NAVIGATING LITERACY HORIZONS: FACTORS INFLUENCING THE READING
PROFICIENCY OF 5TH AND 6TH GRADE LEARNERS AT PUTING TUBIG ELEMENTARY
SCHOOL, DIVISION OF GAPAN CITY
MARK JOSEPH VALENZUELA DEL ROSARIO
(MAED Educational Management)
A Research Proposal Submitted to the faculty of San Jose Christian
College Graduate School, San Jose City, Nueva Ecija, Philippines,
in a Partial Fulfillment of the Requirement for
ENGLISH 203
INTRODUCTION
In the ever-evolving education landscape, acquiring proficient
reading
skills
among
elementary
learners
is
a
cornerstone
for
academic success and lifelong learning. The ability to read unlocks
the door to knowledge and serves as a transformative force, shaping
individuals' intellectual development and prospects. Within this
context,
this
research
focuses
on
understanding
the
factors
associated with the reading proficiency of elementary learners, with
specific attention given to Puting Tubig Elementary School in the
Division of Gapan City.
Puting Tubig Elementary School, situated in the heart of Gapan
City, serves as a miniature reflecting the broader challenges and
opportunities in enhancing reading proficiency at the elementary
level. This research aims to loosen the intricate web of factors
that influence the reading abilities of young learners, seeking
insights that can inform targeted interventions and contribute to
the overall advancement of educational practices.
This study's significance lies in its potential to shed light
on the unique circumstances within Puting Tubig Elementary School
and its broader implications for educational strategies at the
elementary level in Gapan City. By investigating these factors,
educators, policymakers, and stakeholders can gain valuable insights
into elementary learners' specific needs and challenges, paving the
way for evidence-based interventions and fostering an environment
that nurtures reading proficiency.
As we embark on this exploration, it is imperative to recognize
the critical role that reading proficiency plays in shaping the
academic
trajectory
of
elementary
learners.
By
identifying
and
understanding the factors that impact reading proficiency, we lay
the
groundwork
for
fostering
an
educational
environment
that
empowers young minds, equipping them with the essential skills for
a lifetime of learning and achievement. This study contributes
meaningfully
emphasizing
to
the
the
ongoing
importance
discourse
of
on
targeted
elementary
efforts
in
education,
enhancing
learners' reading proficiency at Puting Tubig Elementary School,
Division of Gapan City.
CONCEPTUAL AND THEORETICAL FRAMEWORK
Factors Influencing the Reading Proficiency of 5th and 6th
Grade Learners at Puting Tubig Elementary School, Division of
Gapan City
Personal Background:
 Age
 Sex
 Income of Parents
 Educational Attainment of
Parents
Other Factors:
 Study hours
 Perception towards the
teacher
 Extent of television
viewing
 Text messaging
 Extent of use of online
social networks and computer
games
 Reading frequency
Reading
Proficiency
STATEMENT OF THE PROBLEM
Puting Tubig Elementary School of the Division of Gapan City
faces challenges related to reading proficiency among learners. This
research aims to identify the factors contributing to low reading
proficiency levels and to propose effective strategies to address
these challenges.
1. Described the demographic factors related to the reading
proficiency of Grade 5 and 6 Learners at Puting Tubig Elementary
School, Division of Gapan City, such as age, gender, income of
parents, and educational attainment of parents.
2. Determined the other factors associated with the reading
proficiency of Grade 5 and 6 Learners at Puting Tubig Elementary
School, Division of Gapan City, such as number of study hours,
perception towards the teacher, extent of television viewing, text
messaging, extent of use of online social networks and computer games
and reading frequency.
3. Determined the level of reading proficiency of Grade 5 and
6 Learners at Puting Tubig Elementary School, Division of Gapan City.
4. Determined whether or not there is a significant relationship
between demographic factors such as age, gender, income of parents,
educational attainment of parents, and the reading proficiency of
Grade 5 and 6 Learners at Puting Tubig Elementary School, Division
of Gapan City and
5. Determined whether or not there is a significant relationship
between the other factors such as number of study hours, perception
towards the teacher, extent of television viewing, text messaging,
extent of use of online social networks and computer games, reading
frequency, and the reading proficiency of Grade 5 and 6 Learners at
Puting Tubig Elementary School, Division of Gapan City.
HYPOTHESIS
The following hypotheses have been derived from the stated
objectives:
1. There is no significant relationship between demographic
factors
such
as
age,
gender,
parents'
income,
educational
attainment, and the reading proficiency of Grade 5 and 6 Learners
at Puting Tubig Elementary School, Division of Gapan City.
2. There is no significant relationship between other factors
such as study hours, perception towards the teacher, the extent of
television viewing, text messaging, the extent of use of online
social networks and computer games, reading frequency, and the
reading proficiency of Grade 5 and 6 Learners at Puting Tubig
Elementary School, Division of Gapan City.
SIGNIFICANCE OF THE STUDY
This study holds significant importance as it addresses a
critical aspect of education – literacy. The findings will contribute
valuable
insights
to
educators,
policymakers,
and
curriculum
developers in enhancing literacy programs. Improved literacy skills
will ultimately empower individuals, fostering a more educated and
engaged community.
SCOPE AND DELIMITATION OF THE STUDY
The study will focus exclusively on grade 5 and 6 learners at
Puting Tubig Elementary School within the Division of Gapan City.
The
research
will
explore
the
home
environment,
teaching
methodologies, and parental involvement. While the findings may
offer insights applicable to similar contexts, the scope is limited
to this specific school setting.
OPERATIONAL DEFINITION OF TERMS
Literacy: The ability to read, comprehend, and apply written
information.
Personal background: These are distinguished by an
individual’s inherited or innate qualities and distinctiveness.
North District: The geographical area within the Division of
Gapan City is under consideration in this study.
Reading Proficiency: The ability to read, comprehend, and apply
written information at an age-appropriate level.
Home Environment: The conditions and resources available to
learners in their households influence their academic development.
Teaching Methodologies: Approaches and techniques employed by
educators to facilitate learning reading skills.
Parental Involvement: The extent to which parents actively
participate in and support their child's literacy development.
REVIEW OF RELATED LITERATURE
Reading is a skill critical to all individuals' educational
success. Indeed, reading is a lifelong skill used at school and
throughout
life.
According
to
Anderson,
Hiebert,
Scott,
and
Wilkinson, reading is an essential life skill, a cornerstone for a
child's success in school and, indeed, throughout life. Personal
fulfillment and job success opportunities will inevitably be lost
without reading well.
Reading is crucial to pupils' academic success and a nation's
growth (Oberholzer, 2005; Oyetunji, 2011). Successful pupils in
school develop an interest in reading because many subjects taught
and class assignments require reading comprehension (Darrel, 2005;
Grams, 2003). Darrel (2005) and Oberholzer (2005) highlight that
reading is an essential life skill and a cornerstone for success at
school and throughout life; therefore, pupils who can read well can
function more effectively in everyday school activities (Darrel,
2005; Oberholzer, 2005).
Adebayo (2008), Botha et al. (2008), and Lindner (2008) point
out that many teachers have an underdeveloped understanding of
teaching literacy and also have negative attitudes toward teaching
pupils reading strategies. Botha et al. (2008) claim
that
the
employment of unqualified language teachers has negatively impacted
the quality of teaching and learning how to read. Njie (2013), Lucas
(2011), and Harrington (2001) also lament that most pupils have poor
literacy skills as a result of teachers' incompetency and the poor
teaching methodology they use to teach reading in class. It has also
been highlighted by Harrington (2001) that the most significant
factor in student learning is the quality of the teacher.
The challenges teachers may face in teaching reading strategies
may include pupils’ lack of foundation in reading (Lucas, 2011; Rany,
2013). Pupils’ inability to hear or produce a new sound in a second
language has also been noted by Robertson (2009) as one of the
challenges teachers may face in teaching reading strategies in class.
Sanford (2015) and Robertson (2009) highlight that one key factor
that impedes pupils’ reading ability is their inability to process
the
individual
sounds
of
letters,
which
is
needed
for
word
recognition, while Rany (2013) claims the limitations of pupils’
vocabulary proficiency impedes their reading ability as well as a
challenge to teachers when teaching reading strategies to pupils.
According to Lindner (2008), most pupils have low reading
abilities due to primary school teachers’ difficulties in moving
beginning readers toward immediate reading skills, pupils’ lack of
exposure to reading strategies, and the prevailing attitude among
teachers towards reading strategies. Klapwijk and Van de Walt (2011)
confirmed that some primary school teachers struggle with reading
instruction and resist its implementation in class.
There is a clear link between
parental education and the
development of academic second-language proficiency, according to
Entwisle & Anstone (1994). More educated parents provide language
environments
at
home
that
are
more
similar
to
the
language
environments of school, as studied by Dickinson & and Tabors ( 2001).
Goldenberg et al. (2006) state that whether in the native language
or English, parental education correlates with the development of
academic English, as learning to read and write in any language
begins long before children enter the school through engagement in
activities with parents and caregivers who support language and
literacy development.
Previous research has provided mixed results and explanations
for the existence of a particular empirical outcome. Traditionally,
it has been assumed that study time is predictive of grades; that
is, it is a primary determinant of academic success. However, Schuman
et al. (1985) suggested that the study-time-grade association is an
untested assumption and that hours studied may have little effect
on grades because teachers' grading practices may moderate the studytime-grade association. Greenwald and Gillmore (1997) also suggested
that teachers' grading practices might help to explain the studytime grade association. Thus, common to previous research were
explanations that suggested student and teacher characteristics
correlated with the study time-grade association. The results of
this study suggest that course (course difficulty), teacher (grade
inflation),
and
student
(cognitive
ability)
characteristics
moderated the study-time grade association. These variables reduced
the study-grade association to zero.
Learning how to read, comprehend, and develop vocabulary takes
practice and time spent reading books or being read to. Language
development also requires much interactive conversation. Kids of all
ages who spend hours every day in front of a television are losing
that opportunity and falling behind in this area of their education.
21 Even educational TV programs do not help as much as reading and
talking (Poirier, 2011). According to Dr. Ellen Abell of the Alabama
Cooperative Extension System, TV does not develop the part of the
brain
responsible
for
language.
Children
who
watch
too
much
television and do not read enough may have trouble paying attention
and listening to comprehend language (Poirier, 2011).
One of the main problems with texting is how easy it is to
communicate subtly in classrooms and meetings. Text messaging is the
number one form of communication through cell phones. With new phones
and plans designed to accommodate text messaging, this form of
communication will only grow. While texting can be convenient and
quick, it can also be dangerous and distracting (Marquez, 2009).
According to Mphahlele and Mashamaite (2005), the SMS language does
not conform to the grammatical or syntactic rules of the English
language, nor does it conform to spelling rules. Moreover, they
stated
that
it
has
been
indicated
that
the
English
language
proficiency of the learners is negatively correlated with learners’
exposure to the SMS language through print and electronic media.
In the study of Barral (2010), social networking is used as a
communication and collaboration tool of choice in business and higher
education. It is being used as a way of communication, whether that
is asking a question about what to do for homework or what friends
are doing over the weekend. People can discuss topics for class and
ask 22 questions, which can be answered. Social networking poses a
problem in the use of poor language. Most sites do not use proper
spelling or grammar, which is inappropriate for someone who does not
yet have logistic confidence. People can mostly discern the morally
questionable
content
but
cannot
yet
defend
themselves
against
illiteracy.
Rob Callahan states that a generation of students has developed
spelling skills largely dependent on abbreviating words and phrases,
translating letters to numbers, communicating through text-based
symbols, and intentionally misspelling words. Students who often use
online venues such as IM, chat, and social networking can find it
challenging to adopt the more traditional modes of communication
necessary to achieve passing grades. Murphy states that many studies
suggest that computer games negatively impact a child's study habits.
Some possible problems include less time spent on homework, less
interest in reading, and earning lower grades in school. Studies
suggest that computer games with violence, criminal behavior, or
offensive
themes
can
increase
negative
behavior
in
children.
Research also shows that children develop fewer behavioral issues
when parents place time limits on gameplay. Time limits and ageappropriate games can reduce the chance of negative study habits.
The
Filipino
people
are
deeply
concerned
about
education
because it occupies a central place in the Philippines' political,
economic, social, and cultural life. The government allocates a high
yearly budget for Philippine education and guarantees that every
Filipino has the right to quality education. Philippine education
is strongly viewed as a pillar of national development and a primary
avenue for social and economic mobility. It has undergone several
stages of development from the pre-Spanish times to the present.
Notably, today's children are the builders of the nation tomorrow
and will be the pillars of the country. Hence, it is essential to
ensure that each pillar is strong, and to make it strong, education
is needed. Reading and writing serve as the primary foundational
skills
for
all
school-based
education.
Family
background
is
a
powerful agent in creating the learning environment in which children
are reared. Children with reading and writing difficulties still
behave and perform many activities generally due to their average
intelligence. However, due to their surrounding environment, they
may
fail
in
scholastic
skills
and
unknowingly
undergo
severe
punishment by parents and sometimes teachers (Snow et al. 1998).
The Philippines has faced challenges in improving the reading
proficiency of its elementary learners. Studies have identified
various
factors
contributing
to
these
difficulties,
prompting
research efforts to explore the specific context of the Philippines.
This
review
analyzes
relevant
literature
examining
the
factors
associated with reading proficiency among elementary learners in the
Philippines.
The Philippines' multilingual environment, with Tagalog and
English
as
primary
languages
of
instruction, presents
unique
challenges for reading development. Learners require strong literacy
skills in both languages, making the development of phonological
awareness
and
word
recognition
skills
crucial
(Alvarez, 2014;
Domingo & Irujo, 2012).
Studies
have
identified
a
link
between
cognitive
abilities, particularly working memory, and reading proficiency in
Filipino
children
(Gonzales, 2016;
Salandanan, 2019). Addressing
specific
interventions
may
these
be
Santos
cognitive
necessary
for
skills
improving
&
through
reading
outcomes.
Research suggests that Filipino learners often have low reading
motivation and negative attitudes toward reading (Caparas, 2017;
Mabuan, 2017). Fostering positive reading experiences and promoting
reading engagement within classrooms and communities is essential.
Studies
have
socioeconomic
Philippines
shown
status
a
significant
and
lower
(Estrada, 2018;
association
reading
Quizon
&
between
proficiency
in
low
the
Quizon, 2015). Addressing
factors such as limited access to books and literacy resources at
home is crucial for promoting reading development.
Parental involvement in reading activities and support for
their children's literacy development plays a significant role in
the Philippines (Aguilar, 2017; Reyes, 2018). Engaging parents in
literacy programs and providing resources and guidance can enhance
reading outcomes.
Adequate
development
teacher
are
preparation
essential
for
and
improving
continuous
reading
professional
instruction
in
Filipino classrooms (Cabalfin & Manalo, 2019; Tan, 2015). Providing
teachers
with
instruction
and
adequate
creating
training
supportive
in
evidence-based
learning
significantly impact student reading achievement.
reading
environments
can
Research suggests that some Philippine schools lack access to
quality
reading
materials
and
utilize
outdated
instructional
practices (Caparas, 2017; Mabuan, 2017). Implementing well-designed
reading curriculums and incorporating diverse and engaging materials
can enhance reading proficiency.
Reading proficiency in the Philippines is a complex issue
influenced by many factors. Understanding these factors within the
Philippine context is crucial for designing effective interventions
and
policies
that
promote
reading
success
for
all
elementary
learners. Further research exploring culturally specific approaches,
addressing
socioeconomic
disparities,
and
providing
practical
teacher training are crucial for improving reading outcomes in the
Philippines.
RESEARCH METHODOLOGY AND PROCEDURES
This section deals with the research design, research local,
respondents of the study, instrumentation development, methods, and
procedures in collecting data.
RESEARCH DESIGN
This is a descriptive-correlational study employing the oneshot survey method. David (2005) defined research design as a plan
or course of action that the research follows in order to answer the
research question/s or solve the research problem, an explanatory
study or correlation research that goes beyond the description of
the problem or situation and a type of research that investigates
relationships between factors or variables.
This determined the relationship between demographic factors
such as age, gender, income of parents, educational attainment of
parents, and other factors such as the number of study hours,
perception towards the teacher, extent of television viewing, text
messaging, the extent of use online social networks and computer
games, reading frequency to the Reading Proficiency of Grade 5 and
6 Learners at Puting Tubig Elementary School, Division of Gapan City.
RESEARCH LOCAL
The study will be conducted in Grades 5 and 6 at Puting Tubig
Elementary School within the Division of Gapan City, Nueva Ecija,
for the 2023-2024 school year.
Puting
Tubig is
a barangay in
the
city
of Gapan,
in
the
province of Nueva Ecija. Its population, as determined by the 2020
Census, was 2,139. This represented 1.74% of the total population
of Japan. The household population of Puting Tubig in the 2015 Census
was 2,375, broken down into 566 households or an average of 4.20
members per household.
RESPONDENTS OF THE STUDY
The target population of this study was the learners of Puting
Tubig Elementary School from Grades 5 – 6. The sample size was drawn
from a target population of 93 learners. Out of the total population,
the sample size of 93 learners was determined through this formula:
n = N/1+Ne2
where: n=sample size
N=given population
E=margin of error
Table 1. Respondent of the Study
No.
Name
Grade Level
1
Student 1
5
2
Student 2
5
3
Student 3
6
4
Student 4
6
Total: 4
N=4
RESEARCH INSTRUMENTATION
The primary instrument used to gather the needed data was a
one-shot survey questionnaire, which consisted of three parts: Part
I gathered information on the Personal Background of the respondents;
Part II dealt with the information on the factors associated with
the reading proficiency of the respondents; and Part III served as
the reading proficiency test constructed by the researchers.
METHODS AND PROCEDURES IN COLLECTING DATA
The
researchers
administered
the
questionnaires
to
the
respondents with the help of the teachers. The researchers obtained
a
one
hundred
percent
return
rate
for
all
the
questionnaires
distributed.
The collected data were checked for consistency, accuracy, and
completeness and then coded and organized. These were then processed
and analyzed using the Statistical Package for the Social Sciences
(SPSS). The data results that were analyzed were derived from all
three vital parts of the questionnaire: Part I for the demographic
data of the respondents, Part II for the factors that are assumed
to influence the reading proficiency of the respondents, and Part
III for the reading proficiency test.
Respondent No.: _______
Research Questionnaire
Factors Influencing the Reading Proficiency of Grade 5 and 6
Learners at Puting Tubig Elementary School, Division of Gapan City
Part I: Personal Background (Please check your answer)
1. Grade and Section:
- Grade 5
- Grade 6
2. Age:
- 10 years old
- 11 years old
- 12 years old
- Other (please specify): ___________
3. Gender:
- Male
- Female
- Other (please specify): ___________
4. How often do you read for pleasure outside of school?
- Every day
- Several times a week
- Once a week
- Rarely
- Never
5. What types of books do you enjoy reading the most? (Select all
that apply)
- Adventure
- Mystery
- Fantasy
- Science Fiction
- Historical Fiction
- Non-fiction (e.g., informational books)
- Other (please specify): ___________
6. On average, how many minutes do you spend reading each day?
- Less than 15 minutes
- 15-30 minutes
- 30-45 minutes
- 45-60 minutes
- More than 60 minutes
Part II: Factors Associated with Reading Proficiency (Please check
your answer)
7. How would you rate your interest in school subjects overall?
- Very interested
- Interested
- Neutral
- Not very interested
- Not interested at all
8. What do you think motivates you to read? (Select all that apply)
- Interesting content
- Good storytelling
- Challenging vocabulary
- Rewards (e.g., incentives from teachers or parents)
- Peer influence
- Other (please specify): ___________
9. How often do you use the school library for reading purposes?
- Daily
- Weekly
- Monthly
- Rarely
- Never
10. Do you feel that the availability of books in the school library
influences your reading habits?
- Strongly agree
- Agree
- Neutral
- Disagree
- Strongly disagree
Part III: Reading Proficiency Test
11. Read the following passage and answer the questions that
follow:
The Mystery of the Missing Library Book
In the small town of Oakridge, there was a cozy library filled
with books of all kinds. One sunny afternoon, the librarian, Mrs.
Jenkins,
discovered
that
one
of
the
most
popular
books,
"The
Enchanted Adventures of Luna and Leo," was missing from the shelves.
The library was always quiet, but whispers of concern echoed through
the air that day.
The story's main characters are Luna and Leo, two adventurous
siblings who find themselves in magical worlds through an old book
in the library. Luna is a curious 12-year-old with a passion for
solving puzzles, and Leo is her younger brother, known for his
mischievous but lovable nature.
Questions:
a. What is the main idea of the passage?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
b. Who are the main characters, if any?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
c. What do you think will happen next?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
12. Read the following passage and answer the questions that
follow:
The Magical Garden
In the heart of Greenridge, there was a mysterious garden that
bloomed with enchanted flowers. Each flower had a unique power,
granting special abilities to those who discovered its secrets. One
sunny morning, Emily, a curious 11-year-old girl who loves nature,
stumbled upon this magical garden while exploring the woods near her
home.
As Emily entered the garden, she noticed a shimmering blue
flower with petals that sparkled like gemstones. Intrigued, she
reached out to touch it, and suddenly, she felt a surge of energy
coursing through her veins. The garden whispered to her, revealing
that she now had the power to understand the language of animals.
Questions:
a. What is the main idea of the passage?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
b. Who is the main character, and what unique ability did she
gain?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
c. What do you think Emily will do with her newfound power?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
REFERENCES
https://www.researchgate.net/profile/BenjierArriola/publication/365632589_Reading_and_Comprehension_Skills_of_
Primary_Learners_in_Selected_Elementary_School/links/637c27562f4bc
a7fd07e4c69/Reading-and-Comprehension-Skills-of-Primary-Learnersin-Selected-Elementary-School.pdf
https://www.ijsmsjournal.org/2019/volume-2%20issue-2/ijsmsv2i2p114.pdf
https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=95c
455f63e46e6db067eace59e143ac689c70119
https://www.syekhnurjati.ac.id/jurnal/index.php/ibtida/article/vie
w/6045
https://eric.ed.gov/?id=EJ933175
https://download.garuda.kemdikbud.go.id/article.php?article=173360
0&val=18636&title=LITERACY%20MEDIA%20MODELS%20IN%20IMPROVING%20REA
DING%20SKILL%20OF%20EARLY%20CLASS%20STUDENTS%20IN%20ELEMENTARY%20S
CHOOL
https://www.tandfonline.com/doi/abs/10.1080/00043125.1986.11649729
https://eric.ed.gov/?id=ED384856
https://ijreeonline.com/browse.php?a_id=35
https://eprints.ugd.edu.mk/13434/
https://www.tandfonline.com/doi/abs/10.1080/00220671.1926.10879617
http://www.themillenniumuniversity.edu.bd/journal/index.php/TMUJ/a
rticle/view/8
https://jim.teknokrat.ac.id/index.php/english-languageteaching/article/view/606
https://ejournal.aecindonesia.org/index.php/pedagogy/article/view/
67
https://www.researchgate.net/profile/Chennupati-Ramaiah2/publication/282607435_An_Overview_of_Mobile_Reading_Habits/links
/5613b1e808aedf29a44f4cee/An-Overview-of-Mobile-Reading-Habits.pdf
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=2908&co
ntext=libphilprac;Reading
https://www.researchgate.net/profile/NataliaKucirkova/publication/299563417_The_digital_reading_habits_of_chil
dren/links/56ff879508aee995dde79844/The-digital-reading-habits-ofchildren.pdf