1

CHAPTER 1

THE PROBLEM

This chapter presents the background of the study, statement of the problem,

objectives of the study, significance of the study, scope and delimitation and definitions

of terms.

Background of the Study

The definition of reading has moved beyond decoding printed symbols and

recognizing words, thus, reading is a process of constructing meaning to a written text.

It is a dream of any teacher that every student may acquire knowledge, skill, and

understanding to combat the challenges of life in order to meet the global demands.

Through the teaching of reading, knowledge in different areas can be ascertained. We

can safely say that reading is the backbone in learning Mathematics, Science, Social

Studies and other subjects, because these are just mere written texts, without

understanding. Following our spiral curriculum, the level of difficulty in reading is

ascending, that is the challenge among reading teachers. If the child has poor reading,

chances are his or her performance in any other subjects is poor and eventually affects

learning.

To Mendoza, learning institutions need to intensify renewed efforts as well as

commitment in promoting and sustaining effective skill, in a rapidly changing condition.

Most often the determinant of a successful learning institution is through their students’

reading proficiency. In the Philippines, the ability to read and write is our priority that
 2

the government puts effort to promote effective readers and enhance high literacy. One

can be literate, but not necessarily a reader because reading is a skill that requires the

development of a habit that must be exercised regularly, if it is to be retained and

enhanced. To Cruz, if left unexercised, the skill becomes rusty and can be even be lost.

Teachers are expected to use varied, relevant and effective methodologies toward

development of teaching reading skills. Every need of a child regarding reading, this

must be assessed thoroughly and provide appropriate effective implementation.

The Philippines, upgrading its educational system, through the K to 12, is geared

toward the improvement of quality education. President Benigno Aquino III sets out the

ten points Educational Agenda and one of these points is making every child a reader in

Grade 2. There are many cases that a Grade 2 learner is promoted to Grade 3 without

meeting this expectation. It is necessary to know the adjustments and effective

strategies of a Grade 3 teacher in teaching reading to non-readers. The ultimate

challenge of a teacher is not letting the child know that he/she is left behind. How the

teacher differentiates and modifies his or her instruction, considering that the class of

composed of readers and non-readers, establishes the difference in teaching and

learning. No research has been conducted on the effective strategies of a Grade 3

teacher in teaching non-readers effectively, thus, this study is conducted.

This study is supported by Lev Vygotsky’ Social Development theory, which

provides the importance of scaffolding lessons in reading by teachers who are

considered as the ‘more knowledgeable others’ or MKOs that affect their learners’ zone

of proximal development of reading. Reading teacher also use other sources like
 3

worksheets, online materials, and televisions ads as other MKOs to scaffold students’

learning. Scaffolding is justified as a form or prompting the learners to read based on

their existing schema. Karl Jung’s Schema Theory provides an archetypal convergence

of Vygotsky’s theory that propels a connection of meaningful learning experiences,

where learners’ construct their own meanings, in a more constructivist approach of

teaching.

Adjustments means the act or process of changing or adjusting something or the

cognitive flexibility of the teacher to respond to non-readers. Strategies are high level

plan to achieve one or more goals under conditions of uncertainty or simply the skill of

making or carrying out plans to achieve a goal. Scaffolds refer to the temporary support

that the teacher uses to help the students reach higher levels of comprehension and

skill acquisition that they would not be able to achieve without assistance. Scaffolding

refers to a variety of instructional techniques, which are used to move students

progressively toward better understanding and, ultimately, greater independence in the

learning process. This study endeavours to help novice reading teachers adjust their

strategies in teaching non-readers. Likewise, this study is also beneficial to them in

strategic management, when they employ effective learning in the classroom. Thus, this

study provides new perspective in seeing teacher’s needs in teaching non-readers more

effectively.
 4

Statement of the Problem

This study will be conducted to determine the reading skills in English of Grade

III Non-Reader Pupilsin District I of Alaminos City Division.

Specifically, this study will answer the following questions:

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

a. Sex;

b. Age;

c. Civil status;

d. Educational Attainment

e. Position

f. Number of Years in Teaching

g. School ______________________________________________

2. What are the strategies being used by the teachers in teaching English to Grade

III non-reader pupils and their degree of effectiveness?

3. What are the difficulties/problems met by the teachers in enhancing the

performance in English of the Grade III non-reader pupils and their degree of

seriousness?

4. What are the recommended/suggested solution to the difficulties/problems met

by the teachers in teaching English and their degree of recommendation.

 5

Objectives of the Study

Based on the statement of the problem, the following objectives were

formulated:

1. To determine the profile of the respondents in terms of sex, age, civil status,

educational attainment, position, years of teaching experiences and school.

2. To determine the strategies being used by the teachers in teaching English to

Grade III non-reader pupils and their degree of effectiveness.

3. To determine the difficulties/problems met by the teachers in enhancing the

performance in English of the Grade III non-reader pupils and their degree of

seriousness.

4. To determine recommended/suggested solutions to the difficulties/problems met

by the teachers in teaching English and their degree of recommendation.

Assumptions of the Study

To get the clear understanding of the study, the assumption below were

formulated:

1. That the profile of the respondents in terms of sex, age, civil status, educational

attainment, position, years of teaching experiences and school are true and

correct.

2. That there are different strategies being used by the teachers in teaching English

to Grade III non-reader pupils and their degree of effectiveness.

 6

3. That there are difficulties/problems met by the teachers in enhancing the

performance in English of the Grade III non-reader pupils and their degree of

seriousness.

4. That there are recommended/suggested solutions to the difficulties/problems

met by the teachers in teaching English and their degree of recommendation.

Significance of the Study

The result of this study are hoped to be significant of the following:

Grade III Pupils. This study will help students to learn more on how they are going to

improve their reading skills.

Grade III Teachers. This study will help teachers to choose a variety of

methods/strategies to solve problem related to this study.

School Administrators. This study is great significance for the administrators so that

they will know the academic performance of the students. It would also be a great help

to the administrators to determine the difficulties/problems encountered by them.

Future Researchers. This will serve as one of the references that will provide the

future researchers the information to solve a certain problem related to this study.

Scope and Delimitation

The study dealt with the Enhancing the Performance in English of Grade Three

Non-Reader Pupils in District I of Alaminos City Division. The respondents comprise of

seven (7) Grade III teachers at the Alaminos Central School, one (1) at Amandiego
 7

Elementary School, one (1) at Amangbangan Elementary School, one (1) at Dulacac

Elementary School, two (2) at Inerangan Elementary School, one (1) at Landoc

Elementary School, two (2) at Palamis Elementary School, two (2) at Polo Elementary

School, one (1) at San Roque Elementary School, one (1) at Sta. Maria Elementary

School and one (1) at Tawintawin Elementary School with a total of twenty (20) Grade

III teachers for the year 2017-2018.

Definition of Terms

The following terms used in this study are operationally or theoretically defined

for a better understanding by the readers.

Academic Performance. It refers to the learning gap between what the students

should learn and what students actually learned as signified by their grades; refers to

the outcome of education to the extent to which a student has achieved their

educational goals.

Strategies. A method or plan chosen to bring about a future decision such as

achievements of a goal or solution to a problem.

Non-Reader Pupils. They refer to the target clientele relative to the proposed

strategies.

Teachers. They refer to Grade III teacher respondents in the District I of Alaminos City

Division.
 8

Reading. This is one of the macro skills in the teaching of English which serves as an

avenue for learning content in the content subjects.

Adjustment. The act or process of changing or adjusting something or the cognitive

flexibility of the teacher to respond to non-readers.

Scaffolds. Refer to the temporary support that the teacher uses to help the students

reach higher levels of comprehension and skill acquisition that they would not be able

to achieve without assistance.

Analytic Strategy. Methods has children analyzing a word taking clues from the

recognition of the whole word, the initial sound and the context.

Synthetic Strategy. It is the blending of phonemes (sounds) to make a word enabling

children to read.

Pull-Out Method. It is the process of pulling-out of students from their regular class

to receive reading remedial.

Direct Method. It is the procedure in which the teacher provides a one on one

discussion with the student in reading remedial.

Electronic Reading Method (E-Reading Method). It is the procedure that the

teacher uses electronic gadgets in teaching remedial reading.

In-class Method. It is the procedure in which the teacher teaches for regular sessions

in the classroom but giving much attention to the students who undergo remedial.
 9

PHIL-IRI (Phil. Informal Reading Inventory). It is an assessment tool that

evaluates the reading proficiency level of elementary school pupils.

Telling Boards.Use as visual organizers instead of trying to record using words.

Choral Reading. Is the interpretation by several voices speaking as one. Involves the

use of a book or script.

Reading-Feeding. It is the procedure of letting the students to provide food to eat

first before undergoing the reading remedial.

 10

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of related literature and studies which are

relevant to the study. This includes several books, magazines, journals, and other

publications that bear some points of relationship to the present study. The researchers

lifted, cited, quoted and summarized concepts and findings from various literature and

studies which have a great contribution to this study.

Related Literature

As a medium of communication and a tool learning, reading serve as

indispensable function in society. It serves as modern of communications and a tool for

learning.

It is important tool for learning whether students are poor, average of good

readers at all educational levels. Teaching should be well planned and executed to

provide students definite progress in reading proficiency.

The reading program in the elementary school is of fundamental importance in

the development of skills, habits and attitudes in handling reading situations.

Local Related Literature

According to Cao (2010), result from a save the children study in the Philippines

reveal stark regional differences, with very small percentage of children unable to read

in English 2% in Manila, compared with 30% of students in Mindanao.

 11

According to Mendoza (1997) reading is a tool subject, it is imperative that

reading teachers undertake a continuing search for curriculum materials and

approaches which would be most effective in teaching reading. Failure to read among

some grade pupils has become a major problem thus research studies have been

conducted to look for the cause of such reading failures as well as remedies.

Tamondong (1998) she explained that reading requires more than mechanical

skills. As a tool for learning in the content subjects, the learners has to demonstration a

growing ability to handle information effectively. Involved in this area of complex skills

to gain knowledge from the printed page depends on the extent the learners are

equipped with the necessary skills in reading.

Villamin et al. (1997) conclude that proficiency and word recognition skills is

basic in learning to read. The grade I teacher will liable all the things inside the room

such as table, chair, books, flag, trash can, flower vase, mirror, aparador and other

things inside the room. Sight words make up a large part of the materials that children

meet in their books and they must learn to recognize them at glance. They added that

one way of learning sight words is the use of picture card.

Foreign Related Literature

According to authorities, about ninety percent of all the activities that are carried

on in regular school subjects involve reading. Research in the field of reading has

become almost like a cottage industry.

 12

According to Boylan, George and Bonham reading is a developmental process

which progresses in stages. Specifically, reading is a development of a group skills that

extend in a hierarchy from simple to complex activities. The successful acquisitions of

the new one reading skills depends heavily acquisitions of previous one. Specific skills

can be taught depending upon the learning readiness or level of the students.

Bernstein (1995) contends that the researchers in the field of education revealed

that intelligence is significantly related to reading achievement. Studies showed that

learners who belonged to the above average level of mental ability performed better in

reading comprehension. Moreover Bernstein (1995) reported that the high interest in

the subject is associated with superior reading comprehensions. Further, Nemoitan

(1995) also revealed that students who have adequate mental ability, cultural and

environmental background and are taught well in reading would reach the optimum

development in reading skills.

The study conducted by Mamquinch (1996) showed sex difference among 399

Swedish first grade children. In this investigation, it was found that girls most cases

obtained better results in reading comprehension than boys. Ines (1996) also cited the

Betts and Hausen and Likert who revealed in their studies that girls have more positive

attitude toward reading than boys.

Local Related Studies

In the study of Maynigo (1990) as cited by Santos (2003) entitled “Reading

Difficulties of Pupils in Bacunda Elementary School Malasiqui, Pangasinan” using reading

 13

diagnostic test for individual reader to gather his data In this study, he discussed clearly

the benefits of participative program. Teachers and parents have the pivotal role in

helping the children’s progress in their reading abilities through constant follow up and

monitoring. He also cited that children learned best when they are in learning

environment with an atmosphere of trust, love and understanding and an atmosphere

of freedom providing opportunities towards creativity and innovativeness.

Based from the study conducted by Davidas (2004) entitled “An Evaluation of a

Reading Instruction Activity in Pogoruac Elementary School”, students can improve their

reading proficiency levels by having a remedial teaching program embodied in the

teacher’s schedule. Remedial teaching is re-teaching the learners after the usual

activities done in the classroom. They will also be adept in their reading proficiency by

giving them enrichment activities such as speech improvement, giving vocabulary

enrichment, using words in sentences, matching words and pictures, alphabetizing

words, answering crosswords puzzles, role playing or acting out a mini dialogue and

spelling words.

Remedial reading must be implemented. The fair, poor and very poor readers

should not be neglected for remedial teaching given only thirty minutes every day.

Teachers should be with their students and be ready with varied reading remedial

activities. Since some reading materials and textbook are scarce, the reading teacher

must embark the preparation of instructional materials to respond to the felt need of

the students. In addition, the proficiency levels of the learners should be improved

through quality teaching-learning activities. The teachers then must create special
 14

instructional materials to vary their traditional methods in teaching. Students should be

exposed to wholesome interesting and suitable reading materials.

The study conducted by Xanna Camille C. Escanio and Aiza F. Melchor (2010-

2011) entitled “Reading Comprehension Levels of Junior AB English students in the

School Year (2010-2011)”, seek to identify the reading comprehension levels of Junior

AB English students, the factors and the significant relationship between the reading

comprehension level of Junior AB English students and the factors affecting their

reading comprehension. This study was conducted at Pangasinan State University,

Lingayen Pangasinan with the Junior AB English of school year 2010-2011 as their

respondents.

This study showed that the personal factor, school factor and environmental

factor have a moderate effect on the reading comprehension level of the AB English

students. Therefore, the study recommends that teachers should enhance the teaching

process through the use of different form of media and visual aid for the purpose of

more effective retention of facts and details to the minds of students. The

administrators should try their best to provide students with the conducive learning

environment by producing classroom fitted for the learning process and parents should

encourage their children to engage more in activities that may help in enhancing their

reading habits.
 15

Foreign Related Studies

In the study conducted by Clever Ndebele (2014), entitled “Teacher Perceptions

on the Effectiveness of an English Remedial Teaching Program in Primary Schools in

Zimbabwe: Towards an alternative to the Deficit Model” primary school pupils are

tested at the beginning of grade four to determine their English proficiency and based

on the test results those who fall below a certain predetermined score are placed on a

generic remedial program offered by a specially designated teacher. This study set out

evaluate the effectiveness of this English remedial education program in Zimbabwe.

The study showed that very few pupils were benefiting from remedial instruction.

Remedial teachers were poorly trained for remedial teaching; materials for the use for

both teachers and pupils were grossly in adequate, while supervision and monitoring by

schools Psychological Services (SPS) was virtually non-existent.

Therefore, the study recommends that Schools considers an integrated approach

where, rather than pupils being sent to an external expert for fixing the grade four

teacher provides the extra tuition using authentic contextualized grade four materials

that is needed for remediation. In the short term before a long term strategy can be

put in place that the Ministry deploys more trained teachers. The schools Psychological

Services Department is advised to intensity training of specialist remedial teachers and

to mount staff development workshops for remedial teachers, where suggestions and

discussions on how to go about diagnosing specific pupil difficulty and giving

appropriate remedial instruction are exchanged.

 16

SYNTHESIS

This study has presented literature and studies that point out the perception of

English teachers in the implementation of remedial reading program in elementary

schools of District I of Alaminos City Division. It is also expected to help the teachers

and the school administrators to develop and improve the reading program that caters

the learners to be aware of the importance of reading in meeting social, cultural,

educational and personal needs of individuals engaged in all activities.

The study conducted by Maynigo (1990) as cited by Santos, (2003) on reading

difficulties of pupils focused on the benefits of the participative reading program found

out that children learned best when they are in learning environment with an

atmosphere of trust, love and understanding and an atmosphere of freedom providing

opportunities towards creativity and innovativeness. The similarity of this study to the

present study is that we used descriptive method and the problems are both deals in

the learning environment. The difference is, Maynigo (1990) as cited by Santos (2003)

concentrated on elementary pupils in Bacunda Elementary School Malasiqui, Pangasinan

while the present study concentrated on the English teachers of elementary schools in

Disrtict I of Alaminos City Division.

The study conducted by Davidas (2004) which focused in remedial teaching

program for the students to improve their reading proficiency levels. Students will also

be adept in their reading proficiency by giving theme enrichment activities such as

speech improvement, giving vocabulary enrichment, using words in sentences,

 17

matching words and pictures, alphabetizing words, answering crosswords puzzles, role

playing or acting out a mini dialogue and spelling words. Her study found out also that

there is scarcity in instructional materials and to respond the needs of the students the

teachers must create instructional materials to vary their traditional method in teaching.

The similarity is that, we have the same problems in the remedial reading program in

terms of the instructional materials and the content that requires the teacher and the

school to provide textbooks and other printed materials suitable for reading activities.

The study conducted by Xanna Camille c. Escanio and Aiza F. Melchor (2010-

2011) focused on the personal factor, school factor and environment factor have a

moderate effect on the reading comprehension level. Their study recommends that

teachers should enhance teaching learning process through the use of different form of

media and visual aid for the purpose of more effective retention of facts and details to

the minds of students and the teachers must provide conducive learning environment

and to engage more in activities that may help in enhancing their reading habits.

The study conducted by Clever Ndebele (2014), focused on the primary school

pupils to set out an evaluation on the effectiveness of the English remedial education

program in Zimbabwe. His study found out that very few pupils benefiting from the

remedial instruction because teachers were poorly trained for remedial teaching

materials for use for both teachers and pupils were grossly inadequate, while

supervision and monitoring by Schools by Schools Psychological Services was virtually

non-existent.
 18

CONCEPTUAL FRAMEWORK

This study is conceptualized systematically and represents in the paradigm

showing the input variables, the process and the expected output.

The input variables in this study includes the profile of respondents, strategies

being use by the teachers toward development of teaching reading skills,

difficulties/problems met by the teachers that affect their teaching learning process,

recommended/suggested solution to difficulties/problems met by the teacher in

teaching English.

The process in this study includes the use of survey method with the use of

questionnaire, analysis and interpretation of all data gathered. The expected output

presents the achieved results or the outcome input and process which represent the

enhancing the performance in English of Grade III non- reader pupils in District I of

Alaminos City Division.

RESEARCH PARADIGM

The first block is the input variables which includes the profile of the

respondents, strategies being used by the teachers towards development of teaching

reading skills difficulties/problems met by the teachers that affect their teaching reading

process, recommended/suggested solution to the difficulties/problems met by the

teachers in teaching English. The second block is the process which includes the use of

the survey method with the use of questionnaire/analysis and interpretations of data

gathered. The third block is the expected output which represents the achieved result
 19

of the outcome of the study on the input and process which represent “Enhancing the

Performance in English of Grade III Non-Reader Pupils in District I of Alaminos City

Division”.
 20

INPUT

1. The profile of the respondents in terms of sex, age, civil status, educational
attainment, position, number of years in teaching and school.

2. Strategies being used by the teachers in teaching English to Grade III non-reader
pupils and their degree of effectiveness.

3. Difficulties/problems met by the teachers in enhancing the performance in English of

the Grade III non-reader pupils and their degree of seriousness.

4. Recommended/suggested solution to the difficulties/problems met by the teachers in

teaching English and their degree of recommendation.

PROCESS

1. Preparation of the data gathering information.

2. Floating and retrieving of questionnaires.

3. Data analysis through statistical treatment and interpretation of findings.

OUTPUT

Enhancing the Performance in English of Grade III Non-Reader Pupils in District I of

Alaminos City Division.

CHAPTER 3
 21

METHODOLOGY OF RESEARCH

This chapter presents the research design of the study which includes the

methods and strategies used, the research respondents, the data gathering

instruments, the gathering of the data and the treatment of the data.

Research Design

This study seek to find a variety of strategies being used for the improvement of

the reading skills in English for Grade III pupils in District I of Alaminos City Division.

The descriptive method research is use to answer the problems that will raise in

this study. Thus, this study, seek to determine what strategies are appropriate for the

development or improvement of reading skills based on the evaluation of the Grade III

teachers. This study also uses the developmental method of research since based on

the self-reports of the Grade III teachers, it prepares strategies for the improvement of

reading skills in English for Grade III pupils. This study also determines the extent of

acceptability of the proposed strategies in terms of the criteria using the Grade III

teachers’ evaluation.

Locale of the Study

The respondents of this study are the twenty (20) Grade III teachers in District I

of Alaminos City Division.

Population of the Study

 22

The respondents comprised of seven (7) Grade III teachers at the Alaminos

Central School, one (1) at Amandiego Elementary School, one (1) at Amangbangan

Elementary School, one (1) at Dulacac Elementary School, two (2) at Inerangan

Elementary School, one (1) at Landoc Elementary School, two (2) at Palamis

Elementary School, two (2) at Polo Elementary School, one (1) at San Roque

Elementary School, one (1) at Sta. Maria Elementary School and one (1) at Tawintawin

Elementary School with a total of twenty (20) Grade III teachers for the year 2017-

2018. The respondents are distributed as follows:

Respondents from District I of Alaminos City Division

 23

Table 1

Name of School Number of Grade III Percentage

Teachers
Alaminos Central School 7 35
Amandiego Elementary 1 5

School
Amangbangan ES 1 5
Dulacac ES 1 5
Inerangan ES 2 10
Landoc ES 1 5
Palamis ES 2 10
Polo ES 2 10
San Roque ES 1 5
Sta. Maria ES 1 5
Tawintawin ES 1 5
Total 20 100

Data Gathering Instrument

This study used the survey questionnaire as data gathering procedure. Survey

questionnaire, is an instrument intended to gather information on the profile of the

respondents, strategies being used by the teachers in teaching English of Grade III

non-reader pupils and their degree of effectiveness, difficulties/problems met by the

teachers in enhancing the performance in English of the Grade III non-reader pupils

and their degree of seriousness, recommended/suggested solution to the

difficulties/problems met by the teachers in teaching English and their degree of

recommendations. After floating the questionnaires, the researchers tallied the results

for analysis.

Statistical Treatment of Data

 24

Problem No. 1: To determine the profile of the respondents in terms of sex, age, civil

status, educational attainment, position, years of teaching experiences and school,

frequency counts, and percentage were used.

 Percentage Formula:

f
P= x 100
n

Where;

P= percentage per number

F= frequency

N= total number of respondents

100 %= constant multiplier

Problem No. 2: To determine the strategies being used by the teacher in teaching

English to Grade III non-reader pupils and their degree of effectiveness, frequency

counts and weighted average mean were used.

Weighted Average Mean Formula:

∑ fx
X=
n

Where;

X= average weighted mean

∑fx = sum of the weighted mean

n = total number of population

Quantitative Limit of Index Qualitative

 25

Interpretation Interpretation

4 3.25- 4.00 Very Effective

3 2.50- 3.24 Effective

2 1.75- 2.49 Moderately Effective

1 1.00- 1.75 Least Effective

Problem No. 3: To determine the difficulties/problems met by the teachers in

enhancing the performance in English of the Grade III non-reader pupils and their

degree of seriousness, frequency counts and weighted average mean were used.

Quantitative Limit of Index Qualitative

Interpretation Interpretation

4 3.25- 4.00 Very Serious

3 2.50- 3.24 Serious

2 1.75- 2.49 Moderately Serious

1 1.00- 1.75 Least Serious

Problem No. 4: To determine the recommended/suggested solutions to the

difficulty/problems met by the teachers in teaching English and their degree of

recommendations, frequency counts and weighted average mean were used.

 26

Quantitative Limit of Index Qualitative

Interpretation Interpretation

4 3.25- 4.00 Highly Recommended

3 2.50- 3.24 Recommended

2 1.75- 2.49 Slightly Recommended

1 1.00- 1.74 Not Recommended

CHAPTER 4

PRESENTATION, ANALYSIS OF DATA AND

INTERPRETATION OF FINDINGS

This study presents the data gathered, the analysis and interpretation of

findings. It covers the answers of the respondents to the questions included in the

questionnaire.

Profile of the Respondents

The profile of the respondents was analyzed in terms of sex, age, civil status,

educational attainment, position and number of years in teaching.

 27

Table 1.a

Profile of the Teachers in terms of Sex

Sex Frequency Percentage

Male 1 5
Female 19 95
Total 20 100

Table 1.a presents the frequency and percentage distribution of the respondents

in terms of sex. As seen in the table, most of the teachers are female with a frequency

of 19 or 95% while the male teachers got a frequency of 1 or 5%.

This shows that the most of the Grade III teachers in public schools in the

District I of Alaminos City Division are female.

Table 1.b

Profile of the Teachers in terms of Age

Age Frequency Percentage

20-22 yrs. old 1 5
23-25 yrs. old 5 25
26-28 yrs. old 3 15
29-31 yrs. old 2 10
32-34 yrs. old 2 10
35-37 yrs. old 0 0
38-40 yrs. old 0 0
41 yrs. old and above 7 35

Total 20 100
Table 1.b presents the frequency and percentage distribution of the respondents

in terms of age. As seen in the table, an age bracket of 20-22 years old obtained the
 28

lowest frequency counts of 1, which is equivalent to 5%. The age bracket of 23-25

years old obtained the frequency counts of 5, which is equivalent to 25%. The age

bracket of 26-28 years old obtained the frequency counts of 3, which is equivalent to

15%. The age bracket of 29-31 years old and 32-34 years old obtained the same

frequency counts of 2, which is equivalent to 10%. The age bracket of 35-37 years old

and 38-40 years old obtained the same frequency counts of 0, which is equivalent to

0%. The age bracket of 41 years old and above got the highest frequency counts of 7,

which is equivalent to 35%.

This shows that most of the Grade III teachers in public schools in the District I

of Alaminos City Division fall under the age of 41 years old. It implies that most of the

teachers have been in the service for a long time compare to the younger ones.

Table 1.c
 29

Profile of the Teachers in terms of Civil Status

Civil Status Frequency Percentage

Single 4 20
Married 15 75
Widow/er 1 5
Total 20 100

Table 1.c presents the frequency and percentage distribution of the respondents

in terms of civil status. As seen in the table, teachers who are single obtained a

frequency counts of 4, which is equivalent to 20%. The teachers who are married

obtained a frequency counts of 15, which is equivalent to 75%. Other teachers were

widow/er obtained a frequency counts of 1, which is equivalent to 5%.

Based from the data presented above, most of the teachers are married.

Table 1.d

Profile of the Teachers in terms of Educational Attainment

Course Frequency Percentage

College Graduate 7 35
With MAEd units 7 35
 30

Masteral Graduate 3 15
With Ed, D./Ph. D. units 3 15
Doctoral Graduate 0 0
Total 20 100

Table 1.d presents the frequency and percentage distribution of the respondents

in terms of educational attainment. As seen in the table, College Graduate and with

MAEd units got the same highest frequency counts of 7, which is equivalent to 35%

each. Masteral Graduate and with Ed, D./Ph. D. units got the same frequency counts of

3, which is equivalent to 15% each. None of the teachers has a Doctoral Degree which

is 0%. This shows that most of the teachers are College Graduate and with MAEd units.

Table 1.e

Profile of the Teachers in terms of Position

Position Frequency Percentage

Teacher I 10 50
Teacher II 0 0
Teacher III 8 40
Master Teacher I 2 10
Master Teacher II 0 0
Total 20 100

Table 1.e presents the frequency and percentage distribution of the respondents

in terms of position. As seen in the table, Teacher I got the highest frequency counts of
 31

10, which is equivalent to 50%. Teacher II and Master Teacher II are zero frequency or

0%. Teacher III obtained a frequency counts of 8, which is equivalent to 40%. Master

Teacher I obtained a frequency counts of 2, which is equivalent to 10%.

This shows that most of the Grade III teachers in public schools in the District I

of Alaminos City Division are Teacher I.

Table 1.f

Profile of the Teachers in terms of Numbers of Years in Teaching

Number of Years Frequency Percentage

5 yrs. and below 12 60
6-10 yrs. 1 5
11-15 yrs. 1 5
16-20 yrs. 1 5
21-25 yrs. 1 5
26 yrs. and above 4 20
Total 20 100

Table 1.f presents the frequency and percentage distribution of the respondents

in terms of number of years in teaching. As seen in the table, the number of years

bracket of 5 years and below got the highest frequency counts of 12, which is

equivalent to 60%. The number of years bracket of 6-10, 11-15, 16-20, and 21-25

years got the lowest and same frequency counts of 1, which is equivalent to 5%. The

number of years bracket of 26 years and above got a frequency counts of 4, which is

equivalent to 20%.
 32

This shows that most of the teachers have been teaching for 5 years and below.

TABLE 2.a

Strategies Being Used by the Teachers in Teaching English to Grade III Non-
Reader Pupils and their Degree of Effectiveness

Legend:
Quantitative Limit of Index Qualitative
Interpretation Interpretation
4 3.25-4.00 Very Effective

3 2.50-3.24 Effective

2 1.75-2.49 Moderately Effective

1 1.00-1.74 Least Effective

No. Of Respondents = 20
Strategies/Methods Used
VE E ME LE AWM DR

F % F % F % F %

1. Analytic Strategy 8 40 10 50 2 10 0 0 3.30 E

2. Synthetic Strategy 7 35 9 45 4 20 0 0 3.15 E

3. Pull-out Method 8 40 9 45 2 10 1 5 3.20 E

4. In-class Method 6 30 12 60 2 10 0 0 3.20 E

5. Reading-Feeding Method 6 30 9 45 4 20 1 5 3.00 E

6. Direct Method 8 40 9 45 3 15 0 0 3.25 E

7. E-Reading Method 6 30 11 55 3 15 0 0 3.15 E

8. Choral Reading 8 40 9 45 3 15 0 0 3.25 E

 33

9. PHIL IRI (Pre and Post test) 15 75 4 20 0 0 1 5 3.65 VE

10. Telling Boards 2 10 16 80 2 10 0 0 3.00 E

OAWM= 3.22 E

Table 2.a Reveals the strategies being used by the teachers in teaching English

to Grade III non-reader pupils and their degree of effectiveness. Item number 1 which

is “Analytic Strategy” has a total score of 66 with a weighted mean of 3.30 which

corresponds to Very Effective. Item number 2 which is “Synthetic” has a total score of

63 with a weighted mean of 3.15 and described as Effective. Item number 3 which is

“Pull-out Method” has a total score of 64 with a weighted mean of 3.20 which

corresponds to Effective. Item number 4 which is “In-class Method” has a total score of

64 with a weighted mean of 3.20 which corresponds to Effective. Item number 5

“Reading-Feeding Method” has a total score of 60 with a weighted mean of 3.00 which

corresponds to Effective. Item number 6 “Direct Method” has a total score of 65 with a

weighted mean of 3.25 which corresponds to Very Effective. Item number 7 “E-Reading

Method” has a total score of 63 with a weighted mean of 3.15 which corresponds to

Effective. Item number 8 “Choral Reading” has a total score of 65 with a weighted

mean of 3.25 which corresponds to Very Effective. Item number 9 “PHIL-IRI (Pre and

Post Test)” has total score of 73 with a weighted mean of 3.65 which corresponds to

Very Effective. Item number 10 which is “Telling Boards” has a total score of 60 with a

weighted mean of 3.00 which corresponds to Effective.

This denotes that the strategies being used by the Grade III teachers in

enhancing the performance in English of Grade III non-reader pupils is Effective with an

overall average weighted of 3.22 .

 34

Table 3.a

Difficulties/Problems Met by the Teachers in Enhancing the Performance in English

of Grade III Non-Reader Pupils and their Degree of Seriousness in terms of Content

Legend:
Quantitative Limit of Index Qualitative
Interpretation Interpretation
4 3.25-4.00 Very Serious
3 2.50-3.24 Serious
2 1.75-2.49 Moderately Serious
1 1.00-1.74 Least Serious

No. of Respondents = 20

Difficulties/Problems VS S MS LS AWM DR

F % F % F % F %

A. Content

1. Insufficient vocabulary and 5 25 7 35 8 40 0 0 2.85 E

comprehension lessons in
reading.
2. Lack of focus on the
content that trains the 2 10 7 35 9 45 2 10 2.45 MS
ability to be fluent in
reading.
3. Lack of the focus on the
context that trains the 0 0 9 45 10 50 1 5 2.40 MS
ability of the students to
make inferences from text.
4. Lack of context clues in
determining the meaning of 1 5 7 35 10 50 2 10 2.35 MS
the words used in the
selections during reading
activity.
OAWM = 2.51 S
 35

Table 3.a reveals the difficulties/problems met by the teachers and their degree

of seriousness in terms of content. Statement number 1 “Insufficient vocabulary and

comprehension lessons in reading” has a total score of 57 with a weighted mean of

2.85 which corresponds to Serious. Statement number 2 “Lack of focus on the content

that trains the ability to be fluent in reading” has a total score of 49 with a weighted

mean of 2.45 which corresponds to Serious. Statement number 3 “Lack of the focus on

the content that trains the ability of the students to make inferences from text” has a

total score of 48 with a weighted mean of 2.40 which corresponds to Moderately

Serious. Statement number 4 “Lack of content clues in determining the meaning of the

words used in the selections during reading activity” has a total score of 47 with a

weighted mean of 2.35 which corresponds to Moderately Serious.

This denotes that the degree of difficulties/problems met by the teachers is

“Serious” with an overall average weighted mean of 2.51.

 36

Table 3.b

Difficulties/Problems Met by the Teachers and their Degree of Seriousness in

terms of Instructional Materials

No. of Respondents =20

VS S MS LS AWM DR
B. Instructional Materials
F % F % F % F %
1. Inadequacy of textbooks
and printed materials in
reading. 2 10 6 30 7 35 5 25 2.25 MS
2. Inadequacy of workbooks
for students during
reading remediation. 2 10 8 40 6 30 4 20 2.4 MS
3. Insufficient modules for 2 10 8 40 7 35 3 15 2.4 MS
teachers and students.
4. Inadequacy of localized
and conceptualized
reading materials for the 1 5 8 40 8 40 3 15 2.35 MS
students.
5. Lack of school facilities 6 30 5 25 5 25 4 20 2.65 S
such as computers for
reading.
OAWM = 2.42 MS

The table 3.b reveals the difficulties/problems met by the teachers and their

degree of Seriousness in terms of instructional materials. Statement number 1

“Inadequacy of textbooks and printed materials for reading” has a total score of 45 with

a weighted mean of 2.25 which corresponds to Moderately Serious. Statement number

2 “Inadequacy of workbooks for students during reading remediation” has a total score

of 48 with a weighted mean of 2.4 which corresponds to Moderately Serious. Statement

 37

number 3 “Insufficient modules for teachers and students” has a total score of 49 with

a weighted mean of 2.45 which corresponds to Moderately Serious. Statement number

4 “Inadequacy of localized and conceptualized reading material for the students” has a

total score of 47 with a weighted mean of 2.35 which corresponds to Moderately

Serious. Statement number 5 “Lack of school facilities such as computers for reading”

has a total score of 53 with a weighted mean of 2.65 which corresponds to Serious.

This denotes that the degree of difficulties/problems met by the teachers is

“Moderately Serious” with an overall average weighted mean of 2.42.

Table 3.c

Difficulties/Problems Met by the Teachers and their Degree of Seriousness in

terms of Learning Environment

No. of Respondents =20

VS S MS LS AWM DR
 38

C. Learning Environment F % F % F % F %
1. Lack of tables and chairs 1 5 0 0 8 40 11 55 1.55 LS
for the learners.
2. Lack of well-lighted and 0 0 1 5 8 40 11 55 1.50 LS
well-ventilated classrooms
for reading.
3. Insufficient classroom that
is away from noise and 0 0 2 10 7 35 11 55 1.55 LS
distractions for the
students to focus on
reading.
4. No library or language 2 10 0 0 7 35 11 55 1.65 LS
room intended for reading.
5. Insufficient corner or space 0 0 1 5 6 30 13 65 1.40 LS
for instructural reading.
OAWM = 1.53 LS

The table 3.c reveals the difficulties/problems met by the teachers and their

degree of Seriousness in terms of learning environment. Statement number 1 “Lack of

tables and chairs enough for the learners” has a total score of 31 with a weighted mean

of 1.55 which corresponds to Least Serious. Statement number 2 “Lack of well-lighted

and well-ventilated classrooms for reading” has a total score of 30 with a weighted

mean of 1.50 which corresponds to Least Serious. Statement number 3 “Insufficient

classroom that is away from noise and distractions for the students to focus on the

reading” has a total score of 31 with a weighted mean of 1.55 which corresponds to

Least Serious. Statement number 4 “No library or language room intended for reading”

has a total score of 31 with a weighted mean of 1.65 which corresponds to Least
 39

Serious. Statement number 5 “Insufficient corner or space for structural reading” has a

total score of 28 with a weighted mean of 1.40 which corresponds to Least Serious.

This denotes that the degree of difficulties/problems met by the teachers is

”Least Serious” with an overall average weighted mean of 1.53.

Table 4.a

Recommended Solutions to the Difficulties/Problems Met by the Teachers

and their Degree of Recommendation in terms of Content

Legend:

Quantitative Limit of Index Qualitative

Interpretation Interpretation
4 3.25-4.00 Highly Recommended
3 2.50-3.24 Recommended
2 1.75-2.49 Slightly Recommended
1 1.00-1.74 Not Recommended
 40

No. of Respondents = 20
A. Content HR R SR NR AWM DR
F % F % F % F %
1. The teacher must provide
vocabulary and 14 70 4 20 2 10 0 0 3.60 HR
comprehension instruction in
every reading activity.
2. The teacher must give focus 13 65 5 25 2 10 0 0 3.55 HR
on fluency of reading.
3. The teacher must focus on
the context that trains the 12 60 6 30 2 10 0 0 3.50 HR
students to make inferences
from texts.
4. The teacher must discuss the
different context clues in
determining the meaning of 13 65 5 25 2 10 0 0 3.85 HR
the words in every reading
activity.
OAWM = 3.63 HR

Table 4.a shows the recommended solutions on the difficulties/problems by the

teachers and their degree of recommendation, we used weighted average mean to get

the recommended solutions. Statement a.1 “The teacher must provide vocabulary and

comprehension instruction in every reading activity” got the total score of 72 with a

weighted mean of 3.60 which corresponds to Highly Recommended. Statement a.2

“The teacher must focus on fluency of reading” got the total score of 71 with a

weighted mean of 3.55 which corresponds to Highly Recommended. Statement a.3

“The teacher must focus on the context that the students to make inferences from

texts” got the total score of 70 with a weighted mean of 3.50 which corresponds to

Highly Recommended. Statement a.4 “The teacher must discuss the different context

clues in determining the meaning of the words in every reading activity” got the total

score of 77 with a weighted mean of 3.85 which corresponds to Highly Recommended.

 41

The overall average weighted mean is 3.63 which is described as Highly

Recommended.

Table 4.b

Recommended Solutions to the Difficulties/Problems Met by the Teachers

and their Degree of Recommendation in terms of Instructional Materials

No. of Respondents =20

A. Instructional Materials HR R SR NR AWM DR
F % F % F % F %
1. The principal and the teacher
must help to provide more 11 55 7 35 2 10 0 0 3.45 HR
textbooks and different
printed materials that are
needed for reading.

2. The teacher must prepare

sufficient workbooks for the 10 50 8 40 2 10 0 0 3.40 HR
students to use in reading.
 42

3. The school must prepare

appropriate modules for 11 55 7 35 2 10 0 0 3.45 HR
teachers and students that
they can use during reading
activity.

4. The principal and the

teachers must provide 12 60 7 35 1 5 0 0 3.55 HR
localized and conceptualized
materials and use it regularly
on breading.

5. The principal, teachers and

PTA officers must have full 11 55 8 40 1 5 0 0 3.50 HR
cooperation to provide
sufficient technologies
intended for reading
considering digital learners.

OAWM = 3.49 HR

Statement b.1 “The principal and the teacher must help to provide more

textbooks and different printed materials that are needed for reading” has a total score

of 69 with a weighted mean of 3.45 which corresponds to Highly Recommended.

Statement b.2 “The teacher must prepare sufficient workbooks for the students to use

in reading” has a total score of 68 with a weighted mean of 3.40 which corresponds to

Highly Recommended. Statement b.3 “The school must prepare appropriate modules

for teachers and students that they can use during reading activity” has a total score of

69 with a weighted mean of 3.45 which corresponds to Highly Recommended.

Statement b.4 “The principal and the teachers must provide localized and

conceptualized materials and use it regularly in reading” has a total score of 71 with a

weighted mean of 3.55 which corresponds to Highly Recommended. Statement b.5

“The principal, teachers and PTA officers must have full cooperation to provide
 43

sufficient technologies intended for reading considering digital learners” has a total

score of 70 with a weighted mean of 3.50 which corresponds to Highly Recommended.

The table 4.b statement has a total score of 17.45 with an average weighted mean of

3.49 which corresponds to Highly Recommended.

Table 4.c

Recommended Solutions to the Difficulties/Problems Met by the Teachers

and their Degree of Recommendation in terms of Learning Environment

No. of Respondents =20

HR R SR NR AWM DR
B. Learning Environment F % F % F % F %
1. The school must provide
sufficient chairs and tables 10 50 4 20 2 10 4 20 3.00 R
intended for the students.

2. The school and

administrators must provide 10 50 3 15 4 20 3 15 3.00 R
a well-lighted and well-
ventilated classroom for the
students.
 44

3. The school and parents must

work together to construct a 9 45 5 25 3 15 3 15 3.00 HR
classrooms that are away
from noise and distractions in
order for the students to
focus on their lessons in
class/sessions.
4. The school must provide
library or language room that 11 55 5 25 2 10 2 10 3.25 HR
students can use for reading
activity.
5. The teacher must provide an
adequate space or corner for 12 60 3 15 4 20 1 5 3.30 HR
library or language room for
independent reading of the
students.
OAWM = 3.11 R

Statement c.1 “The school must provide sufficient chairs and tables intended for

the students” has a total score of 60 with a weighted mean of 3.00 which corresponds

to Recommended. Statement c.2 “The school and administrators must provide a well-

lighted and well-ventilated classroom for the students” has a total score of 60 with a

weighted mean of 3.00 which corresponds to Recommended. Statement c.3 “The

school and parents must work together to construct a classroom that are away from

noise and distractions in order for the students to focus on their lessons in

class/sessions” has a total score of 60 with a weighted mean of 3.00 which corresponds

to Recommended. Statement c.4 “The school must provide library or language room

that students can use for reading activity” has a total score of 65 with a weighted mean

of 3.25 which corresponds to Highly Recommended. Statement c.5 “The teacher must

provide an adequate space or corner for library and language room for independent

reading of the students” has a total score of 66 with a weighted mean of 3.30 which
 45

corresponds to Highly Recommended. The table 4.c statements has a total score of

15.55 with an average weighted mean of 3.11 which corresponds to Recommended.

CHAPTER 5

RE-STATEMENT OF THE PROBLEM, SUMMARY OF FINDINGS, CONCLUSIONS

AND RECOMMENDATIONS

This chapter discuss the re-stated problems, the summary of findings, the

conclusion of the researchers, and the recommendations made.

Re-statement of the Problem

This study was a conducted in attempt to answer the following problems:

Problem 1 dealt on the profile of the respondents in terms of sex, age, civil status,

educational attainment, position, number of years in teaching.

Problem 2 determined the strategies being used by the teachers in enhancing the

performance in English of Grade III non-reader pupils and their degree of effectiveness.
 46

Problem 3 determined the difficulties/problems met by the teachers and their degree

of seriousness in terms of content, instructional materials, and learning environment.

Problem 4 focuses on the recommended solutions to the difficulties/problems met by

the teachers and their degree of recommendation.

Summary of the Findings

This study was conducted to determine the performance in English of grade 3

non-reader pupils in District I of Alaminos City Division. The study was conducted in 11

public schools in District I of Alaminos City, Pangasinan namely; Alaminos Central

School (7), Amandiego Elementary School (1), Amambangan Elementary School (1),

Dulacac Elementary School (1), Inerangan Elementary School (2), Landoc Elementary

School (1), Palamis Elementary School (2), Polo Elementary School (2), San Roque

Elementary School (1), Sta. Maria Elementary School (1), and Tawintawin Elementary

School (1,) with a total of 20 teacher-respondents.

1.Profile of the Respondents

Most of the respondents are female and belong to age bracket of 41 years old

and above. Majority of the teachers are also married. Most of the teachers are College
 47

Graduate and with MAEd units. Most of the respondents are Teacher I and belong to

the bracket of 5 years and below in the teaching service.

2. Strategies being used by the teachers in teaching English to Grade III

Non-Reader Pupils and their Degree of Effectiveness

It was found out that the strategies being used by the teachers in enhancing the

performance in English of grade 3 non-reader pupils and their degree of effectiveness is

Effective with an average weighted mean of 3.22.

3. Difficulties/Problems Met by the Teachers and their Degree of Seriousness

It was found out that the difficulties/problems met by the teachers and their

degree of seriousness along content has a total average weighted mean of 2.51 which

corresponds to Serious.

It was found out that the difficulties/problems met by the teachers and their

degree of seriousness along instructional materials has a total average weighted mean

of 2.42 which corresponds to Moderately Serious.

It was found out that the difficulties/problems met by the teachers and their

degree of seriousness along learning environment has a total average weighted mean

of 1.53 which corresponds to Least Serious.

4.Recommended Solutions to the Difficulties/Problems Met by the Teachers

and their Degree of Recommendations

 48

It was found out that the recommended solutions to the difficulties/problems by

the teachers and their degree of recommendation along content has a total average

weighted mean of 3.63 which corresponds to Highly Recommended.

It was found out that the recommended solutions to the difficulties/problems by

the teachers and their degree of recommendation along instructional materials has a

total average weighted mean of 3.49 which corresponds to Highly Recommended.

It was found out that the recommended solutions to the difficulties/problems by

the teachers and their degree of recommendation along learning environment has a

total average weighted mean of 3.11 which corresponds to Recommended.

Conclusions

Based from the analysis of data, the researchers gave the following conclusions:

1. Most of the teachers are female, and belong to the age group of 41 years old

and above, and most of them are married. Most of them have MAEd units

majority are Teacher I and belong to 5 years and below in the teaching

profession.

2. The degree of effectiveness of the strategies being used by the teachers in

enhancing the performance in English of grade three non-reader pupils is

Effective.

3. The difficulties/problems met by the teacher in terms of content, instructional

materials, and learning environment is Moderately Serious.

 49

4. The degree of recommendations to solve problems and difficulties of the

teachers is Highly Recommended.

Recommendations

Based from the result of the study, the researchers respectfully recommended the

following:

1. The teachers should provide vocabulary and comprehension instruction in

every reading activity.

2. The teachers should discuss the different context clues in determining the

meaning of the words in every reading activity.

3. The principal and the teachers should provide localized and conceptualized

materials and use it regularly in reading.

4. The principal, teachers, and PTA officers should have full cooperation to

provide sufficient technologies intended for reading.

5. The school should provide library or language room that students can use for

reading activity.
 50

6. The teachers should provide an adequate space or corner for library or

language room for the independent reading of the students.

THE GREAT PLEBEIAN COLLEGE

Alaminos City, Pangasinan

__________________________________________________________

ENHANCING THE PERFORMANCE IN ENGLISH OF GRADE III NON-READER

PUPILS IN DISTRICT I OF ALAMINOS CITY DIVISION

__________________________________________________________
 51

RESEARCHERS:

Maricris C. Carolino

Jessabel G. Pacpaco

Rinalyn P. De Leon

Trisha Anne Jewel C. Reynaldo