Republic of the Philippines

Department of Education

Region 4A

Division of Rizal

District of Rodriguez

Burgos Elementary School Unit I

Factors Affecting the English Reading Proficiency of Grade

3 Pupils in Burgos Elementary School Unit I: Employing
Project H.Y.P.E.R. E as response to a situation

CARLO P. CAPARAS

ROSEBELLE R. JUGUILON

JENNIFER N. LAGMAO

June 2016
I. INTRODUCTION

Background of the Study

If pupils reading performance level is low, in most cases it automatically implies difficulties in

the acquisition of several other subjects, consequently obtaining education in general. With

this in mind the Department of Education releases DO 12, s. 2015 Guidelines on the Early

Language, Literacy, and Numeracy Program: Professional Development Component. In line

with one of the Presidents Ten Point Basic Education Agenda which states that every child

should be a reader by Grade 1, the Department of Education (DepEd) is strengthening its

reading program through the implementation of the Early Language, Literacy, and Numeracy

Program. The Program will develop in Filipino children literacy and numeracy skills and

attitudes which will contribute to lifelong learning. More specifically, it aims to improve

reading and numeracy skills of Kinder to Grade 3 pupils, following K to 12 Basic Education

Curriculum, and to establish a sustainable and cost-effective professional development

system for teachers.

Statement of the Problem

Reading literacy is a skill, which is the ground of almost all processes of learning. That is

why it is empirical that reading performance especially pupils in the primary grades must be

constantly monitored and evaluated. Disturbingly there are high reports of challenged

readers in our school (Burgos Elementary School Unit I). Most of these challenged readers

were identified to be in the 3rd grade. 25% or 52 out of 203 grade 3 were listed as challenged

reader. The situation is alarming since the 3 rd grade is approximately the time when a pupil

turns from learning to read to reading to learn.

Objective
The objective of this paper is to find out the reasons behind the low level of reading

proficiency in English among Grade 3 pupils of Burgos Elementary School Unit I and to

measure the significance of Project HYPER E as response to the current situation.

Significance of the Study

The study aims to benefit the following:

The School, the result of this research will help track down the factors that are hampering

their clienteles performance and to provide the most appropriate approach to fix the

situation.

The challenged reader, this research will track down the factors that hinder the development

of the pupils reading performance

The teachers, the end result of this research may be utilized to design programs, seminars

and other related activity that will capacitate them.

. II. LITERATURE REVIEW

Various studies and research has been conducted in aid to dose the unhealthy reading

performance of the pupils. Studies show that there numerous factors affecting the pupils

reading performance.

In their study Factors associated with the English proficiency of elementary pupils at Central

Philippine University Solis. Et al (2013) they stressed that Income and educational

attainment of parents were found to be significantly associated with English proficiency. For

the study hour, traditionally, researchers believed that it associates with much for the

achievement of study, but now researchers found out there are few associating with the

achievement. Negative perception towards teacher correlates negatively in learning second

language as the students are less motivated. Extent of television viewing, text messaging,
and extent of use of online social networks and computer games correlate negatively for the

students to develop English proficiency

As supported by Fernando & Azucena (2006), The proficiency of Filipinos in English have

slowly deteriorated, despite the fact that many of these people have gained access to the

advanced technological devices that would aid them to learn English easier. According to

Macasinag (2011), the SWS survey was commissioned by Promoting English Proficiency

(PEP) in March 2006. The largest deterioration was in the self-assessment of ability to speak

in English which fell from 54% in September 2000 to 32% in March 2006, a deterioration of

22% in six years. This actuality may negatively impact the Filipinos global competitiveness

when it comes to foreign trade, communication, and others. If this problem further resonates,

not only will the Filipinos have a hard time adapting into environments where English is

frequently involved, they will also lose the recognition of the world as the best speakers of

English in Southeast Asia.

III. RESEARCH QUESTIONS

1. What are the factors affecting the English reading proficiency of the grade 3 pupils of

Burgos Elementary School Unit 1?

2. Is there a significant relationship between the demographic factors such as age, sex,

income of parents, educational attainment of parents 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 three pupils in Burgos Elementary School Unit I. If yes, to what extent?

3. What is the current level of English reading proficiency of the grade 3 pupils of Burgos

Elementary School Unit 1?

4. Can we determine whether or not Project H.Y.P.E.R E provide significant difference as

reading intervention program to address the factors affecting the English reading proficiency

of the grade 3 pupils of Burgos Elementary School Unit 1?

IV. Scope and Delimitation

The study focuses mainly on the factors affecting the reading performance of grade 3 pupils

of Burgos Elementary school Unit I of the current curriculum year (C.Y. 2016-2017). The

respondents of this research were the Grade 3 pupils, their parents and the Grade three

teachers.

V. Methods of Research

Research Design

This study determined the factors associated with the English reading proficiency of the

grade 3 pupils of Burgos Elementary School Unit 1 through the use of a non/pre-

Experimental design which is the posttest only design or after-only survey, also commonly

known as one-shot survey. The one-shot survey or posttest only design aims to collect

descriptive information about a population or subject of a study.

Sampling

Proportion allocation formula or commonly known as stratified sampling was employed to

determine the number of pupils to be chosen from each section. The researchers used the

lottery or fishbowl technique with replacement to hold the probability constant. This was

done by drawing a piece of paper from a box with the numbers, corresponding to the

alphabetical sorting of pupils names, to be written on pieces of paper. The number of each

slip picked out from the box was recorded then returned, thus the probability of choosing one

among the total number of respondents.

The respondent (all Grade 3 Pupils) will take a reading test (PHIL IRI). In order to compare

the data the researcher portioned out 30 pupils with the highest results in reading literacy

(group A) and 30 pupils with the lowest reading literacy (group Z)

Research Instrument

The primary instrument used to gather the needed data was a one-shot survey questionnaire

which consisted of parts: Part I gathered information on the Personal Background of the

respondents; Part II dealt with the information on the factors associated with the English

proficiency of the respondents. The instrument was adopted form a study by Nneka Marie

C. Solis et.al. Entitled FACTORS ASSOCIATED WITH THE ENGLISH PROFICIENCY OF

ELEMENTARY PUPILS AT CENTRAL PHILIPPINE UNIVERSITY

Data Collection

The researches administer the survey to all the respondents and made a conscious effort to

achieve 100% retrieval rate

Ethical Issues

Since one the respondents of the research are grade 3 pupils proper care was observed in

collecting and handling data. Confidentiality was strictly imposed with high regards of

Gender Assessment and Development. Researcher seeks the consent of the institution to

conduct the study, as well as Responders gave their consent were fully informed and that

they are part of a study.

Data analysis

All the data retrieve were check for consistency and completeness. For the description of the

personal background such as age, sex, income of parents, and educational attainment of

parents; 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 English proficiency of the concerned, the use of the frequency count,

percentage, and mean (weighted mean for reading proficiency) were done.

For the analysis of the relationship between sex and the English proficiency of the

respondents, the chi-square test was used.

For the relationship of the remaining factors such as age, income of parents, educational

attainment of parents, 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 the gamma analysis was used.

Conceptual Framework

Factors Affecting the Reading Performance of Grade 3 Pupils of Burgos Elementary

School Unit I
INPUT PROCESS OUTPUT
Input
Grade 3 Pupils Administration of
survey through
Grade 3 pupils' adopted Factors Affecting
reading questionaire on the Reading
performance factors affecting the Performance of
reading Grade 3 Pupils of
Grade Teachers of performance of Burgos
Burgos grade 3 Pupils of Elementary
Elementary Burgos Elementary School Unit I
School Unit 1 School Unit 1
FEEDBACK

Figure 1 Conceptual Framework on Factors Affecting the Reading

Performance of Grade 3 Pupils of BurgosI Elementary School Unit I

VI. TIME TABLE

Schedule Research Activities Time Persons

Allotment Involved
 Setting up the Team and
Week 1 Planning of Activity SEARCH Team
Day 1 1 day

Meeting with
Week 1 team for the orientation SEARCH Team
Day 2 of the project 1 day

Preparation and
Week 1 Reproduction of 3 days SEARCH Team
Day 3-5 Researcher based
questionnaire

Week 2 Administration of 2 days Grade 3 teachers

Day 1-2 reading test to grade 3 Grade 3 pupils
pupils SEARCH team

Evaluating and
Week 2 interpreting the result of 1 day Grade 3 teachers
Day 3 the reading test SEARCH team

Administering the survey

Week 2 to determine the factors 2 days Grade 3 teachers
Day 4-5 affecting the reading Grade 3 pupils
performance of grade 3 SEARCH team
pupils

Schedule Research Activities Time Persons

Allotment Involved

Week 3 Retrieving the results of SEARCH Team

Day 1 the survey 1 day

Tabulating and
Week 3 validating the result the SEARCH Team
Day 2-3 survey 2 days

Rendering statistical
Week 1 treatment to the data 2 days SEARCH Team
Day 4-5 obtained
 Week 4 Interpreting and 1 day Grade 3 teachers
Day 1 analyzing the data Grade 3 pupils
obtained SEARCH team

Evaluating and
Week 4 interpreting the result of 2 days Grade 3 teachers
Day 2-3 the reading test SEARCH team

Week 4 Completing the paper 1 day Grade 3 teachers

Day 4 works Grade 3 pupils
SEARCH team

Week 4 Feed backing 1 day Grade 3 teachers

Day 5 Grade 3 pupils
SEARCH team

VII. COST ESTIMATE

Research Activities Persons Specifics Estimated

Involved cost
(PhP)
Setting up the Team and Planning SEARCH Team Bond papers, 250.00
of Activity White board markers,

Meeting with SEARCH Team Food provision

team for the orientation of the ( snacks )
project Uniforms of the 3,360.00
research team

Preparation and Reproduction of SEARCH Team Internet load

Researcher based questionnaire Photocopy of
Researcher based 1,550.00
questionnaire
Administration of reading test to Grade 3 teachers Food provision
grade 3 pupils Grade 3 pupils ( snacks) 500.00
SEARCH team

Evaluating and interpreting the Grade 3 teachers Print outs

result of the reading test SEARCH team
30.00
Administering the survey to Grade 3 teachers Food provision
determine the factors affecting Grade 3 pupils Transportation 1,600
the reading performance of grade SEARCH team allowance
3 pupils

Research Activities Persons Involved Specifics Cost

Retrieving the results of the SEARCH Team Expanded folders 100.00

survey

Tabulating and validating the

result the survey SEARCH Team Food provision 500.00
( snacks)

Rendering statistical
treatment to the data SEARCH Team Food provision 500.00
obtained ( snacks)

Interpreting and analyzing the Grade 3 teachers Food provision 500.00

data obtained Grade 3 pupils ( snacks)
SEARCH team

Evaluating and interpreting

the result of the reading test Grade 3 teachers Food provision 500.00
SEARCH team ( snacks)

Completing the paper works Grade 3 teachers USB 600.00

Grade 3 pupils Re writeable CD,s
SEARCH team
 Feed backing Grade 3 teachers ________ ______
Grade 3 pupils
SEARCH team

Total Estimated Cost PhP. 9990

VIII. Plans for Dissemination/advocacy

The result of the research may be used as reference for other future researches

geared towards alleviating the pupils reading performance. The result may also be used for

making project designs for reinforcing reading intervention programs.

The researches will also furnish the Local Government Units. The researchers wish

to aid the local policy makers the data that will enhance their current development programs.

The researchers will also communicate with Non-Government Organizations to encourage

them to venture on programs that will alleviate our pupils reading performance.

X. Reference

DO 12, s. 2015 Guidelines on the Early Language, Literacy, and Numeracy Program:

Professional Development Component. Department of Education Philippines

Solis N et. al. (2013) Factors associated with the English proficiency of elementary pupils at
Cental Philippines University, Iloilo Philippines

Fernando, E. & Azucena, S. (2006) Ticking Bomb Retrieved 2012-10-07 from

http://www.lankabusinessonline.com/fullstory.php?
newsID=1579191903&no_view=1&

SEARCH_TERM=35

Macasinag, T. (2001), Glowing Ember Retrieved 2012-10-07 from

 http://www.sunstar.com.ph/baguio/opinion/2011/08/04/macasinag-decline-english-
proficiency-170862

Republic of the Philippines

Department of Education
Region 4A
Division of Rizal
District of Rodriguez
Burgos Elementary School Unit I

Mrs. PRISCILLA V. JOSE

District Supervisor
District of Rodriguez IA
Rodriguez, Rizal

Dear Madam:

I have the honor to request from your good office permission to conduct a study entitled
Factors Affecting the Reading Performance of Grade 3 Pupils in Burgos Elementary School
Unit I. I will be administering a researcher-made questionnaire to selected parents, pupils
and teachers.

I look forward to your preferential action on this matter.

Thank you very much.

Truly yours,

CARLO P. CAPARAS
Researcher

Noted by

Mrs. MARICEL BAGANG

Principal I
 Republic of the Philippines
Department of Education
Region 4A
Division of Rizal
District of Rodriguez
Burgos Elementary School Unit I

Research Questionnaire:
This Research instrument was adopted from Factors Associated with the
English Proficiency of the Elementary Pupils at Central Philippine

Directions: This part of the test is to be taken home with you. With the help of your parents,

answer the items presented. Carefully read the directions instructed as you go on with the

test. Please answer truthfully.

Name:_________________________________________________
Address:__________________________________________________________________

___

Grade Level:_________

Section: ( ) Tiger ( ) Fox ( ) Lion ( ) Leopard

How old are you? ______ years old

When were you born? (Give month, day, and

year)____________________________________

Are you male (boy) or female (girl)? Check your answer. ____ Male ____ Female

What is the work of your father? ___________________

How much income does your father earn every month, if applicable? ______________

What is the work of your mother? __________________

How much income does your mother earn every month, if applicable?______________

How much time do you spend in studying every week? Please specify your answer in the

space provided _____________ hour/s

How often does your English teacher speak in English? Circle the number of your answer.

( ) 1 Never ( ) 2 Seldom ( ) 3 Sometimes ( ) 4 most of the time ( )5

always

Do you have fun when you learn English with your English Teacher? Circle your answer.

Yes No

How well does your teacher present his/her lessons? Circle the number of your answer.

1 Very badly 2 Badly 3 Fair 4 Good 5 Very Good

Do you think you have learned many things about English from your teacher? Circle the

number of your answer.

1 None 2 A little 3 Enough 4 More than enough 5 Very much

How much time do you spend watching television in a day? Please specify your answer on

the blank provided. _______ hour/s

What kind of television shows do you often watch? Encircle as many answers as is applied

to you. If your answer is not found among the choices, write your answer after Others.
1 English cartoons (e.g. Tom and Jerry, Adventure Time)

2 Filipino cartoons (e.g. Super Inggo)

3 Foreign cartoons (e.g. Samurai X, Full Metal Alchemist) with English subtitles

4 Foreign cartoons dubbed in English

5 Foreign cartoons with Filipino subtitles

6 Foreign cartoons dubbed in Filipino

7 English educational shows (Hi5, Dora the Explorer)

8 Filipino educational shows (Mathtinik, Sineskwela)

9 English movies (e.g. Moana, Despicable me)

10 Filipino movies (e.g. Jose Rizal, Imagine you and Me)

11 Foreign movies (e.g. So Close, Fearless) with English subtitles

12 Foreign movies dubbed in English

13 Foreign movies with Filipino subtitles

14 Foreign movies dubbed in Filipino

15 English television series (e.g. House, Greys Anatomy)

16 Filipino television series (e.g. Encantadia, Ang Probinsyano)

17 Foreign television series (e.g. Boys Over Flowers, One Litter of Tears) with English

subtitles

18 Foreign television series dubbed in English

19 Foreign television series with Filipino subtitles

20 Foreign television series dubbed in Filipino

21 Others:______________

How many text messages do you send every week? Please specify your answer in the

space provided. ___________ text messages a week

What language do you use in texting? Circle the number of your answer. If your answer is

not found in any of the choices given, write your answer on the space provided after the

word Others.

1 English 2 Filipino 3 Mother-tongue 4 English and Filipino

5 English and mother-tongue Please specify the kind of mother-tongue language you use in

the blank provided below. ___________________

Which online social networking site do you often visit? Encircle your answer. Please choose

ONLY one. If your answer is not found in any of the choices given, write your answer on the

space provided after the word Others:.

1 Instagram

2 Facebook

3 Google+

4 Twitter

6 Others: __________________

What language do you use in communicating in online social networking sites? Encircle your

answer. If your answer is not found in any of the choices given, write your answer on the

space provided after the word Others:

1 English

2 Filipino

3 Mother-tongue

4 English and Filipino

6 English and Mother-tongue

Please specify the kind of mother-tongue language you use in the blank provided below.

__________________

How much time does you in online social networking every week? Please specify your
answer on the blank provided. __________ hour/s every week
What computer or online game do you participate in? Encircle your answer. Please choose
ONLY one. If your answer is not found in any of the choices given, write your answer on the
space provided after the word Others:
1 Counter-strike
2 Final Fantasy
3 League of legends
4 Resident Evil
5 World of Warcraft
6 Others: ______________
7 None
How many hours per week do you spend in computer gaming? Please specify your answers
on the blank provided. __________ hour/s a week
What printed materials do you often read? Encircle your answer. Please choose ONLY one.
If your answer is not found in any of the choices given, write your answer on the space
provided after the word Others:
1 English magazine
2 Filipino magazines
3 English novels
4 Filipino novels
5 English short stories
6 Filipino short stories
7 Others: __________________
How many hours per week do you spend in reading? Please specify your answer on the
blank provided. __________ hour/s per week

CARLO P. CAPARAS ROSEBELLE R. JUGUILON JENNIFER N. LAGMAO

Researcher Researcher Researcher