Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This Chapter deals with the analysis and interpretation of

the gathered data on the learning styles and reading

comprehension strategies of Grade VI pupils of Echague West

District S.Y. 2019-2020.

Table 2
Frequency and Percentage Distribution of Respondents as to Sex
Sex Frequency Percent
Male 83 40.1
Female 124 59.9
Total 207 100.0

Table 2 presents the distribution of the respondents by sex.

Out of the 207 pupil- respondents, 124 or 59.9 percent are female

pupils and 83 or 40.1 percent are male pupils

Thus survey result of the study shall be generated more from

female respondents.
 Table 3
Frequency and Percentage Distribution of Respondents as to Age
Age Frequency Percentage
11 years old 112 54.1
12 years old 86 41.5
13 years old 7 3.4
Beyond 13 years old 2 1.0
Total 207 100.0

The distribution of respondents according to age is

presented in Table 3.

A quick browse of the table reveals that 112 or 54.1 percent

of the total number of respondents were 11 years old. There are

86 or 41.5 percent pupil- respondents who are aged 12, 7 or 3.4

percent who are 13 years old, and 2 or 1 percent were beyond 13

years old.

Apparently most of the respondents are 11 years old who are

on the ideal age to be Grade VI. However there seven respondents

who are 13 years old and two respondents are beyond 13 years old.
 Table 4
Frequency and Percentage Distribution of Respondents as to
Father’s Educational Attainment

Father’s Educational Attainment Frequency Percentage

Elementary Level 6 2.9
Elementary Graduate 24 11.6
High School Level 13 6.3
High School Graduate 105 50.7
College Level 28 13.5
College Graduate 31 15.0
Total 207 100.0

Table 4 shows the distribution of the respondents according

to their father’s educational attainment. Most of the

respondents’ fathers are high school graduates with a percentage

of 50.7 followed by college graduates with a percentage of 15.

College level have a percentage of 13.5.

It can be inferred in the data that high school graduate

fathers are capable to send their children in school despite

unachieved higher educational level. Surprisingly, elementary

level and elementary graduate fathers could also afford to send

their children to school regardless of their educational

attainment. Interestingly, college level and college graduate

fathers are likewise capable to send their children to school.

 Table 5
Frequency and Percentage Distribution of Respondents as to
Father’s Occupation
Father’s Occupation Frequency Percentage
Teacher 1 .5
Farmer 88 42.5
Private/Gov’t Employee 32 15.5
Other 86 41.5
Total 207 100.0

Table 5 presents the Father’s Occupation of the respondents.

Most of them are farmers with a percentage of 42.5. Some of these

farmers are owners of agricultural land while others are tillers.

Other Occupations with a percentage of 41.5 work as laborers such

as carpentry, masonry, construction workers and some are employed

in companies’ suh as magnolia, BMEG and Ifeed. There are also

respondents who work on private and government establishments

with a percentage of 15.5.Mentioned works by the respondents are

insurance agents, office work, military jobs and rescue and POSU

officers. Sadly, only 1 of the father of the respondents works as

a teacher.
 Table 6
Frequency and Percentage Distribution of Respondents as to
Father’s Monthly Income
Father’s Monthly Income Frequency Percentage

5000 pesos – below 99 47.8

5000 to 10000 pesos 43 20.8
10000 to 20000 pesos 14 6.8
20000 to 30000 pesos 38 18.4
30000 above 13 6.3
Total 207 100.0
Table 6 presents the respondents’ father’s monthly income.

Most of the respondents’ father’s monthly income is 5000 pesos-

below followed by 5,000-10,000 pesos, 20,000-30,000 pesos

respectively. Additionally, 10,000- 20,000 pesos and 30,000 above

provide the least population of children being sent to school

with a percentage of 6.8 and 6.3 respectively.

It can be inferred from the profile that not only fathers

who have higher compensations can send their children to school

but also those with minimal income. Interestingly, fathers with

30, 000 and above still patronize public institutions instead of

private institutions the fact that, they can afford to send their

children in private schools.

 Table 7
Frequency and Percentage Distribution of Respondents as to
Mother’s Educational Attainment
Mother’s Educational Attainment Frequency Percentage

Elementary Level 6 2.9

Elementary Graduate 15 7.2
High School Level 20 9.7
High School Graduate 95 45.9
College Level 19 9.2
College Graduate 52 25.1
Total 207 100.0

Table 4 shows the distribution of the respondents according

to their mother’s educational attainment. Most of the respondents

have mothers who are high school graduates with a percentage of

45.9 followed by 25.1 percent who are college graduates, 9.7

percent are high school level respectively. College level have a

percentage of 9.2.

It can be inferred that most parents who graduated young in

high school are required to help their husband in building a

family though they are not yet capable.

It can be also gleaned in the table that Elementary level

mothers are also determined to support their husband to send

their children in school despite lack of education and poverty.

Obviously college can also send their children in school.

Education in the government must give strong advocacy in

family planning and marriage preparation to avoid huge number of

young parents.
 Table 8
Frequency and Percentage Distribution of Respondents as to
Mother’s Occupation
Mother’s Occupation Frequency Percentage

Teacher 9 4.3
Farmer 27 13.0
Private/Gov’t Employee 14 6.8
Other 157 75.9
Total 207 100.0

Table 8 presents the mother’s occupation of the respondents.

Most of them are involve in other occupations with a percentage

of 75.9, Some of these occupations are housekeepers, care takers

and care givers and these occupations are usually have minimal

salary or none at all, but due probably to budget management they

are able to send their children in school.

Table 9
Frequency and Percentage Distribution of Respondents as to
Mother’s Monthly Income

Mother’s Monthly Income Frequency Percentage

5000 pesos – below 91 44.0

5000 to 10000 pesos 41 19.8
10000 to 20000 pesos 17 8.2
20000 to 30000 pesos 31 15.0
30000 above 27 13.0
Total 207 100.0

Table 9 presents the respondents’ mother’s monthly income.

Most of the respondents’ mother’s monthly income is 5000 pesos-

below followed by 5,000-10,000 pesos, 20,000-30,000 pesos

respectively. Additionally, 30,000 above and 10,000- 20,000 pesos

provide the least population of children being sent to school

with a percentage of 6.8 and 6.3 respectively.

It can be inferred from the profile that not only mothers

who have higher compensations can send their children to school

but also those with minimal income. Interestingly, mothers with

30, 000 and above still patronize public institutions instead of

private the fact that, they can afford to send their children in

private schools.

Table 10
Frequency and Percentage Distribution of Respondents as to
Educational Materials at Home
Educational Materials at Home Frequency Percentage

Textbooks 207 100.0

Graphic Organizer 27 13.0
Manipulative Toys 34 16.4
Worksheets 30 14.5
3D Models 12 5.8

Most of the families belong to low income families and it is

obvious that they cannot afford to buy different educational

materials so they just confined themselves in books such as

encyclopedias and dictionaries. Thus, the data reveals a

frequency of 207 and a percentage of 100 percent. However

manipulative toys would seemed to be indispensable in the

enjoyment of learning because using these create fun consequently

yielding the result of 16.4 percent. Likewise, worksheets and

graphic organizers are on their next priority with only few

users-having a percentages of 14.5 and 13 respectively. The 3D

models is found to be as the least respondents resort to for some

3D models are costly and low income families cannot afford to buy

some.

Table 11
Respondents’ Visual Perceptual Learning Style Preference
Learning Styles Mean Description
Visual
I learn better by reading what the 4.49 Agree
teacher writes on the blackboard.
When I read instructions, I remember 4.27 Agree
them better.
I understand better, when I read 4.16 Agree
instructions.
When learning a new skill, I prefer 3.53 Agree
watching someone’s demonstration than
listening.
I learn more by reading textbook than 4.06 Agree
by listening to others.
Overall 4.10 Agree

Table 11 shows an overall mean of 4.10 and with and SD of

1.02 which has a descriptive rating of Agree. The results

suggests that the Grade VI pupils highly prefer visual means of

learning.

The results which are high in the rating scale suggest that

Grade VI pupils are good visual learners. Taking this as a cue,

DepEd teachers may revise their teaching methods to tap into the

potential of the students. They can utilize the idea of of

Ldpride. (n.d.) who described visual learners as people who

“think in pictures and learn best in visual images. They depend

on the instructor’s or facilitator’s non-verbal cues such as body

language to help with understanding. Sometimes, visual learners

favor sitting in the front of the classroom. Accordingly, they

also take descriptive notes over the material being presented”

(Ldpride,n.d.). Also, a study by Kia, Alipour, and Ghaderi (2001)

found that among students at Payame Noor University in Iran,

those with visual learning style have the greatest academic

achievement. Thus result of the study support a guarantee of

these visual learners to be academic achievers and passers.

However, with the least mean 3.53 (SD= 1.272),it can be inferred

further that the respondents learn more from vivid actions and

pictures. This likewise support the idea that Filipinos hard

skill to develop is listening.

Table 12
Respondents’ Auditory Perceptual Learning Style Preference
Learning Styles Mean Description
Auditory
I used to read aloud when reading the 3.53 Agree
text.
I prefer listening lecture than reading 3.80 Agree
textbook.
I remember things what I heard in class 3.94 Agree
better than what I read.
I learn better in the class when 4.27 Agree
teacher gives a lecture.
I learn better when I listen to others 3.02 Agree
in class.
Overall 3.71 Agree

An inspection of the result of the auditory style shows

means of(M=4.27;SD=1.054),(M=3.94;SD=1.034),(M=3.80,SD=1.038),
(M=3.53,;1.249) and (M=3.02;SD=1.472) for statements 4, 3, 2, 1,

and 5, respectively. All of the means including the overall mean

of 3.71 with an SD of 1.169 have a descriptive rating of Agree.

These means are in the highest range on the scale used.

Comparing the overall mean of 3.71 with an SD of 1.169 with that

of the visual style (overall mean = 4.10:SD=1.02), however, it is

lower.

The result indicates that the Grade VI pupils have some

preference on auditory learning style which is good in the

learning process. This construed with the statement of Ldpride,

(n.d.) who informs that individuals with this ability discover

and understand things through listening and interpreting

information by the means of pitch, emphasis, and speed. From

these individuals shall gain knowledge from reading out loud in

the classroom and may not have a full understanding of

information that is written.

 Table 13
Respondents’ Kinesthetic Perceptual Learning Style Preference
Learning Styles Mean Description
Kinesthetic
I prefer learning by doing exercises 3.99 Agree
and drills in the class.

When I do things in class, I learn 4.07 Agree

better.
I benefit more from involving hands on 3.75 Agree
activities than hearing lectures.

I recognize better things in class 4.09 Agree

when I participate in role-playing.

I learn best in class when I can 4.22 Agree

participate in related activities.

Overall 4.02 Agree

Table 13 gave an overall mean of 4.02 with an SD of 1.07

which is within the range with a descriptive equivalent of Agree.

Mean scores of 4.22;SD=991, (M=4.09;SD=1.121),

(M=4.07;SD=.960), (M=3.99;SD=1.112) and (M=3.75;SD=1.174) were

obtained for statements 5, 4, 2, 1 and 3, respectively. The

statements 1 to 5 and the overall mean gave descriptive ratings

of Agree. The fact that, overall, the pupils scored 4.02 with an

SD of 1.07 indicates that the Grade VI pupils tend to learn more

with more activities in the classroom. This means that there is a

potential for the Grade VI pupils to become strong in this

learning style if the teacher encourages this kind of learning

style. A study found out that individuals who are kinesthetic

learn best with and active “hands-on” approach. These learners

favor interaction with the physical world. Most of the time

kinesthetic learners have a difficult time staying on target and

can become unfocused effortlessly (Ldpride,n.d.).

With this result, it can be said that the respondents

learn best through movement and demonstration.

Table 14
Respondents’ Group Perceptual Learning Style Preference
Learning Styles Mean Description
Group
I prefer to work with my classmates. 3.67 Agree

I learn more when I study with a 3.46 Undecided

group.
I study better when I study with 3.30 Undecided
others in class
I enjoy doing assignment with my 3.46 Undecided
classmates.
I prefer to study with my friends 3.57 Agree
group.
Overall 3.49 Undecided

Table 14 shows the mean scores for the group learning style.

Statements 1, 5, 4, 2 and 3 gave means of 3.67;SD=1.378,

3.57;SD=1.411, 3.46;SD=1.416, 3.46;SD=1.416 and 3.30;SD=1.386,

respectively, with an overall mean of 3.49;SD=1.416 which has a

descriptive equivalent of Undecided. Under this grouping, there

are two descriptive rating of Agree.

 Smith et al. offer suggestions for implementing cooperative

learning, and Felder and Brent and Oakley et al. suggest

strategies for overcoming student resistance to learner-centered

instructional methods and helping student groups become effective

teams. Despite the challenges, PBL is a natural environment in

which to develop students’ professional skills such as problem-

solving, team work and self-directed or lifelong learning, and it

provides an excellent format to integrate material from across

the curriculum. Instructors wishing to focus specifically on

these learning outcomes should consider adopting PBL.

The respondents seem to not recognize the benefits of

teamwork in the learning process and do not believe in the old

adage that says, “Iron sharpens iron”.

Table 15
Respondents’ Individual Perceptual Learning Style Preference
Learning Styles Mean Description
Individual
I prefer to learn individually. 4.17 Agree
When I work alone, I learn better. 3.88 Agree
I do my work better when I work myself 3.82 Agree
alone.
I prefer working on task by myself. 3.56 Agree
When I study alone, I understand well. 4.00 Agree

Overall 3.89 Agree

Table 15 is a summary of the result on the mean scores of

the respondents on the individual learning approach to learning.

The mean scores were 4.17;SD=1.152, 4.00;SD=1.153,

3.88;SD=1.270, 3.82;SD=1.281 and 3.56;SD=1.356 for statements 1,

5, 2, 3 and 4, respectively. The five statements showed a

descriptive rating of Agree with an overall mean of 3.89 and an

SD of 1.242 with a descriptive rating of Agree.

The practical benefits of classifying individuals’ learning

styles include “placing them in learning and work situations with

people whose learning strengths are different from their own,

improving the fit between their learning style and the kind of

learning experience they face, and practicing skills in areas

that are the opposite of their present strengths’’ (Hay Group,

n.d., p. 11)”.

The overall result which is within the upper range of the

scale used certainly suggests that individual learning style

among the Grade VI pupils can be a potential means of encouraging

higher academic performance. The result may be interpreted as an

indicator of the recognition by the respondents the usefulness of

this style in their learning. There are times that learning is

better crystallized during self-thinking moments.

 Table 16
Summary of the Five Perceptual Learning Style Preferences
Overall Descriptive
Learning Style Rank
Mean Rating
Kinesthetic 4.02 1 Agree
Visual 4.10 2 Agree
Individual 3.89 3 Agree
Auditory 3.71 4 Agree
Group 3.49 5 Undecided

To decide which the most preferred style is, the means must

be compared to determine which of them is highest and lowest in

the list. However, this is not done so the ranking that is made

here is simply based on the highest mean numeric value. From the

table, it can be seen that Kinesthetic style with a mean score of

(M=4.02;SD=1.02), followed by Visual(M=4.10;SD=1.10), Individual

(M=3.89;SD=1.242), and Auditory (M=3.71;SD= 1.169) These are

given a descriptive rating of Agree. The Group style of learning

which is last in the list showed a mean of 3.49 with an SD of

1.416 with a descriptive rating of Undecided.

Table 17 classifies the different styles based on the scores

given above. The scoring is done using the following sample

scoring sheet adopted from Reid (1984). A sample computation is

given below:
 Score x 2 Another solution

Visual:

Statement No. 6: 4.49 x 2 = 8.98 Mean score 1: 4.49

Statement No. 10: 4.27 x 2 = 8.54 Mean score 2: 4.27

Statement No. 12: 4.16x 2 = 8.32 Mean score 3: 4.16

Statement No. 24: 3.53 x 2 = 7.06 Mean score 4: 3.53

Statement No. 29: 4.06 x 2 = 8.12 Mean score 5: 4.06

Total = 41.02 Total:20.51 x 2

=41.02

Classification: Major learning style preference

The computed score for each learning style is compared and

measured with a given range and given a classification based on

the range where the score falls with an accompanying description

shown in Table 17.

Table 17
Scoring and Classification of the Learning Style Preferences
Total Score Range Classification Description
38 – 50 Major Learning preference
27 – 37 Minor Learning Preference
0 – 24 Negligible

Table 18
 Summary of the Six Perceptual Learning Style Preferences with
their Overall Means and Standard Deviations.
Style Computed Rank Descriptive Rating

Score
Visual 41.02 1 Major learning preference
Kinesthetic 40.24 2 Major learning preference
Individual 38.86 3 Major learning preference
Auditory 37.12 4 Minor learning preference
Group 34.92 5 Minor learning preference

Table 17 is the summary of the scores obtained by the

researcher upon evaluation of the respondents’ scores in each

learning style.

It is shown that among the five perceptual learning styles,

Visual is the major learning style preferred by the respondents

with the highest total score (41.02) that falls under the major

learning class. Kinestheticis ranked number 2 with a total of

40.24. This is followed closely by individual learning styles

with a total score of 38.86 (rank 3), auditory with a total score

of 37.12 (rank 3), group with a total score of 34.92 (rank 5).

These 2 styles fall under the Minor learning range. However Group

learning style is the least preferred learning style of Grade VI

pupils.

Learning styles have their important place in the lives of

individuals. When the individual knows his/her learning style,

she/he will integrate it in th1e process of learning so she/he

will learn more easily and fast and will be successful. Another

advantage of the identification of own learning style by the

student is that it will help the student to become an effective

problem solver. The more successful the individual is at solving

the problems she/he faces, the more control she/he will take over

his/her own life (Biggs, 2001). It is important that individuals

receive education in areas suitable for their learning styles. A

person educated in an area having no relationship to his/her

learning style may lack confidence and s/he may be less

successful; she/he may, as a result, become frustrated.

In consonance with the above claim, Coffield (2004) said

that one of the most significant issues in learning to learn is

an individual’s taking the responsibility for his/her own

learning. Accordingly, the individuals should know what their own

learning styles are and what characteristics this style has and

they should thereby behave according to this style. In this way,

the individual can acquire the constantly changing and increasing

amount of information without the need for the assistance of

others. When the learner takes the responsibility of his/her own

learning, she/he attributes meaning to the process of learning.

She/he develops an understanding of his/her own form of learning

style and becomes much more satisfied with the environments/he

interacts with. Every opportunity for learning is a chance an

individual. It is in the learner’s hand to use different ways and

develop the learning styles to some extent.

 Omrod (2008) wrote, ‘‘Some cognitive styles and dispositions

do seem to influence how and what students learn. . . . Some

students seem to learn better when information is presented

through words (verbal learners), whereas others seem to learn

better when it’s presented through pictures (visual learners)’’

(p. 160, italics in original).

This finding contradicts the study of Naserieh and

AnaniSarab (2013), who found that Iranian learners favoured

kinaesthetic and tactile modalities, and a group learning style.

The findings also contradict Vaseghi et al. (2013), who found

kinaesthetic and tactile approaches to be major perceptual

learning style preferences, and the auditory, group, visual and

individual styles to be less preferred. The findings of the

present study is in line with the research conducted by

Shooshtari (2011), Jowkar (2012) and Gilakjani (2011), who found

that EFL university students mostly favored the visual learning

style.

Table 19
Retelling as Respondents Reading Comprehension Strategy for
Reading Narrative Texts
Reading Comprehension Strategy Mean Description
Retelling
I could sequence the story in the text. 3.95 Agree

I could elaborate certain parts of the 3.94 Agree

story after reading.
I could retell the story by describing 3.97 Agree
the characters.
I could grasp the problem in the story 3.84 Agree
and how solutions were provided.

I could provide the important events and 3.85 Agree

exclude the unimportant.
Overall 3.91 Agree

The retelling skills received an overall mean of 3.91 with

an SD of .614 and a descriptive rating of Agree. It is obvious

from the results that the respondents are mostly fond of

characterizing. They could easily recognize and describe

characters the way they are foregrounded in the text. Sequencing

skill is also present among the skills of the respondents, this

means to say that they are capable to order the events in the

story.

Apparently, pupils could also elaborate significant parts of

the story such as conflict, rising action, climax and resolution.

Furthermore, grasping problems and how solutions were provided

are said to have the least mean which is 3.84 (SD=1.0009). Thus,

teachers should see this as one problem in retelling. Frequent

exercises on grasping problems and providing solutions to it

should exercise after reading a given text.

Table 20
Story Mapping as Respondents Reading Comprehension Strategy for
Reading Narrative Texts
Reading Comprehension Strategy Mean Description
Story Mapping
I use sketches in describing the characters 3.91 Agree
in the story.
I could describe the aspects of setting 3.97 Agree
such as: time, place, and atmosphere.

I could provide the details in the story 4.08 Agree

through the aspects of a plot:
problems/goals, events/episodes, and
resolution or outcome
I provide meanings of the moral of the 3.84 Agree
story through its theme.
I use graphic organizers to understand the 3.75 Agree
story better.
Overall 3.91 Agree

Table 20 showed the story mapping skills of the respondents.

All components skills have the overall mean of 3.91(SD=.666) with

a descriptive rating of Agree. However, there are slight

differences as to mean value in each sub- skill. The highest

regarded mean in story mapping is the ability to provide the

details through plot;problems/goals, events/episodes, and

resolution or outcome with a mean value of 4.08 (SD= 0.999). It

was easy for the respondents to describe the beginning, middle

and ending of the story. Secondly, the respondents are good in

describing time, place and atmosphere as gleaned from the data,

yielding a mean of 3.97 (SD= 1.006). Close to this were the

abilities to use sketches and drawings in describing characters

and in creating graphic organizers to understand the story

better, with a mean of 3.91 (SD= 1.160) and 3.75 (SD= 1.075)

respectively.

Table 21
Predicting as Respondents Reading Comprehension Strategy for
Reading Narrative Texts

Reading Comprehension Strategy Mean Description

Predicting
I have the ability to connect with the text 3.37 Undecided
using my prior knowledge.
I use pictures in predicting outcomes. 2.98 Undecided
I use clues and evidences from the text to 3.06 Undecided
make predictions.
I can revise my predictions in order to 2.80 Undecided
reflect on the clues.
I reflect and extract deeper meanings and 2.92 Undecided
comprehension skills from my prediction.
Overall 3.02 Undecided

Table 21 reveals the component skills in predicting outcome

by the respondents. All components received a mean of 3.02 (SD

1.171) and a descriptive rating of Undecided. This may be due to

what is commonly practice in the classroom by teachers as spoon

feeding, and by just merely reading through the production of

sounds from letters and words without the use of critical

thinking. Likewise, the art of questioning in the classroom may

not be exercised frequently during after reading. It is observed

that there is much focus on describing characters and setting

rather than gaining the skills in predicting outcomes in a text

read. Additionally, teachers may have resort to the traditional

knowledge level questioning after reading that is emphasizing

answers to WH questions.
 The ability to scaffold the text into something that lead

the pupil towards predicting by means of clues, and pictures and

generating in them the drive to extract deeper meanings and

comprehension skills from prediction should be regularly used in

the classroom, especially during activity.

Table 22
Answering Comprehension Questions as Respondents Reading
Comprehension Strategy for Reading Narrative Texts

Reading Comprehension Strategy Mean Description

Answering Comprehension Questions
I was able to answer the WH’s questions from 4.11 Agree
the text.
I can provide vivid actions of characters 3.92 Agree
when asked to describe in the text.
I use prior knowledge in inferring answers 3.74 Agree
based on clues from the text.
I could determine the point of view, tone of 3.83 Agree
the author and mood of the reader.
I make explicit and implicit judgments from 3.71 Agree
the text.
Overall 3.86 Agree

Table 22 shows the result on answering comprehension

question skill of the respondents. All components of the

mentioned have descriptive rating of Agree, with a mean of 3.86

(SD .775). Highest among the component skills as gleaned from

the table is the ability to answer WH’s questions. This is not

surprising at all, since the first step in reading comprehension

is when one was able to answer the questions after an assigned

reading text. The knowledge level questions/WHs are no longer

strange for a reader, because this is the basic activity before

carrying out a higher-level order of thinking skill after in

digesting a text. This level is called the comprehension or

cognitive level of learning, as classified by Bloom, a proponent

on the levels and principles of learning.

Vivid actions as described mostly among characters, found to

contribute more in the skills of the readers, because as per

findings, respondents can describe actions of characters clearly

(Mean-3.92;SD .990).

Likewise, making explicit and implicit judgments from the

text. It can be inferred from the results that pupils are able

to understand the story as to structure, and content, and the

meaning and theme that the text implies, however only few of them

may have used this skill as can be seen in the above tables with

the mean of 3.71(SD 1.231).

Table 22
Summary of the Five Reading Comprehension Strategies for Reading
Narrative Texts
Learning Style Overall Overall Rank Descriptive
Mean SD Rating
Retelling 3.91 .614 1.5 Agree
Story Mapping 3.91 .666 1.5 Agree
Answering 3.86 .775 2 Agree
Comprehension
Questions
Predicting 3.02 1.171 3 Undecided

Table 23 provides the summary of the five comprehension

strategies for reading narrative texts and its overall mean.

Retelling and story mapping are of equal value-3.91 and a

descriptive rating of agree. With these two reading

comprehension strategies, respondents are said to be aware on

their use of these in the classroom. These strategies can also

be intertwined because when on retells, he/she can use a story

map to represent a body of text for easier grasp and of lesser

effort and time. Answering comprehension questions ranked second

(2) with a mean of 3.86. This means that pupils manage to answer

questions freely. However, one surprising result revealed that

predicting outcomes is often an overlooked phenomenon in the

field of reading comprehension. This only has a mean of 3.02 (SD

1.171). This is a problem that has to be properly given

solutions by teachers in the elementary grade. Knowing predicting

outcomes to be an easy skill in reading, it is sad to note that

this is not mastered or habitually exercised by the respondents.

Hence, an intervention program must be proposed for this

difficulty.