente Baynosa.
She finished her elementary education at Balila Elementary School,
Balila, Lantapan, Bukidnon in 2007. In 2011, she finishes her secondary
education at Lantapan National High School, Balila, Lantapan, Bukidnon.
In 2015, she earned her degree of Bachelor of Secondary Education
major in English at Central Mindanao University, Musuan, Bukidnon. After
graduation, she was hired as secondary school teacher at Xavier de Kibangay
High School, Kibangay, Lantapan, Bukidnon from 2015-2017. In the same
year, she passed the Licensure Examination for Teachers (LET). She was
also given an opportunity as a substitute teacher at a public school where she
finished her secondary education for 3 months.
In 2018, she was hired in the Department of Education- Division of
Bukidnon as Teacher I at Quezon National High School, Poblacion, Quezon,
Bukidnon. In 2020, due to the challenges brought by Covid 19 pandemic she
applied for teacher swapping. In the same year, it was approved by the
department and now she is currently connected again at Lantapan National
High School- her Alma matter.
As a teacher, she believes that teaching is a calling. She teaches
because she believes that there is no place where teaching-learning is not
needed. Learning takes place everywhere and anywhere. Thus, she must
continue to strive hard in order to become effective and competent teacher.
She aimed to be a good mentor, a philosopher, a guide, a friend and a
surrogate parent to the learner in that way she could professionally show her
real unending love towards learners. Her dedication and desire for
professional development prompted her to pursue her studies and took up
Master of Arts in Language Education major in English at Central Mindanao
University. With hard work, perseverance, challenging commitments and
God’s will, she will finish her Master’s Degree this year.
 TABLE OF CONTENTS

INTRODUCTION PAGE
Background of the Study 6
Statement of the Problem 9
Objectives of the Study 9
Significance of the Study 10
Scope and Delimitations of the Study 11
Definition of Terms 12

THEORETICAL FRAMEWORK
Review of Literature and Studies 13
Conceptual Framework 20
Research Paradigm 22
Hypothesis of the Study 23

METHODOLOGY
Research Design 24
Research Locale 24
Participants of the Study 26
Research Instrument 26
Data Gathering Procedure 26
Statistical Techniques 29
REFERENCES 30
APPENDICES 37
 INTRODUCTION

Background of the Study

With the modern scenario today, where everyone should and must be
equipped with all the skills needed to compete globally despite any calamity or
even pandemic, one should always find ways to improve the status in life. To
attain this, a person must become a learner who went through proper
education and acquire knowledge and skills or abilities in order to survive.

Inevitably and undeniably, the most salient skill for survival is reading
(Bacus et al., 2014). The success of an individual in school or in work greatly
depends in the ability to comprehend what has been read. Reading leads us
to vast and diverse paths for knowledge which non-readers cannot access; it
also extends the feelings of empathy, and presents the reader with a bigger
understanding of others’ mental states (Koopman & Hakemulder, 2015).

In the Philippine Education System, reading is one skill that every

learner should master in order to be competent and successful in the world of
academe and the world after. A basic literacy that every learner should be
equipped with at an early stage. Among the other skills, it is said to be the
third in the hierarchy that will be learned by the learners.
In the 2018 Program for International Student Assessment (PISA) data
collection where reading is the focal theme, Philippines ranked lowest in
reading comprehension among 79 participating countries (San Juan, 2019).
Further, in the last three years the performance of the Philippine learners
specifically the Grade 6 learners in the National Achievement Test (NAT) has
been gradually declining putting them at the descriptive level of “low mastery”
of the Department of Education (DepEd) (Albano, 2019). These students got
37.44 percent which is the weakest performance in the history of DepEd’s
standardized examination which is why last year DepEd issued a
memorandum numbered 173 series of 2019 entitled “Hamon: Bawat Bata
Bumabasa” (3B’s Initiative) and has challenged DepEd Division of Bukidnon
to design the 4B’s “Bawat Batang Bukidnon Bumabasa” (Division
Memorandum No. 314, s. 2020).
However, Education Secretary Leonor Briones on a press briefing last
Monday, February 17, 2020 highlighted that learner’s problem is not with
literacy but reading comprehension. She added that “not knowing how to read
is different from being illiterate”, based on their departments data accumulated
from the PISA 2018 result.
This is very alarming for teachers are assuming that learners are
already competent in reading and understanding even at the day they step for
grade 7 for it has been a part of their curriculum for how many years already
and their time to practice reading can be estimated to be six years by now, but
still the reading comprehension level and ability of learners were very
distressing.
Despite the fact that reading is so important, many learners in schools
today, who view reading in English as an indispensable tool but they do not
actually engage themselves in English reading activities (Abdulla et al., 2012).
Specifically, today students are not anymore at school but at home thus
teachers are not sure if they read and understand what they read. A reading
teacher then should try to decipher a strategy that will aid mastery on the
reading comprehension skill of learners, it is the starting point to let learners
read and understand on their own.

One strategy is known as PQ4R Strategy, it will not only improve the
student's reading comprehension but will also likely improve recall of facts by
as much as 70% (Logsdon, 2020). PQ4R is a strategy developed by Thomas
E.L and Robinson H.A (1972). The acronym stands for Preview, Question,
Read, Reflect, Recite and Review. It is basically used to help learners
overcome the challenge of comprehension, retaining and recalling
information. PQ4R Strategy is a teaching-learning concept that bridges
teachers to relate their content to be demonstrated with their learners real
learning so that their comprehension will improve (Agustiani, (2019). It is a
strategy used to improve and develop learner’s reading comprehension skills
(Al sulami & Dakhiel. 2021).

Although there have been studies done about PQ4R Strategy on the
overall reading success of learners that shows its effectiveness yet locally
little research appears to have been conducted on the effectiveness of PQ4R
Strategy on secondary school students. And so, there is a lack of data on its
measureable effectiveness in the reading comprehension process and its
measurable differences in learner’s performance from specific tests students
were expected to excel. This research was needed in order to determine if
PQ4R strategy gives the readers an experience that offers them an increase
in grade averages or performance from answering a test or if PQ4R strategy
had no relation on students’ overall performance in their tests.

Teaching reading is such an arduous task as reading is consist of

several skills such as decoding, vocabulary, fluency, background knowledge
etc. which is why sometimes it is difficult for teachers to implement a teaching
strategy that will enhance learner’s reading comprehension skills. However,
Alsulami and Dakhiel (2021) claimed that PQ4R strategy, a meta-cognition
strategy is effective in achieving the supreme goal of reading which includes
understanding the texts and answering the questions correctly. Further, PQ4R
strategy can significantly improve the learner’s reading comprehension
achievement (Agustiani, 2019). Also, in the study of Oktarini and Sugirin
(2019) PQ4R Strategy have shown a great improvement on the reading skills
of the adolescents. Also, Attiyat (2019) specified in his study that pleasure
reading has an optimistic impact on enhancing writing achievement and
reading comprehension of the readers.

Thus, this study will be conducted to determine whether PQ4R

Strategy can enhance the reading comprehension level of the grade 8
students who are officially enrolled during the school year 2021-2022 at
Lantapan National High School (LNHS).
 Statement of the Problem

This study will aim to examine the PQ4R Strategy in teaching reading
in Grade 8 English and its effects on learner’s achievement and attitudes
towards reading. Specifically, this paper will seek to answer the following
questions:

1. What is the reading comprehension level of LNHS grade 8 students

exposed to PQ4R Strategy and those unexposed to PQ4R Strategy?

2. What is the learner’s attitude towards reading after the intervention?

3. Is there a significant difference in the pre-test and post-test mean

score of learners exposed to PQ4R Strategy and those unexposed to
PQ4R Strategy?

4. Is there a significant difference in the achievement of the learners

exposed to PQ4R Strategy and those unexposed to PQ4R Strategy?

5. Is there a difference between the students’ reading attitude of those

exposed to PQ4R Strategy and those unexposed to PQ4R Strategy?

Objectives of the Study

This study will aim to determine whether PQ4R Strategy helps in

enhancing the reading comprehension of grade 8 learners who are officially
enrolled during the school year 2021-2022 at Lantapan National High School.
Specifically, it seeks to:

1. determine the reading comprehension level of LNHS grade 8

students exposed to PQ4R Strategy and those unexposed to
PQ4R Strategy,

2. describe learner’s attitude towards reading after the intervention,

3. compare the pre-test and post-test mean score of learners

exposed to PQ4R Strategy and those unexposed to PQ4R
Strategy,

4. find out if there is significant difference in the achievement of the

learners exposed to PQ4R Strategy and those unexposed to
PQ4R Strategy and

5. ascertain the difference between the students’ reading attitude of

those exposed to PQ4R Strategy and those unexposed to PQ4R
Strategy.

Significance of the Study

Reading has a crucial role in life, student’s life. At school, every now
and then, students are given various activities that mostly involve reading.
Wherein, they will be tasked to read and answer different questions to check
their comprehension which is true in all course they study at school.

This study hopes to give the teachers, specifically the English teachers
the opportunity to be able to determine the reading comprehension level of
learners. This study will encourage and guide the teachers on their teaching
strategies in teaching reading to the learners. To used strategies that are very
applicable to the needs, wants and attitude of the different learners. To supply
students several techniques in unlocking difficult words they will encounter.
Also, for teachers to give the learners time to read and comprehend and
follow up their improvement after.

This study will provide data to the school which will be their future basis
as to what educational step they opt to do to address the reading
comprehension issues of their learners.

This study will inform the parents to support their learners develop
reading proficiency by making sure that they are being monitored at home,
that they read to develop their reading abilities. Give them time to read after
doing household chores.

This study will inform also the learners about their reading
comprehension level and encourage them to read more and improve their
reading comprehension skill.

The findings of this study will also guide Department of Education

administrators and curriculum planners to reflect and design a lesson module
that will enhance the reading abilities specifically comprehension skills of
learners. More importantly, it can provide salient information on the approach
and strategy that they are going to incorporate in planning for future
curriculum to be implemented.

Scope and Delimitations of the Study

 This study will be conducted at Lantapan National High School, Purok
6 Balila, Lantapan Bukidnon. The research participants of the study will be
the two intact sections of the Grade 8 class. Moreover, it will only cover the
effects of PQ4R Strategy in teaching reading and its significant relationship
with the learner’s reading attitude and academic achievement of Grade 8 in
English. One Self-Learning Module with 3 Reading Selection from the
Department of Education K-12 Curriculum will be used in this study.

Definition of Terms

To have a better understanding of the present study, the following

terms are defined theoretically and operationally based on how they are used
in this study.
Attitude refers to the learner’s responses which are shown by their
behavior, beliefs, opinion, practices and interests in reading lesson using the
PQ4R strategy.

Control Group refers to the group that did not use PQ4R strategy.

Experimental Group refers to the group that uses the PQ4R strategy.

Performance refers to the students result obtained from the given test.
In this study, this word will be interchangeably used with the word
achievement.

PQ4R is the acronym for Preview, Question, Read, Reflect, Recite and
Review. It is a strategy that provides a series of steps aimed at helping the
reader understand and remember what he or she has read.

Reading comprehension refers to how the students understand and

comprehend the text being read.
 Reading involves a complex interaction between the text and the
reader to create meaningful interaction. The reader’s interpretation is shaped
by his or her prior knowledge, experiences, and attitude.

Self-Learning Module is the module provided by the DepEd to use for

the School year 2020-2021 which is a school year modular mode of learning
delivery.

Weekly Home Learning Plan is a document composed of learning

area, learning competencies and learning tasks designed for learners.

Strategy is a plan of action designed and employed to achieve a major

or overall aim.

THEORETICAL FRAMEWORK

This chapter presents the review of related literature and studies, the conceptual
framework, the research paradigm and the hypothesis of the study. It will explain and
support the present study.

Review of Related Literature and Studies

Reading Comprehension

According to Garcia (2014), reading comprehension and its progress

are highly reliant on a reader’s ability to read written words accurately and
fluently. For several years, a lot of course outline for reading in English
shapes the sub-skills of reading comprehension which are the construction of
inferences, predicting and generating conclusions. Every learner should
incorporate the skills and apply particular strategies in incorporating it, with
this a reading text will be understood well (Abdulla et al., 2012).
 Ahmadi et al., (2013) defines reading comprehension as “the ability of
readers to understand the surface and the hidden meanings of the text using
meta-cognitive reading strategies”. Reading comprehension is the process of
formulating meaning from a reading selection. Thus, the main aim is to have a
whole understanding of what is indicated in the selection rather than to get
meaning from isolated words or sentences (Just et al., 2011).

In general, comprehension can be fully understood as a complex

process in which readers can comprehend the reading selection by using
reading strategies, prior knowledge and vocabulary background, and organize
the text by dividing paragraphs in a way that students will easily recognize
and identify the main ideas (Alsofyani, 2019).

Moreover, Bilbao, et al., (2016) disputed that the core of reading is

comprehension for without such it becomes pointless and that there are four
stages of comprehension: literal, inferential or interpretive, evaluative, and
creative. Furthermore, reading comprehension is hypothesized to stem from
the reader`s ability to incorporate proficiently the formerly acquired knowledge
with the information delivered in the text (Zahran, 2018). Comprehension
then, is the act or power of understanding and the goal of all communication.

However, studies have showed that students’ level of reading

comprehension is really in at stake. In the study of Cabardo (2015), the author
utilize the Philippine-Informal Reading Inventory (Phil-IRI) to assess the level
of reading proficiency of the junior high school students as basis for crafting
an intervention program, results showed that the reading proficiency and
comprehension of these group of learners can be determined as frustration
level.

Alsofyani (2019) claimed that reading comprehension is one of the

most difficult skills to acquire for learners. He added that in most Test of
English as a Foreign Language (TOFEL) the most difficult item is the reading
comprehension part. Further, Zahran (2018) stated in her article that in spite
of the importance of reading comprehension skills, there is a lack in reading
comprehension skills among students.

Moreover, Endris (2018) mentioned in his study that the importance of

being proficient in reading comprehension for success in school and life-long
learning is undeniable. It was evident in their National Learning Assessments
to which their grade 8 learners reading comprehension scores lowered
(mean=43.9). This is quite similar to the current problem of this research that
leads the author to investigate whether PQ4R strategy helps the performance
of grade 8 learners, since Abdulla et al. (2012) appealed that in order to
improve reading comprehension, English language learners need to read and
actively participate in the reading process.

Reading Attitude

For all English Language Learners, reading has been the main channel
in acquiring new concepts or knowledge (Akbari, et. al. 2017). This depicts
that we should attach great importance as to how reading is considered a skill
by learners. In Gagne’s theories, attitude is an endurable mental tendency or
human capability that affects the certain act or behavior and state of feeling or
belief on particular entity, such as specific persons, ideas, objects, or groups.
Agustiani (2017) then defines attitude as a particular feeling that enables to
affect one’s choice, conduction, or perception toward specific aspect in
definite situation. Thus, attitude is a feeling towards a specific activity which
affects one’s idea, pace and perception.

According to Cook (2012), the child’s reading attitude is a strong

indicator of future academic success and lifelong reading. Reading attitude
affects one’s behavior in reading, whether they will read or will not read books
(Cotitham & Wongwanich, 2013). Also, Hagan (2013) defines reading attitude
as the feeling about reading that results in the adoption or avoidance of
positive reading habits. Further, Baba and Afendi (2020) defines reading
attitude as system of feelings related to reading which causes the learner to
approach or avoid a reading situation. Then it can be established that reading
attitude is how individual’s judgment or conduction toward all activities which
are related to reading situation.

Several studies about reading attitude have been published already as

to whether it has an underlying factor on the reader’s reading. One is that of
Akbari et. al. (2017) entitled Attitude in Reading which concluded that positive
attitude contributed to reading process which means that positive attitude
provides a best result rather than negative attitude. In addition, Hagan (2013)
in her study entitled Student Reading Attitudes in relation to the Instructional
Approach mentioned that there is a significant difference between student
reading attitudes based on the type of instruction implemented in the
classroom.

Moreover, Beers (2003) in Agustiani (2017) have claimed that students

with a positive attitude toward reading see reading as a way to connect
personally with a text. Plus, Baba and Affendi (2020) mentioned in their study
that another contributing factor that influences academic achievement of
learners is the reading attitude. Also, Chotitham and Wongwanich (2013) also
found out in their study that learners reading attitude is relevant to their
academic achievement.

In contrary, Nootens et.al. (2019) in their study found out that attitudes
toward reading remained a stable condition among participants. Further, Cook
(2012) stated that there is no statistically significant relationship was
discovered between academic and reading attitude in his study. Additionally,
Agustiani (2017) in her study entitled The Correlation between Students’
Reading Attitude and their Reading Comprehension Achievement have
conclude two notions, first, reading attitude had a weak correlation toward
reading comprehension achievement and second, reading attitude had small
contribution toward students’ achievement in reading.

Nevertheless, this study will check whether the reading attitude of the
subjects alters as they will be engaged in PQ4R strategy. It may answer
whether PQ4R strategy influences learner’s feelings and perceptions about
reading and whether the strategy provides them reason to do better in reading
and encourages them how good reading is.

PQ4R Strategy

PQ4R strategy was proposed by Thomas E. L. & Robinson H. A. in

1972 in their book “Improving reading in every class”, a sourcebook for
teachers. It is used to improve students’ understanding and enhance students
reading skills (Alsulami & Dakhiel, 2021). The PQ4R strategy has six steps,
systematically combines a whole series of important study strategies, a plan
of attack for studying a chapter or dealing with a textbook assignment
(Jaddallah, 2020). Wahono (2014, p.122) explained that PQ4R strategy
“stimulates students’ prior knowledge by using six steps; preview (activate
prior knowledge), question, read, reflect, recite, and review. These latter steps
confirm the knowledge activated in the preview and establish bridge of new
knowledge”. The PQ4R then is the acronym for Preview, Question, Read,
Reflect, Recite and Review. This strategy goes like this:

Preview happens before reading a text. It is a rapid survey of the

material that refers to gather the information and to help set up mental
compartment in which learners fit the material (Seiman, 2010).

Questions will be constructed by learners based on the survey they

made previously. This process will emphasize learners explaining and
understanding skills and makes them work (Simon, 2010). This stage
encourages learners to think at a higher level (Durvin, n.d.).

Read stage still engages learners in thinking. Learners read while

taking breaks and tries to understand each paragraph to answer the posed
questions (CASA, n.d.). They may give their answers verbally or non-verbally.

Reflect stage also engages learners in thinking process. Learners will

think of what they have just read and they will consider the questions like:
How does this text relate to things I already know?, How do the headings and
subheadings connect to the overall purpose of the text?, and How might this
material be applied to a situation? (CASA, n.d.).

Recite involves repeating the information acquired. During recite stage,

students check their understanding by restating what they learned from the
selection or reading material.

Review stage happens after reading. This stage will ask learners to
simply review the material to retain it. Learners will individually read the text
again to monitor their own confidence and to identify any aspects which need
further development. This will act as formative assessment.

PQ4R strategy is used to assist students remember what they read,

and to help teaching learning process in the classroom by reading book or
text (Agustiani, 2019). It is known as a strategy that helps the learner to
comprehend, memorize, and retain the included reading topics in order to
access to the real learning; thus students shall be aware of the contents of the
reading texts; which helps them to transfer their learning to other learning
situations (Al-Qawabeh & Aljazi, 2018).

A study authored by Lailatis (2015) supports the effectiveness of

PQ4R. The result of the research showed that the students’ reading
comprehension improve after using PQ4R in the learning process (Lailatis,
2015). Another research conducted by Fadlilatu (2018) showed that
implementing PQ4R can improve the students’ reading skills in
comprehending the texts (Fadlilatu, 2018). A research on PQ4R which was
conducted by Dwi, Iskandar, & Yuliana (2018) also showed that this technique
was an effective tool to improve the students’ reading comprehension. Anizul
(2015), in her research on PQ4R, argued that PQ4R creates a happy and
engaging atmosphere during the teaching and learning process. Besides, this
strategy also helps the students in improving their reading achievement.

In addition, in the study of the Oktarini and Sugirin (2019) named

Revisiting PQ4R and CSR for Teaching Reading Skills for Adolescents,
showed that the implementation of PQ4R is suitable with the process of
reading. Each process of PQ4R represents the reading process which can
enhance the students’ comprehension of the text. The findings proved that
PQ4R strategy helps students in comprehending the text. Also, Alsulami and
Dakhiel (2021) provided a proof in their study entitled The Effectiveness of
PQ4R Strategy on the Development of Reading Comprehension Skills of the
English Language Course among Second Intermediate Grade Students
(Female Students) about the effectiveness of PQ4R strategy and its
contribution on the development of reading comprehension skills among
intermediate school learners.

Moreover, Al-Qawabeh and Aljazi (2018) displays the important role of

PQ4R strategy in their study titled The Effectiveness of Using PQ4R Strategy
in Teaching Reading Comprehension in Arabic Language Subject among
Ninth Grade Students’ Achievement in Jordan. PQ4R’s six steps present a
positive role in clarifying and establishing the content of the reading texts in
the mind of the learners: a learner takes a good chance in understanding
reading comprehension text since he cast a preliminary look at the reading
texts, thinking deeply then reading it well, finally discussing it. Besides,
Agustiani (2019) shares the same findings from her study that PQ4R strategy
could significantly improve the learner’s reading comprehension achievement.

Further, Bibi and Arif (2011) found out that there is a real difference on
the learner’s scholastic achievement after the application of PQ4R strategy.
Participants who was exposed to PQ4R strategy outdid those who are not
exposed in PQ4R Strategy. In addition, the effect of PQ4R strategy is
significant in the study of Jaddallah (2020). In the said study, it was stated
clearly that there is a large effect in students reading comprehension and it
may be due to the activities and techniques which are used in the PQ4R
strategy. This urges the researcher then to have this study and identify
whether this PQ4R Strategy has a significant effect towards grade 8 learners
reading comprehension.
 Conceptual Framework

Meta-Cognitive Theory (Jean Piaget)

PQ4R Strategy

Reading Comprehension

Performance (Academic)

Figure 1. Conceptual Framework of the study

Meta-cognitive theory is a theory that is concerned in how humans can

actively monitor and control their own thought processes (Drew, 2019).
Commonly, metacognitive or metacognition is said to be as thinking about
thinking or learning how to learn. Influenced by Jean Piaget, John Flavell, one
of the first researchers in metacognition and memory, defined these two areas
as metacognitive knowledge- awareness of one’s thinking- and metacognitive
regulation- the ability to manage one’s own thinking processes (Jaleel &
Premachandran, 2016). This study will be anchored in the said theory of John
Flavell as learners will make use of PQ4R strategy which happens to be a
metacognitive strategy as it involves a lot of thinking.

Block (2006) in Ozturk (2017) defines metacognition as “reader’s

awareness and knowledge of the mental processes involved while reading
and if a reader can monitor, regulate, and direct their thoughts before, during,
and after reading to obtain a complete comprehension of text”. Further,
metacognition instruction should also be embedded with the content and
activities about which students are thinking (Chick, 2013). Since, students
with metacognitive skills means that they are able to recognize their own
cognitive abilities, direct their own learning, evaluate their performance,
understand what caused their successes or failures, and learn new strategies
(Sword, 2021).

Hence, metacognition plays an important role in all learning and life

experiences. Beyond academic learning, when students gain awareness of
their own mental states, they begin to answer important questions through
these they also begin to answer important questions (Mitchell, 2015). These
concepts will be embraced in this study, metacognition is awareness or
analysis of one’s own learning or thinking process.

According to Agustiani (2019), PQ4R strategy is one of the

metacognitive strategies that are proven strategies for deep understanding
and reconstructive learning. Since learners will be involved in PQ4R strategy
where they will be possibly required to respond to questions, locate main
ideas, make predictions and reflect from a certain material, metacognition is
indeed present in this study. In addition, Al sulami and Dakhiel (2021) claimed
that the PQ4R strategy that may achieve the main goal of reading which is
understanding the text and answering of questions. This claim of theirs is a
proof that PQ4R is a metacognition strategy. Thus, this study will be
purposely anchored to metacognition theory of John Flavell.

Moreover, study of Oktarini and Sugirin (2019) have shown that there
is a significant difference in learners reading comprehension after the
participants were exposed to PQ4R strategy. This strategy is effective and
has a great contribution on the development of reading comprehension skills
(Al sulami & Dakhiel, 2021). Al-Qawabeh and Aljazi (2018) also claimed that
the said strategy is a good way to improve reader’s reading comprehension.
Thus, PQ4R strategy has an effect on an individual’s level of comprehending
a text. Indeed, PQ4R strategy have a great impact towards learners’ learning
process.
 Besides, when one is able to comprehend eventually it will show on his
or her academic achievements. It is evident in the study of Bibi and Arif
(2011) where they found out that with PQ4R strategy, learners scholastic
achievement improves. Also, when Obaidi, et. al (2018) investigated the effect
of PQ4R strategy, they obtained a significant difference on scores of those
who used PQ4R strategy and who were not able to use the said strategy.
Further, Al shamali (2017) and Shoaib, et. al. (2016) have proven on their
respective studies the effectiveness of the strategy in the learner’s
achievement. It resulted in their study that PQ4r strategy have greatly
influenced learner’s positive result towards learners’ grades. This study will try
to employ one metacognitive strategy, the PQ4R strategy and will check
whether this will harness the learners’ reading comprehension skills and
performance academically. These drives the researcher to also try to
investigate on her locality whether these results can also be true to her place.

Research Paradigm

Experimental Group
(PQ4R Strategy)
Second Quarter Module
Text 1: The Two Brothers
Text 2: The Taximan’s
Story
Text 3: A Little Incident
 Academic
Text 4: The Wonderful
Pear Tree
Achievement
(Pretest and
Text 5: The Story of the posttest scores)
Aged Mother

 Attitude
Control Group

Pre- Test as
Covariate

Figure 2. Schematic Diagram showing the relationship between variables

Hypothesis of the Study

In this study, it will be hypothesized that:

1. There is no significant difference in the pre-test and post-test mean

score of learners exposed to PQ4R Strategy and those unexposed to
PQ4R Strategy.

2. There is no significant difference in the achievement of the learners

exposed to PQ4R Strategy and those unexposed to PQ4R Strategy.
 3. There is no significant difference between the students’ reading attitude
of those exposed to PQ4R Strategy and those unexposed to PQ4R
Strategy.

METHODOLOGY

This chapter deals with the methods and procedures which will be used
in the study. It contains the research design, research locale, subject
participants of the study, research instrument, data gathering procedure, and
statistical technique that will be in the study.

Research Design
 This study will utilize the quasi-experimental design. These will involve
two intact groups: an experimental group exposed to the PQ4R strategy and
the control group unexposed to PQ4R strategy. A pre-test and post-test
designs will be used to determine the difference on students’ learning
outcomes.

Locale of the Study

This study will be conducted at Lantapan National High School located

at Purok 6, Balila, Lantapan, Bukidnon in the school year 2021-2022.
Lantapan is a first class municipality in the province of Bukidnon, Philippines
due to its high annual income and growing population. The school is one of
the booming schools of the north due to its continuous increase of population
and resources. Currently, the school has a total population of 2700 learners,
in which there are 750 grade 8 learners.
Political Map of Lantapan, Bukidnon
 Participants of the Study

The participants of this study will be the two intact sections of Grade 8
learners who were enrolled at Lantapan National High School for the school
year 2021-2022. One group will be assigned as the experimental group (G8-
Aquino) who will be exposed to PQ4R strategy and the other section (G8-
Marcos) will serve as the control group, unexposed to PQ4R strategy. Both
sections have similarities in characteristics and heterogeneous in
composition.

Research Instrument
The instruments that will be used in this research is composed of
academic and non-academic assessments.

The academic assessment will serve as reading comprehension test.

This assessment is a performance test based on the topics of the whole
quarter’s English module both prepared by the Department of Education for
the K-12 Curriculum under the challenges brought by Covid 19. This will
serve as pre-test and post-test both adopted by the researcher.

Also, the researcher will use a non-academic assessment. It is an

adopted reading attitude survey. The reading attitude survey will be used to
identify how learners feel about reading before and after the experimentation.

Data Gathering Procedure

The study will be started by observing a proper protocol. The researcher

will ask the respondents to get their modules together with the Weekly Home
Learning Plan (WHLP). The Grade 8 Section Aquino will be involved with the
PQ4R Strategy so it will be indicated on their WHLP. In the WHLP, learners
will be guided on what to do. It is where their learning tasks are indicated.
 WEEKLY HOME LEARNING PLAN (2nd Quarter)
Learning Area: English Grade: 8
School: Lantapan National High School District: Lantapan East District
Week 1
 Answer the Pre-Test.
Reading Text: The Two Brothers
 Answer the pre-test.
 Read the text entitled The Two Brothers.
 Do the task given in the paper entitled PQ4R together with this WHLP.
 Answer activity 1 page 8.
.
Reading Text: The Taximan’s Story
 Read the text entitled The Taximans Story.
 Do the task given in the paper entitled PQ4R together with this WHLP.
 Answer activity Pick me Up found on page 7

Reading Text: A Little Incident by Lu Hsun

 Read the text entitled A Little Incident by Lu Hsun
 Do the task given in the paper entitled PQ4R together with this WHLP.
 Answer activity found on page 11.
 Answer the post-test.

Week 2
 Answer the Pre-Test
Reading Text: The Wonderful Pear Tree
 Read the text entitled The Wonderful Pear Tree.
 Do the task given in the paper entitled PQ4R together with this WHLP.
 Answer activity found on page 18

Reading Text: The Story of The Aged Mother

 Read the text entitled The Story of the Aged Mother.
 Do the task given in the paper entitled PQ4R together with this WHLP.
 Answer activity 3 found on page 5.
 Answer the post-test.

Prepared by:
RICHEL C. BAYNOSA
Teacher 1

Approved by:
ALAN C. LEDRES
Master Teacher 1

Learners will do what is indicated in the Weekly Home Learning Plan

(WHLP). The WHLP is good for two weeks as learners were given 2 weeks
per subject every quarter. In the first week learners will be engaged with 3
reading materials together with the PQ4R strategy. They will just then follow
and fill in what tasks to be the done in every step of the strategy. At the end of
the week they will return the module together with their outputs. Then on the
second week, the same procedure will be done, there will be a continuation of
the pretest which consists of the topics for that week the same with the post-
test.
The other section named Marcos will be the control group to which they
will not be using the PQ4R strategy. They will still be given WHLP but a
different one.

WEEKLY HOME LEARNING PLAN (2nd Quarter)

Learning Area: English Grade: 8
School: Lantapan National High School District: Lantapan East District
Week 1
 Answer the Pre-Test.
Reading Text: The Two Brothers
 Answer the pre-test.
 Read the text entitled The Two Brothers.
 Answer activity 1 page 8.
.
Reading Text: The Taximan’s Story
 Read the text entitled The Taximans Story.
 Answer activity Pick me Up found on page 7

Reading Text: A Little Incident by Lu Hsun

 Read the text entitled A Little Incident by Lu Hsun
 Answer activity found on page 11.
 Answer the post-test.

Week 2
 Answer the Pre-Test
Reading Text: The Wonderful Pear Tree
 Read the text entitled The Wonderful Pear Tree.
 Answer activity found on page 18

Reading Text: The Story of The Aged Mother

 Read the text entitled The Story of the Aged Mother.
 Answer activity 3 found on page 5.
 Answer the post-test.

Prepared by:
RICHEL C. BAYNOSA
Teacher 1

Approved by:
ALAN C. LEDRES
Master Teacher 1

The study will be conducted personally by the researcher but the

distribution and retrieval of the documents will be done by the class adviser.
Fortunately, only one class adviser will be involved since the researcher is the
class adviser of the other section. Prior to the conduct of the study, a letter to
the Schools Division Superintendent of Bukidnon through the school principal
will be sent to allow the researcher to conduct the study. A set of Pre-Test
Questionnaire and will be administered to the two intact sections grade 8
Aquino and grade 8 Marcos during the second quarter of the school year
2021-2022. After the conduct of the PQ4R strategy, a set of posttests will be
administered. The primary source of data will be the achievement scores and
attitude scores of the learners from the two sections. Reading Attitude survey
will be employed to support the data gathered from the experimentation.

Statistical Technique to be used

The researcher will use the SPSS as the statistical treatment in the

analysis of data. SPSS statistics is a software package used to analyze data.

Using the independent t-test, the researcher will be able to compare the

means between the two groups. This test will be used to understand whether

there is a significant difference on learner’s performance. The same test will

be used to find out differences in the attitude before and after the experiment.

To determine the significant differences of learner’s achievement within

group, ANCOVA analysis was employed.

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Appendix A. Letter of Permit

August 17, 2021

RANDOLPH S. TORTOLA, PhD CESO V

Schools Division Superintendent
Division of Bukidnon

Sir,

The undersigned is a Master of Arts in Language Education candidate of

Central Mindanao University, University Town, Musuan, Maramag, Bukidnon,
with major in English for the School year 2021-2022.

In view of this, I would like to ask permission from your good office to conduct
my research study to Grade 8 learners who are enrolled in Lantapan National
High School for the SY 2021-2022 during the second quarter.

The title of the study is “ PQ4R STRATEGY IN A MODULAR

LEARNINGDELIVERY: EFFECTS ON LEARNERS’ ACHIEVEMENT AND
ATTITUDES”. Rest assured the data gathered from this study is for research
purposes only.

I am anticipating for your favorable response on this matter. Thank you and
more power!

Very truly yours,

RICHEL C. BAYNOSA
MALE Candidate

Noted: Recommending Approval:

TERESITA H. BORRES, PhD GLADYS S. ESCARLOS, PhD

Research Adviser College Dean

ROSELLE A. FERBER
School Principal II

Approved:
RANDOLPH B. TORTOLA, PhD CESO V
Schools Division Superintendent

Appendix B. Reading Attitude Survey Form

 Reading Attitude Survey
(adapted from the study of Akbari, et. al. (2017))

Name (Optional): _____________________________ Section:

____________

Please tick the box that best describes how you think about the following
statements below.
Here is the description of the scale:
5- STRONGLY AGREE 4-AGREE 3-UNDECIDED 2- DISAGREE 1-STRONGLY DISAGREE

I think…. 5 4 3 2 1
1 I can acquire English vocabulary if I read English.
2 Reading English is useful to get a good job in the future.
3 I can acquire broad knowledge if I read English.
4 I can develop my English reading ability if I read English.
5 I can develop my English writing ability if I read English.
6 I can become more knowledgeable if I read English.
7 Reading English is useful to get a good grade in class.
I can improve my sensitivity to the English language if I
8 read English.
9 If I do not understand content in reading, I skip the part.
10 Reading English is troublesome.
11 Reading English is dull.
I don’t mind even if I cannot understand the book content
12 entirely.
If someone tells me that he or she likes an English book
13 very much, I am going to read it too.
14 I get to know different values if I read English.
15 I want to avoid reading in English as much as possible.
16 During my vacation I want to read at least one English book.
I sometimes feel anxious that I may not understand what I
17 read.
18 I feel tired if I read English.
I do not want to read in English even if the content is
19 interesting.
20 I feel anxious if I don’t know all the words in reading passages.
21 I am good at reading in English.
22 When I read in English, I find it difficult to concentrate.
My grades for English reading tests at middle school are
23 very good.
I feel overwhelmed whenever I see a whole page of
24 English in front of me.
25 I want to read many English books in the future.
26 I try to find time for reading in English.
27 I feel confident when I am reading in English.
I sometimes visit English websites and read them on the
28 Internet.
29 I go to a library to borrow or read English books.
30 I like to read English books in my spare time.
Appendix C. Letter asking Permission from the Writer
Appendix D. Pre-Test and Posttest Exam

Department of Education
Region X
Division of Bukidnon
Lantapan National High School

Name:_______________________________Section:__________Date: ____

Please answer the following items below. Encircle the letter that best
described your answer. Please do not leave each item unanswered.

Selection:
1Paper is one of the world’s most important and useful products.
2Without it, there would be no newspapers, magazines, writing paper, or
greeting cards. 3There would be no paper bags or boxes, paper money, gift
wrapping or toilet paper. 4Take a look around you. 5How many things you can
see that are made from paper? 6Learn to conserve paper.

1. What is the selection all about?

a. newspapers b. paper c. paper products d. things around you
2. Which statement contain the main idea of the selection?
a. 1 b. 2 c. 3 d. 4
3. Which statements support the main idea of the paragraph?
a. 1-4 b. 2-5 c. 1-6 d. 2-6
4. How many things are made from paper that are mentioned in the selection?
a. 7 b. 8 c. 9 d. 10
5. Which statements should not be part of the paragraph?
a. Take a look around you.
b. Learn to conserve paper.
c. How many things can you see that are made from paper?
d. Paper is one of the world’s most important and useful products.

Read each passage below and formulate its possible conclusion. Encircle the
letter of your answer.

6. The Lost and Found section reported that of the 15 book found this month,
10 belong to boys and 5 to girls. Of the 20 cases of lost ball pens, 18 were
reported by boys and 2 by girls.
a. Girls are careless than boys b. Girls are negligent than boys.
c. Girls are incautious than boys. d. Girls are more careful than boys.
7. The baby keeps on crying even if the nurse has just changed his diapers.
The baby has just been fed so he is not hungry.
a. The baby is wet. b. The baby just want to cry.
c. The baby is not feeling well. d. The baby wants to eat again.
8. The Barangay captain called an emergency meeting to all Barangay
officials. All of the barangay officials attended except the secretary who is very
important in the meeting. The secretary has never missed a single meeting in
all the three years she has been a secretary in the barangay.
a. The secretary feels ill.
b. The secretary was not informed.
c. The secretary doesn’t want to attend
d. The secretary is busy for nonsense.
9. Betty’s store has just opened. She has been in business for only about two
months. The people who used to patronize other stores now go to Betty’s
store.
a. Betty is very friendly.
b. Betty threatens the customers.
c. Betty has a lot of stocks in store.
d. Betty offers lowest price and discounts.
10. Out of 70 graduating Grade 12 students, only 62 could march on their
Graduation day. The 8 students failed to pass the given requirements.
a. The students who failed are lazy and tedious.
b. The students who could not march are proud.
c. The 8 students has another best plan in life.
d. The 8 students has a special recognition in another life.
11. As the night ended, the sun splashed across Casey’s bed. He opened his
eyes slowly. The first thing he saw was the beautiful blue ribbon on his
bookshelf.
What is the setting of the story?
a. Morning, bedroom b. Evening, bathroom
c. Noontime, field d. Morning, office
12. What is the point of view used in the selection (Item no. 11)?
a. First person b. Personal c. Second person d. Third person
13. Fe is born rich. She grew up enjoying toys, travels, shopping, and a good
education. She is surrounded with loving friends and family. She is blest in
almost everything. On the other hand, Joy belongs to a homeless family of
five who lived on left over foods in carenderias and begging to strangers on
most of the days with only their makeshift “kariton” as their home which they
push together anywhere they go.
What is the theme of the story?
a. Wealth and poverty b. Justice and Law
c. Injustice and bias d. Faith and Luck
14. All except one describes a theme.
a. The details in the story. b. The message of the story.
c. The main idea of the story. d. The moral in the story.
15. What is the point of view used in the selection (Item no. 13)?
a. First person b. Personal c. Second person d. Third person
16. Lee-an is finishing the final trimmings of her special moist chocolate cake.
On top of that it stands a Spiderman mini figurine- her brother Geeno’s
favorite Disney character. She checks her watch, a quarter before three. Just
in time for the day’s event. Nanay fixes the number balloon 9 beside the
tarpaulin on the wall. She too is busy attending to the girls and boys arriving
one after the other carrying gifts on one hand. The playground is now slowly
filled with children. The warm sun is just perfect for a game or two before food
is served.
Choose the best description of the story’s setting.
a. Geeno’s 9th birthday celebration in mid-afternoon at the family home’s
playground.
b. Lee-an’s 9th birthday celebration at the family home kitchen.
c. Nanay’s birthday party at quarter before three at the family garden.
d. Geeno’s birthday party with Spiderman and friends at his Lolo’s home.
17. Which element of a story is determined by narrator or author?
a. Setting b. Point of View c. Theme d. Character
18. Boys are stronger than girls.
a. Fact b. Opinion c. Assertion d. Reason
19. An assertion sentence does all of the following EXCEPT:
a. Introduces the main idea b. Answers question asked in the
prompt
c. Gives the topic of the paragraph d. Gives the readers the viewpoint
20. The way one responds to a situation could be recognized based on their
a. Emotion b. Physical behavior
c. Verbal Language d. All of the above
21. It is one of the most widely known literary devices, which is used to
specify feelings and heighten the details.
a. Metaphor b. Irony c. Litotes d. Hyperbole
22. It has a hidden meaning and it uses different figures of speech to make
the message more meaningful.
a. Literal Language b. Figurative Language
c. Hyperbole d. Litotes
23. It is a figure of speech that involves an exaggeration of ideas for the sake
of emphasis.
a. Literal Language b. Figurative Language
c. Hyperbole d. Litotes
24. Mark is so concerned of Eva that he just left her there standing in the rain.
a. Verbal Irony b. Situational Irony c. Dramatic Irony d. Litotes
25. After a hard day at work, we might say the day was, “Really, really,
spectacular!”
a. Verbal Irony b. Situational Irony c. Dramatic Irony d. Litotes
26. That shirt is so old, the last time I wore it I was riding a dinosaur.
a. Irony b. Metaphor c. Hyperbole d. Litotes
27. What is the best example of dramatic irony?
a. The lady in a horror film hides in a room where the ghost just went (the
audience knows the ghost is there, but the lady does not)
b. After looking at a child’s failing grades, the fathers says, “You will surely
receive award on recognition day.”
c. The water vendor is thirsty.
d. My uncle, the well-known carpenter in our town, cannot fix his house’s
broken ceiling.
28. Which of the following sentences is the best example of Litotes?
a. The shopping cost me a million dollars.
b. She’s not exactly a pauper.
c. Venus had a ton of office work.
d. Her belief is the size of a mustard seed.
29. Which is not an example of figurative language?
a. I am not as young as I used to be. b. Time is a thief.
c. The street was still quiet. d. She was heavier than a
cow.
30. Which of the following sentences is an example of hyperbole?
a. The deafening silence in the room kills me.
b. These classes don’t excel at Math.
c. I cannot say that you are very generous.
d. The sword wasn’t useless.
31. What is the “mood” of a story?
a. Emotions audience feels from a given passage.
b. The lesson the reader learns from the story.
c. The time and place of the story.
d. The author, narrator, or speaker’s attitude toward a subject.
32. Identify the mood of the sentence below.
She huddled in the corner, clutching her tattered blanket, and shaking
convulsively, as she feverishly searched the room for unknown dangers that
awaited her.
Source: https://quizlet.com/135496639/tone-mood-exaples-flash-
cards/
a. fanciful b. suspenseful c. melancholy d. sentimental
33. What is the “tone” of a story?
a. The feeling the passage evokes from the reader.
b. The author, narrator or speaker’s attitude toward a subject.
c. The summary of events in the story.
d. The lesson the reader learns from the story.
34. Which word indicates a tone of happiness in the sentence below?
Bouncing into the room, she lit up the vicinity with a joyous glow on her face
as she told about her fiancé and their wedding plans.
Source: https://quizlet.com/135496639/tone-mood-exaples-flash-
cards/
a. vicinity b. wedding c. joyous d. grateful
35. Good readers make predictions by __________.
a. Guessing b. Using text features
c. Asking their friends d. Watching the movie first
36. Making a prediction is a ___________________.
a. way to solve world hunger
b. way to use what we have known to make a logical guess about what
happens in the future
c. way to use what we have not known yet to make a logical guess about
what hasn’t happened yet.
d. way to make generalization in the story.

When I hand in my chemistry take-home final, Mr. Hopper shakes my hand with
meaning. He tries to catch my darting eyes. I brush the hair off of my forehead. Try
staring back.

Maybe if I look him in the eye, I think, “He’ll decide he doesn’t need to say
anything.” Maybe if I look him in the eye, “he’ll decide to bump up my grade.”
 -Excerpt from The Things a Brother Knows by Dana Reinhardt

35.

37. The narrator in this story probably has earned what kind of grade?
a. Top score in the class
b. Low score
c. An “A”
d. He got zero because he never did the work

Amari stood close to Afi, shivering with fear and disgust as the rough hands of
each of the white men examined and prodded her arms, thighs and calves.

The men yelled and spoke very fast in their strange language. Amari heard the
word “price” many times. Finally, they seemed to come to a settlement. Cowrie shells
were counted and passed from the trader with the willowy body to the men who had
captured them.

-Excerpt from Copper Sun by Sharon Draper

38. What is happening to Amari?

a. She’s losing in a game.
b. She’s a captive being sold.
c. She has just moved to a foreign country.
d. She is cooking for a group of men.
Eric had to eat. He knew that if he ate snow, his body heat would drop.
So, with his board he cut tree bark. He ate that and pine nuts. Then he went to
sleep. By this time, Eric’s feet were black and bleeding. He peeled his socks off,
and some skin came off.

-Excerpt from in Class Reader

39. Where is Eric?

a. A soccer stadium b. On a beach
c. In the woods d. At home
40. What happened to Eric?
a. He got lost. b. He failed a test.
c. He failed a test. d. He just been beaten.
41. Daniel is caught in the rain. He has no umbrella. What do you think will
happen to Daniel?
a. Daniel will feel happy. b. Daniel will get sick.
c. Daniel will get healthier. d. Daniel will stay under the rain.
42. Ana was ready for the dance show. She had practiced the dance steps
very well. She beamed as she came out on the stage. Then Ana
______________.
a. forgot all the dance steps. b. did the dance well.
c. backed out. d. cried.
43. Jean wakes up excited and happy. The sun is shining. It is a great day for
a trip to the beach. After a few seconds, what do you think will Jean do next?
a. jump out of bed b. go back to sleep
c. do nothing d. close the door
44. Arnold was telling his friends a very funny story. What do you predict his
friends did next?
a. They laughed. b. They got mad.
c. They cried. d. They ate.
45. Trisha knew a storm was coming. The sky was gray. A strong wind began
to blow. There was thunder. Trisha ___________________.
a. went outside. b. stayed inside with her family.
c. played outside. d. cleaned the backyard.
46. Which of the following are the literature genres of East Asia?
a. Egyptian, Arabian, Persian, Afghan and Iranian.
b. Chinese, Japanese, Korean, Mongol and Taiwanese.
c. Norwegian, Swedish, Danish, English and British.
d. Malaysian, Indonesian, Vietnamese, Lao and Singapore.
47. Which statement refers to folktales?
a. accounts that revolve the lives of gods and goddesses
b. narratives that involve animals and inanimate objects.
c. stories that are passed on from one person to another by word of mouth.
d. prose fiction that typically can be read in one sitting.
48. Which statement gives an explicit definition?
a. I look through the windows of this love even though we boarded them up.
b. The chandelier is still flickering here because I can’t pretend that it’s okay
when it’s not.
c. Hello! Can you help me carry my luggage?
d. If our love story is over, why am I still writing pages?
49. Which statement has an implicit meaning?
a. Saying goodbye is death by thousand cuts.
b. The world suffers because of the pandemic.
c. I am running late so I have to hurry up.
d. Did you see me on the photo?
50. What is the term for categories of literary composition?
a. Literature Genres b. Elements of Literature
c. Narrative Fundamentals d. Literary Features
Pre-Test and Posttest Answer key
1. B 23. C

2. A 24. B

3. D 25. A

4. C 26. C

5. C 27. A

6. D 28. A

7. C 29. C

8. A 30. A

9. D 31. A

10. A 32. B

11. A 33. B

12. D 34. C

13. A 35. B

14. A 36. B

15. D 37. B

16. A 38. B

17. B 39. C

18. C 40. A

19. D 41. B

20. D 42. B

21. A 43. A

22. B 44. A
 45. B 48. C

46. B 49. A

47. C 50. A

Appendix C. PQ4R Strategy Implementation Plan

Reading Selection: The Two Brothers

Reading Learner’s Role
Stage (Answers will be put on your intermediate paper.
Activating Theme: Deceit and Revenge
Learners Prior
Knowledge

 Answer the following questions below.

Guide Questions:
1. What can you say about the picture above?
2. Do you have a sibling? Do you love and care for
each other?
 3. Did you ever fight over something? Explain.
4. How did the two of you resolve the conflict?
5. Imagine, your sibling have a feeling of crush
towards your boyfriend or girlfriend, what will you
do?

Preview Step  Read the story and look for the main ideas.
 Answer the following questions in your paper.
1. What is the main idea of the story?
2. What is the story all about?
Question Step  Create at least 5 questions about the story.
Read Step  Read and understand the story.
 Answer the 5 questions you formulated.
Reflect Step  Reflect on what you have read and answered.
 Answer the following question:
What are the unexpected ideas, events, or
things happened in the story?
Recite Step  Recite your answers aloud alone so you can
always remember it.
Review Step  Answer the following questions:
1. Is your answers correct?
2. How did the author portrayed the theme in the
story?
3. What have you learned from the story?

Reading Selection: Taximan’s Story

Reading Learner’s Role
Stage (Answers will be put on your intermediate paper.
Activating Theme: Difference of the Old and Modern Generation
Learners Prior
Knowledge

 Answer the following questions below.

Guide Questions:
1. What can you say about the picture above?
2. Do you have ever lie to your parent? What lie?
3. Do you feel sorry when you lied to them?
 4. Have you ever went to a place like bar and be
drunk? Do you plan to do so? Why?
5. If you noticed a girl outside dressed like a
prostitute, what will you do? Explain.
Preview Step  Read the story and look for the main ideas.
 Answer the following questions in your paper.
1. What is the main idea of the story?
2. What is the story all about?
Question Step  Create at least 5 questions about the story.
Read Step  Read and understand the story.
 Answer the 5 questions you formulated.
Reflect Step  Reflect on what you have read and answered.
 Answer the following question:
What are the unexpected ideas, events, or
things happened in the story?
Recite Step  Recite your answers aloud alone so you can
always remember it.
Review Step  Answer the following questions:
1. Is your answers correct?
2. How did the author portrayed the theme in the
story?
3. What have you learned from the story?

Reading Selection: A Little Incident

Reading Learner’s Role
Stage (Answers will be put on your intermediate paper.
Activating Theme: Kindness Lies in Everyone’s Heart
Learners Prior
Knowledge

 Answer the following questions below.

Guide Questions:
1. What can you say about the picture above?
2. Do you have ever witness a road accident? When
and where?
3. To whom did you feel sorry, the victim or the
 driver?
4. Imagine, you were a passenger riding when
suddenly the driven hit someone, what will you do?
5. If you noticed that the driver is a suspect from a hit
and run accident, how will convince him to turn
himself to the police?
Preview Step  Read the story and look for the main ideas.
 Answer the following questions in your paper.
1. What is the main idea of the story?
2. What is the story all about?
Question Step  Create at least 5 questions about the story.
Read Step  Read and understand the story.
 Answer the 5 questions you formulated.
Reflect Step  Reflect on what you have read and answered.
 Answer the following question:
What are the unexpected ideas, events, or
things happened in the story?
Recite Step  Recite your answers aloud alone so you can
always remember it.
Review Step  Answer the following questions:
1. Is your answers correct?
2. How did the author portrayed the theme in the
story?
3. What have you learned from the story?

Reading Selection: The Wonderful Pear Tree

Reading Learner’s Role
Stage (Answers will be put on your intermediate paper.
Activating Theme: Greediness
Learners Prior
Knowledge

 Answer the following questions below.

Guide Questions:
1. What can you say about the picture above?
2. Do you happen to see a beggar in the market?
What do you think of him or her?
 3. Did you feel sorry for him/her and gave him/her
something to eat?
4. Have you ever tried to share something to others?
How did you feel after?
5. Do you believe with the saying “The more you give,
the more you receive.”? Explain your answer.
Preview Step  Read the story and look for the main ideas.
 Answer the following questions in your paper.
1. What is the main idea of the story?
2. What is the story all about?
Question Step  Create at least 5 questions about the story.
Read Step  Read and understand the story.
 Answer the 5 questions you formulated.
Reflect Step  Reflect on what you have read and answered.
 Answer the following question:
What are the unexpected ideas, events, or
things happened in the story?
Recite Step  Recite your answers aloud alone so you can always
remember it.
Review Step  Answer the following questions:
1. Is your answers correct?
2. How did the author portrayed the theme in the
story?
3. What have you learned from the story?

Reading Selection: The Story of the Aged Mother

Reading Learner’s Role
Stage (Answers will be put on your intermediate paper.
Activating Theme: Mother’s Love
Learners Prior
Knowledge

 Answer the following questions below.

Guide Questions:
1. What can you say about the picture above?
2. Do you have a mother? Describe her.
 3. Have you ever fought with your mother? Why?
4. If ever someone higher like the President will ask
you to abandon your mother, will you do so? Why?
5. What do you think is the difference between your
mother and the other mothers? Do you love that
difference? Why?
Preview Step  Read the story and look for the main ideas.
 Answer the following questions in your paper.
1. What is the main idea of the story?
2. What is the story all about?
Question Step  Create at least 5 questions about the story.
Read Step  Read and understand the story.
 Answer the 5 questions you formulated.
Reflect Step  Reflect on what you have read and answered.
 Answer the following question:
What are the unexpected ideas, events, or
things happened in the story?
Recite Step  Recite your answers aloud alone so you can
always remember it.
Review Step  Answer the following questions:
1. Is your answers correct?
2. How did the author portrayed the theme in the
story?
3. What have you learned from the story?