Republic of the Philippines
Inter-Global College Foundation Inc.
[Link], Lucena City
ASSESSMENT ON READING COMPREHENSION OF SELECTED SENIOR
HIGH SCHOOL STUDENTS OF INTER-GLOBAL COLLEGE
FOUNDATION INC. ACADEMIC YEAR 2019-2020
A Quantitative Research Presented to the Faculty of Senior High School Department
Inter-Global College Foundation Inc.
Lucena, City
In Partial Fulfillment of the Requirement for The
Academic Track STEM Strand and The Subject
Research in Daily Life 2
By:
Darang, Catheleen Kaye
Gilbuena, Geraldine Kate R.
Gonzales, Jhon Andrie
Lopez, John Marro
Ramos, Neil Carlos P.
Viñas, Nica Genessi G.
September 2019
Assessment on Reading Comprehension of Selected Senior High School
Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020
CHAPTER I
THE PROBLEM AND ITS SETTING
Introduction
Reading is one of the aspects that a person needed to learn. Reading is the
complex cognitive process of decoding symbol to derive meaning; it is a form of
language processing. Reading is a means for language acquisition communication and
sharing information and ideas (Favonian 2019). It is needed because people needed to
read and learn reading. It will also help the students to understand things and will help
everyone to have more information. Reading is one of the most needed to learn by a
person because things are always written like the supplies in your house that you would
buy, the instruction in exams. Reading is essential in today’s society, and teaching
children to become proficient readers is one of the main goals of primary education.
Reading consists of many different processes at different levels that need to be
coordinated, including abilities, strategies and knowledge. Many people do not become
avid readers and they struggle with reading throughout school.
The main purpose of reading is to understand the written message of a book, story
and etc. Through reading the student won’t misunderstand the function of things and the
meaning of every word. The student will develop creativity and critical analysis which
the student can use in their daily lives, it will promote deep exploration of text during the
students own interpretation. Reading can be difficult especially if the critical thinking of
the respondent is not enough especially to the stories or poems with hidden meanings that
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Assessment on Reading Comprehension of Selected Senior High School
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can only understand through right reading comprehension. Analyzing is one of the
difficulties of reading that a student can encounter although the students keep reading.
Purposes of reading can differ in each person due to their skills in reading.
The researchers would like to identify the assessment on reading comprehension
of selected Senior High School student where the researchers will assess the ability of the
student to process text and understand its meaning. Reading Comprehension is still
important although there are many years that the respondents is reading there are some
cases where students don’t understand the things that the students read especially stories
about literature with deep meanings. The student will be assessed by letting them read
short stories and let them answer the question given. It will help the student to have
vocabulary and understand the passages they read. Since reading is a problem-solving
process, an analysis of reading strategies can provide insights as to how readers interact
with the text, and how their choice or use of strategies influences their comprehension of
the text.
Statement of the Problem
The main problem of this study is to assess the reading comprehension of selected
Senior High School Student of Inter-Global College Foundation Inc. This will be a
support in the making of booklet about reading comprehension.
1. What is the demographic profile of the respondent in terms of:
1.1. Sex
1.2. Age
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Assessment on Reading Comprehension of Selected Senior High School
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1.3. Grade Level
1.4. Strand
2. What is the most common difficulties that the respondent face?
3. What are the factors that affect the reading comprehension of the respondents, In
terms of:
3.1 Interest
3.2 Perceptual span
3.3 Practice
4. What is the proficiency level of respondents in reading comprehension?
Significance of the Study
This study was designed to know the assessment on reading comprehension on
the selected Senior High School Students of Inter-Global College Foundation Inc.
Academic Year 2019 – 2020. It is significant to gather facts base on the result to come up
with a booklet for reading comprehension to help the respondents in their reading
comprehension entitled “The Ways for Better Reading Comprehension.”
The outcomes of the findings in this study are also beneficial to the following:
To The Students,
This study will help them improve their reading comprehension and improve their
critical thinking and vocabulary.
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Assessment on Reading Comprehension of Selected Senior High School
Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020
To The Teachers,
This study will help them identify which problem in reading comprehension that
their students need to address to come up with new planned activities for added
information or practice for leading comprehension.
To The English Department,
This study will be a guide for a reference in making reading activities to improve
student reading comprehension.
To The Future Researchers,
This study will serve as a reference or guide for new on related studies in
assessing the reading comprehension of selected Senior High School students.
Conceptual Framework
According to the study of Gilakjani (2016), reading strategies have a great impact
on the students’ reading comprehension ability. Students are not just passive receivers of
information but they are active makers of meaning. Successful readers try to apply
numerous skills to grasp meaning from the texts. Readers should be involved in the
reading process by using different strategies to monitor their meaning, it emphasized the
idea that comprehension processes are influenced by a lot of strategies.
In addition, the person’s way of processing his own reading comprehension can
make a message of story wrong in his own understanding and may tell wrong information
to the others.
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Assessment on Reading Comprehension of Selected Senior High School
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Students who receive support and involvement at home from their parents have
higher reading comprehension scores than those of their peers without such support.
Further research that would continue to identify factors that make parent support
programs effective is recommended. Results of such studies could be helpful for
educators as they strive to improve home-school collaboration and increase student
achievement in a variety of subjects, (Stone, 2016).
In fact, Comprehension of language entails understanding of individual words but
also active engagement with the content to create a mental representation. Successful
comprehension requires coordination of skills at many levels to extract and construct
meaning, (Elwer, 2015).
Moreover, to have a better comprehension there are many strategies and skills that
is needed to learn and use to have better reading comprehension. Motivation is one of the
key to success to have better reading comprehension that may from family, friend and
other love ones.
Theoretical Framework
The main purpose for reading is to comprehend the ideas in the material. Without
comprehension, reading would be empty and meaningless. Providing a basis for this
study is the existing theory of Thomas G. Gunning, the Schema Theory. Gunning (1996)
defines the Schema Theory as the organized knowledge that one already has about
people, places, things and events. “Schema” is known as the existing knowledge that a
person has about the people, places, things and events around them. As such, the schema
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Assessment on Reading Comprehension of Selected Senior High School
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theory argues that meaning is made when connections are made between the text and the
reader's existing knowledge.
The theory above says that readers has own organized and existing knowledge
that can help the reader to understand the meaning of the text or story.
Another theory that exists, which is connected to the study is Thomas G.
Gunning’s the Mental Model Theory. It seemingly rely the heaviest on the Spatial
Intelligence area in Gardner’s Multiple Intelligences theory (Armstrong 1994). Therefore,
this model may not be as affective for non-spatial learners. Teaching the process of how a
mental picture is formed could develop this skill. Taking information about the main
character as it comes through the readings and writing descriptive pieces on that character
would be a way to improve this skill and work towards increasing comprehension.
The Mental Model Theory explains that the readers understand one’s physical
characteristics through imagining the characters with the words describe by the writer and
can help the reader’s comprehension skill to improve.
There is similar theory that is relevant to the study is the Propositional Theory.
This involves the reader constructing a main idea or macrostructure as they process the
text. These main ideas are organized in a hierarchical fashion with the most important
things given the highest priority to be memorized (Gunning, 1996). The Proposition
theory works hand in hand with Organizational strategies such as remembering only the
relevant information, or identifying the main idea. These are skills widely taught
throughout schools as well as seen on standardized tests.
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Assessment on Reading Comprehension of Selected Senior High School
Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020
This theory supports the theories above. David S. Katims (1997) stated that
learning strategies are techniques, or routines that enable students to learn to solve
problems and complete tasks independently. A strategy is an individual’s approach to a
task.
Conceptual Paradigm
Input rocess
Process Output
1. The Demographic profile Evaluation of Booklet about
of the respondents in terms Research Reading
of: questionnaire. Comprehension
entitled The Ways
1.1 Sex
for Better Reading
1.2 Age Comprehension.
1.3 Grade level
1.4 Strand
2. The most common
difficulties faced by the
respondents.
3. The factors that affects the
reading comprehension of the
respondents in terms of:
3.1 Interest
3.2 Perceptual Plan
3.3 Practice
4. The proficiency level of
respondents in reading
comprehension.
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Assessment on Reading Comprehension of Selected Senior High School
Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020
Figure 1 Conceptual Paradigm for Assessment on Reading Comprehension of
Selected Senior High School Students of Inter-Global College Foundation Inc.
Figure 1 shows the Input, process and output. The input contains, the
demographic profile of the respondents in terms of sex, age, grade level and strand.
Second, the most common difficulties faced by the respondents. Third, the factors that
affects the reading comprehension of the respondents in terms of interest, perceptual plan
and practice. Lastly, the proficiency level of respondents in reading comprehension.
Then, the process which is evaluation of research questionnaires that will help the
researchers achieve the output which is a booklet for reading comprehension.
Scope and Limitations
The study will focus only on the Assessment on Reading comprehension of
Selected Senior High School Students of Inter-Global College Foundation Inc.
Academic Year 2019-2020, including the factors that may affect the respondents
reading comprehension. The respondents of the study are limited only in Senior High
Department of Inter-Global College Foundation Inc.
The Researchers will interview fifty-five (55) chosen students from Senior High
School of Inter-Global College Foundation Inc. in Lucena, City, Quezon. Through
questionnaires and quota sampling, the researchers will be able to gather information
pertaining to the researchers study.
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Assessment on Reading Comprehension of Selected Senior High School
Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020
Definition of Terms
The following words have been defined operationally or conceptually for better
understanding of the study.
Assessment – the act of making a judgment about something: the act of assessing
something (Merriam Webster, 2018)
Comprehension – the act or fact of comprehending, perception or understanding;
capacity of mind to understand (Oxford Dictionary,2017)
Critical Thinking – the objective analysis and evaluation of an issue in order to form a
judgment (Oxford Dictionary,2017)
Hierarchical – relating to, or arranged in hierarchy (Merriam Webster, 2018)
Perceptual Span – the way a person think or understand what they see or read
(Merriam Webster, 2018)
Reading – the action or practice of one who reads; ability to read: the oral
interpretation of written language (Oxford Dictionary, 2017)
Vocabulary – the words that make up a language; all of the words a person know and
used by a person
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Assessment on Reading Comprehension of Selected Senior High School
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter includes the related literature and studies which the researchers have
examine to reveal insight on the topic of the study.
Related Literature
The Simple View of Reading is a formula demonstrating the widely accepted
view that reading has two basic components: word recognition (decoding) and language
comprehension. The student’s reading comprehension score can be predicted if decoding
skills and language comprehension abilities are known.( Farell et al, 2019; “The Simple
View of Reading”)
In addition to explicit phonics instruction, teachers need to support students'
ability to understand complex text and build background knowledge. Teachers also
deserve access to high-quality curriculum materials — a thoughtfully arranged,
comprehensive, sequential curriculum that embeds standards, the science of reading, and
key instructional shifts ( Pimentel , 2018).
However, Inferential comprehension requires both emotional intelligence and
cognitive skills, however instructional comprehension strategies typically
underemphasize the emotional contribution (McTigue ,2015).
The ability to monitor one's own reading comprehension is a critical skill for
deriving meaning from text. Self-questioning during reading is a strategy that enables
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Assessment on Reading Comprehension of Selected Senior High School
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students to monitor their reading comprehension and increases their ability to learn
independently (Joseph et al, 2015).
In fact, Research on inferences in discourse processing has long been
characterized by whether they are made online or offline. The underlying process
involved in inferences fall into one of two broad categories: two those that become
available to the reader through passive or automatic activation of casual inferential
information (Cook and O’Brien, 2015).
Comprehension is the ultimate goal of reading and because comprehension
failures can lead to school failures, this is a serious concern. Some may blame this poor
performance of today's students on too much time playing on their electronic devices, but
it is not just today's students (Keenan, 2016).
According to Silva & Cain, (2015), Successful reading comprehenders have good
word-reading skills, robust vocabulary knowledge, an understanding of the grammatical
rules that govern their language, and the integrative and inference-making skills that
enable them to construct a mental model of what they read. There is strong empirical
support for the view that, over and above word-reading ability, word-, sentence-, and
passage-level language skills each contribute to reading comprehension outcomes:
Vocabulary, grammar, and integrative and inference skills explain unique variance in the
longitudinal prediction of reading comprehension in the beginning stages of reading
development.
According to Daniel Willingham (2018), professor of cognitive psychology at the
University of Virginia, suggests that reading comprehension strategies are better thought
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Assessment on Reading Comprehension of Selected Senior High School
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of as tricks, rather than as skill-builders. They work because they make plain to readers
that it’s a good idea to monitor whether they understand as they read.
Reading comprehension in English is a key to achievement in academic studies in
many countries around the world (The path to reading comprehension through
intercultural competence in the multicultural EFL classroom Thus, difficulty with reading
comprehension can pose a challenge in an EFL (English as a Foreign Language)
classroom (Hellerstein-Yehezkel, 2017).
In a suitable context, comprehension of vocabulary becomes difficult, and
vocabulary may be forgotten easily suggest that students learn vocabulary deeply when
they read in particular contexts (Wolsey, et al. , 2015).
Lots of studies show that vocabulary knowledge is related to reading
comprehension in the long-term and school success. Wright & Peltier, study entitled
“Reading & Writing Quarterly”, published on 2016
According to the study of Gilakjani (2016), the study showed that reading
strategies have a great impact on the students’ reading comprehension ability. Students
are not just passive receivers of information but they are active makers of meaning.
Successful readers try to apply numerous skills to grasp meaning from the texts. Readers
should be involved in the reading process by using different strategies to monitor their
meaning. This study emphasized the idea that comprehension processes are influenced by
a lot of strategies.
Additionally, Purba ,(2017) said that reading comprehension is not a single step or
easily acquired skill. It is a very complex process that teachers find difficult to teach. The
foundation of reading comprehension is word identification and decoding. As individuals
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Assessment on Reading Comprehension of Selected Senior High School
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get better at these skills and are able to read words, they have to move into decoding. As
individuals get better at these skills and are able to words, they have to move into
learning the actual meanings of the words they are reading. Knowing and understanding
what is being read is the key to comprehension. Reading is one of the ways to get new
knowledge and to read the students’ more see understand the contents of the reading can
even find problems and the idea of the reading.
The ability to communicate clearly and effectively forms the foundation of
modern life. Students that can’t read effectively fail to grasp important concepts, score
poorly on tests and ultimately, fail to meet educational milestones. Reading and writing
skills allow students to seek out information, explore subjects in-depth and gain a deeper
understanding of the world around them. When they cannot read well, they become
discouraged and frustrated by school. This might result in high school drop outs, poor
performance on standardized tests, increased truancy and other negative reactions, all of
which can have major and long lasting repercussions (Mudzielwana , 2017).
Moreover, It was deduced that the reading fluency of the respondents are
frustrated while the reading comprehension is poor in the evaluative level but good in the
literal level and fair to interpretive and applicative levels. The questions under the
evaluative level had responses that are directly stated, induced, or require other
information. This proved that currently, the students are slow readers with poor
comprehension when it comes to critical reading. Moreover, their vocabulary competence
level is average. This means that the students have enough vocabulary that enables them
to read with comprehension and fluency (Ventic, 2016).
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Assessment on Reading Comprehension of Selected Senior High School
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Vocabulary mastery is the activity of mastering or the ability to understand and
use words contained in the language, both oral and written. Mastery of vocabulary is very
necessary because the more vocabulary a person, the easier it is to convey and receive
information, and even vocabulary can be used as a measure of one's intelligence.
Vocabulary mastery is one of linguistic features, which influences the communicative
competence. Vocabulary is all of word used in English; we must be mastery the English
vocabulary for easy use in English, whether it is making sentences or conversations.,
(Tang et. al, 2019)
According to Meniado, (2016) Reading Comprehension is one of the most
essential study skills in higher education. Academic and even technical courses demand
substantial readings, so there is a need for students to be able to comprehend what they
read in order to succeed in their academic life and beyond.
In addition, Cui [Link] (2017) said that to read and comprehend the human
languages are challenging tasks for the machines, which requires that the understanding
of natural languages and the ability to do reasoning over various clues. Reading
comprehension is a general problem in the real world, which aims to read and
comprehend a given article or context, and answer the questions based on it.
Issues concerning the reading fluency level, comprehension level, and vocabulary
competence level can be minimized if not totally be eliminated. It will, however, take
time, money, and a combined effort on the part of many individuals involved in the
process (Ventic, 2016).In addition, Sanopao, (2017) stress that every teacher dreams for
students to succeed in all areas of their life through literacy. In order for them to be
literate they must know how to read and comprehend to be globally competitive. Students
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Assessment on Reading Comprehension of Selected Senior High School
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learn reading and comprehension at varying rates. As educators, we are given the
challenge to help them succeed.
Students use a variety of reading strategies to analyze and comprehend what they
are reading, which include summarization, inference, and prediction. Reading strategies
allow struggling readers to actively engage with the text and aid in comprehension read
(Sanford 2015).
In the Philippine context wherein English is considered the second language,
reading and comprehension level does not match with the figures released in the press.
stresses that despite the supposedly high literacy rate; many Filipinos can barely and
write. Many Filipinos do not have the reading habit required in learning. As she noted;
the problem of non- reading lies at the heart of why the Philippines is so uncompetitive in
the world economy and why so many of our people continue to live in poverty or barely
escape it. Sanopao, (2016).
Reading abilities have different components. According to the Reading Panel
(2015) , phonemic awareness, phonics, fluency and vocabulary are factors that may affect
reading comprehension of a person. Phonemic awareness is the knowledge that words are
made up of a combination of individual sounds. It also includes the ability to hold on to
those sounds, blend them successfully into words and take them apart again. Phonics is
the relationship between a specific letter and its sound, only as it relates to the written
word. Phonics has a special significance in opaque orthographies like English where a
person have to learn the spelling of different words.
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Assessment on Reading Comprehension of Selected Senior High School
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Related Studies
According to the study of Hite (2015) in her study “Improving Problem
Solving by Improving Reading Skills” revealed that some individuals improve on their
abilities to focus on and solve word problems by implementing reading strategies.
In addition, Luna [Link] (2017) found out that content literacy strategies (using
reading strategies) had improve students’ performance in chemistry. Although there were
few studies regarding the effectiveness of content reading strategies.
Moreover, in the study of Meniado, (2016), he examined the relationship between
students’ reading motivation and reading comprehension in the Malaysian context with
inclusion of expanded motivational multiplicity as the scope of investigation in order to
come up with broader identification of reading comprehension growth predictors. In their
study they included motivation constructs (interest, perceived control, collaboration,
involvement, efficacy), text genres, specific versus general contexts, and the self-versus
other evidence sources about motivation as multiple components under investigation.
Using qualitative research, they found out that reading motivation has a positive impact
on reading comprehension. Students with higher motivation can scorehigher in reading
comprehension tests.
In a study conducted by Meniando, (2016) , they investigated the Saudi EFL
teacher-college students’ reading interests in English, their difficulties in reading, the
persons and factors that affect their reading behaviors. Using quantitative research, they
found out that students are very much interested to read stories, novels, and plays
covering such topics as adventures, religion, technology, current events, computers, and
sports. However, they have such problems as inaccessibility of the library and other
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Assessment on Reading Comprehension of Selected Senior High School
Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020
reading materials, time constraints, negative beliefs and attitudes towards reading, and
lack of reading support from the family.
As stated by Calloway (2019) Participants with more reading experience and
more interest read passages more quickly. Participants across both comprehension goal
conditions showed evidence of activating bridging inferences during reading and
listening comprehension tasks; however, only participants with high interest showed
evidence of activating predictive inferences during reading. Finally, reader-based
standards of coherence predicted participants’ interest in the passages they comprehended
only in more difficult comprehension situations.
Less-skilled readers report lower enjoyment—a component of engagement—
during reading, which may lower their situation-based standards of coherence threshold
and negatively affect comprehension. Interest can be limited to particular texts, some
texts are more interesting than others, or specific to individuals, people are interested in
different topics. (Crossley, Skalicky, Dascalu, McNamara, & Kyle, 2017)
Skilled readers may not have made predictive inferences because sentence
beginnings allow for multiple possible continuations and predictions are likely to be
inaccurate and word predictability is lower at sentence beginnings than endings. Thus,
more-skilled readers may have used sentence boundaries as cues to inhibit predictive
inference generation more than less-skilled readers. Overall, studies of individual
differences in reading demonstrate that both text-based factors and reading
comprehension skills affect inference generation. (Luke & Christiansan, 2016).
In addition, Motivation is one of the important factors which impacts greatly on
language learning. One of the most important factors which receives the special focus in
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Assessment on Reading Comprehension of Selected Senior High School
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foreign language teaching is reading motivation. More recently, studies on reading
motivation have also gained much interest. Ahmadi study entitled “The Impact of
Motivation on Reading comprehension” published 2017
In addition to supported word learning, adults with more reading experience re-
read words less frequently, have shorter refixation durations, and skip more words during
reading (Taylor & Perfetti, 2016).
As stated by Alico, (2017) had the same result indicating that the participants’
degree of text familiarity affected significantly their test performance.
When students struggle to read, reading becomes a motivating and students avoid
reading. Reading comprehension is hindered when students lose interest and disengage
from reading. Many students begin to dislike reading because they struggle to gain
meaning from what they read (Sanford 2015).
Some studies indicate, however, that integrated reading and writing instruction of
persuasive text have a significant effect on writing quality, but not on reading recall .
Similar results have been reported for transfer from discussion to writing and reading,
i.e., effects were observed for persuasive writing but not for recall of text. In the present
study, however, the integrated writing mode is closely connected to the reading analysis
and takes the form of analytical response writing. Similarly, the discussions aim at a
mutual and deepened understanding of the argumentative structure in the texts that the
students read. Thus, our anticipation is that writing and discussion in this setting may
contribute to levels of comprehension rather than recall (Scheller and Tengberg, 2016).
According to the study of Mirafuentes (2017) entitled “ School Age Gender Gap
in Reading Comprehension”, One possible explanation for the superiority of the male
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Assessment on Reading Comprehension of Selected Senior High School
Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020
students in the study us that males and females may not been equally matched in their
interest to the reading text. The male students seem to have more proficient readers than
their female counterparts. Therefore, teachers can make use of reading materials that suit
to the needs and genders, which consequently reinforce students’ attitudes and practices
towards reading.
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Assessment on Reading Comprehension of Selected Senior High School
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CHAPTER III
METHODOLOGY
In this chapter, the research design, the respondents of the study, the research
locale, the research instrument, the data gathering procedure of the study, and the
statistical treatment were discussed.
Research Design
The researcher will utilize the descriptive method in tallying the responses of the
respondents, analyzing and interpreting the gathered data. The purpose of this study is the
Assessment on Reading Comprehension of Selected Senior High School Students of
Inter-Global College Foundation Inc. Academic Year 2019-2020. The researchers will
use this study to provide necessary actions to recommend in the assessment on reading
comprehension.
Respondents of the Study
The respondents in this study will be fifty-five (55) Senior High School Students
of Inter-Global College Foundation Inc. in any grade level and in any sections from
Grade 11 to Grade 12. The researchers will use cluster method to come up with the
desired number of respondents to answer the questionnaire. The researchers will assess
five(5) students per section of Inter-Global College Foundation Inc. Senior High School
Department such as from Grade 11, STEM – Equator, PBM – Compass and Pelorus,
ABM – Proprietorship, and TVL – Anchor. In Grade 12 the researchers will gather
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Assessment on Reading Comprehension of Selected Senior High School
Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020
respondents from STEM – ECDIS, PBM – Celestial, Terrestrial, Coastal, ABM –
Corporation and from TVL – Radar.
Research Locale
This study will be conducted in Inter-Global College Foundation Inc. located at
[Link] Lucena City, Quezon. This location was chosen because the researchers
are also studying in Inter-Global College Foundation Inc. and the collection of data will
be easily gathered. Inter-Global College Foundation Inc. is first built as Marine School
that is the cause why the shape of the school is a ship but eventually Inter-Global College
Foundation Inc. expanded and offered more College Courses such as BS Customs
Administration and BS Hospitality Management and when K-12 starts Inter-Global
College Foundation Inc. expanded again and offer Senior High School which offers
strands such as STEM and ABM but last year on the school year 2018-2019 Inter-Global
College Foundation offer the strand for the aspiring Maritime students named Pre-
Baccalaureate Maritime (PBM) and TVL – Maritime.
Research Instrument
The researchers will use the Examination and Checklist type of questionnaire,
which means the respondents, will encircle the corresponding number that corresponds to
his/her answer and means that the respondent will choose an answer from four choices on
every number from 1-50 that they think is the right answer. The part 1 of the checklist
type of questionnaire contains information of the respondents in their demographic
profile in terms of Sex, Age, Grade Level, and Strand. The Part 2 of Checklist Type
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Assessment on Reading Comprehension of Selected Senior High School
Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020
Questionnaire will show questions about the respondents Interest, Perceptual Span and
practice that has 30 questions in total. The part 3 of the of the questionnaire is to
determine the Assessment on Reading Comprehension of Selected Senior High School
Students of Inter-Global College Foundation Inc. that contains fifty (50) questions based
on the story that the researchers will be given in the form of multiple choice. The
questionnaire will be validated by the faculty of senior high school department.
Data Gathering Procedure
The researchers will use the Examination and Checklist type of questionnaire to
determine the Assessment on Reading Comprehension of Selected Senior High School
Students of Inter-Global College Foundation Inc. The researchers will request permission
to the senior high school principal by means of an authorized letter signed by the
researchers’ adviser to conduct this study. The researchers will give the respondents time
to answer the questionnaire. After the administration of the questionnaires the researchers
will tabulate, compute and interpret the data gathered.
Statistical Treatment
After the researchers gathered of the pertinent data, different kinds of statistical
treatment will be used to determine the Assessment on Reading Comprehension of
Selected Senior High School Students of Inter-Global College Foundation Inc. Academic
Year 2019-2020.
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Assessment on Reading Comprehension of Selected Senior High School
Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020
1. Percentage Method will be use in part 1 to measure the demographic profile
of the respondents in terms of their Sex, Age, Grade Level, and Strand.
Formula:
𝑓
𝑷 = 𝑁 𝑥 100
Where:
P = is the total percentage
f = is the total frequency, and
N = is the total number of respondents
2. Weighted Mean Method – The weighted mean was used to measure the
Assessment on Reading Comprehension of Selected Senior High School
Students of Inter-Global College Foundation Inc.
Formula:
4f+3f+2f+1f
𝑴𝑾 = 𝑛
Where:
f = frequency
n = number of respondents
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Assessment on Reading Comprehension of Selected Senior High School
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3. Scale Method For Checklist Type of Questionnaire – this rating will use to
determine the factors that affect the reading comprehension of the selected
Senior High School Department.
Scale Range Interval Quantitative Description
4 3.25 – 4.00 Always Observed
3 2.50 – 3.24 Observed
2 1.75 – 2.49 Sometimes Observed
1 1.00 -1.74 Never
4. Scale Method for Examination Questionnaire – this rating will use to
determine the Assessment on Reading Comprehension of Selected Senior High
School Students.
Scale Range Interval Quantitative Description
5 41-50 Excellent
4 31 – 40 Above Average
3 21 – 30 Average
2 11 – 20 Below Average
1 0 – 10 Poor
25
