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AN ASSESSMENT OF ENGLISH READING COMPREHENSION OF SENIOR HIGH

SCHOOL STUDENTS: A BASIS FOR IMPROVING TEACHING READING

STRATEGIES

An Undergraduate Research

Presented to the Faculty of

Palawan State University

Coron, Palawan

____________________________________

In partial fulfillment

of the requirements for the degree

Bachelor of Secondary Education Major in English

_____________________________________

By

GENAVE M. DINGSON

JOHN MAVERICK D. SILVERIO

MAIREL A. YABUT

October 2018
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ABSTRACT

This study aims to conduct “AN ASSESSMENT OF ENGLISH READING

COMPREHENSION OF SENIOR HIGH SCHOOL STUDENTS: A BASIS FOR

IMPROVING TEACHING READING STRATEGIES” – in order to determine the

respondents’ current reading comprehension level. By this, the researchers, being future English

teachers in the secondary level can be more familiar with the type of learners they may encounter

and the appropriate methods employable to improve the chances of advancing their learners’

comprehension toward various texts, in various situations. This study aims to answer the

following specific research questions:

1. What is the profile of the respondents in terms of:

a. language/s primarily spoken; and

b. socio-economic status

2. What is the current level of the English reading comprehension of Senior high

school students in Coron School of Fisheries in terms of:

a. Vocabulary; and

b. Answering Comprehension Questions

3. What reading strategies are employed by the teachers to determine the reading

comprehension level as perceived by the respondents?

4. Is there a significant relationship between the profile of the respondents and their

reading comprehension level?

5. Is there a significant relationship between the strategies employed by the teachers

and the reading comprehension level of the students?

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This study is conducted using the quantitative research method. The primary

respondents of this study are the senior high school students of Coron School of Fisheries. A

seven (7)-page questionnaire was used as the main instrument of this study. Summary statistics

were employed in the conduct of this study. Frequency, rank and percentages were used.

Research data bore the following findings:

Among the languages spoken at home, Tagalog ranked first with 261 respondents or

93.21, second in rank is the Cuyunon with 86 respondents or 30.71% and next in rank is the

English and Bisaya with 56 respondents or 20%.

Out of 280 respondents 209 respondents or 74.64% are low income earners, 71 out of 280

respondents or 25.36% are middle income earners, and no one in the respondents is high income

earner. Majority of the respondents’ socio economic status are low income.

Two (2) out of 280 respondents are classified as Superior level with test scores ranges

from 16 to 20 and a mean score of 16; 38 out of 280 respondents are classified as Upper average

level with test scores ranges from 11 to 15 and a mean score of 12.21; 115 out of 280

respondents are classified as Lower average level with test scores ranges from 6 to 10 and a

mean score of 7.66; and 125 out of 280 respondents are classified as Poor with test scores ranges

from 0 to 5 and a mean score of 3.55. The overall performance of the senior high school in

English reading comprehension in term of vocabulary is lower average with mean average of

9.86.

One (1) out of 280 respondents is classified as Superior level with test scores ranging

from 16 to 20 and mean score of 16; 71 out of 280 respondents are classified as Upper average

level with test scores ranging from 11 to 15 and mean score of 12.32; 137 out of 280 respondents

are classified as Lower average level with test scores ranging from 6 to 10 and a mean score of
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7.73; and 71 out of 280 respondents are classified as Poor with test scores ranging from 0 to 5

and a mean score of 4.30. The overall performance of the senior high school in English reading

comprehension in terms of answering comprehension questions is lower average with mean

average of 10.08.

“Asking questions before, during, and after reading activities” ranked first with 227

respondents or 81.07%; “Recalling of prior knowledge” ranked second with total respondents of

165 or 58.93%; “unlocking of unfamiliar words before the reading activities” ranked third with

total respondents of 131 or 46.78%; Next in rank are the strategies “Paraphrasing the text being

read” and “Brainstorming with the group or peers” with total respondents of 104 or 37.14%.

There is no significant relationship between respondents’ vocabulary level and their

language/s primarily spoken.

There is no significant relationship between respondents’ vocabulary level and socio-

economic status.

There is no significant relationship between respondents’ answering comprehension

questions level and their language/s primarily spoken.

There is no significant relationship between respondents’ answering comprehension

questions level and socio-economic status.

There is no significant relationship between respondents’ vocabulary level and teachers’

strategies.

There is no significant relationship between respondents’ answering comprehension

questions level and teachers’ strategies.

Based on the foregoing findings and the hypothesis posited in this study, it is concluded

that there is no significant relationship in the English reading comprehension level of the
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respondents in terms of vocabulary and answering comprehension questions to the following

variables:

1. Profile of the respondents in terms of:

a. language spoken at home; and

b. socio-economic status

2. Reading strategies employed by the teachers

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SIGNATURE PAGE

This is to certify that this undergraduate thesis entitled “AN ASSESSMENT OF

ENGLISH READING COMPREHENSION OF SENIOR HIGH SCHOOL STUDENTS: A
BASIS FOR IMPROVING TEACHING READING STRATEGIES” submitted by
GENAVE M. DINGSON, JHON MAVERICK D. SILVERIO, MAIREL A. YABUT to
fulfill part of the requirements for the degree Bachelor of Secondary Education Major in English
was successfully defended and approved on October 8, 2018.

RON ARCHIE C. AUSTRIA

Thesis Adviser

NIKKI ROSE F. DOMAEL VINAMAR DAGAMI- ODASCO, MAEd

Thesis Co-Reader Thesis Co-Reader

ATTY. ALBERT C. GARRAEZ

Thesis Co-Reader

DR. FERNANDO M. CRUZ

Thesis Co-Reader

This undergraduate thesis is hereby officially accepted as partial fulfillment of the requirements
for the degree of Bachelor of Secondary Education Major in English.

DR. FERNANDO M. CRUZ

Director, PSU-CORON
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ACKNOWLEDGEMENT

The researchers would like to thank the following persons who helped in making this

work possible:

- The research adviser, Mr. Ron Archie C. Austria, for the encouragement, patience,

guidance, enthusiasm and immense knowledge;

- The campus director, Dr. Fernando M. Cruz, for approving the conduct of this study;

- The statistician, Ms. Nikki Rose F. Domael, for the time she allotted for this study to

be done successfully;

- The members of panel of readers, for their constructive criticism and invaluable

suggestions.

- The School Administrator of Coron School of Fisheries, BENJAMIN E. ABLAZA,

Ed.D., for allowing the conduct of this study inside the campus;

- The Senior High School teachers of Coron School of Fisheries, for allowing and

helping in the distribution of questionnaires to their class;

- Their parents, guardians, and friends, for the financial and moral support; and,

- Most importantly, The Almighty God, for giving unconditional love, wisdom, and

knowledge.

Thank you all!

-The Researchers
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TABLE OF CONTENTS

Page
TITLE PAGE i
ABSTRACT ii
SIGNATURE PAGE vi
ACKNOWLEDGEMENT vii
TABLE OF CONTENTS viii
LIST OF FIGURES ix
LIST OF TABLES x
LIST OF APPENDICES xi

Chapter 1: INTRODUCTION

Background of the Study 1

Statement of the Problem 3
Significance of the Study 4
Scope and Limitation 5

Chapter 2: REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Literature and Studies 6

Conceptual Framework 15
Research Paradigm 15
Research Hypothesis 16
Definition of Terms 16

Chapter 3: RESEARCH METHODOLOGY

Research Design 17
Population and Sample 17
Data Gathering Instrument 18
Data Collection Procedure 18
Statistical Treatment 18

Chapter 4: PRESENTATION, ANALYSIS, AND 19

INTERPRETATION OF DATA

Chapter 5: SUMMARY OF FINDINGS, CONCLUSIONS AND 30

RECOMMENDATIONS

BIBLIOGRAPHY 36
APPENDICES 41
CURRICULUM VITAE 57
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LIST OF FIGURES

Figure Page

1 The Research Paradigm 15

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LIST OF TABLES

Table Page

1.1. Profile of the Respondents: Language/s primarily spoken 19

1.2. Profile of the Respondents: Socio-economic status 20

2.1 Current level of the English Reading Comprehension of Senior 21

High School in Coron School of Fisheries in terms of Vocabulary

2.2. Current level of the English Reading Comprehension of 22

Senior High School in Coron School of Fisheries in terms of Answering

Comprehension Questions

3.1. Strategies employed by the teachers in determining the respondents’ 23

reading comprehension level

4.1. Correlation between Respondents’ Vocabulary level and 24

Language/s Primarily Spoken

4.2. Correlation between Respondents’ Vocabulary level and Socio-Economic Status 25

4.3. Correlation between Respondents’ Answering Comprehension Questions Level 26

and Language/s Primarily Spoken

4.4. Correlation between Respondents’ Answering Comprehension Questions 27

Level and Socio-Economic Status

5.1. Correlation between Respondents’ vocabulary level and teachers’ strategies 28

5.2. Correlation between Respondents’ Answering Comprehension 29

Questions level and teachers’ strategies

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LIST OF APPENDICES

Appendix Page

A Letter to the School Administrator 42

B The Instrument 44

C Relationship between Respondents’ vocabulary level and language/s 51

primarily spoken

D Relationship between Respondents’ vocabulary level and 52

Socio-economic Status

E Relationship between Respondents’ answering comprehension 53

questions level and language/s primarily spoken

F Relationship between Respondents’ answering comprehension 54

questions level and Socio-Economic Status

G Relationship between Respondents’ Vocabulary Level 55

and Teachers’ Strategies

H Relationship between Respondents’ Answering Comprehension 56

Questions Level and Teachers’ Strategies