I.

ABSTRACT

Research and careful study among the contributing factors on the difficulties and

under-achievement in reading can guide educators and teachers to plan and create a more

effective intervention to promote reading. This study aimed to provide a research-based

reference for administrators, teachers, and parents by investigating the different factors

surrounding the struggling reader learners on Grades 7 students in Dr. Panfilo Castro

National High School.

The main purpose of this study is to investigate the factors affecting the struggling

reader learners on Grades 7 students in Dr. Panfilo Castro National High School during

School Year 2018-2019.Specifically, it aimed to answer the following questions areas;

the number of struggling reader learners on Grades 7 students in Dr. Panfilo Castro

National High School, the demographic profile of the respondents based on Sex and Age.

In addition, it looked on the factors affect the struggling readers of the respondents in

terms of Motivational, Academic, and Socio-Economic factors. It also investigated the

factors causing the frustration and non-reader level, and as to what factors primarily

affects the struggling reader learners on Grades 7 students in Dr. Panfilo Castro National

High School.

Through descriptive research design, study explored the different factors surrounding the

reading ability of learners with difficulty in their reading performance in Dr. Panfilo

Castro National High School. Using perception survey, the study investigated and

measured different indicators among the three factors. Through descriptive and

correlation analysis, the study found out the primacy of motivation as the main factor for

1
the respondents’ perceived reading issues and difficulty. It is followed by the academic

factors surrounding their reading, with the socio-economic factors as the least.

Considering their demographic profile, the age of the respondents have no significant

relationship among the said factors. Only the genders, specifically the female group, have

a strong relationship as far as the other factors were concerned.

2
II. BACKGROUND

Rationale of the Research

Ability to read has long been accepted as crucial not just to education but to

personal fulfillment of individual as well. A country’s social and economic progress

relies significantly in the access and ability to acquire information and learning through

education. Reading is one of the most valuable skills in English which learners must

acquire. Ability to read is also one of the prerequisites in all subjects. It is the door for

every learner to unlock knowledge that such subjects can offer using textbooks and

reading selections (Sanopao, 2016).

The process of reading is not just interpreting and recognizing printed letters and

symbols, but also the ability to construct meaning in a given text (Davis et.al, 2016).

Reading is critical because tremendous amount of basic and functional literacy relies

heavily on the ability to read with comprehension. Difficulty to read creates barriers to

education, which is a proven cause of economic and social disadvantages

(Hulme&Snowling, 2011).

There is a trending challenge of elementary education students is the decline of

skills and ability on reading, mathematics, and science Reading proficiency accounts as a

crucial factor because it is tied to comprehension, which primarily affects early and later

literacy success (Cruz, 2011).Learners with low literacy skills have difficult access to the

general curriculum, which in turn results in poor self-esteem, poor motivation, and

3
eventually failed academic achievements. Early diagnostic activities and interventions

can avoid such academic risks (Blickenstaff, Hallquist, &Kopel, 2013).

In 2001, the Bureau of Elementary Education, an agency under DepEd, launched

Every Child A Reader Program (ECARP). The program’s goal is to ensure that the first

four grade levels of elementary sector are able to read their standard ability. The program

aimed to ensure that no pupil will be promoted to higher elementary levels without

mastering and acquiring the desired reading skills of their given grade level (Lapus,

2008).

Innovation and interventions alone are not enough to address the problems faced

by frustrated and non-reader learners on the basic education sector. Research and careful

study among the contributing factors on the difficulties and under-achievement in reading

can guide educators and teachers to plan and create a more effective intervention to

promote reading. This study aims to provide a research-based reference for

administrators, teachers, and parents by investigating the different factors surrounding the

struggling learners on reading of selected schools in Candelaria East District.

4
Purpose of the Research

The main purpose of this study is to investigate the factors affecting struggling

reader learners on Grades 7 students in Dr. Panfilo Castro National High School during

School Year 2018-2019.

Specifically, it aims to answer the following questions:

1. What is the demographic profile of the respondents based on:

1.1 Sex;

1.2 Age;

1.3 Level of Reading;

2. How do the respondents perceived the level of factors affect the struggling

reading performance of the respondents in terms of

2.1 Motivational;

2.2 Academic; and

2.3 Socio-Economic?

3. Which factor/s primarily affect/s the reading ability of struggling pupils in

reading of the target schools?

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

level of reading?

5
Theoretical Framework

Walberg’s Educational Productivity Theory

The study primarily relates to Walberg 1986 Educational Productivity Theory.

The theory provides a framework principle that claims that both the learners and

environmental factors play an important role to their academic performance. As a model,

Walberg’s theory proposed the learners’ interest (motivation), the learning environment

and quality of instruction (academic), and the social environment (socio-economic). Such

factors are said to have direct effects not only in the cognitive performance of learners,

from where reading achievement belongs, but also to their affective and behavioral skills

(Farooq &Berhanu, 2011).

Other Theories on Reading

Schema theory, as a cognitive view of reading, highlights the use and role of the

reader’s prior knowledge in comprehending and eventually learning from a given text. As

used in psychology, the word schema means an active and cognitive set of past

experiences (An, 2013). The theory has a main assumption that the texts do not have

meaning by itself, rather, it provides or guides the reader of what to retrieve and use in

reconstructing and interpreting the text based on their prior knowledge. In this particular

theory, reading as a process is more of predicting the meaning of text, which can lead to

the concepts generation in the mind of the reader. The basic idea is that the reader’s

memory consists of high levels of connected abstract structures which provide the desired

comprehension (Zhang, 2010).

6
 The theory implies four assumptions. First, the text has no definite meaning.

Rather, it has the potential for meaning. This identifies that reading involves interaction

between thought process and language structure. While the learner read, ideas,

inferences, concepts, predictions are simultaneously occurring in the mind of the reader,

approaching reading as more of an active process than just simple interaction. In this

view, comprehension is the involvement of the knowledge of the language and the

readers’ context. Such context, which affects the reader’s ability, comprehension,

motivation, and attitude, comes from multi-factors affecting the reading process

(Shodhganga, 2014).

Implicit Theories of reading refers to the three views of reading which consider

the knowledge domain (cognitive), implicit constructions (based on personal and cultural

contexts) and flexible functions – either pragmatic or adaptive (Hernandez, 2010). In the

Reproductionst theory of reading, textual decoding and comprehension is a simple act of

recovering the meaning/message that is provided in a text by the originator (the author).

According to this theory, the process of reading consists of using the text to become

informed, so that the idea of the author is visually transmitted to the reader.

In the Interpretative Theory, the process of understanding text is assumed as a

mental (cognitive) activity that relies in great degree to the reader as an active agent,

which fundamentally seeks and interprets the meaning of the text. The subjectivity of the

reader is being emphasized in this particular view. Primarily, reading is a subjective

process to acquire learning.

7
 Constructivist Theory distinguish the role of the reader not just as a receiver and

interpreter of text, but a cognitive agent that ascribe and provides meaning depending on

the way the author expressed the message and the context of the reader as a person.

Communication through reading in this theory underscores the necessity of the reader’s

context into his or her reality.

Literature Survey

Defining Reading

Reading can be generally defined as the process of making meaning through a

dynamically interaction process among the following – the reader, the reader’s prior

knowledge, the actual text or body of text, the author, and the situational context of the

actual reading. Different cognitive skills are necessary in every reading situation

(Madani&Baiche, 2016).

Motivational Factors

Reading motivation is the inner drive of a learner to learn how to read and

eventually to read deliberately. It is the determined interest or intention that guides the

learner’s behavior, attitudes, and experiences. The learner’s motivation to learn how to

read is both dynamic and active. The learner, with proper motivation, not only chooses to

read, but creates possibilities to attain how to read (Bamberger, 2014).

Simpsons (2014) found out that students coming from low-income families can

have the opportunity to succeed in spite of challenges to their literacy environment

8
provided that they are motivated by their families, possessing strong inner sense of self

and motivational encouragement from their teachers and mentors.

Academic Environment and Reading

The instructional approach and facilitating strategy of reading teachers are

significant to the objectives and expectations of the readers. The way the teachers put

emphasis to reading, in the case of their study, putting more emphasis to oral reading

rather than authentic comprehension, primarily direct the students to focus more on oral

reading. Such approach is seen to have stemmed from a culture of reading, where a

predominant view or certain bias over oral rather than the holistic and genuine reading is

being equaled to reading comprehension (Protacio&Sarroub, 2013).

Teachers provide an important role in the process of reading instruction and

intervention. Such role belongs to the active reading components of the actual reading

process, where teachers are the active agent in the student-teacher interaction. In this

situation, the teacher is typically given a majority role as active guide and directing much

of the process. But according to Ness (2011), current research indicate that such active

role can do more harm than good if the instructional flow is given in a one-sided

structure. Lack of collaboration in the part of learner is said to be a result of the readers’

failure to own the reading instructional process because they are treated to be more as an

object of instruction, rather as partners and co-learners of their reading teachers.

The role of teachers in the reading process is to provide scaffolding to literacy

learning by activating learners’ environment for maximum understanding and

9
comprehension. Teachers can create such scaffolding by designing comprehension

strategies to be used by learners across different aspects of the reading process (Biddulph,

2013). According to Fenske (2013), children coming from low-income family can

perform well given that teachers can provide positive perceptions and constructive

expectations for those students.

Effective academic environment is key to address the gap of the outside the

school factors (socio-economic, motivational, and demographic factors) and the reading

achievement of learners coming from low-income families. The teachers must act as

influencer and model of confidence, responsibility, and resiliency. Such teachers are also

innovative when it comes to reading interventions by using collaboration and well-

planned instruction (Guarnino, Brown, & Wyse, 2011).

Socio-Economic Factors

According to Harvey (2013), low reading comprehension can be related to the

learner’s experiential and socio-economic context. For a learner to properly understand

what he or she is reading, a connection requirement is needed to apply or relate what they

are reading to their real-life experiences and situations. This is where prior knowledge

plays a crucial role for the readers. The process of reading is the activation of such prior

knowledge, which is critical for the learners as they construct their own meaning and

interpretation of what they read.

Socio-economic status refers to the person’s overall social position – both their

attainment in both the social and economic aspects. Socio-economic factor refers to the

10
family’s human and financial capital. These pertain to the family’s background, parent’s

educational profile, their professional status and their income. Collectively, the socio-

economic factors reside under the umbrella of what sociologists call as social and cultural

capital. Social capital refers to the relations among persons. Within the family, social

capital resides on the parent-child relationship, parent’s involvement in their children’s

schooling, family size, and family structure. Cultural capital refers to the exposure and

participation of learners in cultural activities, such as concerts, visit to museum, art

galleries, cultural possessions (especially books and reading materials), and parent’s

reading habit (Dudaite, 2016).

Socio-economical factors play an important role in reading achievement.

Research studies have shown that parental support and attitudes about reading and

literacy is one the primary beyond the school factors for reading success. High possibility

exists on how parents support and view learning achievements at home and the actual

achievements of their children at school (Geske&Ozola, 2008).

In a study by Holder et.al (2017) found out that perceived family support, early

literacy exposure, and teacher effectiveness and expectations all contribute to reading

achievement. Luck of such factors, including low teacher and parental encouragement are

primary factors for reading failure.

Significance of the Research

This proposed study will be a valuable research reference for school

administrators, teachers, students, parents, and the community. Carefully studying the

11
factors and investigating its effects on the difficulties and problems encountered by

learners in acquiring reading comprehension can provide base knowledge and

understanding to address such problems.

The study is significant for school administrators and managers since reading

underachievement is one of the prevailing problems in both primary and basic education.

By identifying those factors, school administrator can plan and create programs and

strategic activities to answer the problems encountered by learners in reading. The

administrators play an important role in the overall school community performance and

development.

The study will also be significant for teachers who play a crucial role in the

reading development and improvement of learners. The teachers are both facilitator and

innovator of learning, especially during the basic education phase of learners. By

identifying the primary factors, gaps to be addressed, and areas to improve in reading,

teachers can plan, implement, and monitor efficient interventions and instructional

approach for reading.

In addition, parents of learners who experience challenges in reading can benefit

through parent-teacher engagement and communication of the primary factors

surrounding the difficulties of their learners. Findings and results about this propose

study can be a great help and can be used by both parents and teachers to plan and

collaborate in addressing those factors to improve the learners’ reading status.

12
 Furthermore, learners themselves will be benefited as the main focus/respondents

of the study. Investigating factors that affect their reading difficulties will provide valid

and actual contributing factors that need to be addressed. Learner-centered researches are

Target Beneficiaries of Research Results

The main beneficiaries of the proposed study are the struggling reader learners on

Grades 7 students in Dr. Panfilo Castro National High School who are experiencing

difficulties and low achievement in reading comprehension. Through deeper and

systematic studies, the factors surrounding the reading problem of the learners can be

addressed once the said factors are identified and assessed. This can provide a more

holistic and realistic interventions that the reading teachers can consider and use. The

study can provide the opportunity for the respondents to give their perceptions on the

difficulties that they themselves experience.

In addition, the reading teachers will be benefited by using the findings of the

proposed study as their diagnostic reference for instructional planning and approach. The

findings of this study can be later cited as an initial baseline research for the future action

research or action plans.

Definition of Terms

The following terms will be defined operationally to present a clear understanding

of the research proposal:

13
Struggling Readers. In this study, will refer to two groups of readers who have low or

poor reading performance – frustrated reader and non-reader.

Reading Factors. In this study, will refer to the three broad factors affecting non-reading

and reading frustration of respondents. Specifically, the factors will refer to motivational,

academic, and socio-economical.

14
III. DESCRIPTION OF METHOD OR APPROACH

A. Research Design/ Research Instrument/ Data Gathering Procedure

This study will use a descriptive research design. It will seek to investigate the

status and factors that affects struggling reader learners on Grades 7 students in Dr.

Panfilo Castro National High School learners by getting their perception in a

quantitative way using oral survey research. The study will assess the perceptions of

the target respondents surrounding the reasons behind their struggling status in

reading.

The study will first identify the number of struggling learners in reading who are

the target of the proposed research. The actual number of the respondents are the

struggling learners in reading coming from the top three elementary schools with

most numbers of frustrated and non-readers based on the latest District Monitoring,

Evaluation, and Plan Adjustment Report (DMEPA) of the target Districts. The

schools and the number of struggling readers is shown in the table below:

Table 1.. Dr. Panfilo Castro National High School of Struggling Readers

School Number of Struggling Readers

DR. Panfilo Castro National High School 75

*Based on the latest DMEPA Report of Candelaria East District

The research instrument will be the researcher-made questionnaire divided into

three subparts. It will be comprised of 15-item closed ended questionnaire using a 5-

range Likert scale. Each subparts will contain five (5) questions on three factors–

motivational, academic, and socio-economic. The survey will be given orally and the

15
respondents’ answer will be recorded in close and full assistance by the researchers.

In addition, each questionnaire will be translated to the mother tongue since the target

respondents have difficulty in reading. The instrument will be tested to a sample

group to test its reliability before the research implementation. In addition, the

instrument will be subject a review to test its validity and usability.

The researcher will follow a descriptive research procedure. After the review and

validation of the instrument, the researchers will ask their adviser to approve the final

format and version of the questionnaire. Through a formal letter, the researchers will

request permission to the office of the Public Schools District Supervisor of Dr.

Panfilo Castro National High School to allow the conduct of the study among their

public elementary schools that have struggling reader learners on Grades 7 students in

Dr. Panfilo Castro National High School during school year 2018-2019. After

securing permission from the district supervisor, the researcher will forward the

permission letter to the respective school heads and teacher advisers of the learners

for the actual data gathering procedure. The researchers will discuss the scope,

limitation, and ethical considerations of the conduct of the study to the principals and

advisers of the target respondents.

B. Respondents

The target respondents of this study are the struggling reader learners on Grades 7

students in Dr. Panfilo Castro National High School during school year 2018-2019

with the greatest number of struggling readers. As identified in the latest District

Monitoring, Evaluation, and Plan Adjustment (DMEPA) report, which contains the

schools’ profile of academic quality of the learners. Only those struggling learners in

16
reading who attend formal schooling and regular class will be used as the respondents

of this research. Struggling learners in reading belonging to special programs,

alternative learning systems, and special education classes will not be included in this

study.

C. Sampling Design and Procedure

This study will use purposive sampling design, specifically targeting the

identified struggling learners in reading in Dr. Panfilo Castro National High School

with the greatest number of struggling readers. The sampling design is appropriate for

struggling readers of learners since the groups belong to the low and extreme

underachievers of reading performance in grade 7 levels.

The list of target respondents will come from the third quarter school monitoring,

evaluation, and plan adjustment (SMEPA) report of public schools consolidated in

the district monitoring, evaluation, and plan adjustment (DMEPA) report for the

third quarter of the school year. The said report identifies the real-time status of the

district reading level and the number of current struggling learners in reading.

D. Research Paradigm

4.1 The study will seek to investigate the factors affecting the struggling

learners in reading using a descriptive research paradigm. The paradigm

will evaluate and analyze both the demographic profile (Age, Sex, Level

of Reading, Parent/s Occupation and Income, and Parent/s Educational

Attainment) with the three factors affecting their reading performance

(Motivational, Academic, and Socio-Economic).

17
 Demographic Profile of Factors Affecting their
Struggling Learners in Reading Performance:
Reading:
 Motivational
 Age  Academic
 Sex  Socio-Economic
 Level of Reading  Other factors

Figure 1 – Research Paradigm of the Study Showing both Independent and Dependent
Variables

E. Data and Statistical Analysis Plan

The study will use descriptive statistics in analyzing and interpreting the data. The

research will use means, frequencies, standard deviation, and percentage to determine the

primary factors affecting the frustrated and non-reader learners.

For the mean, the study will use the formula below:

Where:

X – sample mean

Σx – sum of all data values

n - number of data items in sample

For the percentage, the study will use the formula:

% = f/N x 100

Where:

% =percentage

18
 f= frequency response

N= total number of respondents

For the standard deviation, the formula below will be used:

Where:

s – stands for standard deviation

Σ – stands for summation

x – stands for each value in the data set

- stands for the sample mean value

N – stands for number of values.

To determine the relationship between the different factors affecting the struggling

readers, and their other demographic factors, the Pearson-r statistics will be used using

the formula below:

Where:

r = Pearson r value

n = Total no. of respondents

x = Scores in Different Factors

y = Overall survey Scores

19
IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of the data according to the problems

presented in this study.

Female Male
49.64% 50.36%

Figure 2. Demographic Profile of the Pupil-Respondents According to Sex

Presented in Figure 2 is the demographic profile of the pupil-respondents according to

sex. As shown, of the 280 pupil-respondents, 49.64% (139) were males and 50.36% (141)

were females. Of the 139 males, 95 were grade 5 and 44 were grade 6 pupils. Moreover,

of the 141 females, 97 were grade 5 and 44 were grade 6 pupils.

Findings indicated that the distribution of the pupil-respondents according to sex

is almost equal.

20
 126

87

53

7 3 4

Age 10 Age 11 Age 12 Age 13 Age 14 Age 15

Figure 3. Demographic Profile of the Pupil-Respondents According to

Age

Figure 3 shows the demographic profile of the pupil-respondents according to

age. Of the 280 pupil-respondents, 31.07% were aged 10, 45% were 11 years of age,

18.93% were aged 12, 2.50% were 13 years old, 1.07% were aged 14 and 1.43% were 15

years old. Further, majority of the pupil-respondents were 11 years old.

Findings revealed that the pupil-respondents were 11.02 years old on the average.

Table 1. Level of Reading Comprehension of the Pupil-Respondents

Level of Reading Frequency Percentage

Frustration 89 31.79%

Instructional 191 68.21%

Independent - -

Total 280 100%

21
 Revealed in Table 1 is the level of reading comprehension of the pupil-

respondents based on Philippine Informal Reading Inventory (Phil-IRI). Of the 280 pupil-

respondents, 31.79% were at the frustration level. These are the pupils who tend to

withdraw themselves to read by refusing it. One hundred ninety-one (191) or 68.21%

instructional readers. They can only read when being guided. None of the pupil-

respondent can read alone with ease without the guidance of the teacher (Independent

Readers).

According to Marual-Gillaco (2014), learners should be guided to be more aware

of their level of achievement as well as specific strengths and weaknesses in reading.

With increased learner’s awareness, the instruction becomes more effective. Moreover,

repeated inventories at periodic intervals in the beginning and end of the school year

would make it possible to determine changes in the level of reading achievement and in

the development of more specific skills and strategies.

Table 2. Motivational Factor of Reading Performance as Perceived by the Pupil-

Respondents
Indicators Mean SD Interpretation
1.I believe that reading and reading comprehension are
important skills. (Ako’y naniniwala na ang pagbabasa 3.85 0.41 Strongly Agree
at pagkaunawa sa binabasa ay mahalagang
kasanayan).

2.I want to learn how to read effectively and properly

even though it is difficult.( Nais ko na matuto kung 3.69 0.52 Strongly Agree
paano magbasa ng maayos kahit nanahihirapan ako.)

3.My parents/guardians always urge me to learn how to

read. (Lagi akong hinihimok ng aking mga magulang na 3.46 0.69 Strongly Agree
matutong magbasa).

22
4.My teachers support and encourage me to learn how
to read and never give up improving my reading skills.
(Sinusuportahan ako ng aking mga guro at hinihikayat 3.70 0.62 Strongly Agree
na matutong magbasa, at hindi sila sumusuko na
mapabuti ko ang aking kakayahan).

5.In spite of challenges, I think I will benefit a lot and

do well in school if I improve my reading skills.( Kahit
na may mga pagsubok, sa tingin ko makikinabang ako 3.68 0.38 Strongly Agree
ng husto at huhusay sa aking pag-aaral kung
mapapabuti ko ang kakayahan kong bumasa).
OVERALL 3.68 0.38 Strongly Agree
Legend: N=280, SD – Standard Deviation, 3.26 – 4.00 (Strongly Agree) 2.51 – 3.25
(Agree) 1.76 – 2.50 (Disagree) 1.00 – 1.75 (Strongly Disagree)

Presented in Table 2 is the perception of the pupil-respondents on motivational

factor of reading performance. All indicators in the motivational factor received an

interpretation of “Strongly Agree” having an overall mean of 3.68 and standard

deviation of 0.38. This implies that the pupil-respondents believe in the importance of

reading comprehension as a skill, very much motivated to learn to read effectively even

if they encountered difficulties, very positive about teachers’ support and

encouragement in improving their reading skills, very optimistic about their parents’

motivation to learn to read and perceived positively the benefits of reading skill despite

of challenges. Moreover, the pupil-respondents showed a high level of motivation to

learn how to read.

Ahmadi and Pourhosein (2012) emphasized the impact of motivation on reading

comprehension. According to them, motivation is one of the most significant factors in

reading comprehension. If students have strong motivation, it means that they are

expected to \have better reading achievement than those who have otherwise.

23
Table 3. Academic Factor of Reading Performance as Perceived by Pupil-Respondents

Indicators Mean SD Interpretation

1.In general, my school supports and encourages
reading improvement through meaningful and
effective reading programs and activities ( Sa
pangkalahatan, ang akingpaaralan ay 3.60 0.62 Strongly
sumusuporta at humihimoksapagpapabuti ng Agree
kakayahang makabasa sa pamamagitan ng
mga makabuluhan at epektibong mga programa at
gawain sa aming paaralan).

2.The reading exercises and activities given to us are

effective and fun ( Ang mga kasanayan at mga gawain 3.56 0.57 Strongly
ukol sa pag babasa na ibinibigay sa amin ay mabisa Agree
at nakakalibang).

3.My teacher regularly gives me remedial reading

tasks and tutorials during school days (Lagi akong 3.47 0.70 Strongly
binibigyan ng aking guro ng mga tulong- gawain Agree
sa pagbabasa at personal akong tinuturansa mga
arawna may pasok sa eskwela).

4.The materials that we use for reading development

are easy and suits to our current reading abilities ( Ang
mga kagamitan na ginagamit upang mahasa ang 3.53 0.71 Strongly
aming pagbabasa ay medaling gamitin at Agree
akma sa aming kasalukuyang kakahayan).

5.Reading enhancements and improvement are

integrated in our other subjects, projects, or activities Strongly
(Ang pagpapahusay at pagpapabuti sa pagbabasa ay 3.57 0.68 Agree
nakahalo sa aming mga Gawain sa iba’t-ibang
asignatura, mga proyekto, at iba pang gawain
sa paaralan).

OVERALL 3.55 0.42 Strongly

Agree
Legend: N=280, SD – Standard Deviation, 3.26 – 4.00 (Strongly Agree) 2.51 – 3.25
(Agree) 1.76 – 2.50 (Disagree) 1.00 – 1.75 (Strongly Disagree)

24
 Table 3 presents the academic factor of reading performance as perceived by the

pupil-respondents. Academic factor obtained an overall mean of 3.55, standard deviation

of 0.42 and interpretation of “Strongly Agree”. The pupil-respondents strongly agree that

their school supports and encourages reading improvement through meaningful and

effective reading programs and activities, reading enhancements and improvement are

integrated in their other subjects, projects, or activities, the reading exercises and

activities given to them are effective and fun, the materials that they use for reading

development are easy and suits their current reading abilities, and their teacher regularly

gives them remedial reading tasks and tutorials during school days. This implies that

reading abilities of the pupil-respondents were greatly affected by the academic

environment.

The pupil-respondents have good support academically as proven by their

responses. Effective academic environment is a key for students to be a successful reader.

The teachers must act as influencer and model of confidence, responsibility, and

resiliency. Such teachers are also innovative when it comes to reading interventions by

using collaboration and well-planned instruction (Guarnino, Brown, & Wyse, 2011).

Table 4. Socio-Economic Factor of Reading Performance as Perceived by the Pupil-

Respondents
Indicators Mean SD Interpretation
1.Reading is highly valued in our home( Mataas ang 3.27 0.73 Strongly Agree
pagtingin sa pagbabasa sa aming tahanan).

2.My parents and family members are able to buy

reading materials such as books, magazines, journals, 3.29 0.77 Strongly Agree
and other reading references for us to read ( Ang aking
mga magulang at pamilya ay nakabibili ng mga
babasahing bagay gawa ng mga aklat, magazine,
peryodiko, at iba pang mga bagay-babasahin).

25
3.My parents are good and effective readers 3.59 0.71 Strongly Agree
themselves ( Ang akingmgamagulang ay marurunong
at magagalingbumasa).

4.I have a suitable place in our home where I can read

and practice my reading skills effectively ( Sa 3.60 0.57 Strongly Agree
amingtahanan, mayroongmainamnalugar kung saan
ako maaaria kong magsanay magbasa ng maayos).

5.My parents and family members teach me and guide

me how to read whenever possible ( Basta’t may 3.65 0.64 Strongly Agree
pagkakataon, tinuturuan at ginagabayan ako ng
aking mga magulang at kapamilya kung paano
matututo o gagaling magbasa).
OVERALL 3.48 0.46 Strongly Agree
Legend: N=280, SD – Standard Deviation, 3.26 – 4.00 (Strongly Agree) 2.51 – 3.25
(Agree) 1.76 – 2.50 (Disagree) 1.00 – 1.75 (Strongly Disagree)

Shown in Table 4 is the socio-economic factor of reading performance as

perceived by the pupil-respondents. The pupil-respondents strongly stated that their

parents and family members teach and guide them how to read whenever possible, they

have a suitable place in their home where they can read and practice their reading skills

effectively, their parents are good and effective readers themselves, their parents and

family members are able to buy reading materials such as books, magazines, journals,

and other reading references for us to read, and reading is highly valued in their home. It

can be implied that pupil-respondents have sufficient support socially and economically.

Sequeira and Lourdusami (2017) recommended in their study that at home parents

have a major role in inculcating reading habits of their children. They could help them to

select interesting books from the library and encourage them to read at home. They

should buy books for the children and encourage them to have a list of books at home.

Thus, apt motivation, proper guidance and reader-friendly atmosphere both at school and

home can help children to improve the reading performance in English language.
26
Table 5. Summary of Factors Affecting Reading Performance

Factors Mean SD Rank

Motivation 3.68 0.38 1
Academic 3.55 0.42 2
Socio-Economic 3.48 0.46 3
Legend: N = 280, SD – Standard Deviation

Presented in Table 5 is the summary of factors of reading performance as

perceived by the pupil-respondents. According to the pupil-respondents, the primary

factor that affects their reading abilities is motivation. A strong motivation predicts better

reading performance. This was followed by academic factor and socio-economic factor.

This implies that to improve the reading performance of an individual,\he/she should

have strong motivation, effective academic environment and sufficient socio-economic

support.

There were so many researches stating that motivation, academic and socio-

economic factors are predictors of reading achievement.

Table 6. Relationship Among Reading Performance, Age and Sex

Variables 1 2 3
1. Age -
2. Sex -0.03 -
3. Level of Reading -0.07 0.22** -
Performance
Legend: N = 280 **p < 0.05

Presented in Table 6 is the relationship among age, sex and level of reading

performance. As shown, age and sex , age and level of reading performance have no

significant relationship. However, sex and level of reading performance showed a

significant relationship at 0.05 level of significance. This implies that, in the scope of this

27
study, level of reading performance is affected sex. Findings reported that female

individuals have better level of reading performance than male individuals (r = 0.22**).

Result of this study was confirmed by Cekiso (2016). Findings of Cekiso’s study

revealed that girls outperformed boys in reading performance and there was a wide gap

between their mean scores in a reading comprehension test.

28
V. SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter provides the summary of findings based on the data gathering and

discussion, the conclusion, and recommendations of the study.

SUMMARY OF FINDINGS

Through careful data gathering, analysis, and in-depth discussion, the following

summary has been found out:

The number of respondents has been almost equal as far as gender is concerned.

The number of female and male respondents with the difficulties in reading is composed

of almost the same number. This is in contrast with the global ratio of male and female

learners, with females outnumber the male learners when compared to the current global

reading index.

Majority of the respondents, both female and male, belong to the age group of 11

years. This is way above the global reading comprehension-age index which is currently

at 7 to 8 years old. Majority of the respondents are older compared to the average global

reading-age ability.

Majority of the respondents, more or less two-thirds, are under instructional level.

This groups find it difficult to read and comprehend without guidance and mentoring of

teachers. The remaining one third belong to the frustration level, the lowest level of

reading comprehension based on their Phil-IRI scale of reading ability. This means that

one in every three respondents have extreme difficulty in reading and comprehension.

29
 Most of the respondents have above average perception when it comes to

Motivational Factors surrounding their reading ability. The respondents reported that

their highest motivational factor refers to their personal belief in reading which shows

that they have above average intrinsic motivation. This is followed by the motivation they

received from their teachers. Based on the perceptions of the respondents, the two lowest

indicators when their motivational factor means were compared are parental support

motivation and their perception on the overall beneficial outcomes of reading to them.

For the academic factors, the respondents have positive perceptions regarding the

role of academic factors in their reading performance. The two highest indicators were

attributed by the respondents to the schools’ ability to support and encourage reading

improvement through meaningful and effective reading programs and activities, and the

integration of reading to their different subjects. On the other hand, the two lowest

indicators based on the ranking of the means were the teachers’ ability to provide

remedial reading and tutorials during school days, and the suitability of the materials for

reading being used. Overall, the respondents have strong positive outlook to the role the

academic factors are playing as far as their reading ability and performance is concerned.

For the socio-economic factors, comparing the five means under the socio-

economic factors, the two lowest indicators are the valuing of reading on the respondents’

home and their families’ ability to buy reading materials. Though all indicators are

perceived by the respondents are positive, the two lowest indicators implies that valuing

and the presence of reading materials on the part of their parents and family members are

two aspects that can greatly affect their reading performance, but are not being fully

addressed.

30
 Comparing the summary of the three factors, the highest factor is being played by

motivation, followed by the academic factors, and lastly by socio-economic factors. This

;’implies that in spite of the great and direct role that academic and socio-economic

backgrounds which greatly and directly impact the learners’ ability to read through

provision of materials and presence of teachers and family members as mentors and

guides in their reading skills, motivational factor is still the primary factor in their r

eading.

Finally, the study found out that as far as the demographic factor age and sex are

concerned, age and level of reading performance have no significant relationship.

However, sex and level of reading performance showed a significant relationship. This

implies that, in the scope of this study, level of reading performance is affected sex.

Findings reported that female individuals have better level of reading performance than

male individuals.

CONCLUSION

This study explored the different factors surrounding the reading ability of

learners with difficulty in their reading performance in selected elementary schools in

Candelaria East District. Using perception survey, the study investigated and measured

different indicators among the three factors. Through descriptive and correlation analysis,

the study found out the primacy of motivation as the main factor for the respondents’

perceived reading issues and difficulty. It is followed by the academic factors

surrounding their reading, with the socio-economic factors as the least. Considering their

demographic profile, the age of the respondents have no significant relationship among

31
the said factors. Only the genders, specifically the female group, have a strong

relationship as far as the other factors were concerned.

RECOMMENDATION

Based on the findings of this study, the researchers provide the following

recommendation;

For the School Administrators, the issues regarding the availability of teachers to

provide remedial reading and tutorials so that teachers and learners can engage on the

much-needed time-on-task in reading are of high concern. School leaders and managers

should facilitate such activities in order to address the needs of the learners having

difficulty and issues in reading. Proper allocation of loads, assignments, tasks, and duties,

notwithstanding the other ancillaries and non-teaching tasks of teachers must be really

considered, not at the cost of the teaching-learning engagement, especially in reading. In

addition, school managers and leaders play an important roles guiding their teachers and

equipping them to select the most appropriate materials for their learners.

For the Teachers, the study provided an empirical glimpse to the role the teachers

are playing in providing remedial and tutorial reading on the issues and difficulties of the

respondents. The frequency and regularity of such provision is a crucial motivator, on top

of its direct impact on the reading exposure and reading needs of the learners. The

teachers, above all the aspects of the academic factor in reading, play an important role

for the learners having difficulty in reading. Regular and continued reading mentoring

and intervention is being emphasized and is being highly recommended. The challenges

32
of their availability and schedule must be balanced as far as the needs of the learners are

concerned.

For the Parents, though socio-economic factor is attributed as the least among the

three factors in reading is concerned, must work more on their ability to value reading at

home, in addition to investing and acquiring more books and reading materials for their

children. The learners’ background and family dynamics is still an important support and

a positive enabling environment at home is also a positive factor on both the reading

motivation and performance of the learners. Attending and addressing such aspects are

highly recommended to parents and family members to support the reading abilities of

their children, which the school and teachers cannot single-handedly address.

For the Learners, in spite of the challenges and external factors that influence their

reading ability and success, must find the long-term benefits of reading in their education

achievement. The learners must see not only the immediate benefits of being a proficient

reading not just on the acquisition of the skills or passing the subjects pertaining to

language and communication alone, but its long-term effect on different subjects and

their academic progress at the long-run.

Finally, to the Future Researchers, this study provide an empirical basis

investigating the role of motivation, academic, and socio-economic factors as far as the

issues and difficulties of learners in reading is concerned. The study investigated the

quantitative nature of such factors, and basing the data on the demographic profile and

perceptions of the learners. A deeper study is hereby recommended, this time using

qualitative investigation on the specific and individual reasons that the respondents can

33
provide. Future researchers can also work on the side of other groups and their respective

perceptions, especially the school administrators, teachers, parents, and family members.

34
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38
CYNTHIA J. REYNOSO

Principal II
Mangilag Sur Elementary School
Candelaria, Quezon

Dear Madam:

Greetings!

The undersigned are third year Bachelor of Secondary Education students at the Manuel S.
Enverga University Foundation Candelaria, Incorporated. At present, we are working on a study
entitled “Factors Affecting the Struggling Grade 5 & 6 pupils of Selected Public School in
Candelaria East District”

In this connection, we are respectfully requesting your good office to allow us to implement our
study among your first year Education students. We will make sure that our implementations
cause no interference in their classes. Also, rest assured that the gathered information from the
students will be treated with confidentiality.

We are hoping that this request will merit your favourable consideration and approval.

Thank you very much for considering this request.

Sincerely yours,

MARY ANTOINETTE E. REYES KATE MARIE K. VERGARA

Researcher

NOTED BY:

MR. JONATHAN D. VILLARUZ

Professor

APPROVED BY:

MS. CYNTHIA J. REYNOSO

Principal II

39
DONATA J. ANOÑUEVO
Principal II
Sta. Catalina Central School
Candelaria, Quezon

Dear Madam:

Greetings!

The undersigned are third year Bachelor of Secondary Education students at the Manuel S.
Enverga University Foundation Candelaria, Incorporated. At present, we are working on a study
entitled “Factors Affecting the Struggling Grade 5 & 6 pupils of Selected Public School in
Candelaria East District”

In this connection, we are respectfully requesting your good office to allow us to implement our
study among your first year Education students. We will make sure that our implementations
cause no interference in their classes. Also, rest assured that the gathered information from the
students will be treated with confidentiality.

We are hoping that this request will merit your favourable consideration and approval.

Thank you very much for considering this request.

Sincerely yours,

MARY ANTOINETTE E. REYES KATE MARIE K. VERGARA

Researcher

NOTED BY:

MR. JONATHAN D. VILLARUZ

Professor

APPROVED BY:

DONATA J. ANOÑUEVO
Principal II

40
EUSEBIA CYNTHIA A. DE TORRES
Principal I
Malabanban Sur Elementary School
Candelaria, Quezon

Dear Madam:

Greetings!

The undersigned are third year Bachelor of Secondary Education students at the Manuel S.
Enverga University Foundation Candelaria, Incorporated. At present, we are working on a study
entitled “Factors Affecting the Struggling Grade 5 & 6 pupils of Selected Public School in
Candelaria East District”

In this connection, we are respectfully requesting your good office to allow us to implement our
study among your first year Education students. We will make sure that our implementations
cause no interference in their classes. Also, rest assured that the gathered information from the
students will be treated with confidentiality.

We are hoping that this request will merit your favourable consideration and approval.

Thank you very much for considering this request.

Sincerely yours,

MARY ANTOINETTE E. REYES KATE MARIE K. VERGARA

Researcher

NOTED BY:

MR. JONATHAN D. VILLARUZ

Professor

APPROVED BY:

EUSEBIA CYNTHIA A. DE TORRES

Principal I

41
 FACTORS AFFECTING THE STRUGGLING LEARNERS IN READING IN DR. PANFILO CASTRO
NATIONAL HIGH SCHOOL

(MGA SALIK NA NAKAKA-APEKTO SA MGA MAG-AARAL NA NAHIHIRAPAN SA PAGBABASA MULA

DR. PANFILO CASTRO NATIONAL HIGH SCHOOL)

QUESTIONNAIRE

(PALATANUNGAN)

PART I – RESPONDENT’S DEMOGRAPHIC PROFILE AND DIRECTIONS

BAHAGI I – DEMOGRAPIKONG PROFAYL NG MGA KATUGON AT MGA PANUTO

Name(Pangalan): ______________________________ School(Paaralan):

_________________

Grade Level(Baitang): __________________ Age(Edad): ________ Sex (Kasarian):

_____________

Reading Level (Antas ng

KakayahansaPagbasa):____________________________________________

Direction (for the Researcher): Read to the respondents each item clearly. Explain the items and
choices in the respondents’ mother tongue if possible/necessary. Record the answers of the
respondents properly.

Panuto (para saMananaliksik): Maliwanagnabasahinsamgakatugon ang bawataytem.

Ipaliwanag ng maayos ang mgaaytempatina ang
mgapamimiliansamgakatugonupangmaunawaang Mabuti. Itala ang kanilangmgakasagutan ng
maayos at ibayongpag-iingat.

Direction (for the Respondents): Listen carefully to the question that the researchers will read,
show, and explain to you. Kindly provide your best answer to each item. There is no right or
wrong answer in this survey. Please feel free to express your views and perceptions regarding
each item. You can ask the researchers for clarifications, concerns, and other comments
regarding the questionnaire. Thank you very much.

Panuto (para samgaKatugon): Makinig ng mabutisabawattanongnababasahin, ipapakita, at

ipapaliwanagsaiyo ng mananaliksik. Ibigay ang
iyongpinakamainamnakasagutansabawataytem. Walangtama o malingkasagutansa survey
naito. Ikaw ay malayangibigay ang iyongpananaw at tinginhinggilsabawataytem at bahagi ng
survey. Maaarika’ngmagtanongsamananaliksik kung may naiskanglinawin, naismaintindihan, at
anomangmgabagayna gusto mo’ngmalamanpatungkolsabawatkatanungan. Maraming
Salamat!

42
PART II – SPECIFIED FACTORS AFFECTING STRUGGLING LEARNERS IN READING

BAHAGI II – MGA TIYAK NA SALIK NA NAKAKA-APEKTO SA MGA MAG-AARAL NA

NAHIHIRAPAN SA PAGBABASA

Using a five range Likert-Scale, kindly provide your answers to the items below. The ranges are
as follow:

4 – Strongly Agree 3 – Agree 2 – Disagree 1 – Strongly Disagree

Gamit ang limangsaklawnaSukatang Likert, mangyaringibigay ang

iyongmgakasagutansamgaaytemssaibaba. Ang saklaw ng sukatan ay ang mgasumusunod:

4 – LubosnaSumasang-ayon 3 – Sumasang-ayon2 – Di-Sumasang-ayon 1 – Lubosna Di-

Sumasang-ayon

A. Motivational Factors 5 - SA 4 - A 2 - D 1 - SD
A. MgaSaliknaPagganyak
1. I believe that reading and reading comprehension are
important skills.
1. Ako’ynaniniwalana ang pagbabasa at
pagkaunawasabinabasa ay mahalagangkasanayan.
2. I want to learn how to read effectively and properly
even though it is difficult.
2. Nais ko namatuto kung paanomagbasa ng maayos
kahitnanahihirapanako.
3. My parents/guardians always urge me to learn how
to read.
3. Lagiakonghinihimok ng akingmgamagulangna
matutongmagbasa.
4. My teachers support and encourage me to learn how
to read and never give up improving my reading skills.
4. Sinusuportahanako ng akingmgaguro at hinihikayat
namatutongmagbasa, at hindisilasumusukona
mapabuti ko ang akingkakayahan.
5. In spite of challenges, I think I will benefit a lot and do
well in school if I improve my reading skills.
5. Kahit na may mgapagsubok, satingin ko
makikinabangako ng husto at huhusaysaakingpag-
aaral kung mapapabuti ko ang
kakayahankongbumasa.
B. Academic Factors
B. MgaSalik Pang-Akademiko
6. In general, my school supports and encourages
reading improvement through meaningful and
effective reading programs and activities.
6. Sa pangkalahatan, ang akingpaaralan ay

43
 sumusuporta at humihimoksapagpapabuti ng
kakayahangmakabasasapamamagitan ng mga
makabuluhan at epektibongmgaprograma at
gawainsaamingpaaralan.
7. The reading exercises and activities given to us are
effective and fun.
7. Ang mgakasanayan at mgagawainukolsa
pagbabasanaibinibigaysaamin ay mabisa at
nakakalibang.
8. My teacher regularly gives me remedial reading tasks
and tutorials during school days.
8.Lagiakongbinibigyan ng akingguro ng mgatulong-
gawainsapagbabasa at personal akongtinuturansa
mgaarawna may pasoksaeskwela.
9. The materials that we use for reading development
are easy and suits to our current reading abilities.
9. Ang mgakagamitannaginagamitupangmahasa ang
amingpagbabasa ay madalinggamitin at akmasa
amingkasalukuyangkakahayan.
10. Reading enhancements and improvement are
integrated in our other subjects, projects, or
activities.
10.Ang pagpapahusay at pagpapabutisapagbabasa ay
nakahalosaamingmgagawainsaiba’t-ibang
asignatura, mgaproyekto, at iba pang Gawain sa
paaralan.
C. Socio-Economic Factors
C. MgaSalikPangkapwa-Pang-ekonomikal
11. Reading is highly valued in our home.
11. Mataas ang pagtinginsapagbabasasaaming
tahanan.
12. My parents and family members are able to buy
reading materials such as books, magazines, journals,
and other reading references for us to read.
12. Ang akingmgamagulang at pamilya ay nakabibili ng
mgababasahingbagaygawa ng mgaaklat,
magazine, peryodiko, at iba pang mgabagay-
babasahin.
13. My parents are good and effective readers
themselves.
13. Ang akingmgamagulang ay marurunong at
magagalingbumasa.
14. I have a suitable place in our home where I can read
and practice my reading skills effectively.
14. Sa amingtahanan, mayroongmainamnalugar kung
saanakomaaariakongmagsanaymagbasa ng
maayos.

44
 15. My parents and family members teach me and guide
me how to read whenever possible.
15. Basta’t may pagkakataon, tinuturuan at ginagabayan
ako ng akingmgamagulang at kapamilyakung
paanomatututo o gagalingmagbasa.

-END-

-WAKAS-

Thank you very much!

Maraming Salamat!

LIKERT-SCALE ANSWER TOOL

To get the actual answer of the respondents for each item, allow them to look and use
the visual representation of the LIKERT-SCALE below:

4 3 2 1
Strongly Agree Agree Disagree Strongly Disagree
LubosnaSumasang- Sumasang-ayon Di-Sumasang-ayon Lubosna Di-
ayon Sumasang-ayon

45