THE EFFECTIVENESS OF THE MULTIMODAL LITERACY PRACTICES IN
DEVELOPING THE READING COMPREHENSION SKILLS OF THE
GRADE 10 LEARNERS IN ENGLISH IN THE PUBLIC
SECONDARY SCHOOLS IN DEL GALLEGO DISTRICT,
DIVISION OF CAMARINES SUR
A Thesis
Presented to
The Faculty of Graduate Studies
University of Northeastern Philippines
Iriga City
In Partial Fulfillment of
The Requirements for the Degree of
Master of Arts in Education
Major in ENGLISH
BY:
NERI EBREO JAVIER
May 2025
i
University of Northeastern
Philippines
School of Graduate Studies and Research
Iriga City
___________________________________________________________
APPROVAL SHEET
In partial fulfillment of the requirements for the
degree of Master of Arts in Education Major in English, this
thesis entitled: “THE EFFECTIVENESS OF THE MULTIMODAL
LITERACY PRACTICES IN DEVELOPING THE READING COMPREHENSION
SKILLS OF GRADE 10 LEARNERS IN ENGLISH IN THE PUBLIC
SECONDARY SCHOOLS IN DEL GALLEGO DISTRICT, DIVISION OF
CANMARINES SUR”, has been prepared and submitted by NERI E.
JAVIER and is recommended for acceptance and approval for
oral examination.
ERNIE C. AVILA, Ph.D.
Adviser
Approved by the committee on oral examination with a
grade of 96 %
ELENA C. PRAXIDES, Ed.D.
Chairman
SHIRLEY M. GALVEZ, DBM IMELDA B. ALBERO, Ed.D
Member Member
Comprehensive Examination: PASSED
Accepted in partial fulfillment of the requirements for
the degree of Master of Arts in Education, Major in ENGLISH.
ELEANOR A. OSEA, Ed.D. CESO IV
Dean, Graduate Studies
ATTY. REMELISA G. ALFELOR-MORALEDA, REB, JD, LLM
President
ii
University of Northeastern
Philippines
School of Graduate Studies and Research
Iriga City
___________________________________________________________
ACCEPTANCE SHEET
This thesis hereto attached, entitled: “THE
EFFECTIVENESS OF THE MULTIMODAL LITERACY PRACTICES IN
DEVELOPING THE READING COMPREHENSION SKILLS OF GRADE 10
LEARNERS IN ENGLISH IN THE PUBLIC SECONDARY SCHOOLS IN DEL
GALLEGO DISTRICT, DIVISION OF CANMARINES SUR”, has been
prepared and submitted by NERI E. JAVIER, in partial
fulfillment of the requirements for the degree of Master of
Arts in Education Major in ENGLISH is hereby accepted.
ELENA C. PRAXIDES, Ed.D.
Chairman
SHIRLEY M. GALVEZ, DBM
Member
IMELDA B. ALBERO, Ed.D
Member
Accepted in partial fulfillment of the requirements for
the degree of Master of Arts in Education, Major in ENGLISH.
ELEANOR A. OSEA, Ed. D. CESO IV
Dean, Graduate Studies
ATTY. REMELISA G. ALFELOR-MORALEDA, REB, JD, LLM
President
iii
University of Northeastern
Philippines
School of Graduate Studies and Research
Iriga City
___________________________________________________________
CERTIFICATION
TO WHOM IT MAY CONCERN:
This is to certify that this thesis of NERI E. JAVIER
entitled: “THE EFFECTIVENESS OF THE MULTIMODAL LITERACY
PRACTICES IN DEVELOPING THE READING COMPREHENSION SKILLS OF
GRADE 10 LEARNERS IN ENGLISH IN THE PUBLIC SECONDARY SCHOOLS
IN DEL GALLEGO DISTRICT, DIVISION OF CANMARINES SUR” has
been reviewed and found out to have passed the criteria set
by the Committee on Statistics and Editing of this
University.
Issued upon request of the interested party for
reference purposes and for whatever purpose it may serve.
ERNIE C. AVILA
Editor
iv
University of Northeastern
Philippines
School of Graduate Studies and Research
Iriga City
___________________________________________________________
CERTIFICATION
TO WHOM IT MAY CONCERN:
This is to certify that all the
suggestions/recommendations given by the panelists during
the final oral defense of NERI E. JAVIER on her master’s
thesis entitled: “THE EFFECTIVENESS OF THE MULTIMODAL
LITERACY PRACTICES IN DEVELOPING THE READING COMPREHENSION
SKILLS OF GRADE 10 LEARNERS IN ENGLISH IN THE PUBLIC
SECONDARY SCHOOLS IN DEL GALLEGO DISTRICT, DIVISION OF
CAMARINES SUR” have been complied.
Issued upon request of the interested party for
reference purposes and for whatever purpose it may serve.
SHIRLEY M. GALVEZ, DBM
Panel Secretary
v
ACKNOWLEDGEMENT
The Researcher is genuinely pleasured to express a deep
gratitude to the following:
Dr. Eleanor A. Osea, Dean of the Graduate Studies, who
unselfishly extended her expertise and omniscience knowledge
about the study as well as the appropriate statistical
treatment to be used which led the researcher to finish this
work;
Dr. Ernie C. Avila, the researcher’s adviser who shared
his scholarly suggestions, indispensable assistance and
guidance for the realization of this study;
The Chairman and the members of the panel, for the
constructive advice, professional assistance, and
recommendations for the improvement of this study;
Dr. Shirley M. Galvez, the panel secretary who
patiently wrote the suggestions and recommendations of the
panelists;
vi
The Public School District Supervisor, School Heads
of Del Gallego District, and the Teachers for their
assistance in the conduct of the study;
To her husband and her children who showed their
endless love and support in all aspects:
Above all to ALMIGHTY GOD for His graces, protections
and blessings,
without Him, this study would not have been possible.
N.E.J.
Researcher
vii
CURRICULUM VITAE
Personal Information:
Name : NERI EBREO JAVIER
Date of birth : May 26, 1985
Place of Birth : Del Gallego, Camarines Sur
Address : Brgy. Pinagdapian, Del Gallego,
Camarines Sur
Civil Status : Married
Education Attainment:
Elementary : Sinuknipan Elementary School
Del Gallego, Camarines Sur
1998)
High School : The Sisters of Mary School
Sta. Mesa, Manila
(2001)
College : Bachelor of Secondary Education
major in English
Alfelor Sr. Memorial College
Del Gallego, Camarines Sur,Philippines
(2007)
Post Graduate : Master of Arts in Education
major in English
University of Northeastern
Philippines, Iriga City
May 2025
viii
Work Experiences:
: Public Secondary School Teacher I
Sinuknipan National
Del Gallego, Camarines Sur
(2009-2017)
: Public Secondary School Teacher I
Sinuknipan National
Del Gallego, Camarines Sur
(2017-present)
Training and Seminars Attended
Capacity Building of Schools Division and District
Research & Development Coordinators in the 1st Congressional
District-Secondary (Wave 3) under PROJECT CHEAR; Cultivating
and Harnessing Engagement in Action Research Writing (2025)
Division Training of Trainers on Higher Order Thinking
Skills (2024)
International Training on School Leadership and
Pedagogical Enhancement for 21st Century Educators
(online) (2021)
Virtual In-Service Training (2021)
ABSTRACT
ix
Title: The Effectiveness of the Multimodal Literacy
Practices in developing the Reading
Comprehension Skills in English of the
Grade 10 Learners in the Public Secondary
Schools in Del Gallego District, Division
of Camarines Sur
Author: NERI EBREO JAVIER
Master of Arts in Education,
Major in English
University of Northeastern
Philippines Iriga City,
May 2025
Keywords: Multimodal Literacy Practices, Reading
Comprehension, Linguistic Literacy, Visual
Literacy, Spatial Literacy, Gestural Literacy,
Audio Literacy
This study determined the effectiveness of Multimodal
Literacy Practices in developing the reading comprehension
skills in English of Grade 10 learners in public secondary
schools in the Del Gallego District, Division of Camarines
Sur for the School Year 2024-2025. Further, it looked into
the extent of utilization of Multimodal Literacy Practices
in terms of linguistic, visual, gestural, spatial, and audio
literacy, the extent of effectiveness of these practices in
developing reading comprehension skills at the literal,
inferential, and evaluative levels, computed the significant
x
agreement on the rank orders of the effectiveness among
different groups of respondents, and the policy
recommendations formulated from the study's findings.
The study employed the descriptive-evaluative-
correlational research method, utilizing a sample of 267
Grade 10 learners from three public secondary schools in Del
Gallego District. Statistical tools such as weighted mean,
verbal interpretation, frequency count, and Kendall
Coefficient of Concordance W with its corresponding Chi-
Square test were applied. The significance level was set at
0.05.
The following findings were generated:
1. The extent of utilization of Multimodal Literacy
Practices was rated as "Much Evident" were Spatial, (3.55);
Visual, (3.54); Audio, (3.52); Linguistic, (3.50); and
Gestural literacy, (3.47) rated "Evident."
2. The test of significant agreement on the rank orders
of the extent of the multimodal literacy practices utilized
by the teachers in developing the learners’ reading
Comprehension Skills, the Coefficient of Concordance W and
Computed x2 value yielded to: Linguistic, 0.80 and 20.60
xi
(p<0.025); Visual, 0.75 and 20.25 (p<0.025); Gestural, 0.65
and 17.55 (p<0.05); Spatial 0.66 and 17.82 (p<0.05); and
Audio 0.52 and 14.04 (p>0.05); thus, the null hypothesis was
accepted, except on audio literacy.
3. The extent of effectiveness of Multimodal Literacy
Practices in developing reading comprehension skills rated
"Much Evident", were Literal, (3.73); Inferential, (3.68);
and Evaluative Level, (3.67).
4. The test of significant agreement on the rank orders
of effectiveness of the Multimodal Literacy Practices in
developing the reading Comprehension Skills, the Coefficient
of Concordance W, and the computed x2 value yielded to:
Literal, 0.56 and 15.12 (p>0.05); Inferential, 0.46 and
12.42 (p>0.05); and Evaluative Level, 0.67 and 18.09
(p>0.05), thus the null hypothesis was accepted, except on
evaluative level.
5. The policy recommendations formulated included
integrating gesture-based learning strategies, providing
training on using multimodal literacy tools, and
strengthening teacher-led role-playing activities to enhance
Gestural literacy.
xii
The study concluded that:
1. Multimodal Literacy Practices are utilized at a "Much
Evident" level.
2. There is a significant agreement on the rank order of
the extent of utilization except on Audio literacy.
3. The effectiveness of Multimodal Literacy Practices in
developing reading comprehension skills is rated "Much
Evident."
4. There is no significant agreement on the effectiveness
of these practices except on the Evaluative level.
5. Policy recommendations are formulated based from the
lowest-rated indicators to enhance multimodal literacy
practices further.
The following recommendations were made:
1. The Schools should strengthen audio-based literacy
strategies through audiobooks, podcasts, and speech-to-
text tools.
2. The Department of Education should develop standardized
guidelines for multimodal literacy practices.
xiii
3. The Curriculum developers should ensure a balanced
integration of multimodal literacy approaches.
4. Further research should explore teachers' perceptions
of multimodal literacy strategies.
5. The formulated policy recommendations should be
implemented.
For future research, it is suggested to conduct studies on:
1. Enhancing audio-based literacy strategies through
innovative technologies and interventions.
2. Standardizing multimodal literacy practices across
different grade levels and learning environments.
3. Examining the long-term effects of multimodal literacy
instruction on learners' academic performance.
4. Investigating the role of teacher training and
professional development in multimodal literacy
implementation.
5. Exploring the impact of multimodal literacy practices
on learners with diverse learning needs, including
those with special educational requirements.
xiv
TABLE OF CONTENTS
PRELIMINARIES PAGE
Title Page i
Approval Sheet ii
Acceptance Sheet iii
Acknowledgment vi
Curriculum Vitae viii
Abstract x
Table of Contents xvi
List of Tables xvi
List of Figures xviii
Chapters
1 The Problem 1
Statement of the Problem 10
Assumptions 11
Hypotheses 12
Significance of the Study 12
Scope and Delimitation 14
xv
Locale of the Study 16
Definition of Terms 25
2 Review of Related Literature and Studies 28
Multimodal Literacy Practices 29
Reading Comprehension 40
Policy Recommendations 52
Synthesis of the State-of-the-Art 59
Gap Bridged by the Study 62
Theoretical Framework 63
Conceptual Paradigm 67
3 Research Design and Methodology 73
Research Design 73
Sampling Design 73
Respondents of the Study 73
Instrument used 75
Reliability and Validity of the Instrument 77
Study Procedure 78
Statistical Treatment of Data 81
4 The Extent of the Multimodal Literacy 84
Practices Utilized by the Teachers in Developing
xvi
the Reading Comprehension Skills of the Learners
The Summary of the Extent of the Multimodal
Literacy Practices Utilized by the Teachers in
135
Developing the Reading Comprehension Skills of the
Learners
The Test of Significant Agreement the Rank Order
of the Level of the Extent of the Multimodal
Literacy Practices Utilized by the Teachers in 142
Developing the Reading Comprehension Skills of
the Learners
The Extent of the Effectiveness of the Multimodal
Literacy Practices in Developing the Reading 148
Comprehension Skills along Literal Level
The Summary of the Extent of the Effectiveness of
the Multimodal Literacy Practices in Developing 176
the Reading Comprehension Skills
The Test of Significant Agreement on the Rank
Orders of the Extent of the Effectiveness of the
182
Multimodal Literacy Practices in Developing the
Reading Comprehension Skills
5 Summary 197
Findings 199
Conclusions 216
Recommendations 217
xvii
List of Tables
Table Page
1 Respondents of the Study 74
2 Table of Specification
75
3 The Extent of the Multimodal Literacy
Practices Utilized by the Teachers in
87
Developing the Reading Comprehension Skills
of the Learners along Linguistic
4 The Extent of the Multimodal Literacy
Practices Utilized by the Teachers in
97
Developing the Reading Comprehension Skills
of the Learners along Visual
5 The Extent of the Multimodal Literacy
Practices Utilized by the Teachers in
110
Developing the Reading Comprehension Skills
of the Learners along Gestural
6 The Extent of the Multimodal Literacy
Practices Utilized by the Teachers in
121
Developing the Reading Comprehension Skills
of the Learners along Spatial
7 The Extent of the Multimodal Literacy
Practices Utilized by the Teachers in
130
Developing the Reading Comprehension Skills
of the Learners along Audio
8 The Summary of the Extent of the Multimodal
Literacy Practices Utilized by the Teachers
138
in Developing the Reading Comprehension
Skills of the Learners
9 The Test of Significant Agreement among the
146
Rank Order of the Level of the Extent of the
xviii
Multimodal Literacy Practices Utilized by
the Teachers in Developing the Reading
Comprehension Skills of the Learners
10 The Extent of the Effectiveness of the
Multimodal Literacy Practices in Developing
154
the Reading Comprehension Skills along
Literal Level
11 The Extent of the Effectiveness of the
Multimodal Literacy Practices in Developing
162
the Reading Comprehension Skills along
Inferential Level
12 The Extent of the Effectiveness of the
Multimodal Literacy Practices in Developing
171
the Reading Comprehension Skills along
Evaluative Level
13 The Summary of the Extent of the Effectiveness
of the Multimodal Literacy Practices in 180
Developing the Reading Comprehension Skills
14 The Test of Significant Agreement on the Rank
Orders of the Extent of the Effectiveness of
the Multimodal Literacy Practices in 185
Developing the Reading Comprehension Skills
xix
List of Figures
Figure Page
1 The School Location of Del Gallego District 17
2 The Theoretical Paradigm 67
3 The Conceptual Paradigm of the Study
71
4 The Gantt Chart of the Research Procedure 80
The Extent of the Multimodal Literacy
5 Practices Utilized by the Teachers in
Developing the Reading Comprehension Skills
of the Learners along Linguistic 89
6 The Extent of the Multimodal Literacy
Practices Utilized by the Teachers in
Developing the Reading Comprehension Skills 99
of the Learners along Visual
7 The Extent of the Multimodal Literacy
Practices Utilized by the Teachers in
Developing the Reading Comprehension Skills 112
of the Learners along Gestural
8 The Extent of the Multimodal Literacy
Practices Utilized by the Teachers in 123
Developing the Reading Comprehension Skills
xx
of the Learners along Spatial
9 The Extent of the Multimodal Literacy
Practices Utilized by the Teachers in
Developing the Reading Comprehension Skills 132
of the Learners along Audio
10 The Summary of the Extent of the Multimodal
Literacy Practices Utilized by the Teachers
in Developing the Reading Comprehension 139
Skills of the Learners
11 The Extent of the Effectiveness of the
Multimodal Literacy Practices in Developing
155
the Reading Comprehension Skills along
Literal Level
12 The Extent of the Effectiveness of the
Multimodal Literacy Practices in Developing
the Reading Comprehension Skills along 165
Inferential Level
13 The Extent of the Effectiveness of the
Multimodal Literacy Practices in Developing
the Reading Comprehension Skills along 173
Evaluative Level
14 The Summary of the Extent of the
Effectiveness of the Multimodal Literacy
Practices in Developing the Reading 181
Comprehension Skills
xxi
xxii
