Republic of the Philippines

Department of Education
Region 4A
Division of Rizal
District of Rodriguez
Burgos Elementary School Unit I

Factors Affecting the Reading Performance of Grade 3 Pupils

in Burgos Elementary School Unit I

CARLO P. CAPARAS

ROSEBELLE R. JUGUILON

JENNIFER N. LAGMAO

June 2016
 Abstract

Reading literacy is a skill, which is the ground of almost all processes of learning.

That is why it is empirical that reading performance especially pupils in the primary

grades must be constantly monitored and evaluated. Disturbingly there are high reports

of challenged readers in our school (Burgos Elementary School Unit I). Most of these

challenged readers were identified to be in the 3rd grade. 25% or 52 out of 203 grade 3

were listed as challenged reader. The situation is alarming since the 3rd grade is

approximately the time when a pupil turns from learning to read to reading to learn.

Survey shows that the father provides for 69% of the family in group A, while

44% of families in group b rely on the head of their family for their needs. There are

17% are working mom for group a while there are 33% in group b. Respondents in

group a posted a gross family income of 15,000 to 20,000 (20%) and 20,001 to

30,000(80%) while the gross family income of respondents in group b ranges from 3

000-5 000 (10%), 5 001-10 000(10%), 10 001-15 000(47%), 15,001-20 000(20%) and

20 000-30 000 (13%)

In the 30 reading teachers in Burgos Elementary School Unit I, 5 are male

teachers and 26 are female. The average length of service is 8 years for English and 14

years for Filipino teachers. Of all the reading teachers in English no one declared that

they had attended any seminars or trainings exclusively intended for teaching reading

intervention program.
I. INTRODUCTION

Background of the Study

If pupils reading performance level is low, in most cases it automatically implies difficulties in the

acquisition of several other subjects, consequently obtaining education in general. With this in

mind the Department of Education releases DO 12, s. 2015 Guidelines on the Early Language,

Literacy, and Numeracy Program: Professional Development Component. In line with one of the

President’s Ten Point Basic Education Agenda which states that “every child should be a reader

by Grade 1,” the Department of Education (DepEd) is strengthening its reading program through

the implementation of the Early Language, Literacy, and Numeracy Program. The Program will

develop in Filipino children literacy and numeracy skills and attitudes which will contribute to

lifelong learning. More specifically, it aims to improve reading and numeracy skills of Kinder to

Grade 3 pupils, following K to 12 Basic Education Curriculum, and to establish a sustainable

and cost-effective professional development system for teachers.

Statement of the Problem

Reading literacy is a skill, which is the ground of almost all processes of learning. That is why it

is empirical that reading performance especially pupils in the primary grades must be constantly

monitored and evaluated. Disturbingly there are high reports of challenged readers in our school

(Burgos Elementary School Unit I). Most of these challenged readers were identified to be in

the 3rd grade. 25% or 52 out of 203 grade 3 were listed as challenged reader. The situation is

alarming since the 3rd grade is approximately the time when a pupil turns from learning to read

to reading to learn.
Objective

The objective of this paper is to find out the reasons behind the low level of reading

performance among Grade 3 pupils. The outcome of this research may be use as benchmark or

reference for future research to further reinforce future reading programs. Reading helps

children expand their thinking skills, learn to concentrate, and enlarge their vocabulary and

effectively master their environment.

Significance of the Study

The study aims to benefit the following:

The community, by identifying the factors affecting the reading performance of grade 3 pupils.

The data collected may be used as reference for future community development programs.

The Parents, parents play a vital role in the development of the pupils. The outcome of this

research will address the parents concern on the factors greatly affects their children’s

performance.

The School, the result of this research will help track down the factors that are hampering their

clientele’s performance and to provide the most appropriate approach to fix the situation.

The teachers, the end result of this research may be utilized to design programs, seminars and

other related activity that will capacitate them.

The challenged reader, this research will track down the factors that hinder the development of

the pupils reading performance. The research will be related to all the stakeholders to come up

with a comprehensive solution.

II. LITERATURE REVIEW

Various studies and research has been conducted in aid to dose the unhealthy reading

performance of the pupils. Studies show that there numerous factors affecting the pupil’s

reading performance.

According to (Linnakylä, Malin, Taube, 2004) the number of siblings influence students’

learning achievements, namely, the more children there are in a family, the greater possibility to

be in a group of students with low reading achievements.

In a similar observation authors (OECD, 2001, 2002, Lietz,, 1996 Lehmann, 1996Bourdieu

1986; Purves, 1973 et. al.) all agreed that Parents’ level of education, socio-economic position

of the family and cultural heritage play an important role in the learning achievements of

children.

More so Denton (Denton) conveyed that conversely, struggling readers assume they are

responsible for their reading difficulties. Socio-economic conditions are significant for early

achievements in reading; it is important whether parents read aloud for their children at home

(more frequently than 3 times a week), are salubrious and have a positive approach (attitude) to

learning.

Lastly authors Anderman and Midgey added new perspective (Anderman & Midgley,1998) they

stressed that Students’ attitudes about their capabilities and their interpretation of success and

failure further affect their willingness to engage themselves in learning. For example, students

who understand poor performance as a lack of attainable skills, rather than as some innate

personal deficiency, are more likely to re-engage themselves in a task and try again.
It is backed up by the studies of Gurthie and WigfieldStudents whose self-concept is bound up

in their history of failure, on the other hand, are less likely to be motivated to learn. Motivated

readers hold positive beliefs about themselves as readers (Guthrie & Wigfield, 1997).

III. RESEARCH QUESTIONS

1. What are the factors affecting the English reading proficiency of the grade 3 pupils of Burgos

Elementary School Unit 1?

2. Is there a significant relationship between the demographic factors such as age, sex, income

of parents, educational attainment of parents other factors such as number of study hours,

perception towards the teacher, extent of television viewing, text messaging, extent of use of

online social networks and computer games, reading frequency, and the reading proficiency of

grade three pupils in Burgos Elementary School Unit I. If yes, to what extent?

3. What is the current level of English reading proficiency of the grade 3 pupils of Burgos

Elementary School Unit 1?

4. Can we determine whether or not Project H.Y.P.E.R E provide significant difference as

reading intervention program to address the factors affecting the English reading proficiency of

the grade 3 pupils of Burgos Elementary School Unit 1?

IV. Scope and Delimitation

The study focuses mainly on the factors affecting the reading performance of grade 3 pupils of

Burgos Elementary school Unit I of the current curriculum year (C.Y. 2016-2017). The

respondents of this research were the Grade 3 pupils, their parents and the Grade three

teachers.

V. Methods of Research

Research Design

This study determined the factors associated with the English reading proficiency of the grade 3

pupils of Burgos Elementary School Unit 1 through the use of a non/pre-Experimental design

which is the posttest only design or after-only survey, also commonly known as one-shot

survey. The one-shot survey or posttest only design aims to collect descriptive information

about a population or subject of a study.

Sampling

Proportion allocation formula or commonly known as stratified sampling was employed to

determine the number of pupils to be chosen from each section. The researchers used the

lottery or fishbowl technique with replacement to hold the probability constant. This was done by

drawing a piece of paper from a box with the numbers, corresponding to the alphabetical sorting

of pupils’ names, to be written on pieces of paper. The number of each slip picked out from the

box was recorded then returned, thus the probability of choosing one among the total number of

respondents.
The respondent (all Grade 3 Pupils) will take a reading test (PHIL IRI). In order to compare the

data the researcher portioned out 30 pupils with the highest results in reading literacy (group A)

and 30 pupils with the lowest reading literacy (group Z)

Research Instrument.

The primary instrument used to gather the needed data was a one-shot survey questionnaire

which consisted of parts: Part I gathered information on the Personal Background of the

respondents; Part II dealt with the information on the factors associated with the English

proficiency of the respondents. The instrument was adopted form a study by Nneka Marie C.

Solis et.al. Entitled “FACTORS ASSOCIATED WITH THE ENGLISH PROFICIENCY OF

ELEMENTARY PUPILS AT CENTRAL PHILIPPINE UNIVERSITY”

Data Collection

The researches administer the survey to all the respondents and made a conscious effort to

achieve 100% retrieval rate

Ethical Issues

Since one the respondents of the research are grade 3 pupils proper care was observed in

collecting and handling data. Confidentiality was strictly imposed with high regards of Gender

Assessment and Development. Researcher seeks the consent of the institution to conduct the

study, as well as Responders gave their consent were fully informed and that they are part of a

study.

Data analysis

All the data retrieve were check for consistency and completeness. For the description of the

personal background such as age, sex, income of parents, and educational attainment of
parents; number of study hours, perception towards the teacher, extent of television viewing,

text messaging, extent of use of online social networks and computer games, reading

frequency; and the English proficiency of the concerned, the use of the frequency count,

percentage, and mean (weighted mean for reading proficiency) were done.

For the analysis of the relationship between sex and the English proficiency of the respondents,

the chi-square test was used.

For the relationship of the remaining factors such as age, income of parents, educational

attainment of parents, number of study hours, perception towards the teacher, extent of

television viewing, text messaging, extent of use of online social networks and computer games,

and reading frequency the gamma analysis was used.

Conceptual Framework

Factors Affecting the Reading Performance of Grade 3 Pupils of Burgos Elementary

School Unit I
INPUT PROCESS OUTPUT

FEEDBACK
Figure 1 Conceptual Framework on Factors Affecting the Reading Performance of Grade 3 Pupils
of Burgos Elementary School Unit I
I
 Republic of the Philippines
Department of Education
Region 4A
Division of Rizal
District of Rodriguez
Burgos Elementary School Unit I
Survey questionnaire no.1 Socioeconomic factors of the family

Name____________________________

Directions: accomplish the survey form by underlining the item that correspond to your answer

Punan ang survey form sa pamamagitan ngpaguhit sa iyong kasagutan

1. Who works for the family?/ sino ang nagtratrabaho sa pamilya?

(Father, Mother, elder brother or sister, all)

2. Amount of gross family income?/ halaga ng kabuuang sahod ng pamilya?

(3 000-5 000, 5 001-10 000, 10 001-15 000, 15,001-20 000, 20 000-30 000)

3. Number of children in the family?/ Ilan ang bilang ng mga anak?

(1-2, 3-4, 5-6 more than 7)

4. Number of people in one flat/ilang ang dami ng tao na naktira sa bahay

(3 4 5 6 7 8 9 10 11 12 more than 20)

5. Father’s education attainment/ pinakamataas na naabot sa pagaaral

(Elementary level, High school level, Vocational, College)

Mother’s education/pinakamataas na naabot sa pagaaral

(Elementary level, High school level, Vocational, College)

 Republic of the Philippines
Department of Education
Region 4A
Division of Rizal
District of Rodriguez
Burgos Elementary School Unit I

Survey questionnaire no.2 Collaboration of a pupil and a family

a. Is there someone who read aloud before a child went to school?/ may bumabasa ng

kwento sa bata bago pumasok s paaralan _____yes ____no

b. Is there someone who watched TV with subtitles together with a child /may kasama ang

bata sa panonood ng mga pelikulang may subtitle ______yes_____no

c. Is there someone who reads to him/her? / may bumabasa para sa bata

_____yes _____no

d. Go together to a library or a bookstore? / sinasamahan ang bata sa mga silid

aklatan at bilihan ng aklat ________yes ______no

 Republic of the Philippines
Department of Education
Region 4A
Division of Rizal
District of Rodriguez
Burgos Elementary School Unit I

Survey questionnaire no. 3 pupils’ reading activity outside school,

a. Read for joy /bumabasa para sa pansariling kasiyahan

____yes ____no

b. Read aloud / bumabasa ng malakas

____yes ____no

c. Listen to what is being read

____yes _____no

d. Read comics/ nagbabasa ng komiks

_____yes ____no
 Republic of the Philippines
Department of Education
Region 4A
Division of Rizal
District of Rodriguez
Burgos Elementary School Unit I

Survey questionnaire no. 4 Pupils’ reading at school

a. A test or a quiz about the read text / pagsusulit tungkol sa tekstong nabasa

____Yes ____no

b. Read for oneself quietly / matahimik na nakakapagbasa para sa sarili

____Yes ____no

c. Draw pictures about the read text / Nahihinuha ang tekstong binasa

_____Yes ___no

d. Read aloud for a group of pupils / nakababasa ng malakas sa harap ng mga

kagrupo

____yes ____no

e. Read books having several chapters / nakababasa ng aklat na may maraming

yugto

____yes ___no
 Republic of the Philippines
Department of Education
Region 4A
Division of Rizal
District of Rodriguez
Burgos Elementary School Unit I

Survey questionnaire no. 4 Teacher’s aptitude in administering reading activities

a) Name:______________________________

b) Sex:________________________

c) No. of years in service:__________________________________

d) No. of years teaching English____________________

e) No. of years teaching Filipino_____________________

f) No. of Seminars and trainings relevant to conducting reading intervention

program_________

g) Name of Seminars and trainings relevant to conducting reading intervention

program

________________________________________________________________

________________________________________________________________
DATA COLLECTION ACTIVITIES

The researchers followed a three phase implementation plan to collect data. The
phase 1 involves administering PHIL IRI oral reading test to all the grade 3 pupils. In
this stage the researchers will choose the respondents for the research, this is done by
employing stratified sampling. Utilizing the PHIL IRI scores researchers selected 30
pupils that belong in the upper rank (group a) and 30 pupils from the lower rank (group
b).

The second phase was administering of the survey to the pupil respondents and
their parents or guardians. The surveys for the pupils and their parents or guardians
were done by the researcher through face to face interview. The usual confidentiality
and ethical norms were strictly followed in collecting the data.

The last phase was conducting survey for the reading teachers. The respondents
were to accomplish the survey by answering the questions in each item. Since the
question in the survey questionnaire for teachers were job related strict compliance on
confidentiality were lessen.

DATA ANALYSIS

The researcher will be transcribing and analyzing quantitative data retrieved

from guided interviews using the SSB. This will be supported by the qualitative data
from random interviews during the second phase. The result of the survey for the
respondent in group A was utilized as reference or normal value. Survey result for group
b was compared to the result of group a.
 The survey questionnaire for reading teachers provides the qualitative portion or
the research. Their answers will provide avenue for enhancement in the teaching-
learning process.

INITIAL FINDINGS

The researchers found that the top factors that could be a treat for their dropping-
out were;

Survey questionnaire no.1 Socioeconomic factors of the family

For item number 1 Who works for the family?/ sino ang nagtratrabaho sa pamilya?

Survey shows that the father provides for 69% of the family in group A, while
44% of families in group b rely on the head of their family for their needs. There are
17% are working mom for group a while there are 33% in group b. In group A were
recorded that 9% of respondents had their brother working and/or helping in providing
family needs compare to 13% of group B. Lastly on Group A there were 5% of the
sisters working for the family while there were 6% on group B.

Sister

Brother Group b
Group a
Mother

Father

0 5 10 15 20 25 30
Figure 1 shows who works for the family?/ sino ang nagtratrabaho sa pamilya?

For item no.2 Amount of gross family income?/ halaga ng kabuuang sahod ng
pamilya?Collaboration of a pupil and a family

Respondents in group a posted a gross family income of 15,000 to 20,000 (20%) and
20,001 to 30,000(80%) while the gross family income of respondents in group b ranges
from 3 000-5 000 (10%), 5 001-10 000(10%), 10 001-15 000(47%), 15,001-20
000(20%) and 20 000-30 000 (13%)

Figure 2 shows Amount of gross family income?/ halaga ng kabuuang sahod ng

pamilya?

For item no 3. Number of children in the family?/ Ilan ang bilang ng mga anak?
The data from the survey showed that 20% of the family in group a have 4
children while 30% of the family in group b have the same number of children in their
family. 14 or 47% of the family in group a have 3 children and 5 or 17% of the family in
group b have 3 children. Both group a and group b have 13% or 2 children in the family,
10% and 23% for group a and b respectively have 5 children in the family. Group b has
3 families with 6 children and 2 families with 7 or more children while their counterpart in
group a has none
Figure 3 shows the number of children in the family?/ Ilan ang bilang ng mga anak?

For item no 4 Number of people in one flat/ilang ang dami ng tao na nakatira sa
bahay

Data shows that majority in group A has 6 people living in one flat (46%) while
the majority in group b had 8 people living in one flat (36%)

Figure 4 shows the Number of people in one flat/ilang ang dami ng tao na naktira sa
bahay

For item no, 5 Father’s education attainment/ pinakamataas na naabot sa pagaaral

The data tells that majority of the fathers in both group a and b finished
vocational schooling 57% and 37% respectively, significantly 5 or 17% of fathers in
group b acquired elementary level only and 24% in group a reached college against 6%
to group b
Figure 5 shows Father’s education attainment/ pinakamataas na naabot sa pagaaral

For item no.6 Mother’s education attainment/ pinakamataas na naabot sa pagaaral

Survey reveals that majority of mother in group a reached college 57% while
majority of mothers in group b finished or reached high school 80%

Figure 6 shows Mother’s education attainment/ pinakamataas na naabot sa pagaaral

Survey questionnaire no.2 Collaboration of a pupil and a family

In terms of having someone who reads to her/him, someone who watched tv with
subtitle together with a child and someone who reads aloud before a child went to
school the comparison between respondents in group a and group b was not at far.
However in the question regarding going together to a library or bookstore significant
difference was observed, in group a 70% or 21 respondents affirmed while only 10% or
3 respondents replied positively
Figure 7 Collaboration of a pupil and a family
Survey questionnaire no. 3 pupils’ reading activity outside school
Survey showed that both groups listen to what is being read 97% for group A and
87% for group B, however in terms reading aloud and reading for joy there is a slight
difference was observed 30% and 34% respectively. The significant difference was in
reading comics or magazine, only 10% or 3 out 30 respondents from group B
responded positively while a huge 83% or 25 respondents from group A have access to
such reading materials.

Figure 8 Pupils reading activity outside the school

Survey questionnaire no. 4 Pupils’ reading at school
 The result of the survey showed group A showed better performance in terms of
reading in school

Figure 9 shows Pupils’ reading at school

Teacher’s aptitude in administering reading activities

In the 30 reading teachers in Burgos Elementary School Unit I, 5 are male
teachers and 26 are female. The average length of service is 8 years for English and 14
years for Filipino teachers. Of all the reading teachers in English no one declared that
they had attended any seminars or trainings exclusively intended for teaching reading
intervention program, however they had admitted that they had engage in activities
related in teaching reading intervention programs through LAC sessions at the District
and School Level. Filipino teachers have also the same sentiment.
Stipulating the result of this Action Research, we can say that the following are considered
Factors Affecting the Reading Performance of Grade 3 Pupils in Burgos Elementary School Unit I
factors Group A Group B Gap
Working mothers 13 or 43% 6 or 20% 23%
Gross family income 24 or 80% 4 or 13% 67%
(20, 001 to 30, 000)
Number of children (3 14 or 47% 5 or 17% 30%
children)
Number of people 13 or 43% 3 or 10% 33%
living in one flat (6
persons)
Educational attainment 17 or 57% 2 or 7% 50%
of mother (college
level)
Go together to library 21 or 70% 9 or 30% 40%
or bookstore
Read comics or 25 or 83% 5 or 17% 66%
magazine
Read books with 25 or 83% 2 or 7 % 76%
several chapters
VI. TIME TABLE

Schedule Research Activities Time Persons

Allotment Involved

Setting up the Team and

Planning of Activity
Week 1 SEARCH Team

Day 1 1 day

Meeting with

Week 1 team for the orientation SEARCH Team

of the project
Day 2 1 day

Preparation and
Reproduction of
Week 1 Researcher based 3 days SEARCH Team
questionnaire
Day 3-5

Week 2 Administration of 2 days Grade 3 teachers

reading test to grade 3
Day 1-2 pupils Grade 3 pupils

SEARCH team

Evaluating and
interpreting the result of
Week 2 the reading test 1 day Grade 3 teachers

Day 3 SEARCH team

Administering the survey

to determine the factors
Week 2 affecting the reading Grade 3 teachers
 Day 4-5 performance of grade 3 2 days Grade 3 pupils
pupils
SEARCH team

Schedule Research Activities Time Persons

Allotment Involved

Week 3 Retrieving the results of SEARCH Team

Day 1 the survey 1 day

Tabulating and
Week 3 validating the result the SEARCH Team
Day 2-3 survey 2 days

Rendering statistical
Week 1 treatment to the data 2 days SEARCH Team
Day 4-5 obtained

Week 4 Interpreting and 1 day Grade 3 teachers

Day 1 analyzing the data Grade 3 pupils
obtained SEARCH team

Evaluating and
Week 4 interpreting the result of 2 days Grade 3 teachers
Day 2-3 the reading test SEARCH team

Week 4 Completing the paper 1 day Grade 3 teachers

Day 4 works Grade 3 pupils
SEARCH team

Week 4 Feed backing 1 day Grade 3 teachers

Day 5 Grade 3 pupils
SEARCH team
VII. COST ESTIMATE

Research Activities Persons Specifics Estimated

Involved cost
(PhP)

Setting up the Team and Planning SEARCH Team Bond papers, 250.00
of Activity
White board markers,

Meeting with SEARCH Team Food provision

team for the orientation of the ( snacks ) 3,360.00

project
Uniforms of the
research team

Preparation and Reproduction of SEARCH Team Internet load

Researcher based questionnaire
Photocopy of 1,550.00
Researcher based
questionnaire

Administration of reading test to Grade 3 teachers Food provision

grade 3 pupils 500.00
Grade 3 pupils ( snacks)

SEARCH team

Evaluating and interpreting the Grade 3 teachers Print outs

result of the reading test
SEARCH team 30.00

Administering the survey to Grade 3 teachers Food provision

determine the factors affecting Transportation 1,600
the reading performance of grade Grade 3 pupils allowance
3 pupils SEARCH team
 Research Activities Persons Involved Specifics Cost

Retrieving the results of the SEARCH Team Expanded folders 100.00

survey

Tabulating and validating the

result the survey SEARCH Team Food provision 500.00
( snacks)

Rendering statistical
treatment to the data SEARCH Team Food provision 500.00
obtained ( snacks)

Interpreting and analyzing the Grade 3 teachers Food provision 500.00

data obtained Grade 3 pupils ( snacks)
SEARCH team

Evaluating and interpreting

the result of the reading test Grade 3 teachers Food provision 500.00
SEARCH team ( snacks)

Completing the paper works Grade 3 teachers USB 600.00

Grade 3 pupils Re writeable CD,s
SEARCH team

Feed backing Grade 3 teachers ________ ______

Grade 3 pupils
SEARCH team

Total Estimated Cost PhP. 9990

VIII. Plans for Dissemination/advocacy

 The result of the research may be used as reference for other future researches geared

towards alleviating the pupils reading performance. The result may also be used for making

project designs for reinforcing reading intervention programs.

The researches will also furnish the Local Government Units. The researchers wish to

aid the local policy makers the data that will enhance their current development programs. The

researchers will also communicate with Non-Government Organizations to encourage them to

venture on programs that will alleviate our pupils reading performance.

IX. Reference
DO 12, s. 2015 Guidelines on the Early Language, Literacy, and Numeracy Program:
Professional Development Component. Department of Education Philippines

Anderman, L.H.,& Midgley, C. (1998). Motivation and middle school students [ERIC digest].
Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC
Document Reproduction Service No. ED 421281.

Andrejs Geske, Antra ozola (2008) Factors Influencing reading literacy at the Primary School
level, University of Latvia, Riga, Latvia E-mail: andrejs.geske@lu.lv,

Denton, K., Reaney, L., and West, J. (2001). Home educational activities, literacy resources and
kindergartners’ reading knowledge and skills. Presentation at the biennial meeting of the Society
for Research in Child Development, Minneapolis, USA.

Linnakylä, P, Malin, A., Taube, K. (2004). Factors behind Low Reading Literacy Achievement.
Scandinavian Journal of Educational Research, 48(3), pp 231-249

Wigfield, A., & Guthrie, J. T. (1997). Relations of children's motivation for reading to the amount
and breadth of their reading. Journal of Educational Psychology. 89, 420-433.

Republic of the Philippines

Department of Education
Region 4A
 Division of Rizal
District of Rodriguez
Burgos Elementary School Unit I

Mrs. PRISCILLA V. JOSE

District Supervisor
District of Rodriguez IA
Rodriguez, Rizal

Dear Madam:

I have the honor to request from your good office permission to conduct a study entitled
“Factors Affecting the Reading Performance of Grade 3 Pupils in Burgos Elementary School
Unit I”. I will be administering a researcher-made questionnaire to selected parents, pupils and
teachers.

I look forward to your preferential action on this matter.

Thank you very much.

Truly yours,

CARLO P. CAPARAS
Researcher

Noted by

Mrs. MARICEL BAGANG

Principal I