SAMPLE RESEARCH QUESTIONNAIRE
LEVEL OF IMPLEMENTATION OF BAWAT BATA BUMABASA (3B) PROGRAM
IN RELATION TO GRADE ONE PUPILS’ READING PROFICIENCY
Name: ______________________________ School: ______________________ Direction:
Please check the corresponding box in accordance to your preference. Thank you. I.
Teacher-Profile of the respondents in terms of:
A. Age:
21- 30 31- 40 41- 50 51- 60 61and above
B. Sex
Female Male
C. Highest Educational Attainment
Bachelor Degree Holder
With units in Master’s Degree
Masters’ Degree Graduate
With Ph.D. / Ed. D. units
Ph.D. / Ed. D. Graduate
Others. Please specify _____________________
D. Teaching Experience
5 years and below 16-20 years
6-10 years 21-30 years
11-15 years 31 years and above
E. Relevant Training/ Seminars Attended
Mass training for teachers
Seminar-Workshop (INSET)
Learning Action Cell (LAC ) School
Webinars and Specialized Trainings(Early Language Literacy & Numeracy)
_______________________________ _________________________________
II. LEVEL OF IMPLEMENTATION OF BAWAT BATA BUMABASA (3B) Program
Rating Scale Description Verbal Interpretation
4 - Always (A) Highly Implemented
3 - Often (O) Moderately Implemented
2 - Sometimes (S) Partially Implemented
1 - Never (N) Not Implemented
Statements 4 3 2 1
Oral Language and Phonological awareness
The teacher…
1. facilitates the flow of the discussion
2. uses language that learners understand or I explain unfamiliar language
3. provides learner with rich and meaningful lessons in oral language development
4. makes model language and give learners extended opportunities to express themselves
5. gives learners extended opportunities to express themselves
6. provides a wide variety of texts and allow learners to choose their own reading matter
7. matches the text with the learners’ reading levels and interest
8. provides ample opportunities for learners to read authentic texts on their own
9. engages in meaningful, independent reading tasks ( oral reading, shared reading,
paired reading, read aloud, and choral reading).
10. uses of text includes several genres, teacher-generated and learner-generated
texts.
Comprehension and Fluency
The teacher…
11. explains the “thinking” strategies to help learners understand text (e.g. comprehension
monitoring, questioning, and summarization)
12. employs an integrated set of instructional strategies to foster comprehension
13. poses a variety of questions, using them to guide comprehension and to focus on
important aspects of the text
14. employ techniques that are well-matched to learners’ capacity to read independently
15. reads aloud to children to provide a model of fluent reading
16. listens and follow along with audio recordings with children
17. practices sight words using playful activities
18. performs a reader’s theater
19. models fluent reading and motivating readers
20. practices essential for the acquisition of fluency and providing students with varied
opportunities
Vocabulary and Phonics
The teacher…
21. selects specific words for vocabulary study that are from texts learners are reading and/or
that are important to curriculum topics under study
22. supports learners’ independent use of references for unknown meanings
23. draws learners’ attention to specific features of fluency (e.g. pausing at
punctuation) through discussion
24. provides opportunities for learners to read aloud to support the development of
fluency
25. uses word detective that requires students to find new words as they encounter them
in their daily reading
26. uses semantic maps a graphic organizer that helps students visually organize the
relationship between pieces of information.
27. uses a Venn diagram is a great way for students to compare similarities and
differences within words (Word Connect)
28. uses the Concept Cube concept cube is a great strategy to employ word parts
29. Identifies words that are essential for understanding a reading selection
30. teaches word in related clusters to help students understand how words are related
and interrelated (Marinak, et al., 1997).
Delivery of the program
The teacher…
1.overlaps activities and responsibilities
2.needs support and rapport with the stakeholders
3.lacks facilities for modality of teaching process
4.overloads activities and monthly celebration
5.Uses useful and practical courses that have simulation
6.shows that the best way to learn something is by practicing it the famous learning by doing
concept
7.Aligns online modalities with your organization’s objectives and measure them!
8.cluster heads are managing two to four schools
9.changes in the MEA templates
10.SMET in schools are not fully capacitated
Teaching Modality
The teacher….
1.uses (MDL-P) Modular Distance Learning using print modules
2.uses (MDL-D) Modular Distance Learning using digital modules
3.engages on (ODL) Online Distance Learning
4.uses TVBI TV-Based Instruction
5.Uses other platform such as Google Classroom and MS Team
6.conducts RBI Radio-Based Instruction
7.uses 2-way with online and/or cellphone interaction between teacher and learner in
addition to home visits and/or community learning sessions
8.engages 1-way Without online or cellphone interaction between teacher and learner;
interaction thru home visits and/or community learning sessions only
9.uses (Last Mile Strategy) Special measures taken to ensure access to learning
10.distributes PM print materials
