Reading Comprehension Ability of Grade 6 Pupils in English and Filipino

THE READING COMPREHENSION ABILITIES OF SELECTED
GRADE SIX PUPILS IN ENGLISH AND FILIPINO
___________________________________
An Undergraduate Thesis Presented to

The Faculty of the College of Teacher Education
Western Mindanao State University
Zamboanga City
___________________________________
In Partial Fulfillment
of the Requirements for the Degree of
Bachelor in Elementary Education
(General Education)
___________________________________
By:
Alpatanih S. Anggot
Christopher Contreras
Nilvin V. Espino
Nurann A. Legardo
Laarnie Grace Pardillo
1
College of Teacher Education
Zamboanga City
APPROVAL SHEET
This thesis entitled “The Reading Comprehension Abilities of

Selected Grade Six Pupils in English and Filipino”, has been
prepared, and submitted by Alpatanih S. Anggot, Christopher
Contreras, Nilvin V. Espino, Nurann A. Legardo and Laarnie Grace
Pardillo is hereby accepted.
CHONA Q. SARMIENTO Ed.D

Mentor
Approved by the Oral Examination Committee, dated on March 2014

with rating PASSED.
CHONA Q. SARMIENTO Ed. D

Chairman
JULIETA B. TENDERO Ed. D SARITA FRANCISCO Ed. D

Member Member
Accepted in partial fulfillment of the requirements for the course of

PED 113 (INTRODUCTION TO RESEARCH) for the degree of Bachelor of
Elementary Education major in General Education.
NOLAN S. IGLESIA Ed. D

Dean, College of Teacher Education
2
ACKNOWLEDGEMENT
The researchers wish to express their sincere gratitude and
appreciation to the following individuals who assisted and cooperated
in the preparation of this study.
DR. CHONA Q. SARMIENTO being the adviser of this research who
shares her knowledge and sorts of advice and suggestion for the
improvement of this study.
DR. EDENA C. FERNANDEZ who also helped us in giving advises and
sharing her knowledge in research and allowed us to browse some
master’s theses at the scholarship office.
DR. AVELINA A. PELAYO for allowing us to make researches in her
office.
The Principal and the Grade VI advisers of Integrated Laboratory
School who allow us to gather data in their school.
Special Acknowledgement is extended to the researchers’ beloved
parents.
Above all, our Creator, the Almighty God, Allah, the researchers’
source of wisdom, strength, perseverance, courage, and safety
towards the success of this study.
3
Dedicated To
Mr. Jaafar Unggang and Mrs. Nuria S. Anggot
Mrs. Encarnacion S. Contreras
Mrs. Victoria I. Espino
Mr. Alsad and Hja. Rugaiya Legardo
Kah Tatung, Kah Jane, Kah Jamboy
and Maki Legardo
Mr. Jaime Reyes and Mrs. Mimie Pardillo
4
TABLE OF CONTENTS
Pages
Title Page...................................................................... i
Approval Sheet………………………………………………………. ii
Acknowledgment ……………………………………………………. iii
Dedication…………………………………………………………….. iv
Abstract……………………………………………………………..... v
Table of Contents ........................................................... vi
List of Tables.................................................................. vii
List of Figure.................................................................. viii
CHAPTER I: INTRODUCTION
1.1 Rationale of the Study …………………………….. 1

1.2 Objectives of the Study ……………………………. 3
1.3 Statement of the Problem…………………………. 3
1.4 Significance of the Study………………………….. 5
1.5 Scope and Limitations of the Study…………….. 6
CHAPTER II: REVIEW OF RELATED LITERATURE AND

THEORETICAL FRAMEWORK
2.1 Review of Related Literature …………………… 7
2.2 Theoretical Framework …………………………… 18
2.3 Conceptual Framework …………………………… 26
2.4 Conceptual Paradigm ……………………………… 28
2.5 Definition of Terms ………………………………… 29
CHAPTER III: METHODOLOGY
3.1 Research Design …………………………………… 30
5
3.2 Locale of the Study ………………………………… 30
3.3 Respondents of the Study ……………………….. 31
3.4 Data Collection Procedure ………………………… 34
3.5 Research Instruments …………………………….. 34
3.6 Hypothesis ……………………………. …………… 36
3.7 Data Analysis ………………………………………… 37
CHAPTER IV: PRESENTATION, ANALYSIS,

INTERPRETATION OF DATA………………….. 38
CHAPTER V: SUMMARY, CONCLUSION, RECOMMENDATION
5.1 Summary ……………………………………………. 53

5.2 Conclusion ………………………………………….. 57
5.3 Recommendation …………………………………. 59
BIBLIOGRAPHY …………………………………………………. 60
APPENDICES
6
LIST OF TABLES
Table Page
1.1 Distribution of Samples according to Section………… 31
1.2 Distribution of Samples According to Gender………… 32
1.3 Distribution of Samples in Section 1 According
to Gender…………………………………………………………… 32
1.4 Distribution of Samples in Section 2 According
to Gender…………………………………………………………… 33
1.5 Distributions of the Comprehension Test Items
in English by Level……………………………………………… 35
1.6 Distributions of the Comprehension Test Items
in Filipino by Level……………………………………………… 35
1.7 Scales and Interpretation on the Mean………………… 36
2.1 Results of Reading Comprehension Test of Grade
VI Pupils in English……………………………………………. 39
2.2 Results of Reading Comprehension Test of Grade
VI Pupils in Filipino……………………………………………. 41
2.3 Mean Percentage Scores of the Reading Comprehension
of Grade VI Pupils in English………………………………. 43
2.4 Mean Percentage Scores of the Reading Comprehension
of Grade VI Pupils in Filipino………………………………. 44
7
2.5 T-Test Results in the Reading Comprehension of the
Pupils in English and Filipino…………………………. 45
2.6 T-Test Results In the English Reading Comprehension
of the Pupils by Gender………………………………… 46
2.7 T-Test Results in the Filipino Reading Comprehension
of the Pupils by Gender…………………………………. 48
2.8 T-Test Results in the English Reading Comprehension
of the Pupils by Section…………………………………. 50
2.9 T-Test Results in the Filipino Reading Comprehension
of the Pupils by Section…………………………………. 51
8
LIST OF FIGURES
Figure Page
1. Conceptual Paradigm………………………………………… 28
9
LIST OF APPENDICES
Page
A- Reading Comprehension Test in English
B- Reading Comprehension Test in Filipino
C- Answer Key for Reading Comprehension Test
in English
D- Answer Key for Reading Comprehension Test
in Filipino
E- Letter Of Approval
10
ABSTRACT
This study attempts to determine the reading comprehension
abilities in English and Filipino of selected Grade VI Integrated
Laboratory School pupils. It looked into the significant difference
between the pupils’ reading comprehension in English and in Filipino;
and the significant difference in the pupils’ reading comprehension in
English and Filipino when categorized according to gender and section.
It was hypothesized that there is no significant difference
between the pupils’ reading comprehension in English and Filipino. But
there is a significant difference in reading comprehension of the
respondents in English and Filipino when data are grouped according
to gender and section.
The study revealed that (1) in both English and Filipino reading
comprehension the pupils have performed ‘good’ in literal level, and
‘average’ in inferential and evaluative levels. (2) The general
performance of the respondents in both English and Filipino reading
comprehension is ‘Good’. (3) There is no significant difference in the
mean scores of the pupils’ reading comprehension in English and
Filipino in literal, inferential and evaluative level. (4) Gender does not
significantly influence the English reading comprehension ability of the
pupils in literal and evaluative level. However, though not significant,
11
the result in the inferential level has shown to be meaningful. (5)
Gender does not significantly influence the Filipino reading
comprehension ability of the pupils in literal and evaluative level but, it
significantly does in inferential level. (6) There is no significant
difference in the mean scores of the pupils’ reading comprehension in
English in all levels when they are grouped by section. (7) There is a
significant difference in the mean scores of the pupils’ reading
comprehension in Filipino in literal level when they are grouped by
section. But there is no significant difference in inferential and
evaluative level. It is recommended that English and Filipino teachers
should continue providing a more meaningful way for students to
comprehend a certain selection, passage, and short stories or any
form of written genre. The teachers should continue utilizing strategies
that promote meaningful learning and pupil-centered instruction so
that pupils will be actively engaged on the activities and discussion.
There should be a continuous assessment of reading comprehension
abilities of the pupils to monitor the progress of their performances.
Lastly, it is further recommended that there should be seminar-
workshop for those personnel involved in teaching process to further
enhance their teaching skills in reading comprehension and to acquire
new strategies to be used in developing one’s ability.
12
CHAPTER 1
INTRODUCTION
1.1 Rationale of Study
In our country, there are two official languages used as medium
of instruction in the classroom. These are the Filipino and English,
which are mandated in our 1987 Philippine Constitution which is
embodied in Article XIV, section 6 and 7. The said law was further
strengthened with the promulgation of the 1987 Bilingual Education
Policy which has the goals of enhancing learning through two
languages to achieve quality education as called for by the 1987
Constitution.
Now, from the use of this Bilingual System there has been traced
stagnation in our educational system because of the lack of our basic
education, this is according to Malbago, 1996. And still according to
him, that “While bilingual system had very admirable objectives, it also
had a great cost insofar as global competitiveness is concerned.
Bilingualism had a negative impact on the students’ acquisition of skills
in comprehension especially in English because understanding the
context of the meaning of texts is constrained by the integration or
intervention of the bilingual system”. And Ascabano, 1997 believed
that “Because of our language problem, pupils have difficulty in
13
grasping the concepts being introduced by the teachers in school”.
Thus, Bilingual Education also has its impacts on reading
comprehension. Especially, to the elementary pupils in areas like here
in Zamboanga City since most of the pupils here belong to the
different ethnic groups found in this area which native dialects are not
neither Tagalog nor English. Many learners in whatever educational
level or school are having some difficulties in comprehension. Our
pupils’ performance in reading comprehension has been somewhat
alarming for the past few years. As it was reported by FLEMMS (2008)
it was said that the number of Filipinos, aged 10-64 years old, who do
not understand what they read, has grown to 20.1 million. In the
report of the Philippine Star (2011), it is said that mastery is only at
14.4% among grade 6 students.
Since comprehension becomes especially important to students
in the later elementary grades (Sweet & Snow, 2003) because it
provides the foundation for further learning in secondary school, this
study intends to determine the reading comprehension of the Grade VI
pupils, so that remedial measures can be given in the process. It also
tries to determine whether factors such as gender and section affect
their performance in reading comprehension.
14
1.2 Objectives of the Study
This study tries to determine the Reading Comprehension
Abilities of the Grade VI pupils in English as well as in Filipino.
This study has the following objectives:
a. To find out the pupils’ level of reading comprehension abilities in
both English and Filipino in
1. literal level;
2. inferential level; and
3. evaluative level.
b. To compare the mean scores of pupils’ reading comprehension in
Filipino and English in
1. literal level;
2. inferential level; and
3. evaluative level.
c. To determine if there is significant differences in pupils’ mean
scores in reading comprehension when categorized according to
their gender and section.
15
1.3 Statement of the Problem
This study aims to investigate the Reading Comprehension in
English and Filipino of Grade VI Pupils. Specifically, this study seeks to
answer the following questions:
1. What is the reading comprehension ability of Grade VI Pupils in
both the English and Filipino selection?
2. What is the reading comprehension ability of Grade VI Integrated
Laboratory School pupils in
2.1 Literal level?
2.2 Inferential level?
2.3 Evaluative level?
3. Is there a significant difference in the mean scores of the pupils in
English and Filipino reading comprehension in
3.1 Literal level?
4. Is there a significant difference in the mean scores of the pupils’
Reading Comprehension in English and Filipino when categorized
according to their gender and section in
4.1 Literal level?
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1.4 Significance of the Study
This study on the English and Filipino Reading Comprehension
abilities of the Grade VI Pupils would be beneficial to the following:
To the School Administrators: The results of this study will
provide some insights, feedbacks and baseline data to the school
administrators on the importance of reading comprehension of pupils
for policy and decision-making purposes relative to improving and
enhancing pupils’ reading comprehension.
To the Teachers: The results of this study will provide more
insights to the teachers about the pupils’ levels of Reading
Comprehension in English and Filipino. The results of this study will
also serve as a good source of feedback and will serve as the bases for
diagnosing the strengths and weaknesses of Grade VI pupils in English
and Filipino Reading Comprehension.
To the Pupils: This study will help the Grade VI pupils in diagnosing
the way they think of their own ability as well as their levels and
performance in reading comprehension. The results of this study will
serve as motivation for the pupils to further enhance their reading
comprehension ability both in English and Filipino by way of practicing
themselves using different reading materials on their own in order for
them to improve their academic performance in all other subjects.
17
To the Parents: As the ones that work hand in hand with
the teachers on the pupils’ reading program, parents are expected to
make follow-up on their children’s reading activities. Therefore, this
study could also help parents by giving them feedback about what’s
needed to be enhanced by their children in terms of reading
comprehension so that school will be able to meet its objectives in
reading program.
1.5 Scope and Limitations of the Study
This study focused only in the English and Filipino reading
comprehension of selected Grade VI pupils. Only fifty percent of the
population of the Grade VI pupils was made subjects of the study. The
instruments used were standardized reading comprehension test both
in English and Filipino taken from the National Achievement Test
Booklet series of 2011. The results of the reading comprehension tests
were used as sources of data. The reading comprehension of Grade VI
pupils in English was limited to that in Filipino. This study was also
delimited to the hypothesized significant difference in the respondents’
reading comprehension when categorized according the pupil’s gender
and section.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND CONCEPTUAL
FRAMEWORK
This chapter presents the literature and studies related to
reading comprehension and bilingual instruction. The information
herein discussed may serve as bases for the conceptual framework of
the study. The variables and terms are also defined in this chapter.
2.1 Related Literature and Studies
A. On Bilingual Education
Since this study involves the two languages which are being
used as medium of instruction in our educational system, name;
English and Filipino, the researchers want to as well discuss about
bilingual instruction or bilingual education.
What is bilingual education? According to Sandoval (2009),
bilingual education is a form of education in which information is
presented to the students in two (or more) languages. Technically, any
educational system that utilizes more than one language is bilingual.
This means that many, if not most, school programs are bilingual, in at
least a literal sense of the word.
“Bilingual education” is the use of two languages as media of
instruction for a child or a group of children in part or the entire school
curriculum (Cohen 1975, p. 18).
19
Alic (2006) defined both bilingualism and bilingual education
saying that “Bilingualism is the ability to communicate in two different
languages, while bilingual education is the use of two different
languages in classroom instruction.”
The Department of Education defines bilingual education as "the
use of two languages, one of which is English, as mediums of
instruction for the same pupil population in a well-organized program
which encompasses part or the entire curriculum and includes the
study of history and culture associated with the mother tongue. A
complete program develops and maintains the children's self-esteem
and a legitimate pride in both cultures” (Guthrie, 4).
While Gonzalez (2008) gives the simplest definition of bilingual
education by considering it as the use of two languages in the teaching
of curriculum content.
Bilingual education has been practiced in many forms, in many
countries, for thousands of years. Defined broadly, it can mean any
use of two languages in school – by teachers or students or both – for
a variety of social and pedagogical purposes (Krashen, 1997).
Bilingual instruction for pupils who lack the necessary skills for
immediate success in curriculum is a way of providing quality and
equal opportunity in education. Through this program, children can
develop linguistic and academic skills appropriate to their level of
20
cognitive development. In a school where cultural background of all
children is accepted, positive self-esteem grows and attendance at
school increases (Hakuta, 1986, p. 225). This positive view in bilingual
instruction is also supported by Lessow-Hurley 2000 which holds that
“Bilingualism is more than the exception”. Governments around the
world are now developing bilingual/multilingual educational policies,
not only as a response to their nations’ innate linguistic heterogeneity,
but also as a means of coping with a world whose borders are
increasingly disappearing (Villanueva and Almario, 2009). Further
support was given by Bialystok (2002) which has shown that children’s
bilingualism positively affects their increasing ability to solve problems
involving high levels of control of linguistic processing.
In contrast, Malbago, 1995 says that “While bilingual system
had very admirable objectives, it also had a great cost insofar as
global competitiveness is concerned. Bilingualism had a negative
impact on the students’ acquisition of skills in comprehension
especially in English because understanding the context of the
meaning of texts is constrained by the integration or intervention of
the bilingual system”. Ascabano, 1997 also believed that “Because of
our language problem, pupils have difficulty in grasping the concepts
being introduced by the teachers in school”.
21
In our country’s situation concerning bilingual education,
Villanueva and Almario, 2009 say that “the Philippines is in a linguistic
situation where English and Filipino are used predominantly for
different functions: English is used for formal and business
communication needs, as well as for most academic discourse. Thus, it
becomes imperative to learn this language, mostly at the expense of
the other”.
A major feature of the Philippine language situation is its
diversity. The Filipino bilingual lives in a multilingual & multicultural
environment. The Filipino bilingual of today possesses a strong
national identity but needs to seek to render it more functional for the
purposes of national well-being in the modern world. Filipino rather
than English can better serve as a medium to express the Filipino’s
cultural traditions, values, beliefs, and national aspirations. However,
there are certain sociolinguistic realities that challenge the Filipino
bilingual. One is that it is through bilingual education, that we can
hope to equip the Filipino bilingual such that he/she will be better
prepared to examine the nature of change in this modern world,
including its speech and dimensions, and also to enable him/her to
understand better the distinctions that must be made between change
in the past and that which is on-going. His/her competence in English
will equip him/her to handle modern technological developments and
22
to keep up with the rapidity of technological change. The role of
English may be diminishing on the national level, but certainly for
globalization and information technology, it is the language of wider
communication in the international level (Pascasio).
B. On Reading Comprehension
"Every man who knows how to read has it in his power to
magnify himself, to multiply the ways in which he exists, to make his
life full, significant and interesting" (Aldous Huxley).
Reading is said to be one of the most important and complex
cognitive skill and such importance has resulted into extensive studies
over years (Baddeley, Logie, & Nimmo-Smith, 1985).
Cayubit (2012) in his study about the “Vocabulary and Reading
Comprehension as a Measure of Reading Skills of Filipino Children”,
suggests that “a Filipino child needs to develop higher order skills and
functional literacy. It is given that any Filipino child with sufficient
reading skills would have greater chances of success in school
compared to a child whose reading skills are poor and more often than
not, those with poor reading skills when assessed properly are
diagnosed with reading disability. Poor reading skill is manifested with
poor comprehension, wrong pronunciations, among others. If no
proper intervention is administered early, it could affect the academic,
social and psychological development of the child”. In this statement,
23
he emphasized the importance of reading comprehension and the
reading process itself and how it contributes to the total success of the
learner in his/her academic performance.
Hale et al. (2011) identified reading as one of the greatest areas
that assessment is needed as reading skills deficits can interfere with
skill development across different academic subject areas, vocational
skills and daily living skills.
Reading has been defined as a process of interaction involving
one’s knowledge of print, vocabulary, and comprehension. Its five
essential components include phonemic awareness, phonics, fluency,
vocabulary, and comprehension. In addition, Fitzgerald and Fitzgerald
(1965) included word recognition and sentence understanding as
components. They further stated that the components involve
discovery, comprehension, reflection, reasoning, appreciation,
analysis, evaluation, synthesis, organization, and application. This
would mean that when one is reading, one is thinking about the
meaning conveyed and at the same time integrates his own knowledge
to get the meaning of the symbols written by the writer.
Another definition states that “Reading comprehension is a
complex cognitive ability requiring the capacity to integrate text
information with the knowledge of the listener or reader and resulting
in the elaboration of a mental representation” (Meneghetti, Carretti, &
24
De Beni, 2006, p. 291). As a component of reading, reading
comprehension can be best understood if one is adept with the
different cognitive processes as current models suggest that such
processes play a significant role in comprehension skills (Meneghetti et
al., 2006).
There are many factors that could affect reading comprehension.
Van den Broek (1994) highlights two of these factors as he says that
short and long term memory is a factor in the reading comprehension
skills of an individual as a reader needs to store and manipulate
information in his working memory during text procession and at the
same time in order to construct a coherent representation of what he
has read, the reader would have to refer to his prior knowledge.
Another factor is “inference” which also plays a major role in
reading comprehension as understanding of the text read goes beyond
literal wherein integrated mental representation of what was read is
created and processed (Bowyer-Crane & Snowling, 2005; Yuill &
Oakhill, 1991).
Recent studies on reading comprehension stressed the
importance of the concept of individual differences wherein attempts
are made to account for how the process and components of reading
comprehension differ among those labeled as skilled and less skilled
readers (Oakhill, Cain, & Bryant, 2003). Such labels or classifications
25
are results of meaningful assessment of one’s reading skills or
achievement wherein comparisons are made using tasks that measure
either global or specific areas of reading comprehension and making
inferences out of its results (Meneghett et al., 2006).
Tizon (2013) in her study entitled “Reading
Comprehension Ability of Grade V Pupils of Kinangay Sur Elementary
School” says that reading is the mother of all study skills. It is one of
the most valuable skills a person can acquire. Reading is a complex
process. Thus, it cannot be taught in isolation. Moreover, reading is
not merely an ability to recognize written or printed words, but it also
refers to putting meaning to what you read and drawing a unified
thought of what is read. In addition, she says that “reading as a field
of teaching is considered one of the important areas of teaching if not
actually the most important ever. It is said to be one of the most
necessary academic skills. Besides, it is a major pillar upon which the
teaching/learning process is built. The reading ability plays a central
role in the teaching and learning success at all educational stages.
Having any difficulty in this skill will result in variety of consequences
on all subjects of study, since reading includes a variety of sub-skills”.
An article in The Philippine Star (2010) says that “it can be
safely said that reading is the true backbone of most learning. After
all, everything starts with the written word — whether it’s math,
26
science or even home economics. As students go up the educational
ladder, more reading is usually required as subjects become more
dense and challenging. The difficulty level simply increases — not the
other way around. Hence, if a student’s reading comprehension is
poor, chances are his/her performance in other subjects will be
compromised.”
Reading comprehension skills allow readers to move from
elementary reading to effective reading. Reading begins as an exercise
in decoding letters and sounding out words. This is passive reading,
where we focus on memorizing patterns and practicing fluency. The
bridge from passive to active reading requires reading comprehension
skills.
According to LearningRX, “reading comprehension” is the ability
to understand what we read -- where words have context and texts
have meaning. Reading comprehension skills allow us to read
proficiently, learn effectively, problem-solve, strategize, conceptualize,
and succeed in life. Without reading comprehension skills, many
students are left behind.
According to Al- Khateeb (2010:5)"reading comprehension is
considered the real core for the reading process; and a big process
around which all other processes are centered. Comprehension is the
peak of the reading skills and the basis for all reading processes. It is
27
viewed by some researchers as the ultimate objective of the reading
process, since he who does not comprehend what he reads is
considered as if he has not read".
Comprehension becomes especially important to students in the
later elementary grades (Sweet & Snow, 2003) because it provides the
foundation for further learning in secondary school. A student’s
academic progress is profoundly shaped by the ability to understand
what is read. Students who cannot understand what they read are not
likely to acquire the skills necessary to participate in the 21st century
workforce.
Buenavida A. Tupe, Portia P. Padilla says that educators are
faced with three challenges: the diverse language backgrounds of the
students, the complexity of reading, and the variety of reading
situations.
Hulme and Snowling say that the goal of reading is to extract
meaning from text, and this depends upon both decoding and
language-comprehension skills. Recently there has been growing
interest in children who can read accurately but have poor
comprehension.
As Sprang (1985) puts it, that proficiency in reading is a royal
sand of knowledge and it is essential to the success in all academic
subjects.
28
Arafat, (1996) says that language affects comprehension.
This study is also being supported by a study made by Lajih,
Sebastian, Torres, Timoteo, Perez and Pagotaisidro (2005) which
shows that there is a significant difference between the reading
comprehension level in English and Filipino.
2.2 Theoretical Framework
There are Three Levels of Reading Comprehension. These are classified
according to the level of thinking involved.
1. Literal (reading the lines)
2. Inferential (reading between the lines)
3. Evaluative (reading beyond the lines)
1.0 Literal Level
The literal level focuses on reading the passages, hearing the
words or viewing the images. It involves identifying the
important and essential information. With guidance, students
can distinguish between the important and less important
ideas.
Literal questions have responses that are directly stated in
the text. The reader simply needs to locate the information
and copy, paraphrase or summarize it.
29
Literal Comprehension. Literal comprehension focuses on
ideas and information which are explicitly stated in the
selection. Purposes for reading and teacher’s questions
designed to elicit response at this level may range from
simple to complex. A simple task to literal comprehension
may be the recognition or recall single fact or incident. A
more complex task might be the recognition or recall of a
series of facts or the sequencing of incidents in a reading
selection.
1.1 Recognition requires the pupil to locate or identify ideas
or information explicitly stated in the reading selection
itself or in exercises which use the explicit ideas and
information presented in the reading selection.
Recognition tasks are:
a. Recognition of Details. The pupils are required to
locate or identify facts such as names of the
characters, the time of the story or the place of the
story.
b. Recognition of Main Ideas. The pupils are required to
locate or identify an explicit statement in or from a
selection which is the main idea of the paragraph or
a larger portion of a selection.
30
c. Recognition of a Sequence. The pupils are required
to locate or identify the order or incidents or actions
explicitly stated in the reading selection.
d. Recognition of Comparison. Pupils are required to
locate or identify likenesses or differences in
characters, time and place that are explicitly stated
in the selection.
e. Recognition of Cause and Effect Relationship. The
pupils in this instance may be required to locate or
identify stated reasons for certain happenings or
actions in the selection.
f. Recognition of Character Traits. The pupils are
required to locate or identify explicit statements
about a character which help to put the style of
person he is.
1.2 Recall requires the pupil to produce from memory idea
and information explicitly stated in the reading
selection. Recall tasks are:
a. Recall of Details: the pupil is asked to produce from
memory facts such as names of characters, time of
the story and place of the story.
31
b. Recall of Main Ideas. The pupil is required to state a
main idea of a paragraph or a larger portion of the
selection from memory when main idea is explicitly
stated in the selection.
c. Recall of Sequence. The pupil is asked to provide
from memory the order of incidents or actions
explicitly stated in the selection.
d. Recall of Comparison. The pupil is required to call up
from memory the likenesses or differences in
characters, time and place that are explicitly stated
in the selection.
e. Recall of Cause and Effect Relationship. The pupil is
required to produce from memory explicitly stated
reasons for certain happenings or actions in the
selection.
f. Recall of Character Traits. The pupil is asked to call
up from memory explicit statements about the
characteristics which illustrate the type of persons
they are.
32
2.0 Inferential Level
At the interpretive level, the focus shifts to reading between
the lines, looking at what is implied by the material under
study. It requires students to combine pieces of information
in order to make inferences about the author's intent and
message. Guiding students to recognize these perceived
relationships promotes understanding and decreases the risk
of being overwhelmed by the complexities of the text being
viewed, heard or read.
Inferential questions have responses that are indirectly
stated, implied, or require other information. The reader
needs to connect the dots and make conclusions about
material presented in the text to come up with insights that
are not explicitly stated in the text.
Inferential Comprehension. Inferential comprehension is
demonstrated by the pupil when he uses the ideas or
information explicitly stated in the selection, his intuition and
his personal experience as a basis for conjectures and
hypotheses. Inferences drawn by the student may be either
convergent or divergent in nature and the pupils may or may
not be asked the rationale underlying his inferences. In
general then, inferential comprehension is stimulated by
33
purposes of reading and teacher’s questions which demands
thinking and imagination that are beyond the printed page.
2.1 Inferring Supporting Details. In this instance, the pupil
is asked to conjecture about additional facts the author
sight have included to the selection which would have
made it more informative, interesting and appealing.
2.2 Inferring Main Ideas. The pupil is required to provide
the main idea, general significance, theme or moral
which is not explicitly stated in the selection.
2.3 Inferring Sequence. The pupil in this case, may be
required to conjecture as to what action or incident
might have taken place between the explicitly stated
actions or incidents or he may be asked to hypothesize
about what would happen next if the selection have not
ended as it did but had been extended.
2.4 Inferring Comparison. The pupil is required to infer
likenesses and differences in characters, times and
places. Such inferential comprehension resolves around
ideas such as “here and there”, “then and now”, “he
and she” and “she and she.”
2.5 Inferring Cause and Effect Relationship. The pupil is
required to hypothesize about motivation of characters
34
and their interaction with the time and place. He may
also be required to conjecture as to what caused the
author to include certain ideas, words, characterization
and actions to his writings.
2.6 Inferring Character Traits. In this case, the pupil is
asked to hypothesize about nature of characters on the
basis of explicit clues presented in the selection.
2.7 Predicting Outcomes. The pupil is required to read on
initial portion of the selection and on the basis of this
reading he is required to conjecture about the outcomes
of the selection
2.8 Inferring Figurative Language. The pupil in this instance
is asked to infer literal meanings from the author’s
figurative use of language.
3.0 Evaluative Level
Understandings at the literal and interpretive levels are
combined, reorganized and restructured at the applied level
to express opinions, draw new insights and develop fresh
ideas. Guiding students through the applied level shows them
how to synthesize information, to read between the lines and
to develop a deeper understanding of the concepts, principles
and implications presented in the text.
35
Evaluative questions require the reader to formulate a
response based on their previous reading experience, their
life experience, and their opinions on issues relevant to the
text.
Evaluation. Purposes for reading and teacher’s questions in
this instance require responses by pupil which indicates that
he has made an evaluative judgment by comparing ideas
presented in the selection with external criteria provided by
the reader, other authorities or other written sources or with
internal criteria provided by the reader’s experiences,
knowledge or values. In essence, evaluation deals with
judgment and focuses on qualities of accuracy, acceptability,
desirability, with or probability of occurrence. Evaluative
thinking may be demonstrated by asking the pupil to ask the
following judgments:
3.1 Judgment of Reality of Fantasy. Could this really
happen? Such a question calls for the judgment by the
reader based on his experience.
3.2 Judgment of Fact or Opinion. Does the author provide
adequate support for the conclusion? Question of this
type requires the pupil to analyze and evaluate the
writing on the basis of the knowledge he has on the
36
subject as well as to analyze and evaluate the intent of
the author.
3.3 Judgment of Adequacy and Validity. Is the information
presented here is keeping with what you have read on
the subject in other sources? Question of this nature
call for the reader to compare written sources of
information with an eye toward agreement and
disagreement and incompleteness.
3.4 Judgment of Appropriateness. What part of the story
describes the main character? Such a question requires
the reader to make a judgment about the relative
adequacy of different parts of the selection to answer
the question.
3.5 Judgment of Worth, Desirability and Acceptability. Was
the character right or wrong in what he did? Question of
this nature calls for judgment based on the reader’s
moral code or his value system.
37
2.3 Conceptual Framework
This study is done to determine whether there is difference in the
pupils reading comprehension between English and Filipino.
Arafat, (1996) pointed out that language affects comprehension
which is also being supported by a study made by Lajih, Sebastian,
Torres, Timoteo, Perez and Pagotaisidro (2005) which shows that
there is a significant difference between the reading comprehension
level in English and Filipino.
In this study, sex is other variable included which is hypothesized
to influence the reading comprehension abilities of the pupils.
It is hypothesized that there is significant difference in the mean
scores of the pupils’ reading comprehension in English and Filipino
when categorized according to gender. This means that it is possible
for male or female pupils to vary in their reading comprehension
abilities.
Martinez (2002) explained that gender contributes significant
difference on the English Language competence in favor of females.
She further states that in the studies of Yap-Aizon, (2000), Malbago
(1995), Rosaldo (1994), Aboc (1993) and Tendero, (2000) the results
show that gender can contribute difference on the language
competence of the students. It may be possible that gender may
influence the reading comprehension abilities of pupils.
38
CONCEPTUAL PARADIGM
Independent Variables
Reading
Comprehension
in Dependent Variables
English
Reading
Comprehension
Abilities
Reading
Comprehension
in
Filipino
Moderator Variables
 Gender
 Section
Figure 1. A Conceptual Paradigm Showing the Independent and
Dependent Variables and the Moderator Variables
39
2.4 Definition of Terms
For the purpose of comprehension and clarity, the following
terms are operationally defined.
1. Reading is the ability of the pupils in the study to read and
recognize written or printed words.
2. Comprehension refers to pupil’s understanding of the context
of the written text.
3. Reading Comprehension Ability is the ability to read and
derive meaning from a reading material.
4. Bilingual education is a form of education in which information
is presented to the students in two (or more) languages.
Technically, any educational system that utilizes more than one
language is bilingual.
5. Gender refers to the sexual identity of the respondents whether
male or female.
6. Section refers to the class that the pupils belong whether
regular or corporate class.
40
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the methods and procedures used in
conducting the study, brief descriptions of the respondents and the
instruments used, and the procedures utilized in collecting and
analyzing the data.
3.1 Research Design
This study employs a descriptive-evaluative research design to
test assumptions of difference between the reading comprehension in
English and Filipino. In the choosing of the respondents, the
researchers used total enumeration/intact sampling.
3.2 Locale of the Study
The study was conducted in an elementary school of a
university. The said laboratory school was selected to be the site of the
study because the researchers have found it convenient since it is near
to the College of Teacher Education. Another reason is the accessibility
of the researchers to that school because researchers have already
taught in that school during their practice teaching and so they already
know the teachers as well as the students.
41
3.3 Respondents of the Study
The respondents in this study belong to a class of the former
Cooperating Teachers/Mentors of the researchers during their
Practicum on the first semester of the school year 2013-2014.
There are two classes/sections which are composed of eighty
five (85) pupils, equivalent to 50 percent of the total population of
Grade VI pupils who are being taught both in English and Filipino
subject by two (2) different subject teachers. The first section is a
regular class composed of forty nine (49) pupils comprising of 57.65
percent and the second section is a corporate class made up of thirty
six (36) pupils which comprises the remaining 42.35 percent of the
total population. The table is shown below.
Table 1.1
Distribution of Samples according to Section
Section Sample
N %
Section 1 49 57.65
Section 2 36 42.35
total 85 100
42
Based on table 1.2, the respondents are being classified
according to gender in which twenty eight (28) are males, equivalent
to only 32.94 percent of total population and fifty seven (57) are
females comprising the remaining 67.06 percent.
Table 1.2
Distribution of Samples According to Gender
Gender Sample
N %
Male 28 32.94
Female 57 67.06
Total 85 100
As shown in table 1.3, section 1 is made up of 15 males
equivalent to 30.6 percent and 34 are females which are equivalent to
69.4 percent.
Table 1.3
Distribution of Samples in Section 1 According to Gender
Gender Sample
N %
Male 15 30.6
Female 34 69.4
Total 49 100
43
Table 1.4 presents the distribution of respondents in section 2
according to gender. As shown in the table, there are 13 males in
section 2 equivalent to 36.1 percent and 23 are females comprising
the remaining 63.9 percent.
Table 1.4
Distribution of Samples in Section 2 According to Gender
Gender Sample
N %
Male 13 36.1
Female 23 63.9
Total 36 100
The teacher of the pupils in English subject has been teaching for
more than 10 years already in the said school and has been in the
teaching profession for more than 17 years already.
The teacher in Filipino subject has also been teaching the Filipino
subject in the said school for more than 10 years but has already been
in the service for more than 40 years already.
The pupils were chosen through in-tact sampling. Eighty
five (85) were selected comprising the forty (50) percent of the total
population.
44
3.4 Data Collection Procedure
After the instruments have been prepared, permission to
conduct the study was sought from the Grade VI teachers through the
principal’s office of the school. After approval, the researchers
administered the reading comprehension test to the pupils. The pupils
were asked to answer each item on the test. The data that were
gathered from the instrument/test were tabulated, analyzed and
interpreted.
3.5 Research Instruments
In this study, Standardized Tests were used as the
instruments in gathering data. Standardized test is defined as a test
that is being constructed by an expert or group of experts. The
standardized tests used were taken from the National Assessment Test
(NAT), 2011 booklet in English and Filipino subjects. The test in each
subject is composed of four selections and each selection is followed
by five questions, totaling to twenty questions in all. The nature of the
test questions were multiple choices.
The results of the tests were interpreted based on the scale
below, specifically in the interpretation of the means of reading
comprehension abilities of the respondents.
45
Table 1.5
Distributions of the Comprehension Test Items in English by

Level
Level Items
Literal Level 1, 4, 7, 10, 12, 14 & 17
Inferential Level 3, 6, 9, 11, 13, 15, 16, 19 & 20
Evaluative Level 2, 5, 8 & 18
The table above presents the distributions of the test items in
English reading comprehension by level. The table shows that there
are 7 items in literal level, 9 items for the inferential level, and 4 for
the evaluative level.
Table 1.6
Distributions of the Comprehension Test Items in Filipino

by Level
Level Items
Literal Level 1, 3, 4, & 11
Inferential Level 6, 7, 8, 9, 10, 12, 13, 14, 16, & 18
Evaluative Level 2, 5, 15, 17, 19, & 20
46
Table 1.6 presents the distributions of the test items in Filipino
reading comprehension by level. The table shows that there are only 4
items in literal level, 10 items for the inferential level, and 6 for the
evaluative level.
Table 1.7
Scales and Interpretation on the Mean
Mean Score Interpretation
81-100 Very Good
61-80 Good
41-60 Average
21-40 Poor
0-20 Very Poor
3.6 Hypothesis
On the basis of the research problems raised in Chapter I, it is
posited that:
1. There is no significant difference between the pupils’ reading
comprehension in English and Filipino.
2. There is significant difference in the mean scores of the pupils’
reading comprehension in English and Filipino when categorized
according to gender and section.
47
3.7 Data Analysis
A background profile of the research subject and responses will
be carefully tabulated, classified, systematically organized using the
descriptive statistical measures and analyzed important data will be
presented in tables.
Statistical Treatment
1. Frequency, mean, and percentage will be used to describe the
data.
2. Mean. It was utilized to get the average of the respondents
reading comprehension scores and it helps to answer the first
question.
3. T-Test was employed to find out if significant difference
exists between the mean scores of the respondents in
Reading Comprehension Test in English and Filipino. Also, to
find out if significant difference exists in the responses of the
respondents in reading comprehension tests in English and
Filipino when they are grouped according to gender.
4. ANOVA was used to establish if there is a significant
difference in the reading comprehension level of the pupils in
English and Filipino when data are grouped according to
section.
48
CHAPTER IV
PRESENTATION, ANALYSIS, INTERPRETATION OF DATA
This chapter presents the data gathered through a teacher-made
reading comprehension tests that were given to the respondents. The
data were tabulated and interpreted with the use of appropriate
statistical tools.
This study was conducted in an elementary school. There were
eighty five selected grade six pupils who served as the respondents of
this study. They were chosen using total enumeration/intact sampling.
This study sought to hypothesize that; (1) There is no significant
difference in the mean scores of the pupils’ reading comprehension in
English and Filipino. (2) There is no significant difference in the mean
scores of the pupils’ reading comprehension in English and Filipino
when categorically arranged according to gender. (3) There is no
significant difference in the mean scores of the pupils’ reading
comprehension in English and Filipino when categorically arranged
according to section.
The problems which were answered in the discussions are the
following:
49
TABLE 2.1
RESULTS OF READING COMPREHENSION TEST OF GRADE VI
PUPILS IN ENGLISH
Compre- No. of Respondents Adjec-

hension tival
Rating Literal Inferential Evaluative Ratings
By Freq Percen Freq Percen Freq Percen
Bracket uency tage uency tage uency tage
81-100 38 44.70 10 11.76 15 17.65 Very
Good
61-80 20 23.53 28 32.94 27 31.76 Good
41-60 24 28.24 34 40.0 20 23.53 Average
21-40 3 3.53 12 14.10 15 17.65 Poor
0-20 1 1.20 8 9.41 Very

Poor
Total 85 100.0 85 100.0 85 100.0
Table 2.1 presents the results of the reading comprehension test
of the respondents in English. The table shows that in literal level most
of the pupils got very good with the frequency of 38 comprising the
44.70 percent of total population of pupils which bracketed 81-100. 20
pupils or 23.53 percent belong to bracket 61-80 with an adjectival
rating of good; 24 pupils totaled 28.24 percent belong to bracket 41-
60 with an adjectival rating of average and only 3 pupils comprising
the remaining 3.53 percent got poor.
50
This implies that the pupils were able to answer the questions in
literal comprehension level very well since it is the simplest of all levels
which only requires pupils to recognize and recall facts which are
stated or can be found right in the selection.
In inferential level, 10 pupils or 11.76 percent belong to bracket
81-100 with an adjectival rating of very good; 28 pupils or 32.94
percent belong to bracket 61-80 with an adjectival rating of good; the
highest number of 34 pupils or 40.0 percent belong to bracket 41-60
with an adjectival rating of average; 12 pupils or 14.10 percent got
poor and only 1 pupil or 1. 2 percent got very poor.
In evaluative level, 15 pupils or 17.65 percent belong to bracket
81-100 with an adjectival rating of very good; majority of the pupils or
31.76 percent belong to bracket 61-80 with an adjectival rating of
good; 20 pupils totaled 23.53 percent belong to bracket 41-60 with an
adjectival rating of average; another 15 pupils belong to bracket 21-40
with an adjectival rating of poor and only 8 of them or 9.41 percent
got very poor.
51
TABLE 2.2
RESULTS OF READING COMPREHENSION TEST OF GRADE VI
PUPILS IN FILIPINO
Compre- No. of Respondents

hension Adjec-
Rating Literal Inferential Evaluative tival
By Freq Percen Freq Percen Freq Percen Ratings
Bracket uency tage uency tage uency tage
81-100 31 36.47 6 7.06 16 18.82 Very
Good
61-80 28 32.94 27 31.76 35 41.18 Good
41-60 24 28.24 32 37.65 16 18.82 Average
21-40 2 2.35 14 16.47 7 8.24 Poor
0-20 6 7.06 11 12.94 Very

Poor
Total 85 100.0 85 100.0 85 100.0
Table 2.2 presents the results of the reading comprehension test
of the respondents in English. The table shows that majority of the
pupils in literal level which is totaled 36.47 percent performed very
good whose rating ranges from 81-100. 28 pupils or 32.94 percent
belong to the bracket 61-80 which is rated adjectivally as good; 24
pupils or 28.24 percent belong to the bracket 41-60 which is rated
adjectivally as average; and, only 2 pupils or 2.35 percent of the total
sample size belong to bracket 21-40 with an adjectival rating as poor.
52
This means that most of the pupils were able to answer the questions
in literal level very well.
In inferential level, only 6 pupils or 7.06 percent got very good
which belongs between the brackets 81-100. 27 or 31.76 percent of
them belong to bracket 61-80 which has the adjectival rating of good;
32 or 37.65 percent of them belong to bracket 41-60 which has the
adjectival rating of average; 14 pupils or 16.47 percent are adjectivally
rated as poor who belong to bracket 21-40; and another 6 pupils
belong to bracket 0-20 which is adjectivally rated as very poor.
Lastly, in evaluative level 16 pupils or 18.82 percent of the total
number of pupils got the adjectival rating of very good; majority of
them totaled 35 pupils adjectivally rated as good; then another 16
pupils got average; only 7 pupils did poor; and the remaining 11 pupils
got very poor rating.
53
TABLE 2.3
MEAN PERCENTAGE SCORES OF THE READING
COMPREHENSION OF GRADE VI PUPILS IN ENGLISH
Level Mean Percentage Adjectival
Score Ratings
Comprehension
Abilities 63.95 Good
Literal 73.11 Good
Inferential 59.61 Average
Evaluative 57.65 Average
Table 2.3 presents the summary of comprehension test results of
Grade VI pupils in English in different levels, including the overall
comprehension abilities and the mean percentage score and the
corresponding adjectival ratings. The table shows that the overall
comprehension ability of the pupils is 63.95 which rated adjectivally as
good. This reading comprehension ability is broken down into three
levels: literal, 73.11% (Good); inferential, 59.61% (Average); and,
Evaluative, 57.65 (Average).
54
TABLE 2.4
MEAN PERCENTAGE SCORES OF THE READING
COMPREHENSION OF GRADE VI PUPILS IN FILIPINO
Level Mean Percentage Adjectival Ratings
Score
Comprehension
Abilities 62.05 Good
Literal 75.88 Good
Inferential 59.18 Average
Evaluative 57.45 Average
Table 2.3 presents the summary of comprehension test results of
Grade VI pupils in Filipino in different levels, including the overall
reading comprehension abilities and the mean percentage score and
the corresponding adjectival ratings. The table shows that the overall
reading comprehension ability of the pupils in Filipino is 62.05 which
have the adjectival rating of good. This reading comprehension ability
of the pupils is further sub-divided into three levels: literal, 75.88%
(Good); inferential, 59.18% (Average); and, evaluative, 57.45%
(Average).
55
TABLE 2.5
T-TEST RESULTS IN THE READING COMPREHENSION OF
THE PUPILS IN ENGLISH AND FILIPINO
Level Subject Mean SD Mean Sig.

Difference
English 73.11 1.31 -2.77 0.31

Literal
Filipino 75.88 0.87
Inferential English 59.61 1.78 0.43 0.87
Filipino 59.18 2.01
Evaluative English 57.65 1.23 0.20 0.96
Filipino 57.45 1.35

Alpha 0.05 level of significance
Table 2.5 shows that there is no significant difference between
reading comprehensions of the respondents in English and Filipino in
all the levels; literal, inferential and evaluative. This is because the
significant value of 0.31 in literal, 0.91 in inferential and 0.96 in
evaluative are all higher than the set alpha 0.05. This means that the
reading comprehension abilities of the respondents in English and
Filipino are the same.
56
TABLE 2.6
T-TEST RESULTS IN THE ENGLISH READING COMPREHENSION
OF THE PUPILS BY GENDER
Level Gender Mean Standard Mean Sig.
Deviation Difference
Male 70.92 1.20

Literal -3.26 0.45
Female 74.18 1.37
Male 54.37 1.60

Inferential -7.81 0.09
Female 62.18 1.83
Male 59.82 1.17

Evaluative 3.24 0.65
Female 56.58 1.26
As shown in table 2.6, the scores of both male and female
respondents in all the three levels were closely the same because of
their registered standard deviations of 1.20, 1.37, 1.60, 1.83, 1.17,
1.26 respectively are lower than 10. The table also that in literal and
inferential levels females got higher scores in reading comprehension
in English with the registered mean difference of -3.26 and -7.62
respectively. However, in evaluative level, males got higher scores
than females with the registered mean difference of 3.24.
The table also shows that there is no significant difference in the
reading comprehension of the respondents in English when data are
57
grouped according to gender in literal and evaluative level with the
significant values of 0.45 and 0.65 respectively which are both higher
than the set alpha 0.05.
This implies that gender in these levels does not significantly
influence the reading comprehension of the respondents in English.
The table further shows that though there is also no significant
difference in the reading comprehension of the respondents in English
when data are grouped according to gender in inferential level, it is
meaningful because even though the significant value of 0.09 is higher
than the set alpha 0.05, it is lower than 0.20.
This means that this result should not be ignored, thus it needs
or it is subjected to further studies (Pedhazur, 1982).
58
TABLE 2.7
T-TEST RESULTS IN THE FILIPINO READING COMPREHENSION
OF THE PUPILS BY GENDER
Level Gender Mean Standard Mean Sig.
Male 74.11 0.96

Literal -2.64 0.60
Female 76.75 0.82
Male 52.14 1.75

Female 62.63 2.06
Male 57.14 1.14

Evaluative -0.46 0.93
Female 57.60 1.45
As shown in table 2.7, the scores of both male and female
respondents in all the three levels were closely the same because of
their registered standard deviations of 0.96, 0.82, 1.75, 2.06, 1.14
and 1.45 respectively are lower than 10. The table also shows that in
all the levels, females got higher scores in Filipino reading
comprehension than the males with registered means of -2.64 for
literal level, -10.49 for inferential level and -0.46 for evaluative level.
The table also shows that there is no significant difference in the
reading comprehension of the respondents in Filipino when data are
grouped according to gender in literal and evaluative levels because
59
the significant values of 0.60 and 0.93 respectively are higher than the
set alpha 0.05.
This means that gender does not significantly influence the
reading comprehension of the respondents in Filipino in the literal and
evaluative levels.
However, in inferential level, because of the high mean
difference of -10.49 between the male and the females’ result as
subjected to t-test analysis, the table shows that there is a significant
difference in the reading comprehension of the respondents when they
are grouped according to gender because the significant value of 0.02
for inferential level is lower than the set alpha 0.05.
This implies that gender in this level significantly influence the
reading comprehension of the respondents in Filipino.
60
TABLE 2.8
T-TEST RESULTS IN THE ENGLISH READING COMPREHENSION
OF THE PUPILS BY SECTION
Level Section Mean Standard Mean Sig.

Regular 71.72 1.48

Literal -3.28 0.43
Corporate 75.00 1.05
Regular 58.50 1.80

Regular 56.63 1.26

As shown in table 2.8, the scores of the respondents from the
regular and corporate sections in all the three levels were closely the
same because the registered standard deviations are all lower than 10.
Also, as shown in the table, the respondents from regular and
corporate section registered a mean difference of -3.28 in literal level,
-2.83 in inferential level and -2.4 in evaluative level. This means that
the respondents in corporate section got higher scores in reading
comprehension in English than the respondents belonging from the
regular section in all levels. However, as subjected to t-test analysis,
the table shows that there is no significant difference in the reading
61
comprehension of the respondents in English in all levels of reading
comprehension when they are categorically arranged according to their
section. Because, the significant value of 0.43 in literal level, 0.52 in
inferential level and 0.72 in the evaluative level are all higher than the
set alpha 0.05.
This implies that the reading comprehension abilities of the
respondents in English in both regular and the corporate section are
the same.
TABLE 2.9
T-TEST RESULTS IN THE FILIPINO READING COMPREHENSION
OF THE PUPILS BY SECTION
Level Section Mean Standard Mean Sig.
Regular 82.14 0.79

Literal 14.78 0.001
Regular 58.98 2.06

Regular 56.46 1.50

62
As shown in table 2.9, the scores of the respondents from the
regular and corporate sections in all the three levels were closely the
same because the registered standard deviations are all lower than 10.
The table also shows that there is a significant difference in the
reading comprehension of the respondents in Filipino in literal level
when they are categorically arranged according to their section. This is
so, because of the high registered mean difference of 14.78 between
the mean scores of regular and corporate sections which means that
pupils from regular section performed better than the pupils of
corporate section.
However, the table also shows that there is no significant
difference in the Filipino reading comprehension of the respondents in
literal and inferential levels when data are grouped according to their
section because significant value of 0.92 in literal level and 0.64 in
inferential level are higher than the set alpha level of 0.05.
This implies that the reading comprehension of the respondents
in Filipino in these levels is the same.
63
CHAPTER V
SUMMARY, FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
This chapter recapitulates the prominent features in the study,
the summary, the findings, and offer some recommendations.
5.1 SUMMARY
This study investigated the reading comprehension abilities of
the Grade VI pupils.
The respondents were taken from the two sections of the said
laboratory school having a total of eighty five (85) pupils comprising
the fifty (50) percent of the total population of Grade VI. They
constitute the subject of the study. The data consisted of the scores of
reading comprehension test in English and Filipino administered to the
students.
The study answered the questions on the bases of the following
hypotheses: (1) There is no significant difference between the pupils’
reading comprehension in English and Filipino. (2) There is no
significant difference in the reading comprehension of pupils when they
are grouped according to gender.
The data were analyzed and tabulated using the weighted mean
and t-test.
64
The analysis and interpretation of data gathered revealed the
following:
1. The respondents obtained a mean score of 63.95 for their overall
reading comprehension in English. It implies that the Grade VI
pupils performed ‘good’ in their reading comprehension in
English.
2. In literal level of the respondents reading comprehension in
English, it registered a mean score of 73.11 which is adjectivally
rated as good. In inferential level, the registered mean is 59.61
which is adjectivally rated as average. Lastly, in evaluative level,
the respondents had performed average with a mean score of
57.65.
3. The Grade VI pupils also performed ‘good’ in their overall
reading comprehension in Filipino. It registered with a mean
score of 62.12.
4. In literal level of the respondents reading comprehension in
English, it registered a mean score of 75.88 which is adjectivally
rated as good. In inferential level, the registered mean is 59.18
which is adjectivally rated as average. Lastly, in evaluative level,
the respondents had performed average with a mean score of
57.45.
65
5. The general performance revealed that the Grade VI pupils did
‘good’ in both English and Filipino reading comprehension. With a
registered mean score of 62.95.
6. The study revealed that there is no significant difference in the
mean scores of the pupils’ reading comprehension in English and
Filipino in literal, inferential and evaluative levels because the
significant values of 0.31, 0.87, and 0.96 respectively are higher
than the set alpha level of 0.05.
mean scores of the respondents reading comprehension in
English in literal, inferential, and evaluative levels when they are
grouped by gender. Because the significant values of 0.45, 0.09,
and 0.65 respectively are higher than the set alpha level of 0.05.
However, though there is no significant difference in inferential,
the revealed that the result meaningful because even though the
significant value of 0.09 is higher than alpha 0.05 level of
significance, it is lower than 0.20.
mean scores of respondents’ reading comprehension in Filipino in
literal and evaluative level when categorized according to
gender. Because the significant value of 0.60 in literal level and
0.93 in evaluative level is higher than the set alpha 0.05 level of
66
significance. However, the study revealed that there is a
significant difference in the respondents’ Filipino reading
comprehension in inferential level when they are grouped by
gender. Because the significant value of 0.02 is lower than the
set alpha 0.05 level of significance. Thus, in this level the
females had performed better than the males with a registered
mean difference of -10.49.
9. The study also revealed that there is no significant difference in
the mean scores of the respondents’ reading comprehension in
English in literal, inferential, and evaluative levels when data are
grouped according to their section. Because the significant
values of 0.43, 0.55, and 0.72 respectively are higher than the
set alpha 0.05 level of significance.
10. The study revealed that there is a significant difference in
the mean scores of the respondents’ reading comprehension in
Filipino in literal level when data are grouped according to their
section because the significant value of 0.001 is lower than the
set alpha 0.05 level of significance. With a registered mean
difference of 14.78, the study revealed that pupils from regular
section had performed better than the pupils from the corporate
section.
67
11. Lastly, the study revealed there is no significant difference
in the mean scores of the respondents’ reading comprehension
in Filipino in inferential and evaluative levels when data are
grouped according to their section. Because the significant value
of 0.92 in literal level and 0.64 in evaluative level are higher
than the set alpha 0.05 level of significance.
5.2 CONCLUSIONS
Based on the findings, the following conclusions are therefore
formulated:
1. In English reading comprehension, the respondents performed
good in literal level, and average in inferential and evaluative
levels.
2. In Filipino reading comprehension, the respondents also
performed good in literal level, and average in inferential and
evaluative levels.
3. The overall reading comprehension ability of the respondents in
both English and Filipino is ‘good’.
4. There is no significant difference in the mean scores of the
pupils’ reading comprehension in English and Filipino in literal,
inferential and evaluative levels.
68
5. There is no significant difference in the mean score of the pupils’
reading comprehension in English in literal, inferential and
evaluative level when they are grouped by gender. However, in
inferential level, the result shows that even though there is no
significant difference, it is meaningful and thus needs further
studies.
pupils’ reading comprehension in Filipino in literal and evaluative
levels. There is a significant difference in inferential level.
pupils’ reading comprehension in English in all levels when they
are grouped according to their section.
8. There is a significant difference in the mean scores of the pupils’
reading comprehension in Filipino in literal level when the
respondents are grouped according to their section. However, in
inferential and evaluative levels, the results show that there is
no significant difference in the mean scores of the pupils’ reading
comprehension in Filipino when the respondents are grouped
according to their section.
69
5.3 RECOMMENDATIONS
Based on the conclusion drawn, analysis and interpretations, the
following are recommended by the researchers:
1. English and Filipino teachers should continue providing a more
meaningful way for students to comprehend a certain selection,
passage, and short stories or any form of written genre.
2. Parents should make follow-up on their children’s reading
activities.
3. The teachers should continue utilizing strategies that promote
meaningful learning and pupil-centered instruction so that pupils
will be actively engaged on the activities and discussion.
4. There should be a continuous assessment of reading
comprehension abilities of the pupils to monitor the progress of
their performances.
5. There should be seminar-workshop for those personnel involved
in teaching process to further enhance their teaching skills in
reading comprehension and to acquire new strategies to be used
in developing one’s ability.
70
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74
APPENDIX A
Reading Comprehension Test in English
Name: ______________________________ Date: ___________

Grade & Section: ______________
Direction: Read the selections carefully then answer the questions that
follow.
A. Item 1-5
Gorillas live in groups of twelve to twenty members, with as

many as forty or fewer, or with as few as five.
Gorillas groups are usually made up of males, females, and

young ones. Some male gorillas live alone and just join a group
from time to time.
The group is always led by an adult male gorilla called a

silverback. He gets his name from the silver-gray hair that first
appears on his back when he is eleven or twelve years old.
1. How do gorillas live?

a. By family c. By pair
b. In groups d. Alone
2. What is likely to happen if there is no adult gorilla to lead the

rest?
a. There will be fun.
b. They will look for another group.
c. There will be feeding problems.
d. The animals will separate from the group.
3. What conclusion can you form from the selection?

Gorillas are animals that ______?
a. always fight
b. travel from time to time
c. live without a leader
75
d. live closely together
4. Which of the following details comes last in the selection?
a. Gorillas live in groups.
b. Some male gorillas live alone.
c. The group is led by a leader.
d. Silver-gray hairs appear on the back of an adult gorilla.
5. Which of the following sentences is a fantasy?

a. Female gorillas wear skirts in the group.
b. The group is always led by a male gorilla.
c. Gorilla groups are usually made up of males.
d. The biggest number of gorilla that live together is forty.
B. Item 6-10
Out from the market, a dog was running fast. In his mouth
was a bone. On his way home, however, he had to walk a small
wooden bridge across a brook. But as he was crossing, he saw his
own shadow in the water below. He thought, “I must have that
bone too.” He barked at his own shadow. And the bone in his
mouth fell into the water- gone forever.
6. What is the mood in of the story?

a. Regretful c. Sad
b. Triumphant d. Peaceful
7. Why did the dog lose the bone in his mouth?

a. The dog threw the bone away.
b. Someone took the bone from him.
c. The bone is heavy so he left it near the bridge.
d. He barked at his own shadow in the water.
8. Which of the following statement is an opinion?

a. The dog crossed a small wooden bridge across a brook.
b. I think the dog was mistaken in its decision.
c. In the dog’s mouth was a bone.
d. The dog barked at its own shadow.
76
9. What is the main idea of the selection?
a. Grab every opportunity there is.
b. To aspire for something is not bad.
c. Never desire more than what you need.
d. Think of your own welfare most of the time.
10. Where did the dog see what he thought was another
bone?
a. in the water
b. in the forest
c. in the bridge
d. in the market
C. Item 11-15
Wells are used to draw groundwater from beneath the

surface of the earth. They are usually drilled into water-bearing
underground zones called aquifers. Most often, a pump is used to
draw water from the well while a screen is placed at the bottom
to filter the soil from the water that is being pumped out.
Aside from flowing streams and open springs, many small

rural communities in the Philippines which have no pipe
connections use shallow water wells with hand pumps called
bubunto get drinking water. If the springs and streams are far
away, people end up washing their clothes around these wells,
sometimes contaminating their main source of water supply.
11. What was the article about?

a. How water is found in the Philippines
b. The uses of wells in the Philippines
c. Where water is found in the Philippines
d. What wells are called in the Philippines
12. What are aquifers?

a. Wells that have filters and screens
b. Pipes where running water is found
c. The drills under the surface of the earth
d. Underground areas where there is water
77
13. In what mood is the article written?
a. Informative
b. Speculative
c. Imaginative
d. Demonstrative
14. Some small rural communities draw water from

a. local pails called bubun.
b. lakes, rivers, and streams.
c. flowing streams and hot springs.
d. shallow wells with hand pumps.
15. What conclusion can be drawn from the passage?

a. There is not enough water in the Philippines.
b. Wells are useful only to countries like the Philippines.
c. Wells are useful to communities with water needs.
d. Small communities need more water than big
communities.
D. Item 16-20
The primary function of blood is to maintain a constant

environment for other living tissues of the body. Blood transports
food, gases, and wastes to and from the cells of the body. Food
digested in the stomach and small intestine, passes into the blood
stream through the living cells of the small intestines.
Blood then carries these nutrients to all body cells. Oxygen

enters the body through the air sacs of the lungs. Blood cells then
transport the oxygen to cells throughout the blood. Blood also
helps remove the waste products released by cells. It carries
gaseous wastes (such as carbon dioxide) to the lungs to be
exhaled. It carries liquid waste to the kidneys to be expelled with
the urine.
78
16. The main idea of the selection is that blood ____.
a. maintains the temperature of the human body
b. does important functions in the human body
c. transports oxygen to the cells of the body
d. carries nutrients to all parts of the body
e.
17. Blood carries waste to the kidneys to be expelled
from the body with the _______?
a. skin c. urine
b. cells d. stomach
18. Which of the following statements is an opinion?

a. Blood cells transport oxygen to cells
b. Blood carries nutrients to all body cells.
c. Oxygen enters the body through the air sacs of the lungs.
d. Maybe food is digested in the stomach and small intestine.
19. Which of the following sentences supports the

conclusion?
a. Blood transport food, gasses and wastes to and from the
cells of the human body.
b. Oxygen enters the body through the air sacs of the lungs.
c. Blood carries solid waste from the body.
d. Food is digested in the stomach.
20. What conclusion can be drawn from the selection?

a. Without blood, the body will become pale.
b. Blood sustains the life functions of the human body.
c. Blood cells carry oxygen to all parts of the body.
d. Blood cells travel to all parts of the body.
Source:
National Assessment Test (NAT)- Grade VI
Series, 2011
79
APPENDIX B
Reading Comprehension Test in Filipino
Pangalan: ____________________________ Petsa: __________

Baitang & Seksyon: __________________
Panuto: Basahin ang mga kwento at sagutin ang mga tanong.
A. Para sa Bilang 1-5

Noong araw si Tigre ang hari ng lahat ng mababangis na hayop. Si
Tigre ay may maitim na balahibo, mga matang tulad ng apoy at ngiping
kasintalim ng mga kutsilyo na ginagamit niya sa pagpatay at pagkain ng
iba pang hayop.
Isang araw, pagkatapos mag-agahan naglakad-lakad si Tigre at
napadaan sa isang bukid sa paanan ng bundok. May napansin siyang
isang bagay na hindi niya maintindihan. Nakita niya ang isang kalabaw na
humihila ng araro kasunod ang isang kabataang magsasaka na walang
tigil sa pagsigaw at pagpalo sa kalabaw. Hindi makapayag si Tigre na
mangyari ito sa kanyang kaharian. Hinintay niyang magpahinga ang
magsasaka at ang kalabaw. Kinausap niya ang kalabaw at tinanong kung
bakit hinahayaan niyang sigawan at paluin siya ng magsasaka. Sumagot
si Kalabaw at sinabing mayroon itong karunungan. Nayamot si Tigre dahil
hindi niya alam kung ano ang karunungan at pinilit niyang alamin sa
magsasaka kung ano ito. Subalit sinagot siya ng magsasaka na naiwan
niya ito sa bahay. Nangulit si Tigre na makita ang karunungan at umayon
naman ang magsasaka sa kundisyon na itatali muna ang Tigre upang di
kainin ang kanyang alagang kalabaw.
Sila ay nagkasundo. Pumayag si Tigre. Pagkatapos maitali si Tigre,
kumuha ng mga dahon at tuyong kahoy ang magsasaka saka ito
sinindihan. Hirap na hirap si Tigre na pinagtawanan ni Kalabaw subalit
natalisod si Kalabaw nabungi ang dalawang ngipin sa itaas. Nasunog
naman ang tali kaya si Tigre ay nakawala. Naging kulay itim at kape ang
kanyang balahibo.
1. Anong katangian mayroon si Tigre?

a. Mailap c. Mabait
b. Mabangis d. Matalino
80
2. Alin ang maaaring pamagat ng kwento?
a. Ang Tigre at Ang Magsasaka
b. Ang Kalabaw at Ang Magsasaka
c. Ang Tigre, Kalabaw at Ang Magsasaka
d. Ang mga Kulay a Ugali ng Tigre at Kalabaw
3. Ano ang sanhi ng pagkawala ng dalawang ngipin ng kalabaw?

a. Pagkatisod
b. Pagkatali niya sa tigre
c. Pagsindi ng mga tuyong kahoy
d. Pagtawa sa nasusunog na tigre
4. Saan nakita ni tigre ang magsasaka at kalabaw?

a. Tumana c. bukid
b. Bundok d. gubat
5. Ano ang angkop na wakas ng kuwento?

a. Naging mahiyain si Kalabaw dahil nawala ang dalawang ngipin
sa unahan
b. Naging magkaibigan sina Tigre at Kalabaw
c. Nalungkot si Tigre sa nangyari sa kanya
d. Nagbalik si Tigre sa gubat na iba na ang kulay
B. Para sa Bilang 6-10
Paghusayan mo ang pagtakbo, Carlo. Ikaw lamang ang

maararing magbigay ng karangalan sa ating paaralan, paalala ng
kanyang guro. Bago dumating ang araw ng paligsahan, si Carlo ay
nagpraktis nang mabuti kaya siya ay umaasang mananalo. Nakahelera
na ang mga kalahok. Si Carlo ay handing-handa na.
Isa…dalawa…tatlo…! Bang!
Parang palasong tumakbo ang mga kalahok. Nangunguna si
Carlo! Bilisan mo pa, Carlo. “sigaw ng kanyang mga kaklase.” Binilisan
pa nga ni Carlo ang pagtakbo, ngunit nang malapit na siya sa finish
line, ano’t bigla siyang natabihan ng isang malaking kalaho na
ikinadapa niya. Natalo si Carlo sa paligsahan. “Talagang ganyan,
Carlo,” alo ng kangyang guro. Ikaw naman ay nagsikap. Hindi mo pa
lang panahon. Kahit na masama ang loob ni Carlo ay nakuha pa rin
niya ang ngumiti at bumati sa mga nanalo.
81
6. Alin sa mga sumusunod ang paksang diwa ng kuwento?
a. Ang pag-asang manalo ng isang kalahok sa paligsahan
b. Ang pagsali ng kalahok sa isang palaro sa paaralan
c. Ang pagbibigay ng suporta ng mga guro at kamag-aral
d. Ang pagtanggap ng pagkatalo na maluwag sa iyong kalooban
7. Anong pag-uugali ang ipinakita ni Carlo sa kanyang pagkatalo sa

paligsahan?
a. Maginoo
b. Matalino
c. Matapang
d. Masunurin
8. Sa pag-alo ng kanyang guro kay Carlo, ipinakita niyang siya ay

______________.
a. Mahusay magsalita
b. Matiyagang tagapagsanay
c. maunawaing tagapagturo
d. mahinahong magpasya
9. Bakit nakuha pang ngumiti ni carlo kahit natalo siya sa

paligsahan?
a. Pinayuhan niya ang guro
b. Di masama ang lood niya
c. Di siya nagsisisi sa nangyari
d. Isport siya
10. Batay sa pagsasalaysay, ano ang maaring maging

kalabasan ng pangyayari dahil sa pagkatalo niya?
a. Di na siya maglalaro muli
b. Magsasanay pa siyang mabuti
c. Poproktektahan niya ang sarili para di matabig
d. Di na siya paglalaruin muli
82
C. Para sa Bilang 11-15
Anak-mayaman si Dennis. Wala siyang ginawa sa buhay kundi

kumain, matulog, mag-aral, maglaro ng chess at computer. Hated-
sundo siya sa paaralan ng kanilang kotse. Kapag natatanaw niya mula
sa kanilang sasakyan ang mga mahihirap na iskwater, naitatanong
niya sa sarili kung bakit may mga nilalang na ganoon. Minsan,
nasiraan ng kotse sina Dennis. Habang kinukumpuni ang sasakyan,
bumaba siya at lumapit sa dalawang batang nagbubungkal ng basura.
Kapag may nakitang anumang bagay na pakikinabangan inilalagay nila
ito sa kanilang kariton. Nakipagkaibigan siya sa mga bata at nalaman
niya sa mga ito kung bakit sila naghahanap buhay, ano ang hinahanap
sa basurahan, saan naninirahan at marami pang ibang bagay tungkol
sa kanilang pamumuhay.
Maraming natutunan si Dennis tungkol sa katotohanan sa buhay.

Maya-maya pa nang natapos nang gawin ang kotse at paalis na sila
mabilis na inaabot ni Dennis ang kanyang naipong pera mula sa
kanyang allowance sa dalawang bata. Nasabi niya sa kanyang sarili na
“marami akong dapat ipagpasalamat sa Diyos sa mga biyayang
ibinigay Niya sa akin at dapat lamang na ako’y tumulong sa mga
mahihirap paglaki ko.”
11. Ano ang naitatanong ni Dennis sa kanyang sarili kapag

nakakita siya ng mga iskwater?
a. Ano ang hinahanap ng mga bata sa basurahan
b. Anu-ano ang dapat niyang ipagpasalamat sa Poong Maykapal
c. Kung bakit may mga taong salat ang pamumuhay
d. Kung saan niya matatagpuan ang mga taong walang
hanapbuhay.
12. Ano ang paksang diwa na tinutukoy sa akda?

a. Isang anak ng ibig matuto sa buhay
b. Taong pinagpala sa lahat ng karangyaan sa buhay
c. Batang mausisa sa mga nakikita niya sa paligid
d. Isang anak-mayaman na may ginintuang-puso
83
13. Anong magagandang katangian ang ipinaakita ni Dennis sa akda?
a. Matulungin at maawain
b. Mabait at mayaman
c. Matalino at masunurin
d. Maunawain at mapagmasid
14._Batay sa pananalita ni Dennis, masasabi nating siya ay iisang

batang ______________.
a. Magalang c.matulungin
b. Mausisa d. maasikaso
15._Sa iyong palagay, ano ang maaaring mangyari sa pagbibinata ni

Dennis?
a. Magiging mapagkawanggawa siya sa mga taong kapus-palad.
b. Tutulong na siya sa mga gawaing bahay sa kanilang tahanan
c. Aampunin niya ang mga batang mahihirap sa kanilang lugar
d. Pagtutuunin niya ng pansin ang kanilang kabuhayan at
negosyo
D. Para sa Bilang 16-20

Si Thor ay labing-isang taong gulang. Siya’y kinatutuwaan ng
lahat. Likas ang kanyang kasipagan at matiisin. Siya ay nag-iigib ng
tubig. Kahit siya’y mahirap, hindi ito nagging hadlang sa tagumpay
niyang inaasam. Ito ang nagging inspirasyon niya upang siya’y
magsikap. Dahil sa sipag at tiyaga ni Thor, nakabili siya ng bisikleta.
Ginamit niya ito sa pagrarasyon ng tinapay bago siya pumasok sa
paaralan, dahil ditto nakaipon siya sa bangko.
Nagtapos si Thor ng kanyang pag-aaral at ipinagpatuloy niya

ang pagsisikap upang maabot ang kanyang tagumpay.
16._Ang kasingkahulugan ng salitang hadlang ay _____?
a. saksi c. kasama
b. gabay d. sagabal
84
17. Sa tingin mo, bakit kailangang magsikap at mag-aral ang
isang tao?
a. Upang makapagtapos.
b. Upang magtagumpay sa buhay.
c. Upang maging mayaman at magkaroon ng maraming pera.
d. Upang magkaroon ng maraming kaalaman.
18._Bakit kinatutuwaan ng marami ang batang si Thor?
a. Siya ay nagtatrabaho sa buong magdamag.

b. Siya ay masipag at marunong maghanapbuhay.
c. Siya ay matiisin sa mga bagay na dinaranas niya.
d. Siya ay matoyagang naghihintay ng mga ipag-uutos sa
kanya.
19._Paano narrating ni Thor ang kanyang tagumpay sa buhay?

a. Nag-ipon siya ng maraming pera.
b. Marami ang nasiyahang mga kapitbahay sa kanya.
c. Ibayong sipag at tiyaga ang nagging puhunan niya.
d. Lahat ng mapaghahanapbuhayan ay kanyang pinasok.
20._Ano ang pangunahing kaisipan ng talataan?
a. Ang kahirapan ay di hadlang upang ikaw ay magtagumpay.

b. Ang pera ay batayan ng pagkakaroon ng yaman tao.
c. Ang likas na kaisipan ay isang inspirasyon. ng
d. Ang suwerte kapag dumating ay dapat huwag palampasin.
Source:
National Assessment Test-Grade VI
Series, 2011
85
APPENDIX C
Answer Key for Reading Comprehension Test in English
1. B 11. B
2. D 12. D
3. D 13. A
4. D 14. D
5. A 15. C
6. A 16. B
7. D 17. C
8. B 18. D
9. C 19. A
10. A 20. B
86
APPENDIX D
Answer Key for Reading Comprehension Test in Filipino
1. B 11. C
2. C 12. D
3. A 13. A
4. C 14. C
5. D 15. A
6. D 16. D
7. A 17. B
8. C 18. B
9. D 19. C
10. B 20. A
87
APPENDIX E
LETTER OF APPROVAL

College of Teacher Education
Zamboanga City
School Principal
Integrated Laboratory School
Elementary Department
Madam:
The undersigned are currently conducting a research study entitled
“The Reading Comprehension Abilities of Selected Grade Six Pupils in English and
Filipino.”
In this regard, may we ask your good office the permission to use
the pupils as our respondents in our study?
The data that we shall gather would be a great help in the
accomplishment of our Bachelors Thesis. Rest assured that all the data will be kept
with outmost confidence following research ethics.
Any assistance given shall be highly appreciated.
Thank you very much!
88
Researchers:
Alpatanih S. Anggot
Nilvin V. Espino
Nurann A. Legardo
Laarnie Grace Pardillo
Noted:
Dr. Chona Quezon-Sarmiento
Course Mentor
Alpatanih S. Anggot
Carmelita Drive, Talon-Talon, Zamboanga City
aalpatani@yahoo.com
09351114057
Personal Information
Date of Birth July 5, 1992

Age 21 years old
Place of birth Tinutungan Tongkil Sulu
Religion affiliation Muslim
Ethnicity Tausug
Educational Attainment
2010-2014 Bachelor of Elementary Education,
89
Normal Road, Baliwasan, Zamboanga City
2006-2010 Zamboanga State College of Marine Sciences and

Technology. Fort Pilar Zamboanga City
2000-2006 Tinutungan Elementary School. Tongkil Sulu
Organization
2010 Muslim Student Association (MSA)
2012 Board Resolution No. 15(B.R)
Training and seminars
2010 Participated as a volunteer of Anti-Human

Trafficking in Western Mindanao State
University
2012 Participated as a volunteer of Summer of

Service (SOS) in Ateneo de Zamboanga
City
2013 Participates as a volunteer during

Zamboanga Siege in Western Mindanao
State University
Honors
2010 Elected as a Vice-President of Muslim

Student Association (MSA) organization.
ZSCMST
2011 Champion in “BALAGTASAN” University

wide. WMSU
2013 Elected as President of Board Resolution

No.15. WMSU
Talents and Skills
Proficient in Arabic Language
90
Computer Literate
 Microsoft Word
 Microsoft Excel
 Microsoft Power Point
CHARACTER REFERENCES
 Hamid Irin-Brgy Chairman of Sta. Barbara
 Edgar Rosales-Dean of the College of Education
 Ma’am Bacang- BEEd IV-b Adviser
I hereby certify that the above information is true and correct to the best of my
knowledge and belief.
Purok IV-Zone 2, Quiniput,Zamboanga City
chris_contreras34@yahoo.com
09359339271
Date of Birth July 20, 1990
Age 23 years old
Place of birth Quiniput, Zamboanga City
Religion affiliation Islam
Ethnicity Zamboangeño
91
2004-2008 Curuan National High School

Curuan, Zamboanga City
1997-2004 Cristino M. Paragas Memorial Elementary School

Quiniput, Zamboanga City
Organization
2013-2014 Muslim Student Association (MSA)
2011-2014 Student Scholar Association

2010 Participated as a volunteer of Anti-Human

University
2012 Participated in a three-day training

workshop on K-12 Curriculum in WMSU
2013 Participates as a volunteer during

Zamboanga Siege in Western Mindanao
State University
Honors
2008 Graduated as Third Honourable Mention in

High School
2012 Champion in “English Quiz” University

wide. WMSU
2013 Finished as Most Outstanding in Job

Enabling English Proficiency (JEEP).
WMSU
Talents and Skills
Poem Writing
92
Computer literate
 Microsoft Word
 Microsoft Excel
 Adobe Photoshop
 Dr. Ana Louisa B. Perez, OIC School Principal, ILSED-WMSU
 Nolan S. Iglesia- Dean of the College of Education
 Primitivo C. Paragas, Barangay Chairman- Quiniput, Zamboanga City
Nurann A. Legardo
Purok I- Zone IV, Taluksangay, Zamboanga City
iam.alsad@yahoo.com
09067291006
Date of Birth May 04, 1994

Age 19 years old
Place of birth Taluksangay, Zamboanga City
Religion affiliation Islam
Ethnicity Samal Bangingi
93
2006-2010 Taluksangay National High School

Taluksangay, Zamboanga City
2000-2006 Taluksangay Elementary School

Taluksangay, Zamboanga City
Organization
2010-2014 Muslim Student Association (MSA)
2013-2014 Eternal Youth Organization
2010-2014 Risale-I Nur Institute Organization Philippines
2010 Participated as a Volunteer of Anti-Human

University
2012 Participated in a three-day training

Workshop on K-12 Curriculum in WMSU
Honors
2010 Graduated as Valedictorian. Taluksangay

National High School
2011 Elected as a Vice-President of Muslim

Student Association (MSA) organization.
WMSU
2013 Finished as Most Outstanding in Job

Enabling English Proficiency (JEEP).
WMSU
Talents and Skills
94
Proficient in Arabic Language
Computer literate
 Microsoft Word
 Microsoft Excel
 Adobe Photoshop
 Dr. Ana Louisa B. Perez, OIC School Principal, ILSED-WMSU
 Nolan S. Iglesia-Dean of the College of Education
 Abdurahman Nuño, Barangay Chairman- Taluksangay, Zamboanga City
95

Reading Comprehension Ability of Grade 6 Pupils in English and Filipino

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Reading Comprehension Ability of Grade 6 Pupils in English and Filipino

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THE READING COMPREHENSION ABILITIES OF SELECTED

GRADE SIX PUPILS IN ENGLISH AND FILIPINO

An Undergraduate Thesis Presented to

Laarnie Grace Pardillo

This thesis entitled “The Reading Comprehension Abilities of

CHONA Q. SARMIENTO Ed.D

Approved by the Oral Examination Committee, dated on March 2014

CHONA Q. SARMIENTO Ed. D

JULIETA B. TENDERO Ed. D SARITA FRANCISCO Ed. D

Accepted in partial fulfillment of the requirements for the course of

NOLAN S. IGLESIA Ed. D

The researchers wish to express their sincere gratitude and

appreciation to the following individuals who assisted and cooperated

in the preparation of this study.

DR. CHONA Q. SARMIENTO being the adviser of this research who

improvement of this study.

DR. EDENA C. FERNANDEZ who also helped us in giving advises and

sharing her knowledge in research and allowed us to browse some

master’s theses at the scholarship office.

DR. AVELINA A. PELAYO for allowing us to make researches in her

The Principal and the Grade VI advisers of Integrated Laboratory

School who allow us to gather data in their school.

Special Acknowledgement is extended to the researchers’ beloved

source of wisdom, strength, perseverance, courage, and safety

towards the success of this study.

Mr. Jaafar Unggang and Mrs. Nuria S. Anggot

Mrs. Encarnacion S. Contreras

Mrs. Victoria I. Espino

Mr. Alsad and Hja. Rugaiya Legardo

Kah Tatung, Kah Jane, Kah Jamboy

and Maki Legardo

Mr. Jaime Reyes and Mrs. Mimie Pardillo

1.1 Rationale of the Study …………………………….. 1

CHAPTER II: REVIEW OF RELATED LITERATURE AND

CHAPTER III: METHODOLOGY

3.1 Research Design …………………………………… 30

CHAPTER IV: PRESENTATION, ANALYSIS,

CHAPTER V: SUMMARY, CONCLUSION, RECOMMENDATION

5.1 Summary ……………………………………………. 53

1.1 Distribution of Samples according to Section………… 31

1.2 Distribution of Samples According to Gender………… 32

1.3 Distribution of Samples in Section 1 According

1.4 Distribution of Samples in Section 2 According

1.5 Distributions of the Comprehension Test Items

1.6 Distributions of the Comprehension Test Items

1.7 Scales and Interpretation on the Mean………………… 36

2.1 Results of Reading Comprehension Test of Grade

2.2 Results of Reading Comprehension Test of Grade

2.3 Mean Percentage Scores of the Reading Comprehension

of Grade VI Pupils in English………………………………. 43

2.4 Mean Percentage Scores of the Reading Comprehension

of Grade VI Pupils in Filipino………………………………. 44

Pupils in English and Filipino…………………………. 45

2.6 T-Test Results In the English Reading Comprehension

of the Pupils by Gender………………………………… 46

2.7 T-Test Results in the Filipino Reading Comprehension

of the Pupils by Gender…………………………………. 48

2.8 T-Test Results in the English Reading Comprehension

of the Pupils by Section…………………………………. 50

2.9 T-Test Results in the Filipino Reading Comprehension

of the Pupils by Section…………………………………. 51

A- Reading Comprehension Test in English

B- Reading Comprehension Test in Filipino