PROJECT TOTOK (TAMANG ORAS TUNGO SA OPORTUNIDAD AT KASANAYAN): REMEDIAL READING INTERVENTION MATERIALS AS A TOOL TO BOOST THE ACADEMIC PERFORMANCE OF STRUGGLING LEARNERS IN PKLP USING FILIPINO AS A MEDIUM OF INSTRUCTION
Keywords:
action research, remedial reading intervention, PKLP, Filipino medium of instruction, Senior High School Strengthening Curriculum, reading comprehensionAbstract
This action research evaluates the effectiveness of Project TOTOK (Tamang Oras Tungo sa Oportunidad at Kasanayan), a remedial reading intervention package designed for struggling Grade 11 learners in Pag-aaral ng Kasaysayan at Lipunang Pilipino (PKLP), a core subject piloted under the Philippine Department of Education's Senior High School Strengthening Curriculum that is delivered entirely in Filipino. Diagnostic data gathered during Term 1 of School Year 2026–2027 from three sections (PSA-2, RS, PSA-5; N = 104) using five teacher-made tests, two collaborative summative tests, and a term-unified examination identified 78 learners (68.27%) as struggling with academic Tagalog comprehension, with the deficit ranging from 61.76% to 100% across sections. Project TOTOK addresses this gap through three components: a contextualized vocabulary glossary (Talahuluganang TOTOK), guided dual-language scaffolding cards, and structured 30–45-minute remedial reading sessions. This paper reports the baseline diagnostic profile that establishes the pre-test matrix for a single-group pre-test/post-test design, and outlines the planned Term 2 intervention (September 16–December 2026) and its evaluation using paired-sample comparisons and qualitative error analysis. Findings from the baseline phase confirm a substantial, section-specific language-literacy gap in PKLP and justify the structured deployment of the intervention; post-intervention outcomes will be reported upon completion of Term 2.
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