Potential Effects of Contextualized Flipchart on Reading Fluency
Abstract
A contextualized flipchart is a widely used instructional material by many teachers in the Philippines. This study employed a descriptive qualitative research approach to evaluate the effectiveness of using contextualized flipcharts to improve the reading fluency of Grade 2 pupils in selected schools in District 9 and District 10 of the Ozamiz City Division. The study involved 18 participants, including Grade 2 teachers, selected school heads, and selected parents from both districts. The data revealed that using contextualized flipcharts significantly increased pupil retention and participation. Key themes that emerged included reading session mastery, engaging real-world connections through flipcharts, and enhancing vocabulary retention through focused discussions. However, resource challenges identified in the study included ensuring sustainability, integrating technology, and maximizing funds. Therefore, it is recommended to use contextualized flipcharts in reading sessions, especially in schools that lack reading materials such as storybooks and other books.
References
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34. Palpanadan, S. T., Asliaty, A., Kair, Z., .Ravana, V. k., & Muhammad , A. (2019). Improving Pupils’ Mastery of Vocabulary Through Flip Book Approach, https://doi.org/10.32861/ellr.57.117.122.
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from https://www.indeed.com/career-advice/career-development/vygotsky-scaffolding
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47. Utami, A. R., Aminatun, D., & Fatriana, N. (2020). Student workbook use: does it still matter to the effectiveness of pupils’ learning? Vol 1, No 1. DOI:10.33365/jeltl.v1i1.247
48. Vaismoradi, M., Turunen, H., & Bondas , T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study.
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2. Aldhanhani, Z. R., & Abu-Ayyash, E. S. (2020). Theories and research on oral reading fluency. The Reading Matrix, 20(1). http://dx.doi.org/10.17507/tpls.1004.05
3. Albia, F. O., & Sonsona, R. V. (2021). Utilizing reading strategies: Its implications for the effective teaching reading. Volume 6 Issue 4.
4. Alten, D. C., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28.
https://doi.org/10.1016/j.edurev.2019.05.003
5. Anderson, R. C. (2018). Role of the reader's schema in comprehension, learning, and memory. In M. A Gernsbacher & J. P. H. Van Den Broek (Eds.), The psychology of learning and motivation: Advances in research and theory (Vol. 68, pp. 241–284). Academic Press.
6. Aryani, L. (2021). The effect of flip chart on vocabulary learning outcomes (Publication No. 1717404022).
7. Aziz, A., Sari, N. R., Sibilana, A. R., Muniri, & Surahmat. (2020). Improving student achievement using flipchart based. Universal Journal of Educational Research, 8(6). ISSN:3025-8359
8. Baser, A. J. (2013). The role of visual aids in teaching. Retrieved from https://www.diva-portal.org/smash/get/diva2:692182/FULLTEXT01.pdf
9. Bertasius, G., & Torresani, L. (2020). COBE: Contextualized object embeddings from narrated instructional video. https://doi.org/10.48550/arXiv.2007.07306
10. Blonder, M., Skinner, C. H., Ciancio, D., Cazzell, S., Scott, K., Jaquett, C., Ruddy, J., & Thompson, K. (2019). A comparison of comprehension accuracy and rate: Repeated readings and listening while reading in second-grade students. Contemporary School Psychology, 23(3), 231–244. https://doi.org/10.1007/s40688-017-0169-3
11. Brilliananda, C. C., & Setiawan, E. (2023). Reading strategies for post-pandemic students' reading comprehension skills. Indonesian Journal of English Education,7(2). https://doi.org/10.23887/ijee.v7i2.59783
12. Cherry, K. (2023). Positive reinforcement and operant conditioning. Verywell Mind. Retrieved from https://www.verywellmind.com/what-is-positive-reinforcement2795412
13. Co, R. (2021, September 8). Thinkpiece: Filipinos and literature—What are we reading and why aren't we reading more? https://www.tatlerasia.com/power-purpose/ideas-education/thinkpiece-why-dont- filipinos-read-more
14. Dabell, J. (2018, November 7). Why use flip charts? Retrieved from https://johndabell.com/2018/11/07/why- use-flip-charts/
15. DeCoito, I., & Richardson, T. (2018). Teachers and technology: Present practice and future directions. Learning & Leading with Technology, 18(2).
https://doi.org/10.1002/bse.2064
16. Estoque, I. J. (2022). Teacher’s role in reading instruction of K to 3 stages ERIC Number: ED619897
17. Fitria, N. H., Hilmiyati, F., & Anita, A. (2020). The effectiveness of using flipchart as a learning media for speaking skill. Indonesian Journal of English Studies, Vol. 1 No. 1 (2020): January-June https://jurnal.uinbanten.ac.id/index.php/ijes/article/view/2907
18. Fulgueras, M. J. (2020). Flipped classroom: Its effects on ESL learners’ critical thinking and reading comprehension levels. International Journal of Language and Literay Studies, 4(1). https://doi.org/10.36892/ijlls.v2i3.228
19. Gilbreath, D. (2020). East Tennessee State University. Retrieved from https://www.etsu.edu/teaching/resources/more_resources/vygotsky.php
20. Greneliza D. Ditona, & Rico, D. M. (2021). Reading level of grade II pupils scaffolding for reading program of Eastern schools in Botolan District, Philippines. Volume-5, Issue-8, pp-86-94/ e-ISSN :2378-703X
21. Group, T. F. (2024). How to achieve trustworthiness in qualitative research. https://www.thefarnsworthgroup.com/blog/trustworthiness-qualitative-research
22. Kaminski, J.A., Sloutsky, V.M. The use and effectiveness of colorful, contextualized, student-made material for elementary mathematics instruction. IJ STEM Ed 7, 6 (2020). https://doi.org/10.1186/s40594-019-0199-7
23. Klein, S. B., & Mowrer, R. (2019). Contemporary learning theories: Volume II: Instrumental conditioning theory. Routledge. https://doi.org/10.4324/9781315788982
24. Lee, J.-Y. (2011). English learning styles of students from East Asian countries: A focus on reading strategies. Issues in Educational Research, 21(1), 75–84. DOI:10.5539/ies.v4n2p75
25. Lindner, J. (2023). Must-know reading in America statistics
https://www.publishersweekly.com
26. Little, D., & Kirwan, D. (2019). Engaging with linguistic diversity: A study of educational inclusion in an Irish primary school. Bloomsbury Publishing. 9781350072039
27. Madrazo, A. L., & Dio, R. V. (2020). Contextualized learning modules in bridging pupils’ learning gaps in calculus with analytic. Journal of Asian Education Studies, Vol 11, No 3 (2020) E-ISSN: 2407-0610
28. Mandasari, B., & Wahyudin, A. Y. (2021). Flipped Classroom Learning Model:Implementation and Its Impact on EFL Learners’ Satisfaction on Grammar Class. Ethical Lingua: Journal of Language Teaching and Literature, 8(1), 150-158. Retrievedfrom https://ethicallingua.org/25409190/article/view/234
29. Matharoa. (2019). Importance of reading. Reading Fluency Guide,
https://files.eric.ed.gov/fulltext/ED607625.pdf
30. Nmore. (2023). Reading culture in the Philippines. https://peakd.com/hive-180164/@nmore/reading-culture- in-the-philippines
31. Nnubia, U. I., Okechukwu, F. O., Obi, C. V., Umennuihe, C. L., Nwauzoije, E. J., Ogba, K. T., ... Abang, S. M. (2023). Effectiveness of picture concept activity on improving the cognitive proficiency skill and reading performance of Nigerian pupils with dyslexia. Journal of Learning Disabilities, 48(3),
DOI:10.1177/00220574231222937
32. Osborn, A., & Palmer, E. Fonte: The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. (https://doi.org/10.1016/j.edurev.2020.100314 de 2020).
33. Paige, D. D. (2020). Reading Fluency: A Brief History, the Importance of Supporting Processes,, ERIC Number: ED607625.
34. Palpanadan, S. T., Asliaty, A., Kair, Z., .Ravana, V. k., & Muhammad , A. (2019). Improving Pupils’ Mastery of Vocabulary Through Flip Book Approach, https://doi.org/10.32861/ellr.57.117.122.
35. Puspitarini, Y. D., & Muhammad, H. (2019). Using Learning Media to Increase Learning Motivation in Elementary School. EISSN-2547-9652
36. Repaso, J. C. & Macalisang, D. S. (2024). Effectiveness of Contextualized Marungko Approach-Based Supplementary Reading Material. International Journal of Multidisciplinary: Applied Business and Education Research. 5(3), 1117 – 1126. doi: 10.11594/ijmaber.05.03.30.
37. Reyes, J., Insorio, Ingreso, Hilario, & Guiterez. (2019). Conception and Application of Contextualization in Mathematics Education. olume: 6 Issue: 1, 1 - 18, 06.03.2019.
38. Sarikas, K. (2023). Vygotsky's scaffolding: What it is and how to use it. [Webpage]. Retrieved
from https://www.indeed.com/career-advice/career-development/vygotsky-scaffolding
39. Saul Mcleod, P. (2023, November 16). simplypsychology.org. Retrieved from Vygotsky’s Zone Of Proximal Development And Scaffolding Theory: https://www.simplypsychology.org/zone-of-proximal- development.html
40. Saul Mcleod, P. (2024). Operant Conditioning: What It Is, How It Works, And Examples. Retrieved fromhttps://www.simplypsychology.org/operant-conditioning.html
41. Servallos, N. J. (2023). PISA: Phl 5 To 6 Years Behind.
https://www.onenews.ph/articles/pisa-phl-5-to-6- years-behind
42. Sicat, A. (2023). Unveiling the Filipino bookworm culture.
https://mirror.pia.gov.ph/features/2023/06/06/unveiling-the-filipino-bookworm-culture
43. Main, P (2023, May 09). Theories of Reading. Retrieved from
https://www.structural-learning.com/post/theories-of-reading
44. Suson, R., Baratbate, C., Anoos, W., Ermac, E., Aranas, A., Malabago, N., . . . Capuyan, D. (2020). Differentiated Instruction for Basic Reading. Vol. 8, No. 9,
DOI: 10.13189/ujer.2020.080904.
45. Good, H. (2023). What is phenomenology in qualitative research?
https://dovetail.com/research/phenomenology-qualitative-research/
46. Tomas, M. J., Villaros, E. T., & Galman, S. A. (Vol.9 No.5). The Perceived Challenges in Reading of Learners: Basis for School Reading Programs. 10.4236/jss.2021.95009, 2021.
47. Utami, A. R., Aminatun, D., & Fatriana, N. (2020). Student workbook use: does it still matter to the effectiveness of pupils’ learning? Vol 1, No 1. DOI:10.33365/jeltl.v1i1.247
48. Vaismoradi, M., Turunen, H., & Bondas , T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study.
https://doi.org/10.1111/nhs.12048.
49. Vaughn, S., Martinez, L. R., Williams, K. J., Miciak, J., Fall, A.-M., & Roberts, G. (2024). APA PsycArticles. Efficacy of a high school extensive reading intervention for English learners with reading difficulties. ED586763
Authors
DENMARK MACALISANG
[1]
“Potential Effects of Contextualized Flipchart on Reading Fluency”, Soc. sci. humanities j., vol. 9, no. 03, pp. 7388–7397, Mar. 2025, doi: 10.18535/sshj.v9i03.1730.
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