1
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Once upon a time, there were four brothers who lived in a far away land. Their
father was an old king. One day he said, “I will not live long now. Today you must
start out into the world. In a year, bring back the best thing that you have found.
The one who can bring pick the best thing shall be the new king.” The first brother
said, “I will look into every city or town. I will buy the best thing I can for my father.”
The next two brothers said, “We shall both go on fast ships over the sea. We will
find something better.” The last brother said, “I am going to ask the people here in
our own land to tell the best thing.” The other three brothers began to laugh. “Then
you will never be king!” They said.
The last brother started off. When he had gone about six miles, he met a
man, “What do you carry in those big bags?” he asked. “The best thing in the
world,” said the man. “These are full of the good nuts which fell from my five nut
trees.”” “I don’t think they would work,” said the brother to himself. “I must try
again.” The brother went on another seven miles. He found a small brown bird. It
had been hurt, so he put it on his coat where it could keep warm. As he went on he
saw a little girl crying. He ran to meet her. “Why are you crying?” he asked. “I want
to get some water from the well,” she said. “We use so much. We drink cold water.
We wash the clothes clean with water. But I do not know how to pull it up. Please
show me.” The brother said, “Hold this bird and I will help you. It does not fly
around any more because it got its wing cut.” “Thank you. What a pretty bird” she
said. “I wish you would give it to me. If you will let me keep it, I will always be kind
to it. I will take care of it myself. I will make it grow well again.” “Yes, you may
have it,” said the brother. So he gave her the bird and went on.
At night, he went to sleep under a round yellow haystack. When it was light
again he walked on. Every day he would walk eight or ten miles. He asked the
people about the best thing in the world. Some said it was best to sing. Some said
it was best to run and jump and play. Some said the green grass was best. Some
liked the red and white flowers best. One man said the best thing was to ride a
black horse. He always stopped to help people who needed it. Soon he made
many friends. All the people began to like him. They would say “See there goes the
king’s son. He would be just the right kind of king for us.” Every door was open to
him. The people would call out to him to stop. They would ask him to come and eat
with them. After he ate, he would sit down and read to the children. After he read,
he showed them how to draw and write. Months went by. He still had no beautiful
thing to take to his father. Just before the year was done, he went home again.
The time came when the king called his sons together. “What did you bring?”
He asked them all. The other brothers had many beautiful things. “And what did
you bring?” said the king to the last brother. “This is too funny!” said the other
brothers. “He has nothing!” But the king was kind to the last brother. “What did you
bring me?” the king asked again. “I bring only the friendship of your peop le,” said
2
the last brother. “That is the best thing” cried his father. “You shall be the new
king.”
The End
This story contains all the 220 Dolch’s Word List, a list of English sight
words. The Dolch Word List was compiled by Edward William Dolch, PhD, in
1948. The list was originally published in his book Problems in Reading. Dolch
compiled the list based on words used in children’s reading books in the 1930’s
and 40’s. The list contains 220 “service words” that must be quickly recognized
in order to achieve reading fluency.
Reading, as defined in the Wikipedia, is a complex cognitive process of
decoding symbols for the purpose of deriving meaning (reading comprehension)
and/or constructing meaning.
In our present age, it is so difficult to explain just how important is the skill
in reading. It can be said that it is the very foundation of knowledge. “Reading is
an integral part of basic education, it is the foundation for all discipline,” declared
Don Timothy Buhain, chief operating officer of Rex Book Store, Inc.
Just like any other skill, reading has to be nurtured through constant
practice. Unfortunately, a study conducted in 2007 showed that reading is no
longer a habit among Filipinos. This can mostly be attributed to distractions in
new media and technology. An average student would rather text his peers,
watch telenovelas or surf the internet rather than read an article in a magazine
much more a pocketbook.
3
Even Dr. Yolanda Quijano, head of the DepEd’s Bureau of Elementary
Education pointed “reading problems as the main culprit for the poor
performance of some students in the NAT.”
This is supported by Education Undersecretary Ramon Bacani, who said
that “poor reading comprehension resulted in poor performance in English, Math
and Science as shown in the 2005 National Achievement Test.”
Reading habits has declined as well among the youth.
In 2007 the
National Development Board commissioned the Social Weather Stations to do a
second Readership Survey and it showed that reading has declined across all
age groups, except the youth, those in the 18 to 24 age bracket, where the
percentage of readers has in fact gone up.
It is at this point that the researches got interested in conducting this
study: how does reading comprehension affect the performance of the students
in Mathematics and Science?
Theoretical Framework
Adams (2003) said that Mathematics is a language that people use to
communicate, to solve problems, to engage in recreation and to create works of
art and mechanical tools. It is a language of words, numerals and symbols that
are at time interrelated and interdependent and at other times disjointed and
autonomous. Furthermore, he said that not only does reading comprehension
hinder mathematical learning, but the inability to decipher text code can be
exacerbated in math with the addition of symbols and nonlinear presentation of
4
information.
In fact, researchers have found that comprehending math word
problems is quite difficult because the writing is compact and lacks elaboration.
Students therefore need to infer meaning and context.
Reading is a gateway skills, says Pianta (2008), dean of University of
Virginia School of Education. “If you need to learn math, science or history, you
need to read.”
Science and reading complement each other well because of the
similarities between reading skills and science process. The meaning of the
skills in both subject areas make them natural partners for integration. For some
skills, such as identifying main ideas and details and classifying different terms
are used to describe the same process.
For other skills, such as drawing
conclusions, the terms and processes are the same for both subject areas. The
table also includes sample writing activities that correspond to the reading and
science skills.
“Parents should encourage their children to read,” lawyer Ma. Andrea
Pasion-Flores (2008) said. “Parents should develop that habit of reading to their
children and giving them books as gifts, especially books authored by Filipinos,”
she added.
Conceptual Framework
In relation to the theories that were put forward, and to the problems at
hand, the researchers were able to come up with the research paradigm which
explains how to go through the present research.
5
Figure 1
Relationship of Demographic Profile of the Students, Reading
Comprehension Skills and Performance in the Achievement Test in
Mathematics and Science
6
The research paradigm shows the interplay of the independent and
dependent variables of the study.
The upper circle is the extraneous variables of the study it includes the
demographic profile of the respondents such as section, gender, parents’
educational background, socio-economic status and the elementary school
where they graduated from.
Accordingly the left circle is the independent variables that is considered in
the study and attempted to figure out the level of the reading comprehension
skills of the selected high school students.
The right circle is the dependent variable which is the effect on the
achievement tests in mathematics and science.
Statement of the Problem
This research deals with the Extent of Reading Comprehension of
Selected First and Second Year High School Students of the High School
Department of LCC: Basis for the Reading Development Program of the High
School Department.
Specifically, it will answer the following questions:
1.
What is the profile of the respondents in terms of:
1.1
Section;
1.2
Gender;
1.3
Educational Background of Parents;
7
1.4
Socioeconomic Status of Parents/Guardians; and
1.5
Elementary School Where They Graduated From?
2.
What is the level of reading comprehension of the respondents?
3.
What is the level of performance of the respondents in the
Achievement Test in:
4.
3.1
Mathematics; and
3.2
Science?
How is the level of reading comprehension of the students affected by
their profile?
5.
Is there a significant relationship between the students’ level of
reading comprehension and their performance in the Achievement Test?
Null Hypothesis
Based from the statement of the problem posited in this study, the null
hypothesis that will be accepted or rejected is:
1.
There are no significant relationships between the students’ level of
reading comprehension and their performance in the Achievement Test.
Significance of the Study
This research which dealt on the reading comprehension and habits of the
students, may give significant bearings to the following:
To School Administrators. This research may serve as a guide for them in
providing needs of the clienteles, which are the students. This study may show
8
the strength or weaknesses of the reading ability of the students and they may
provide for remediation on these problems.
To Teachers. The teachers may understand their students better through
this study. They may propose measure that will help the students to remedy their
dilemma in reading.
Parents. The parents may realize that they need to step up on their role in
providing for the future of their kids not only through financial means but through
encouraging them to develop their reading abilities and habits.
Other Researchers.
The findings of this study may provide other
researchers valuable materials that they could use in the conduct of their studies
which is similar or related to this study.
Scope and Limitations of the Study
This study will focus on the reading comprehension and habits of selected
first and second year high school students of Lipa City Colleges during the
school year 2008 – 2009.
It will cover all the students of the last two sections of the first and second
year level. The reading comprehension of the said students will be assessed.
They will also be given an achievement test in Science and Mathematics.
Definition of Terms
For clarity and a thorough understanding of this study, the following terms
were operationally and conceptually defined.
9
Reading. Reading is a complex cognitive process of decoding symbols for
the purpose of deriving meaning (reading comprehension) and/or constructing
meaning. Written information is received by the retina, processed by the primary
visual cortex and interpreted in Wernicke’s Area.
Reading is a means of language acquisition, of communication and of
sharing information and ideas.
Reading Comprehension. The level of understanding of a writing. The act
or fact of grasping the meaning, nature or importance; understanding through
reading.
Mathematics. It refers to the study of the measurement, properties and
relationship of quantities, using numbers and symbols.
In this study, it is a
subject that is being taken up by the students. In the first year level, it covers
Elementary Algebra while in the second year level, it is all about Intermediate
Algebra.
Science. It is the observation, description, experimental investigation and
theoretical explanation of phenomena. In this study, it is a subject being taken
up which is actually Science and Technology. Science and Technology 1 is
General Science wherein both Biological and Physical Sciences are discussed
while in the Science and Technology 2, the Biological Sciences are taken up in
more detail.
10
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the reviewed literature and studies which bear
similarity with the present study and formed part of the bases for the construction
of the conceptual framework and the formulation of research questionnaire.
Related Literature
Dalisay (2007) recommended the following to develop reading habits:
First, reading at a young age is tremendously important in shaping the
mature person. Those books I devoured in grade school laid the foundation for
my thinking and writing. I became aware that the world was much larger than my
own. I developed an abiding interest in science and scientific method. I felt
inspired by the biographies of people who underwent great trials and hardships
before they succeeded, and even after that. Books on geography and history
burned in me the desire to go to far places and see new and wonderful things.
Second, reading is still the best way of learning a language. Reading is
language in action – often in the best possible ways. Reading taught me not only
words but how they worked in sentences and paragraphs. Just knowing how
words literally looked on the page helped me become an editor as well – a skill
that requires almost letter-perfect command of spelling and grammar. Reading a
wide variety of materials showed me how language behaved in different
situations for different purposes – from love letters to laboratory reports.
I
developed personal standards that later helped me in my work as a writer of
11
fiction and as an occasional journalist – starting by shamelessly aping the styles
of writers I admired, such as John Updike, W. Somerset Maugham and Graham
Greene.
Third, reading begins and should be sustained at home. Parents can’t
leave reading to teachers and expect their children to be imbued with a lifelong
love of books if they don’t actively encourage reading at home. They can do this
by reading themselves – and showing their children what an important and
enjoyable thing it is to do – and reading with and to their children, which makes
for excellent family time and enduring memories. I can still remember my father
putting me to bed with a story – usually something from the Reader’s Digest –
making sure to leave something for the next day. I looked forward to those
moments, and when Beng and I had our own child I made sure to read to her as
well.
Fourth, knowing that few of our schools have the kind of library I was
fortunate to grow up with, the government should strengthen school and public
libraries – with books, CDs and Internet access and multimedia resources. Much
of my self-education after school took place at the Rizal Provincial Library in
Pasig, where I tried to learn a new word every visit, randomly flipping through the
big Webster’s Dictionary and picking word I didn’t knew.
Fifth, we should encourage young people to read as a national policy and
a nationwide initiative, but also as something cool and fun to do, providing all the
best prizes and incentives for young people who value and read good books.
We should have more reading contests and tests such as those topped recently
12
by the grade schools of Marikina and Las Piñas – rather than more singing and
dancing contests, or those that depend on sheer luck.
Sixth, the best reason to read is for reading’s own sake. Reading is more
than making sense of words on a page. It is the best form of exercise for the
imagination – an invigorating experience that keeps the mind supple and poised
to work harder and more creatively on concrete tasks. Those tasks could include
business decisions, engineering problems or creative writing itself.
Reading and writing as tools for learning needs to be strengthened to
effect the desired changes in student performances in terms of improved
comprehension and communication skills both oral and written (Uy, 2006).
Buhain (2008) explained, reading fluency or the ability to easily read and
understand a text accurately and quickly is an important component of reading
instruction. If a student is not reading at his grade level, he will not be able to
comprehend other disciplines written at that same grade level, he said. And if a
student cannot read fluently, more often than not, he will also not be able to write
fluently.
A major goal of the Department of Education (DepEd) is to make every
Filipino child a reader by third grade. Lapus (2008) explained that “It takes a
community to create change,” says Lapus. “It takes all the hands available to
regain the Filipino’s edge in the English language.”
Adler (2004) proposed seven strategies to teach students text
comprehension.
13
1. Monitoring Comprehension. Students who are good at monitoring their
comprehension known when they understand what they read and when they do
not.
They have strategies to “fix” problems in their understanding as the
problems arise. Research shows that instruction, even in the early grades, can
help students become better at monitoring their comprehension.
Comprehension monitoring instruction teaches students to be aware of
what they do understand; identify what they do not understand; and use
appropriate strategies to resolve problems in comprehension.
2. Metacognition.
Metacognition can be defined as “thinking about
thinking.” Good readers use metacognitive strategies to think about and have
control over their reading. Before reading, they might clarify their purpose for
reading and preview the text.
During reading, they might monitor their
understanding, adjusting their reading speed to fit the difficulty of the text and
“fixing” any comprehension problems they have. After reading, they check their
understanding of what they read.
Students may use several comprehension monitoring strategies such as
identifying where the difficulty occurs; identify what the difficulty is; restate the
difficult sentence or passage in their own words; look back through the text and
look forward in the text for information that might help them to resolve the
difficulty.
3. Graphic and Semantic Organizers.
Graphic organizers illustrate
concepts and relationships between concepts in a text or using diagrams.
14
Graphic organizers are known by different names, such as maps, webs, graphs,
charts, frames or clusters.
Regardless of the label, graphic organizers can help readers focus on
concepts and how they are related to other concepts. Graphic organizers help
students read and understand textbooks and picture books.
Graphic organizers can help students focus on text structure “differences
between fiction and nonfiction” as they read; provide students with tools they can
use to examine and show relationships in a text; and help students write wellorganized summaries of a text.
4. Answering Questions. Questions can be effective because they give
students a purpose for reading; focus students’ attention on what they are to
learn; help students to think actively as they read; encourage students to monitor
their comprehension; and help students to review content and relate what they
have learned to what they already know.
The Question-Answer Relationship Strategy (QAR) encourages students
to learn how to answer questions better. Students are asked to indicate whether
the information they used to answer questions about the text was textually
implicit information (information that was implied in the text), or information
entirely from the student’s own background knowledge.
There are four different types of questions (a) Right There. Questions
found right in the text that ask students to find the one right answer located in
one place as a word or a sentence in the passage. (b) Think and Search.
15
Questions based on the recall of facts that can be found directly in the text.
Answers are typically found in more than one place, thus requiring students to
“think” and “search” through the passage to find the answer. (c) Author and You.
Questions require students to use what they already know, with what they have
learned from reading the text. Students must understand the text and relate it to
their prior knowledge before answering the question.
(d) On Your Own.
Questions are answered based on a student’s prior knowledge and experiences.
Reading the text may not be helpful to them when answering this type of
question.
5. Generating Questions.
By generating questions, students become
aware of whether they can answer the questions and if they understand what
they are reading. Students learn to ask themselves questions that require them
to combine information from different segments of text. For example, students
can be taught to ask main idea questions that related to important information in
a text.
6. Recognizing Story Structures. In story structure instruction, students
learn to identify the categories (characters, setting, events, problem, resolution).
Often, students learn to recognize story structure through the use of story maps.
Instruction in story structure improves students’ comprehension.
7. Summarizing.
Summarizing requires students to determine what is
important in what they are reading and to put it into their own words. Instruction
in summarizing helps students identify or generate main ideas; connect the main
16
or central ideas; eliminate unnecessary information; and remember what they
read.
Below you will find several recent observations about the relationship
between reading and science process skills.
Significant improvement in both science and reading scores occurred
when the regular basal reading program was replaced with reading in science
that correlated with the science curriculum (Romance and Vitale, 2001).
Teaches should help students recognize the important role that prior
knowledge plays and teach them to use that knowledge when learning science
through reading (Barton and Jordan, 2001).
Most students arrive at the science teacher’s classroom knowing how to
read, but few understand how to use reading for learning science content (Santa,
Havens and Harrison, 1996).
The same skills that make good scientists also make good readers:
engaging prior knowledge, forming hypothesis, establishing plans, evaluating
understanding, determining the relative importance of information, describing
patterns, comparing and contrasting, making inferences, drawing conclusions,
generalizing, evaluating sources and so on (Armbruster, 1993).
The skills in science are remarkably similar to those used in other
subjects, especially reading.
When students are doing science, following
scientific procedures, and thinking as scientists, they are developing skills that
17
are necessary for effective reading and understanding (Padilla, Muth and Lund
Padilla, 1991).
Students engaging in hands-on activities encourage students to generate
their own questions whose answers are found by subsequent reading of their
science textbook or other science materials, such activities can provide students
with both a meaningful purpose for reading (Ulerick, 1989) and context-valid
cognitive frames of reference from which to construct meaning from text (NelsonHerber, 1986).
Reading and activity-oriented sciences emphasize the same intellectual
skills and are both concerned with thinking processes. When a teacher helps
students develop science process skills, reading processes are simultaneously
being developed (Mechling & Oliver, 1983 and Simon & Zimmerman, 1980).
Research indicates a strong experienced-based science program, one in
which students directly manipulate materials, can facilitate the development of
language arts skills (Wellman, 1978).
Science process skills have reading counterparts. For example, when a
teacher is working on “describing” in science, students are learning to isolate
important characteristics, enumerate characteristics, use appropriate terminology
and use synonyms which are important reading skills (Carter & Simpson, 1978).
When students have used the process skills of observing, identifying and
classifying, they are better able to discriminate between vowels and consonants
and to learn the sounds represented by letters, letter blends and syllables
(Murray & Pikulski, 1978).
18
Science instructions provide an alternative teaching strategy that
motivates students who may have reading difficulties (Wellman, 1978).
Children’s involvement with process skills enables them to recognize more
easily the contextual and structural clues in attacking new words and better
equips them to interpret data in a paragraph.
Science process skills are
essential to logical thinking as well as to forming the basic skills for learning to
read (Barafuldi & Swift, 1977).
Guszak defines reading readiness as a skill-complex. Of the three areas
within the skill-complex, two can be directly enhanced by science process skills.
(1), physical factors (health, auditory, visual, speech and motor), and (2)
understanding factors (concepts, processes). When students see, hear and talk
about science experiences, their understanding, perception and comprehension
of concepts and processes may improve (Barafuldi & Swift, 1977 and Bethel,
1974).
The hands-on manipulative experiences science provides are the key to
the relationship between process skills in both science and learning (Lucas &
Burlando, 1975).
Science activities provide opportunities for manipulating large quantities of
multi-sensory materials which promote perceptual skills, i.e., tactile, kinesthetic,
auditory and visual (Neuman, 1969).
These skills then contribute to the
development of the concepts, vocabulary and oral language skills (listening and
speaking) necessary for learning to read (Wellman, 1978).
19
Studies viewed cumulatively suggest that science instruction at the
intermediate and upper elementary grades does improve the attainment of
reading skills. The findings reveal that students have derived benefits in the
areas of vocabulary enrichment, increased verbal fluency, enhanced ability to
think logically and improved concept formation and communication skills
(Campbell, 1972; Kraft, 1961; Olson, 1971; Quinn & Kessler, 1976).
According to Adams (2003) on many occasions, reading teachers have
commented that Johnny can’t read, but that isn’t a problem for the math teacher.
Not only does reading comprehension hinder mathematics learning, but the
inability to decipher text codes can be exacerbated in math with the addition of
symbols and nonlinear presentation of information. In fact, researchers have
found that comprehending math word problems is quite difficult because the
writing is compact and lacks elaboration (Fuentes). Students therefore need to
infer meaning and context. Fuentes also noted that reading in math is difficult
because of structural differences between math problems and text.
Math
problems are not read left to right, and words that students already have in their
vocabularies take on additional meanings when applied to mathematical
contexts.
Adams point out that, “the reading is challenged to acquire
comprehension and mathematical understanding with fluency and proficiency
through the reading of numerals and symbols, in addition to words. “To further
complicate matters, letters are no longer parts of words, punctuation serves
different purposes, and numerous symbols are added.
If Johnny is having
20
trouble reading “normal” text, you can see how his difficulties are compounded in
math.
There are two types of problems in math – expressions and equations and
word problems.
viewpoint.
Both pose their own issues from a reading comprehension
With expressions and equations, students must understand the
symbols used and the order in which to process the information. For example,
the student needs to understand that an equal sign means “the same as” or “is,”
and that exponents must be completed prior to adding.” Word problems tend to
strike fear in the hearts of most mat students because of the added layer of
complexity. Word problems can be as simple as “Twenty-five is what percent of
50,” to complex scenarios.
Here not only do the problem solvers need to
understand symbols and procedures, but now translation is required to put words
into mathematical sentences. According to Mayer, “In translating, the problem
solver converts each sentence into an internal mental representation.
This
process requires linguistics knowledge (such as knowing that Vons and Lucky
are proper nouns) and factual knowledge (such as knowing that there are 100
cents in a dollar),” (Mayer, 2008).
Related Studies
In his study, Trelease (2001) stated that reading is the heart of education.
The knowledge of almost every subject in school flows from reading. One must
be able to read the word problem in Math in order to understand it. If you cannot
read Science or Social Studies chapter, you cannot answer the questions in the
end of the chapter.
21
Swanson (2001) was able to conclude in his work that parents are more
concerned about their child’s progress in reading than in any other subject taught
in school, and rightfully so. In order for students to achieve in Math, Science,
English, History and other subjects, reading skills must be developed to the point
that most of them are automatic. Students cannot struggle with word recognition
when they should be reading quickly for comprehension of a context.
It was found out by Padilla (2004) in his research work that reading
deficiencies of the engineering students were serious. Poor words recognition,
rapid reading without understanding and the inability to read thought units or by
phrases manifest this. Reading tests revealed that these students were good in
all the tests except in analytical reading.
Valencia (1999) made a study on the oral reading difficulties in English of
selected Grade V pupils in the four districts of the Division of Lipa City. She
found out that the pupils as perceived by the teacher-respondents were
encountering sixteen oral reading difficulties in English. She recommended that
English teachers should accurately identify the possible causes of oral reading
difficulties so s to determine which must be prioritized in terms of effectiveness to
solve the difficulties.
Another study with bearing was done by Nabual (1999) which was on the
comprehension ability of freshmen high school students. The comprehension
abilities were related to some factors. It also identified the common reading
comprehension difficulties of the respondents. The findings revealed that the
mental ability of the respondents was the strongest and potent predictor in
22
reading comprehension ability while home literacy development, self-concept and
authoritarianism of parents were found to be weak and unreliable predictors.
Andrada (2008) noted that poor reading ability of high school students has
been revealed in results of the National Achievement Tests (NAT’s) where many
of them failed in Science and Mathematics. Many educators, Andrada said, trace
the poor reading skills of high school students partly to their weak reading
foundation in the elementary grades. She noted that DepEd oral reading test to
grade school pupils in school year 2004 – 2005 disclosed only 14% of Grades
One and Two children could read with comprehension which skill was shown by
only 17% of Grades Three and Four, 23% of Grades Five and Six. One of the
measures, Andrada said, in the “Every Child A Reader Program,” (ECARP)
initiated by the Bureau of Elementary Education which provides that a pupil
should acquire basic skills in reading after finishing Grade Three.
In his study on the relationship of reading comprehension skills and
physics achievement among high school students of Davao National High
School, Gonzales (2005) found out that the students have moderate level of
reading comprehension.
Also Physics achievement is a function of reading
comprehension thus students who can read well tend to perform better in
Physics.
Relatedly, Alice Mejorada (2006) made a study on the developmental
reading skills and the achievement test in science and mathematics of Grade 6
pupils in Julian Felipe Elementary School in the Division of Cavite City. She
found out that the reading skills of the pupils had a significant relationship to the
23
performance in Science and Mathematics achievement tests. The reading skills
of the students ranged from very low to no mastery.
Synthesis
The data and information gathered from the literature and studies from
both local and foreign orientation provided the researchers much insight which in
one way or another served as jumping boards on how the present study could be
expressed extensively.
Trelease and Swanson’s works both showed the importance of reading to
the performance in other Academic Subjects.
Their work showed that good
reading comprehension produces good academic standing.
The work of Nabual and Andrada showed the effect of poor reading ability
of the Filipino people and their performance on achievement tests.
The work of Gonzales was on the relationship of the reading
comprehension skills of the fourth year high school students and the level of
physics achievement.
Mejorada’s study dealt on the developmental reading skills of the Grade 6
pupils and their performance in the achievement tests in Mathematics and
Science.
The above studies provided the researchers much insight and learnings.
They had resemblance with the present study and were able to provide much
help to the researchers.
24
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research design to be used in the study, the
subject respondents, the research instrument, the data gathering procedures and
the data statistical treatment to apply in the desire to gather the pertinent data
and information which can be used in the analysis and interpretation process
Research Design
The main purpose of this study is to gather data on the reading
comprehension and reading habits of the high school students in Lipa City
Colleges.
For this reason, the researchers used the descriptive method of
research. In line with it, Padua (1995) defined descriptive method in the status of
events, people or subject as they exist, or he claimed that descriptive method is
used to appraise the worthiness of the current study. It is more extensive and
encompassing than any of the other methods used in the conduct of investigation
for it contributes much to science of supplying the necessary information in a new
situation and it also portrays probable conditions. Moreover, descriptive method
has been used in many areas of investigation since it applies to varied kinds of
problems.
Research Venue and Respondents
The first and second year high school students of Lipa City Colleges who
are enrolled during the school year 2008 – 2009 were the respondents of this
study. There were five sections in the first year level and four in the second year
25
level. All the students of the last two non-cream sections in the first and second
year levels were used as respondents of the study.
Research Instrument
In this study, the main research instrument is the questionnaire which is
composed of three parts.
Part I includes the personal circumstances of the
respondents such as section, age, gender, educational attainment of parents,
economic status, and school graduated from.
The second part involves the
Reading Comprehension Test. The last part is on the Achievement Test on
Science and Math.
Validation of the Instrument
The content of the Reading Comprehension Test was submitted to the
English teachers of the High School Department for validation, comments or
corrections. The same was true for the Achievement Test on Science and Math.
After all the necessary corrections and revisions were made, the questionnaire
was reproduced and set for administration.
Data Gathering Procedure
The researcher asked the permission and approval of the High School
Principal, Miss Rosalinda B. Mercado, MAEd, for him to conduct the study
among the selected high school students. After the approval he administered the
test to 117 selected students. The selected students were the students of the
last two sections in the First Year Level, Sapphire and Zircon, and the last two
sections in the Second Year Level, Rhinestone and Onyx. No sampling was
26
used since all the students of the selected sections were used. All the students
in the said sections were included as respondents of the study. The students
were gathered in a room and were given enough time to answer the test. The
answer sheets were checked, the results were tallied, analyzed and interpreted.
Statistical Treatment of Data
The following statistical treatments were used to analyze and interpret the
obtained data.
1. Frequency Distribution. Data is presented in frequency form to show
the profile of the students, their reading comprehension ability and performance
in the achievement test.
2. Percentage. This is a descriptive statistics that determines the total
respondents that fall under certain categories. This was used to express the
actual distribution of the profile of the respondents.
3. Correlated t-test.
This was used to determine the significant
relationship between the reading comprehension of the students and their
performance in the achievement test. The formula is:
t  E2
where:
n2
1  (E 2 )2
t
= correlated t-test
E2
= correlation coefficient
n–2
= degrees of freedom
27
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This part of the study presents the data obtained from the questionnaire.
The said data were tabulated, analyzed and then given corresponding
interpretation.
Tables 1.1 to 1.6 answers the first specific question of the study:
1. What is the profile of the respondents in terms of:
1.1
Section;
1.2
Gender;
1.3
Educational Background of Parents;
1.4
Socioeconomic Status of Parents/Guardians; and
1.5
School Where They Came From?
Figure 1.1 shows the profile of the respondents in terms of section.
There were two sections from the first year level who participated in the
study. I-Sapphire has 29 students which is equivalent to 24.79 percent of the
total number of student-respondents.
I-Zircon have 31 students, or 26.50
percent of the number of students who participated. II-Rhinestone also has 31
students for the same percentage of 26.50. Lastly, II-Onyx has 26 students,
which is equivalent to 22.22 percent of the total number of student-respondents.
28
Figure 1.1
Profile of the Respondents in Terms of Section
There were a total of 117 students who participated in this study.
Figure 1.2 shows the profile of the respondents in terms of their gender.
Figure 1.2
Profile of the Respondents in Terms of Gender
29
Fifty-two of the respondents or 44.44 percent are male and 65 of the
students, or 55.56 percent are female. There is an almost equal distribution of
respondents in terms of gender.
Figure 1.3a shows the educational background of the fathers of the
respondents.
Figure 1.3a
Educational Background of the Fathers of the Respondents
Fifty-six of the fathers of the respondents, or 47.86 percent, were high
school graduates.
Forty-six of the fathers, or 39.32 percent, had a college
degree. Fourteen of the fathers of the respondents, or 11.97 percent, were only
30
elementary graduates. There was one father who had a master’s degree. No
one among the fathers of the respondents had a doctoral degree.
Figure 1.3b shows the educational background of the mothers of the
respondents.
Figure 1.3b
Educational Background of the Mothers of the Respondents
There were 66 mothers who had college degree for a percentage of 56.41.
Forty-three of the mothers or 36.75 percent were high school graduates. Eight of
the mothers of the respondents or 6.84 percent were elementary graduates. No
31
one among the mothers of the respondents had a master’s degree or a doctoral
degree.
Most of the parents of the student-respondents are have college degree
although the mothers outnumber the fathers in the having a college degree.
Slightly less than the number of parents who have college degree are those who
are high school graduates.
In this area, the fathers outnumber the mother.
There were a few parents who are only elementary graduates yet they are
sending their children to a private education institution showing that they believe
in the importance of education.
The socio-economic status of the respondents in terms of their combined
monthly income of parents is presented in Figure 1.4.
There were 26 respondents, or 22.22 percent whose combined monthly
income of parents is P5,000 – P10,000.
Twenty-two respondents or 18.80
percent had a combined monthly income of P16,000 – P20,000. Eighteen of the
respondents or 15.38 percent had a combined monthly income of P11,000 –
P15,000. P21,000 – P25,000 is the combined monthly income of the parents of
13 respondents or 11.11 percent. Eleven of the respondents or 9.40 percent had
a combined monthly income of P36,000 – P40,000. There were eight
respondents or 6.84 percent whose monthly income is below P5,000 and five
respondents or 4.27 percent whose family had a monthly income of more than
P41,000.
32
Figure 1.4
Socio-Economic Status of the Respondents in Terms of Combined Monthly
Income of Parents
Although many of the families are living below the poverty line, the parents
are doing their best to send their children to a good educational institution such
as Lipa City Colleges.
On the other extreme, there are those who can be
considered as belonging to well-to-do families for their very high combined family
income. Despite having the ability to sent their children to more high paying
prestigious school, they opted to send their children to Lipa City Colleges, a
institution with as good quality education but not as expensive.
Figure 1.5 presents the type of elementary school were the students
graduated from.
33
Figure 1.5
Type of Elementary School Where the Students Graduated From
Fifty-five of the respondents or 47.01 percent graduated from public
central elementary school.
Those who graduated from public non-central
elementary schools are 38 students or 32.48 percent. There were thirteen or
11.11 percent who graduated from private sectarian elementary school. And for
those who graduated from private non-sectarian elementary school, there were
eleven students or 9.40 percent.
This shows that most of the clients of the high school department are from
public elementary schools, both central and non-central. Around a fifth of the
respondents are graduates of private elementary schools.
34
Table 2 answers the second specific question of the study:
2. What is the level of reading comprehension of the respondents?
Table 2 shows the level of reading comprehension of the respondents.
Table 2
Level of Reading Comprehension of the Respondents
Scores
1st Year
2nd Year
Total
7-9
3
1
4
10 - 12
6
6
12
13 - 15
10
11
21
16 - 18
19
11
30
19 - 21
12
13
25
22 - 24
6
10
16
25- 27
1
3
4
28- 30
2
1
3
31 - 33
1
1
2
17.45
18.32
17.87
Average
There were three First Year students whose score had a range of 7 – 9
while for the Second Year there was only one for a total of 4 students. For the
range of score of 10 – 12, there were six students from the First Year and also
six from the Second Year for a total of 12 students. For the range of score of 13
– 15, there were 10 First Year and 11 Second Year for a total of 21 students.
35
Nineteen First Year students and 11 Second Year students have scores are from
16 – 18 for a total of 30 students. For the range of score of 19 – 21, there were
12 First Year and 13 Second Year students for a total of 25. In the range of
score of 22 – 24, there were six First Year students and 10 Second Year
students who got this range of score for a total of 16. For 25 – 27, one First Year
and three Second Year obtained scores which fell under this range. Two First
Year and one Second Year had scores which fell under the range of 28 – 30 for a
total of three, while for the range of 31 – 33, there was one First Year and one
Second Year for a total of two.
The average score for the First Year was 17.45 while for the Second Year
it was 18.32. The overall average score is 17.87.
The reading comprehension exam consists of 10 stories followed by six
questions for each story, for a total of 60 questions. It is very saddening to note
that only two students, one from the First Year and one from the Second Year
who was able to pass the test, assuming that the passing score is 50 percent of
the total number of questions.
Tables 3.1 and 3.2 answers the third specific question of the study:
3.
What is the level of performance of the respondents in the
Achievement Test in:
3.1
Mathematics; and
3.2
Science?
36
Table 3.1 shows the level of performance of the respondents in the
Achievement Test in Science
Table 3.1
Level of Performance of the Respondents in the Achievement Test in
Mathematics
Scores
1st Year
2nd Year
Total
4–6
0
2
2
7–9
2
5
7
10 – 12
2
12
14
13 – 15
6
23
29
16 – 18
13
12
25
19 – 21
11
2
13
22 – 24
6
1
7
25 – 27
11
0
11
28 – 30
3
0
3
31 – 33
4
0
4
34 – 36
2
0
2
20.03
13.35
16.78
Average
There were no First Year who scored on the range of 4 – 6 but from the
Second Year there were two for a total of 2. For the range of 7 – 9, there were
two First Year students and five Second Year students for a total of 7. In the
range of score of 10 – 12, there were two First Year students and 12 Second
Year students for a total of 14. Six First Year students and 23 Second Year
37
students obtained scores on the range of 13 – 15 for a total of 29. In the range of
score of 16 – 18, there were 13 First Year and 12 Second Year for a total of 25
students. The range of score of 19 – 21 had a total of 13 students, eleven of
which are from the First Year and two were from the Second Year. Six First Year
students and one Second Year student had scores that fall under the range of 22
– 24 for a total of 7. Eleven First Year students had scores of range 25 – 27. For
the range of 28 – 30, there were three First Year students who obtained scores in
this range. The age range of 31 – 33 had a total of four students, all of whom
came from the First Year and finally, the score of 34 – 36 had a total of two,
which came also from the first year.
The average score for the First Year students is 20.03 while for the
Second Year students it is 13.35. The overall mean for the scores is 16.78.
Again, most of the respondents failed to achieve a 50% passing mark from
the achievement test. Only seven students, all of whom are from the first year,
were able to have a score of 30 points or more.
The level of performance of the respondents in the achievement test in
Science is revealed in Table 3.2.
There were four First Year students whose score was on the range of 10 –
12. Among the Second Year, there were two students whose score was on this
range. The total for this range was 6. Sixteen students from the First Year had
scores of 13 – 15.
Among the Second Year the number of students who
obtained a score in this range is 11. The total for this range was 27.
38
Table 3.2
Level of Performance of the Respondents in the Achievement Test in
Science
Scores
1st Year
2nd Year
Total
10 – 12
4
2
6
13 – 15
16
11
27
16 – 18
7
16
23
19 – 21
10
16
26
22 – 24
11
5
16
25 – 27
6
3
9
28 – 30
4
4
8
31 – 33
1
0
1
34 – 36
0
0
0
37 – 39
0
0
0
40 – 42
1
0
1
19.75
18.89
19.33
Average Score
There were seven First Year and sixteen Second Year students whose
score was on the range of 16 – 18 for a total of 23 students. For the range of 19
– 21, ten students from the First Year level and 16 from the Second Year level
was able to come up with scores that fall under this range. The total was 26.
Eleven First Year students and five Second Year students have scores that are
under the range of 22 – 24. The total for this range was 16. For the range of 25
– 27, six First Year and three Second Year had scores that can be classified
39
under this range. The total for this range was nine. Under the range of 28 – 30,
four First Year students and another four from the Second Year level were able
to obtain scores for this range. The total was eight. There was one student who
obtained a score of 31 – 33 and another 1 whose score is classified under 40 –
42. No one among the Second Year students had scores of 31 – 33, 34 – 36, 37
– 39 and 40 – 42.
The average score for the science achievement test was 19.75 for the
First Year and 18.89 for the Second Year. The overall average score was 19.33.
The scores reflect a very poor performance in the achievement test in
science. There were sixty questions in the achievement test and given a 50
percent passing mark, only three were able to pass the achievement test.
Although it is somewhat expected, efforts must be added in order that the
students perform better in the achievement test.
Figures 4.1 to 4.5 answer the fourth specific question of the study:
4.
How is the level of reading comprehension of the students affected by
their profile?
Figure 4.1 shows the level of reading comprehension of the students when
grouped according to section.
Among the four sections included in the study, Rhinestone posted the
highest average score with 19.94.
This was followed by Sapphire whose
average was 17.76. Third highest average was from Zircon which was 17.13 and
the lowest average are those from Onyx whose average was 16.65.
40
Table 4.1
Level of Reading Comprehension of the Students When Grouped
According to Section
The average of the reading comprehension of the students did not vary
much.
The level of reading comprehension of the students when grouped
according to gender is presented in Figure 4.2.
41
Table 4.2
Level of Reading Comprehension of the Students When Grouped
According to Gender
The female respondents had a higher level of reading comprehension
when compared to the male respondents. The average of the female is 18.69
while the average of the male student-respondents is only 16.96. The difference
can be attributed to fact that girls are more studious than boys.
The level of reading comprehension of the students when grouped
according to the educational background of parents is presented in Figure 4.3.
42
Table 4.3
Level of Reading Comprehension of the Students When Grouped
According to Educational Background of Parents
It is surprising to note that it is the children of those parents who are only
elementary graduates who have higher average in the reading comprehension.
The students whose fathers are elementary graduates have an average of 19.00
while those whose mothers were elementary graduates have an average of
19.63. The students whose father is a high school graduate, the average is
17.79 while for the students whose mother is a high school graduate, the
average is 18.02. For those with father who have a college degree, the average
is 17.48 while the students whose mothers have a college degree, the average is
17.51. For the student with a father who has a master’s degree, the score was
31.
43
There is a surprising decline in the reading ability as the educational
achievement of the parents progresses. Normally it is the parents who should be
the role model in reading and the ones who should take more interest in the
reading capability of their children.
As what Dalisay has stated in his work,
reading begins and should be sustained at home. Parent’s can’t leave reading
to teachers and expect their children to be imbued with lifelong love of books if
they don’t actively encourage reading at home.
The level of reading comprehension of the students when grouped
according to the socio-economic status of parents/guardians is presented in
Figure 4.4
Figure 4.4
Level of Reading Comprehension of the Students When Grouped
According to the Socio-Economic Status of the Parents/Guardian
20.00
19.50
19.67
19.25
19.00
18.42
18.50
18.20
17.85
18.00
17.60
17.50
17.50
17.17
17.00
16.55
16.50
16.00
15.50
15.00
14.50
B elow P 5,000
P 5,000 P 10,000
P 11,000 P 15,000
P 16,000 P 20,000
P 21,000 P 25,000
P 26,000 P 30,000
P 31,000 P 35,000
P 36,000 40,000
More than
P 41,000
44
The students whose combined family income was below P5,000 had an
average of 19.25. Those whose combined monthly is P5, 000 – P10,000 had an
average of 18.42. For the students whose family income is P11,000 – P15,000,
the average was 17.17. The average for the students whose combined monthly
income P16,000 – P20,000 is 17.50. For those whose combined monthly income
of P21,000 – P25,000 the average was 17.85. 19.67 was the average of the
students whose combined monthly income of parents/guardian is P26,000 –
P30,000. For those students whose parents/guardians have a monthly income of
P31,000 – P35,000, the average is 17.60. The average of 16.55 was by the
students whose combined monthly income is P36,000 – P40,000. The average
of those whose monthly income is More than P41,000 is 18.20.
No definite pattern can be observed in the average of the level of reading
comprehension of the students when grouped according to their socio-economic
status of the parents/guardian. Ordinarily, the higher the income of the family,
the bigger the chance of acquiring reading materials for the students, which can
help the students to improve their level of reading comprehension. It is however
noteworthy to pinpoint that those whose family have a monthly income of less
than P5,000 a month have a higher average compared to most of the students
whose combined monthly income of parents is higher than theirs.
Shows in Figure 4.5 is the level of reading comprehension of the student
respondents when grouped according to the type of elementary school where
they graduated from.
45
Table 4.5
Level of Reading Comprehension of the Students When Grouped
According to the Type of Elementary Where They Graduated From
19.50
19.00
18.85
18.50
18.00
17.50
17.21
17.00
16.92
16.91
Private Sectarian
Elementary School
Private Non-Sectarian
Elementary School
16.50
16.00
15.50
Public Non-Central
Elementary School
Public Central
Elementary School
The average of the students who are from the Public Non-Central Schools
is 17.21 while their counterpart in the Public Central Schools is 18.85. From
among the students who graduated from the private schools, the average of
those who graduated from the sectarian schools is 16.92 while those from the
non-sectarian is 16.91.
There is a large difference between the average of the students from the
public central schools and those from the other types of school.
This can
46
probably be attributed to the very high standards that is being set by the public
central schools when it comes to the reading ability of the students as mandated
by Secretary Jesli Lapus in his ECARP (Every Child A Reader Program).
Table 5 answers the fifth specific question of the study:
5.
Is there a significant relationship between the students’ level of
reading comprehension and their performance in the Achievement Test?
Table 5
Relationship of Reading Comprehension and Achievement Test
E2
Con.
T-Test
Critical
t-value
dof
Level of
Significance
Decision
Interpretation
Math
- 0.015
0.160
1.98
115
0.05
Accept
Not
Significant
Science
0.250
2.769
1.98
115
0.05
Reject
Significant
Achievement
Test
A slight negative relationship was established between the level of reading
comprehension and the achievement test in Mathematics as indicated by the
correlation coefficient of 0.015.
This means that as the level of reading
comprehension increases the performance in the achievement test in
Mathematics decreases and vice versa.
However, the relationship is not
significant as indicated by the t-computed value of 0.160 which is greatly less
than the critical value of t which is 1.98 at the 0.05 level of significance with
degrees of freedom of 115. This paved the way for the acceptance of the null
hypothesis of the study which states that there are no significant relationships
47
between the students’ level of reading comprehension and their performance in
the Achievement Test.
There is a slightly positive relationship between the achievement test in
Science and the level of reading comprehension of the students as indicated by
the correlation coefficient of 0.250.
Significant relationship was also found
between the achievement test in Science and the level of
reading
comprehension. This is supported by the t-computed value of 2.769 which is
significantly higher than the tabulated t-value of 1.98 at the 0.05 level of
significance and degrees of freedom of 115. The null hypothesis of the study
was therefore rejected.
Adams pointed out that oftentimes students are having difficulty in reading
but not in mathematics.
This can be attributed to the structural differences
between reading and mathematics. Numbers are not read left to right like the
words.
And these same words take on additional meaning when implied to
mathematical contexts.
Padilla et al, pointed out that there are remarkably similarity in the skills
between reading and science. This can account for the significant relationship
between the level of reading comprehension of the students and their
achievement test in science.
48
CHAPTER V
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings revealed in the study,
conclusions drawn from the findings and recommendations based on the
conclusions drawn.
Summary
This study was conducted to determine Extent of Reading Comprehension
of Selected First and Second Year High School Students of the High School
Department of LCC: Basis for the Reading Development Program of the High
School Department.
Specifically, it sought answers to the following questions:
1.
What is the profile of the respondents in terms of:
1.1
Section;
1.2
Gender;
1.3
Educational Background of Parents;
1.4
Socioeconomic Status of Parents/Guardians; and
1.5
Elementary School Where They Graduated From?
2.
What is the level of reading comprehension of the respondents?
3.
What is the level of performance of the respondents in the
Achievement Test in:
49
4.
3.1
Mathematics; and
3.2
Science?
How is the level of reading comprehension of the students affected by
their profile?
Is there a significant relationship between the students’ level of
5.
reading comprehension and their performance in the Achievement Test?
It involved 117 students, 60 from the First Year and 57 from the Second
Year. . The descriptive method of research was used using a questionnaire to
gather the needed data. The statistical tools used were frequency distribution,
percentage, average, weighted sum, correlation coefficient and correlated t-test.
The null hypothesis to be rejected or accepted by this study is there are no
significant relationships between the students’ level of reading comprehension
and their performance in the Achievement Test.
Findings
From the data gathered, interpreted and analyzed, the following were the
findings of the study:
1.
On the Profile of the Respondents with Regards to:
1.1 Section
24.79 percent of the respondents are from Sapphire, 26.50
percent are from Zircon, 26.50 are from Rhinestone and 22.22 percent
are from Onyx.
50
1.2 Gender
44.44 percent of the respondents are male and 55.56 percent
are females
1.3 Educational Background of Parents
11.97 percent of the fathers are elementary graduates, 47.86
percent are high school graduates, 39.32 percent have college degree
and 0.85 percent have a master’s degree.
Among the mothers of the respondents, 6.84 percent are
elementary graduates, 36.75 percent are high school graduates and
56.41 percent are college graduates.
1.4 Socio-Economic Status of Parents/Guardians
6.84 percent of the family of the respondents have a monthly
income of Less than P5,000. 22.22 percent have a combined monthly
income of P5,000 – P10,000, 15.38 percent have a monthly income of
P11,000 – P15,000, 18.80 percent have monthly income of P16,000 –
P20,000, 11.11 percent have a monthly income of P21,000 – P25,000,
7.69 percent have a monthly income of P26,000 – P30,000, 4.27
percent have monthly income of P31,000 – P35,000, 9.40 percent have
monthly income of P36,000 – P40,000 and 4.27 percent have a monthly
income of More Than P40,000.
1.5 Type of Elementary School Where They Graduated From
51
32.48 percent of the respondents graduated from Public NonCentral Schools, 47.01 percent are from Public Central Schools, 11.11
percent are from Private Sectarian Schools and 9.40 percent are from
Private Non-Sectarian Schools.
2.
Level of Reading Comprehension of the Respondents
There were four respondents who scores are 7 – 9, 12 respondents
have scores of 10 – 12, 21 have scores of 13 – 15, 30 respondents have
scores of 16 – 18, 25 respondents have scores of 19 – 21, 16 respondents
have scores of 22 – 24, four respondents have scores of 25 – 27, three
respondents have scores of 28 – 30 and two respondents have scores of 31
– 33.
The overall mean for the students was 17.87.
3.
Level of Performance of the Respondents in the Achievement Test in:
3.1 Mathematics
Two of the respondents obtained a score of 4 – 6 in the
achievement test in Mathematics, seven have scores of 7 – 9, 14 have
scores of 10 – 12, 29 have scores of 13 – 15, 25 have scores of 16 –
18, 13 have scores of 19 – 21, seven have scores of 22 – 24, 11 have
scores of 25 – 27, three have scores of 28 – 30, four have scores of 31
– 33 and two have scores of 34 – 36.
The overall average for the students is 16,78.
52
3.2 Science
There were six respondents whose scores are 10 – 12, 27 have
scores of 13 – 15, 23 have scores of 16 – 18, 26 have scores of 19 –
21, 16 have scores of 22 – 24, nine have scores of 25 – 27, eight have
scores of 28 – 30, there was one whose score is 31 – 33 and another
one who scored 40 – 42.
The overall score was 19.33.
4.
Level of Reading Comprehension of the Students Affected by:
4.1 Section
The students from Sapphire have an average of 17.76, those
from Zircon have an average of 17.13, the students from Rhinestone
have an average of 19.94 while those from the Onyx have an average
of 16.65 percent.
4.2 Gender
The average of the male students is 16.96 while the average of
the female students is 18.69.
4.3 Educational Background of Parents
The average of the students whose fathers are elementary
graduates is 19.00 while those whose mothers have an average of
19.63. The students whose fathers are high school graduates have an
average of 17.79 while those whose mothers are high school graduates
53
is 18.02. Those whose fathers are college graduates have an average
of 17.48 and those whose mothers are college graduate have an
average of 17.51.
4.4 Socio-Economic Status of the Parents/Guardian
The students whose parents have a monthly income of Less than
P5,000 have an average of 19.25, the students whose monthly income
is P6,000 – P10,000 have an average of 18.42, the students whose
monthly income is P11,000 – P15,000 have an average of 17.17, the
students whose monthly income is P16,000 – P20,000 have an average
of 17.50, the students whose monthly income is P21,000 – P25,000
have an average of 17.85, the students whose monthly income is
P26,000 – P30,000 have an average of 19.67, the students whose
monthly income is P31,000 – P35,000 have an average of 17.50, the
students whose monthly income is P36,000 – P40,000 have an average
of 16.55 and the students whose monthly income is more than P40,00
have an average of 18.20.
4.5 Type of Elementary Where They Graduated From
The students who graduated from Public Non-Central Schools
have an average of 17.21, those from the Public Central Schools have
an average of18.85, those from the Private Sectarian Schools have an
average of 16.92 while those from the Private Non-Sectarian Schools
have an average of 16.91.
54
5.
Relationship of Reading Comprehension and Achievement Test
The Achievement Test in Mathematics and the Level of Reading
Comprehension of the students have a slight negative relationship although
it was found out to be not significant which accepted the null hypothesis of
the stud.
The Achievement Test in Science and the Level of Reading
Comprehension have a slight positive relationship and was found out to be
significant thereby rejecting the null hypothesis of the study.
Conclusions
Based on the findings derived from the data gathered, analyzed and
interpreted, the following conclusions were drawn:
1. Most of the respondents are from Zircon, female, have parents who
have college degree, have monthly income of P5,000 – P10,000 and graduated
from Public Central Elementary Schools.
2. Most of the students scored 16 – 18 in the Reading Comprehension
Examination.
3. Most of the students scored 16 – 18 in the Achievement Test in Math
and 19 – 21 in the Achievement Test in Science.
4. The students from Rhinestone, the female students, students whose
parents are elementary graduates, students whose combined monthly income is
P26,000 – P30,000 and from Public Central Elementary School achieved the
highest average among the respondents.
55
5. There is no significant relationship between the Achievement Test in
Mathematics and the Level of Reading Comprehension of the students. There is
a positive significant relationship between the Achievement Test in Science and
the Level of Reading Comprehension of the Students.
Recommendations
From the foregoing finding and conclusions, the researcher presents the
following recommendations:
1. The students that come into the school are from varied background and
experiences.
These factors that may influence their ability to learn and to
continue their study in this institution should be taken into consideration during
the planning for the students’ welfare, such as school activities, examinations,
lessons, etc.
2. The English Club and the newly established Book Lovers’ Club may
help in getting the consensus of the students on reading materials whether books
and magazines that interest them. This will then be forwarded to the Learning
Resource Center (High School Department) so that it may procure the said
reading materials.
3. Another achievement test with item analysis can be conducted in order
to help analyze the reason for the low performance of the students in the given
examination. The teachers may also look into the effectiveness of their teaching
methods and strategies.
56
4. Despite the factors that might have helped the students develop their
reading comprehension such as the educational background of the parents and
the high family income, the students still performed low in the reading
comprehension examination. Another study might be conducted on the factors
that hindered the development of the reading skills of the students may be
conducted.
5. Science can be integrated into reading or in language class by using
science-related articles, especially those that are of interest to the students or are
very much related to the lesson they are currently taking. This integration can
help in developing the level of reading comprehension of the students, as well as
helping the students acquire more knowledge in science and science processes.
6. A reading development program maybe prepared that will help in the
improvement of the reading comprehension of the students.