Action Research MC (D.o)

Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
City Schools Division of Cabuyao
SOUTHVILLE 1 INTEGRATED NATIONAL HIGH SCHOOL
North District
Proposed Title: READING TEXTS’ EXPOSURE IN RELATION TO

ACADEMIC PERFORMANCE IN ENSCIMA OF GRADE 7
STUDENTS IN PUBLIC SECONDARY SCHOOLS IN THE
DIVISION OF CABUYAO
Research Proponent: MARY CRIS G. NAVARRO

Teacher I
Reading Texts’ Exposure in Relation to Academic Performance in ENSCIMA of Grade 7 Students in Public
Secondary Schools in the Division of Cabuyao City
1. ABSTRACT
This study “Reading Texts’ Exposure In Relation To Academic
Performance in ENSCIMA of Grade 7 Students in Public Secondary Schools
in the Division of Cabuyao” aimed to assess the students’ exposure to
reading texts and their academic performance in ENSCIMA in the Division of
Cabuyao City. The descriptive method of research was utilized in the
study. The selected grade 7 students and their grade 7 teachers in English,
Science and Mathematics served as respondents in this study. The
instrument utilized was a researcher-made survey questionnaire. Meanwhile,
the instrument in identifying the students’ performance was based on their
first grading period. The study was intended to find out the assessments of
the two (2) groups of respondents on the exposure to reading texts of
students. They assessed the framework as to literary texts, research works
and math investigations. The difference between the assessments of the two
(2) groups was examined.
Another concern of the researcher was to find out the performance of
selected Grade 7 students. There was a significant difference between the
assessments of the two groups of respondents in terms of literary texts, while
in terms of research works and math investigations, there were no significant
difference. The selected Grade 7 students have a satisfactory academic
performance. There was no significant relationship between the extent of
exposure of students to reading texts as to research works, meanwhile, there
were significant relationship between the exposure of students to reading
texts as to literary texts and math investigations and their academic
performance.
As an output, the researcher proposed an action plan to improve and
even further intensify the exposure to reading texts contributing to the
academic performance of the students in English, Science and Mathematics.
Likewise, the action plan offered to produce global learners and topnotch
education in ENSCIMA not only in the classroom but also in other fields of
endeavor.
2. INTRODUCTION OF THE RESEARCH
Reading skills are the cognitive processes that a reader uses in
making sense of a text. Every language requires a different repertoire of
reading skills, based on the structure of the language and the literacy habits
of the native speakers of that language. Like all language, it is a complex
interaction between the text and the reader which is shaped by the reader’s
prior knowledge, experiences, attitude, and language community which is
culturally and socially situated. The reading process requires continuous
practice, development, and refinement.
Reading comprehension can be understood as the process through
which the recognized words are transformed into a meaningful idea. It is a
complex process that requires the activation of numerous cognitive skills and
influenced by multiple factors. A particular factor is vocabulary because
students’ access to the meaning of text is limited by how well they know the
meanings of words. The construct of comprehension cannot be understood
well without understanding of the role that vocabulary plays in understanding
what is read.
Consequently, reading comprehension depends on vocabulary
knowledge and vice versa. The more students read, the better their
vocabulary becomes. The more vocabulary they know, the better they can
read. Reading comprehension and vocabulary are inextricably linked. The
ability to decode or identify and pronounce words is self-evidently important,
but knowing what the words mean has a major and direct effect on knowing
what any specific passage means. Students with a smaller vocabulary than
other students comprehend less of what they read and it has been suggested
that the most impactful way to improve comprehension is to improve
vocabulary.
Reading abilities vary from the knowledge that spoken language can
be analyzed into strings of separable words, which are analyzed into
sequences of syllables and phonemes, to the ability to understand and use
vocabulary words, and the ability to comprehend text. Just as reading abilities
are varied, so are reading difficulties. As children get older, reading difficulties
become more evident and pronounced. In turn, it is harder to remediate.
A poor reading skill has been linked with poor self-esteem and
maladaptive internalizing and externalizing behaviours. People who have a
low level of literacy may encounter multiple situations where their inability to
read draws the attention, and possible ridicule, of others. A person who
struggles to read may thus struggle to feel a sense of self-worth. A low
reading skill has been found to correlate with symptoms of anxiety and
depression. If people cannot believe in themselves, their skills and ideas, it is
difficult to imagine that they would feel empowered to improve their social or
political world, or to even ask for help. The tragedy of illiteracy lies in the
wasted hopes and dreams of creative, talented, or intelligent men and women
who feel they have nothing to offer. People with lower levels of literacy may
struggle with everyday activities, financial difficulties, or low self-esteem, and
feel socially and politically impotent.
Therefore, it is vital that public school systems in the Philippines
continue to not only improve methods of teaching students how to read, but
also to understand what they have read. High school represents the last
opportunity students have, in a publically funded education system, to
maximize their reading ability. It is often the case that students did not learn to
read effectively in their elementary years. All reasonable efforts must be
made to help students learn to read. In order to capitalize on this final
opportunity, teachers need to know which reading intervention methods can
provide the best results for students experiencing reading difficulties, in a
relatively short period of time. If the appropriate interventions can be found,
educators have a better chance of successfully addressing illiteracy among
High School students.
In connection to this, the Department of Education provides numerous
reading programs. Interventions are being made for the needs of Filipino
learners especially in reading aspects because reading is a complete thinking
activity that is also constructive, interactive and effective. Indeed the
department made a balanced instructional program framework that
incorporates cognitive and metacognitive that will contribute to the
development as lifelong learners.
Hence, this study was conducted to determine the relationship of the
reading skills competence of Grade 7 students in relation to their vocabulary
skills and to suggest intervention program which can be used to strengthen
the reading abilities and improve the academic performance level of the
learners.
3. LITERATURE REVIEW
a. Foreign Literature
Likewise, Anderson (2004) pointed out that the more students become
better reader by dedicating reading time, recommending books, exposing
students to a variety of text and authors and validating their reading choices.
Students’ background, knowledge understanding of text structure and
features, vocabulary usage, appreciation for author’s craft and performance in
a wide variety of assessments improve tremendously because of the reading
they do. It is through volumes and volumes of reading that many students
internalize the comprehension skills and gain the reading experience they
must acquire academic success. Hours spent in reading and the freedom to
choose their own books also leads many children to discover love of books
and reading a path to enjoyment and learning that last long after the
schooling ends.
Relative to this, Luz (2005) emphasized that reading comprehension is
the major cause of our learner’s poor performance in international and local
achievement tests. He believed that the teachers must be equipped with
strategies to teach comprehension. Teachers can help to improve their
instruction significantly and produce learners who can and will read as habit.
b. Local literature
DepEd Oder No. 70-S. 2011 intensifies reading literacy in schools by
enforcing the policy “ Every Child a Reader”. It aims to make every Filipino
child a successful reader. The department is expecting that no pupil will be
promoted to higher grades unless he/she manifests mastery of the basic skills
in a particular grade. This is what Peralta (2001) highlighted as to the role of
the teacher. The responsibility of the teacher is to develop each child to the
limit of his own capacity. This responsibility can be carried out by teaching our
children to read. It is the most basic skill to be developed in every child.
Enabling child to read is very necessary. If a child will not be able to read or
understand what he read and develop of reading he or she can hardly make it
in higher grades.
Moreover, as emphasized by Casareo (2006) in the schools, reading
as a subject should be given emphasis for it is a springboard in other areas.
Learning reading is open a lot of words for children. Every childhood cognitive
development will not develop the building blocks of language for children,
unless parents know the importance of good learning. Children, whose
parents are not aware that reading plays an important role in the child’s
development, are not disposed to learn reading. Their opportunities in
learning are limited. Reading to every citizen is a new civil right. A child
should be ready to read and ready to get a clear understanding of what he
sees and reads in order to provide him a good early experience.
According to Sofsian (2009) reading offers a productive approach to
improving vocabulary and word power. It is advisable to indulge in at least
half an hour of reading a day to keep abreast of the various styles of new
vocabulary. In addition to this, Bernardo (2009) said that the habit of reading
also keeps the readers to decipher new words and phrases that they come
across in everyday conversation. The habit can become a healthy addiction
and add to the information available on various topics. It helps one to stay in
touch in contemporary writers as well as for those from the old days to make
them sensitive to global issues.
4. RESEARCH QUESTIONS
Specifically, it aimed to answer the following questions:
1. What is the level of reading skills in English of Grade 7 Students in
selected public secondary schools in the Division of Cabuyao in line
with the following variables?
1.1 academic reading
1.2 current-event reading
1.3 inspirational reading
1.4 recreational reading
2. How do the following factors contribute for the improvement of the
reading skills of the student-respondents as assessed by the teachers
and students?
2.1 Curriculum Factor
2.2 School Factor
2.3 Teacher Factor
2.4 Student Factor
3. Is there a significant difference between the assessments of the two
groups of respondents on the said factors contributory to the
improvement of the reading skills in English of Grade 7 students?
4. How are the results of the reading skills of the students related to the
assessed factors?
5. Based on the findings of the study, what enhancement program can be
proposed to improve the reading skills of the Grade 7 students?
5. SCOPE AND LIMITATIONS OF THE STUDY
This study will be conducted in selected public secondary schools in
the District of Cabuyao City, Laguna. Academic Year 2014-205. It will involve
four schools namely Bigaa National High School, Cabuyao National High
School, Gulod National High School and Southville1 National High School. It
is composed of a total of Grade 7 students of the district of Cabuyao of
whom 298 students will be given the actual test. The researcher would like to
find out the level of reading skills of the students in the said district. The data
that will be obtained from reading skills will be analyzed and correlated to the
reading skills in relation to their vocabulary skills. The findings of the
researcher will be used as the bases for the formulation of the enhancement
reading program.
6. RESEARCH METHODOLOGY
A. SAMPLING
The researcher will determine the sample size using the G-power
method (3.0.10). Then, the stratified sampling technique will be used to
determine the members of the sample. It is a probability sampling technique
wherein the researcher divides the entire population into different subgroups
or strata, then randomly selects the final subjects proportionally from the
different strata.
B. DATA COLLECTION
The researcher will venture on asking permissions from the Division
Superintendent and principals of the schools concerned where she will
conduct her study through a formal letter. The tests will be distributed to the
participants on the agreed date as scheduled by the researcher and the head
of guidance testing center. The participants will be determined through the
use of stratified random sampling method. After the administration of the test,
the researcher will gather and check the test to be tallied and tabulated for
statistical treatment.
7. DISCUSSION OF RESULTS AND RECOMMENDATION
A. Summary of Findings
The following findings are hereby summarized based on the results of
the research:
1. On the Extent of Reading texts’ Exposure as to:
1.1. Literary texts
The extent of exposure of students to reading texts in terms of literary
texts is assessed as exposed with the computed average weighted mean of
3.39 – exposed (Teachers) and 3.06 – exposed (Students) which has a grand
weighted mean of 3.23 interpreted as exposed, literary texts are assessed as
exposed in the public secondary schools in the District of Cabuyao City
1.2 Research works
The extent of exposure of students to reading texts in terms of
research works is assessed as exposed. It obtained the value of the
computed weighted mean of 3.08 – exposed (Teachers) and 2.83 – exposed
(Students) which has a grand weighted mean of 2.96 was interpreted as
exposed.
1.3 Math investigations
The extent of exposure of students to reading texts in terms of math
investigations is assessed as exposed. It obtained a computed weighted
mean of 3.03 – exposed (Teachers) and 2.75 – exposed (Students) which
has a grand weighted mean of 2.89 interpreted as exposed.
2. On the Significant Difference between the Assessments of the Two
Groups of Respondents on the Reading Texts Relative to the afore-cited
Variable
The analysis generated p-values are 0.0121, 0.1674, and 0.1041.
However, in terms of literary texts, it achieved the remark of “has significant
difference” thus the alternative hypothesis is hereby acknowledged.
Meanwhile, the other two, Research Works and Math Investigations have no
significant difference. This indicates that in terms of literary texts, there exists
significant difference since the p-value is less than the level of significance at
.05. This simply means that the opinions of two respondents are not
paralleled, while the other two variables show no significant difference since
the p-values obtained are greater than the level of significance at .05.
The findings on the reading signified the need to enliven further the
available reading resources utilized by teachers to improve the academic
performance of high school students in English, Science and Mathematics.
3. On the Performance of Grade 7 Students based on first grading
period in English, Science and Mathematics areas during the School
Year 2015-2016.
On the computed mean grade of 82.55 % having been interpreted as
satisfactory, it connotes that the students used in this undertaking are not
grappling in the English subject and that they are not being behind by other
students.
The overall performance of students in Science is 81.91 with the verbal
description as satisfactory. It indicates that the students utilized in this
undertaking are good enough in the Science subject and that they are not
being left behind by other students.
On the computed mean grade of 82.55 % having been interpreted as
satisfactory, it simply means that the students used in this undertaking are not
struggling in the subject Mathematics and that they are not being left behind
by other students.
The results imply that all grade 7 students in English, Science and
Mathematics have satisfactory performance the first grading period. The
satisfactory result may be attributed to the mastery of the fundamental
concepts learned by the students, familiarity of students to HOTS questions,
good comprehension, good study habits and availability of reading texts
especially in school.
4. On the Extent of Exposure of Students to Reading Texts and Their
Academic Performance in ENSCIMA
The analysis generated p-values on the exposure of reading texts are
0.0006, 0.0571, and 0.000. As to literary texts and grades in English and
Math investigation and grades in Math, the p-values are lesser than the level
of significance at 0.05 then it can be noted that there was a significant
relationship between the paired variables; hence the null hypothesis is
rejected. However, the p-value of Research Works and Science grade is
greater than the level of significance at 0.05. Therefore, there is no significant
relationship to the academic performance of the students; hence the null
hypothesis is accepted.
6. On the Proposed Action Plan
An action plan is proposed to improve the academic performance of
grade seven students and to strengthen their least mastered competencies
that were identified.
B. CONCLUSIONS
The following conclusions were drawn and established based on the
findings of this study.
1. That the reading texts in terms of literary texts; research works; and
math investigations are exposed as assessed by the two groups of
respondents.
2. That there was a significant difference in the assessments of the two
groups of respondents have different points of view on the extent of exposure
to reading texts in terms of literary texts, and have similar point of view to
reading texts in terms of research works and math investigations.
3. That all students have satisfactory performance in English, Science
and Mathematics in their first grading period.
4. That there is a significant relationship between reading texts in
terms of literary texts and math investigation and the performance of grade 7
students based on the first grading period, and it has no relationship with
reading texts in terms of research work.
5. That based on the results of the study, the researcher has
developed and presented a proposed action plan that will help to improve the
academic performance of grade 7 students and to strengthen their least
mastered competencies that were identified.
C. RECOMMENDATIONS
In view of the conclusions drawn, the following recommendations were
hereby offered:
1. Assessed by teachers and students having the achieved result as
extremely observed, it is highly recommended that these teachers should
continue evaluating their own performance through a regular feedback and
that the academic performance of students be checked and recorded
accordingly more intensely as possible. They should also continue using
varied teaching strategies.
2. There should be continuous feedback from school administrators,
teachers and stakeholders, and even from students themselves. As teachers,
they should always be open to suggestions. Any comments, positive or
negative should be welcomed and be considered as basis for development.
3. Students throughout the school year should be continuously
immersed in the learning experiences that are utilized to the maximum level.
4. School administrators should maintain and even sustain the
availability of the learning resources to upgrade the worthwhile experiences of
the learners.
5. The proposed action plan should be utilized in the public secondary
schools in the district of Cabuyao City. The strategies included could further
improve the teaching-learning process. Hence, it is strongly recommended for
the school’s implementation program.
B. The findings and conclusions of the study may be used by future
researchers who might be inspired to undertake researches
tackling the problem considered in this study.
8. REFERENCES
Anderson, M.B. Demonstration Techniques. Jurong, Singapore: Prentice

Hall, Revised Edition. 2004.
Bernardo Forte, E. Statewide educational accountability under the No Child
Left Behind Act. Washington, D.C: Appleton Century, 2005.
Cuz, Brenda B. Principles and Strategies of Teaching. Quezon City:
Lorimar Publishing, 2005.
Casarco, Candelaria D. Theories and Principles of Educational Technology.
Mandaluyong City: National Bookstore, 2006.
Sofsian, James H. A qualitative exploration of reflective thinking in
experiential learning debriefings. University of South Florida:
Harper Collins, 2009.

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Republic of the Philippines

SOUTHVILLE 1 INTEGRATED NATIONAL HIGH SCHOOL

Proposed Title: READING TEXTS’ EXPOSURE IN RELATION TO

Research Proponent: MARY CRIS G. NAVARRO

This study “Reading Texts’ Exposure In Relation To Academic

Performance in ENSCIMA of Grade 7 Students in Public Secondary Schools

in the Division of Cabuyao” aimed to assess the students’ exposure to

reading texts and their academic performance in ENSCIMA in the Division of

Cabuyao City. The descriptive method of research was utilized in the

Science and Mathematics served as respondents in this study. The

instrument utilized was a researcher-made survey questionnaire. Meanwhile,

the instrument in identifying the students’ performance was based on their

the two (2) groups of respondents on the exposure to reading texts of

students. They assessed the framework as to literary texts, research works

(2) groups was examined.

Another concern of the researcher was to find out the performance of

selected Grade 7 students. There was a significant difference between the

assessments of the two groups of respondents in terms of literary texts, while

in terms of research works and math investigations, there were no significant

difference. The selected Grade 7 students have a satisfactory academic

performance. There was no significant relationship between the extent of

exposure of students to reading texts as to research works, meanwhile, there

were significant relationship between the exposure of students to reading

texts as to literary texts and math investigations and their academic

As an output, the researcher proposed an action plan to improve and

even further intensify the exposure to reading texts contributing to the

academic performance of the students in English, Science and Mathematics.

2. INTRODUCTION OF THE RESEARCH

Reading skills are the cognitive processes that a reader uses in

making sense of a text. Every language requires a different repertoire of

of the native speakers of that language. Like all language, it is a complex

prior knowledge, experiences, attitude, and language community which is

culturally and socially situated. The reading process requires continuous

practice, development, and refinement.

Reading comprehension can be understood as the process through

which the recognized words are transformed into a meaningful idea. It is a

influenced by multiple factors. A particular factor is vocabulary because

meanings of words. The construct of comprehension cannot be understood

well without understanding of the role that vocabulary plays in understanding

Consequently, reading comprehension depends on vocabulary

read. Reading comprehension and vocabulary are inextricably linked. The

ability to decode or identify and pronounce words is self-evidently important,

that the most impactful way to improve comprehension is to improve

be analyzed into strings of separable words, which are analyzed into

sequences of syllables and phonemes, to the ability to understand and use

become more evident and pronounced. In turn, it is harder to remediate.

maladaptive internalizing and externalizing behaviours. People who have a

struggles to read may thus struggle to feel a sense of self-worth. A low

depression. If people cannot believe in themselves, their skills and ideas, it is

struggle with everyday activities, financial difficulties, or low self-esteem, and

feel socially and politically impotent.

Therefore, it is vital that public school systems in the Philippines

opportunity students have, in a publically funded education system, to

read effectively in their elementary years. All reasonable efforts must be

made to help students learn to read. In order to capitalize on this final

opportunity, teachers need to know which reading intervention methods can

provide the best results for students experiencing reading difficulties, in a

relatively short period of time. If the appropriate interventions can be found,

educators have a better chance of successfully addressing illiteracy among

High School students.

In connection to this, the Department of Education provides numerous

learners especially in reading aspects because reading is a complete thinking

activity that is also constructive, interactive and effective. Indeed the