CHAPTER I

INTRODUCTION

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

problem, hypothesis, significance of the study and scope and limitation.

Background of the Study

Reading is one of the important skills in English and it gives

many benefits for us. Reading is the window of the world. By reading, people

can get more knowledge and information from books, magazines,

newspapers, and others. Reading is the most important component in

learning process and social interaction because, first, reading is an

indispensable communication tool in a civilized society. Second that the

reading materials produced in any period of time in history most influenced by

social background. Third, developments, that over the period of the recorded

history of reading has led to two very different poles. (Grey in Tarigan,

(1957:1099).

Reading is bringing meaning to and getting meaning from printed or

written material (Finochiaro and Bonomo in Tarigan, 1973:119). Through the

reading activity, the students can enlarge their knowledge and it can also

make them wise and respectful. Students’ reading ability must be developed.

Teachers have duties to develop their skill and ability. Everything teachers do

in reading class should be designed to build students’ ability to understand

increasingly complex content of the texts. The methods, techniques, and

teaching media that is chosen and used by the teacher will influence the

success of teaching learning process and students achievement. In the

1
teaching reading activities a good method, media, and strategy are needed in

this research.

December 2013, the NSO’s 2010 census of population and housing

(CPH) showed that of the 71.5 million individuals who are 10 years old and

above, 95.5% or 69.8 million were literate or could read and write, this is

higher compared to the literacy rate of 92.3 % recorded in the 2000 CHP.

97.5% literacy rate is quite an impressive figure but if we will take a look at the

result of the National Achievements Test (NAT) on 2012, grade 3 students got

a Mean Percentage Score of 54.42% in English reading comprehension and

58.61% in Filipino (Edutopia.com)

This study aims to present the reading comprehension level among

grade & students and their academic performances. Furthermore, this study

focuses on the reading comprehension level of the Grade 7 students and its

interaction to the academic performance in school

Statement of the Problem

This study seeks to answers to the following questions:

1. What is the reading comprehension level of the respondents?

2. What is the academic performance of the respondents?

3. Is there a significant relationship between the reading

comprehension level and academic performance of Grade 7

students of Adiangao High School for the School Year 2019-2020?

Assumptions

This study is provided with the following assumptions that:

2
 1. The reading comprehension level of the respondents is Instructional

Level.

2. The academic performance of the respondents is fair.

Hypothesis

This study contains one primary hypothesis needed for further

investigation.

Ho: There is no significant relationship between the reading

comprehension level and academic performance of Grade 7 students of

Adiangao High School for the School Year 2019-2020.

Ha: There is a significant relationship between the reading

comprehension level and academic performance of Grade 7 students of

Adiangao High School for the School Year 2019-2020.

Significance of the Study

This research is deemed significant to the following:

Student. This study will help the students to determine whether their reading

comprehension level has something to do with their academic performance.

Teachers. This study will help the teachers to take actions on the reading

comprehension levels of some students (especially when it is declining or

poor) considering their needs, interests and diverse backgrounds.

Parents. This study will help the parents to guide their child/children on the

possible effects of low level of reading comprehension which might affect the

students’ academic performance in class.

3
SchoolAdministrator. The result of this study will help the school

administrators to create or innovate activities that would lessen the rate of

non-readers to their respective school.

Researchers. This study will be a help for the other researchers who wish to

have a guide that is functional for their research. Additionally, they can have

this study as a factor to their study that is related to the level of reading

comprehension.

Scope and delimitation

This study aims to determine the relationship between the reading

comprehension level and academic performance of Grade 7 students. This

study will be conducted in Adiangao High School. Junior High School

Department The school is located at Adiangao, San Jose, Camarines Sur.

This study utilized the reading comprehension level and academic

performance of the students in four different sections of Grade 7. The reading

comprehension level of the students will be based on the result of a series of

test contained in PHIL-IRI or Philippine Informal Reading Inventory conducted

by either the Class Adviser or the English Language Teacher. The Academic

Performance of the students will be their Average Final Rating in all subjects

from first to fourth quarter covered by the school year 2019-2020.

This study does not include factors affecting both the reading

comprehension level and academic performances of the students. In addition,

other factors which may be related but are not defined in this study will not be

covered. The duration of this is study will be from January to May 2020.

4
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the Review of Related Literature from both local

and foreign authors. This chapter also presents the Conceptual Framework,

Conceptual Paradigm, Theoretical Framework, Theoretical Paradigm, and

Definition of Terms.

Review of Related Literature

On Reading

Reading is a highly strategic process during which readers are

constantly constructing meaning using a variety of strategies, such as

activating background knowledge, monitoring and clarifying, making

predictions, drawing inferences, asking questions and summarizing.

Strategies are used in combination to solve problems, to think about text and

to check understanding. Consequently, teaching comprehension strategies

should focus on thinking (Harvey & Goudvis, 2000), problem solving and

monitoring understanding. “Being strategic is not a skill that can be taught by

drill; it is a method of approaching reading and reading instruction. Much more

is required than knowing a strategy; becoming strategic calls for coordinating

individual strategies. This coordinating involves altering, adjusting, modifying,

testing, and shifting tactics as is fitting, until a reading comprehension problem

is solved.” (Trabasso and Bouchard, 2002, p. 186). Reading strategically is

higher order thinking. It involves transforming information and ideas. For

example, summarizing requires evaluating and synthesizing information;

5
making predictions involves combining facts and ideas and making inferences

to formulate a type of hypothesis; making connections necessitates making

generalizing; and clarifying require identifying problems and developing

solutions.

On Reading Comprehension

Reading comprehension (RC)—in contrast to information retrieval—

requires integrating information and reasoning about events, entities, and their

relations across a full document. Question answering is conventionally used

to assess RC ability, in both artificial agents and children learning to read.

However, existing RC datasets and tasks are dominated by questions that

can be solved by selecting answers using superficial information (e.g., local

context similarity or global term frequency); they thus fail to test for the

essential integrative aspect of RC. To encourage progress on deeper

comprehension of language, we present a new dataset and set of tasks in

which the reader must answer questions about stories by reading entire books

or movie scripts. These tasks are designed so that successfully answering

their questions requires understanding the underlying narrative rather than

relying on shallow pattern matching or salience. We show that although

humans solve the tasks easily, standard RC models struggle on the tasks

presented here. We provide an analysis of the dataset and the challenges it

presents. (Tomáš Kočiský, et.al., 2018)

In assessing the Reading Comprehension ability of the learners, it is

important to expose them to various tasks and series of activities to develop

their Higher-Order Thinking Skills (HOTS). Thus, it will make them aware of

6
what they read leading them to easily understand the passage. Furthermore,

the learners will be able to accelerate one level higher from their previous

Reading Comprehension Level.

On Academic Performance

According Chege, Elizabeth Wanjiku (2016), It is common to attribute

poor academic performance to lack of mastery of the particular subject skills.

However, it is possible that this poor performance is due to poor reading

comprehension ability. Local studies have recognized the importance of

reading in academics. However, these have restricted themselves to pupils'

ability to decode. Though decoding is important, the ultimate goal of all

reading is comprehension. This study, therefore, sought to establish the

relationship between reading comprehension and academic performance, and

in so doing provide local empirical data that shows the magnitude of this

relationship for various subjects offered in the primary school level. In

addition, the study investigated the relationship of pupils' reading

comprehension with gender and intelligence. The study was carried out in

Machakos District among Standard Eight pupils in five randomly selected

primary schools.

The aim of this study was to reveal how reading comprehension skills

of elementary fourth graders who have problems in reading comprehension

can be improved by means of the SCRATCH program. The study was

designed as a participant action research. It was carried out within a 15-week

process at an elementary school with middle socio-economic level in the

Eskisehir province in the fall term of the 2015-2016 school years. The

7
participants of the study were eight fourth graders who had problems in

reading comprehension and were selected based on the criterion sampling

method. Different data gathering tools were employed in different stages of

the study. These were the Informal Reading Inventory, readability assessment

rubric, participant selection form and identification forms for developmental

level in reading comprehension for the quantitative data, and observation

notes, a researcher diary, video recordings, teacher and student observation

notes, and the projects the students prepared using the SCRATCH program

for the qualitative data. In the study, the analysis of the quantitative data was

done with correlation analysis, and Kendall W Test that shows inter-rater

reliability. In addition, the identification forms for developmental level in

reading comprehension were used to reveal the improvement in reading

comprehension skills, and the Informal Reading Inventory was employed to

score these forms. On the other hand, the qualitative data were analysed

through the thematic analysis method, and MAXQDA was used for the

analysis. As a result of the analyses, it was found that the reading level of the

eight students who had problems in reading comprehension went up from the

anxiety level to the instructional level in some forms, and even to the

independent reading level in other forms; in other words, there was an

improvement in the reading comprehension skills of all eight students.

The current paper summarizes the problem of K-12 students’

comprehension of text. In an effort to improve reader understanding the

publishing industry has adopted numerous research-based recommendations

to facilitate learning by including visual elements that supplement text: graphic

organizers; pictures; graphics; and digital audio and video supplements.

8
Numerous research studies support the supplementary use of visual/video

and audio adjunct elements to support students’ learning of content. Despite

these improvements a major dilemma remains: How can text seamlessly

intertwine with digital content? Separately packaged video, audio and

computer programs fail to connect a reader immediately to digital content

during the actual text-based reading process. One possible technological

solution to this problem is Touch-User-Interface (TUI) paper-to-digital content

books. Media-rich Paper consists of paper pages, exactly like those contained

in a book, except that the paper lies on top of touch-sensitive panels

programmed to connect instantly to the digital realm via a companion

computer. Such a seamless connection might improve reading

comprehension for all learners. A dual call is articulated for: (1) the

development of this technology specifically for improving reading

comprehension; and (2) the technical evaluation of the effect of TUI/Media-

rich Paper on reading comprehension achievement.

Review of Related Studies

The study of Papatga and Ersoy (2016) aimed to reveal how reading

comprehension skills of elementary fourth graders who have problems in

reading comprehension can be improved by means of the SCRATCH

program. The study was designed as a participant action research. It was

carried out within a 15-week process at an elementary school with middle

socio-economic level in the Eskisehir province in the fall term of the 2015-

2016 school year. The participants of the study were eight fourth graders who

had problems in reading comprehension and were selected based on the

criterion sampling method. Different data gathering tools were employed in

9
different stages of the study. These were the Informal Reading Inventory,

readability assessment rubric, participant selection form and identification

forms for developmental level in reading comprehension for the quantitative

data, and observation notes, a researcher diary, video recordings, teacher

and student observation notes, and the projects the students prepared using

the SCRATCH program for the qualitative data. In the study, the analysis of

the quantitative data was done with correlation analysis, and Kendall W Test

that shows inter-rater reliability. In addition, the identification forms for

developmental level in reading comprehension were used to reveal the

improvement in reading comprehension skills, and the Informal Reading

Inventory was employed to score these forms. On the other hand, the

qualitative data were analysed through the thematic analysis method, and

MAXQDA was used for the analysis. As a result of the analyses, it was found

that the reading level of the eight students who had problems in reading

comprehension went up from the anxiety level to the instructional level in

some forms, and even to the independent reading level in other forms; in

other words, there was an improvement in the reading comprehension skills of

all eight students.

The study of Yu-han Ma and Wen-ying Lin (2015) aimed to investigate

the overall and relative contribution of four subcomponents of vocabulary

knowledge to reading comprehension. The four vocabulary subcomponents

were vocabulary size, word association knowledge, collocation knowledge,

and morphological knowledge. The participants were 124 college students

from a university in Taipei, Taiwan. Six instruments were employed: (1) a

reading comprehension test, (2) a vocabulary size test, (3) a test on word

10
association knowledge and collocation knowledge, (4) a test of morphological

knowledge, (5) motivation attitude scale, and (6) a self-efficacy scale. The

results can be summarized as follows. First, after the effects of motivation and

self-efficacy have been controlled, the four vocabulary subcomponents

altogether contributed significantly (20%) to reading comprehension

performance. Moreover, depth of vocabulary knowledge (including word

association knowledge, collocation knowledge, and morphological knowledge)

provided an additional explained variance (6%) in reading comprehension

performance over and above vocabulary size. Finally, among the three

subcomponents of depth of vocabulary knowledge, collocation knowledge

explained the most proportion of variance (5.6%) in contributing to

performance on reading comprehension. Based on these findings, some

implications and suggestions for future research were provided. This study is

related to the present study because it focused on the relationship between

the reading comprehension and English vocabulary knowledge. It was found

out that there is a strong correlation between reading comprehension and

vocabulary size. Thus, the results of the current study also shed some light on

the interrelationships among vocabulary size, word association, collocation,

and morphological knowledge. 

The study of Marloes M.L. Muijselaar examined the developmental

relations between knowledge of reading strategies and reading

comprehension in a longitudinal study of 312 Dutch children from the

beginning of fourth grade to the end of fifth grade. Measures for reading

comprehension, reading strategies, reading fluency, vocabulary, and working

memory were administered. A structural equation model was constructed to

11
estimate the unique relations between reading strategies and reading

comprehension, while controlling for reading fluency, vocabulary, and working

memory. The results showed that there was a unique effect of reading

strategies on reading comprehension, and also of reading comprehension on

reading strategies.

Reading comprehension is dependent on several cognitive and linguistic

processes. Verhoeven and Perfetti (2008) distinguish letter- and word-level

processes and above-the-word-level comprehension processes. At the letter-

level and word-level, students have to be able to read accurately and fluently.

Also, knowledge of the meaning of the words in the text is necessary to

understand a text (e.g., Hoover & Gough, 1990). At above-the-word level, the

storage of information from the text and integration of this information with

background knowledge is required. These processes involve working memory

(Daneman & Merikle, 1996). According to Pressley (2002), good text

comprehension emerges if a reader is able to predict what the text may be

about, relates information in the text to background knowledge, asks

questions while reading, monitors the understanding of the text, and

summarizes what is being read. For these metacognitive processes, or

reading strategies, to be used during text comprehension, metacognitive

knowledge of reading is an important prerequisite. The current study focused

on the relations between metacognitive knowledge about reading, or

knowledge of reading strategies, and reading comprehension.

12
 Figure 1

Theoretical Paradigm

Gagne’s Conditions
Bloom’s Taxonomy
of Learning The Peter Principle
(Cognitive Domain)
(Verbal Information)

Grade 7 Students

Reading Academic
Comprehension RELATIONSHIP Performance in
Level English

Theoretical Framework

As shown in the Theoretical Framework (Figure 1), this study was

based on the three (3) learning theories: Gagné’s Condition of Learning

(Robert Mills Gagné), The Peter Principle (Laurence Peter), and Bloom’s

13
Taxonomy-Cognitive Domain (Benjamin Bloom). Gagné’s Condition of

Learning was developed by Robert Mills Gagné, an American educational

psychologist. In 1965, he published his book “The Conditions of Learning”. In

his book, he discussed the analysis of learning objectives and how the

different classes of objective require specific teaching methods. The

conditions of learning are Verbal Information, Intellectual Skills, Cognitive

Strategies, Motor Skills and Attitudes. The Philippine Informal Reading

Inventory (Phil-IRI) contains material which aligned to these conditions of

learning. Thus, this material would help the learners to enhance their reading

comprehension skills.

An American educational theorist, Laurence Peter, developed the Peter

Principle which has four levels of competence namely: Unconscious

Incompetence, Conscious Incompetence, Conscious Competence, and

Unconscious Competence. Unconscious Incompetence is the state of not

knowing how to do a task without knowing you don’t know. Conscious

Incompetence is you still don’t know how to do the task but now you know you

don’t know. You are aware of a gap in your knowledge. Conscious

Competence is you can now do the task but it requires a lot of concentration.

Unconscious Competence You can perform the task with ease. This is

achieved by repeated practice. In reading, there are certain instructions that

every learner has to follow. The reading could be done successfully if the

reader understands what he is reading based from the given context,

otherwise, it will make the reader confused maybe because there exists

neither preparations nor interest about it.

14
 Bloom’s taxonomy focuses on the idea that objectives that are related

to cognition could be divided into subdivisions and ranked in order of cognitive

difficulty. The original sub-divisions are Knowledge, Understanding,

Application, Analysis, Synthesis and Evaluation, where Knowledge is lowest

with Evaluation being the most cognitively difficult. Reading is one of skills

which have to be mastered by students. But some students reading

comprehension is weak. The researchers associated these learning theories

to the Grades 7 Students’ Academic Performance and Reading

Comprehension Level because some of the identified principles play vital role

in the development of this Reading comprehension ability.

15
 Figure 2

Conceptual Paradigm

INPUT PROCESS OUTPUT

Collection of the
concepts of data for
the problem

Preparing and
constructing
Students’ Research Tittle Baseline Data on
Academic the Relationship
Performance Communication
Between Reading
letter to the school
Comprehension
Students’ Reading head
and Academic
Comprehension
Statistical Performance
Level
Treatment of Data-
gathered

Analysis and
interpretation of
data

implementation

FEEDBACK
Conceptual Framework

Students Teachers Parents Future Researcher

16
Conceptual Framework

This part of the research involves concepts used as the foundation of

the study. It aims to determine the relationship between the reading

comprehension level and academic performance. (See Figure 2)

The input of this study includes the Academic Performance and

Reading Comprehension Level of the grade 7 students in Adiangao High

School.

The process includes the Collection of the concepts of data for the

problem Preparing and constructing research tittle. Next, the Communication

letter to the school head to ask permission to gather data. Also, the data

gathered was subjected to statistical treatment, analysis and interpretation of

data and implementation.

The output of this study includes the baseline data on the relationship

between the reading comprehension level and academic performance of the

respondents.

Definition of Terms

For better understanding of the study, the following were conceptually

and operationally defined.

Academic Performance. A frequently defined in terms of examination

performance (Cambridge University Reporter, 2003).

In this study the Academic Performance refers to the 1 st Grading Period

Grade Point Average (GPA) of the students.

17
Correlation. The state or relation of being correlated; specifically, a relation

existing between phenomena or things or between mathematical or statistical

variables which tend to vary, be associated, or occur together in a way not

expected on the basis of chance alone (Merriam Dictionary).

In this study correlation refers to the relationship of Reading Comprehension

Level to the Academic Performance of the student.

Reading Comprehension. The level of understanding of a text or message

(Rayner, 2001). In this study reading comprehension refers to the intellectual

processes that are happening in the mind of the student while reading the

text.

18
 CHAPTER III

RESEARCH METHODOLOGY

This chapter covers an overview of methodology used in the study. The

discussion in the chapter is structured around the research design, research

procedure, research instrument, respondents of the study, statistical tool,

population and data analysis.

Research Design

The researchers used descriptive-correlational research design in

order to describe the level of relationship among research variables.

Correlation descriptive research enables to show the relationship between

independent variable and dependent variable of the study. Therefore, this

design deeply interacted in describing the respondents in form of qualitative

and quantitative approaches. The research will analyse in quantitative and

qualitative as well, because the quantitative research is more objective in

measuring data as comprehensive way in forms of graphical methods.

Research Procedure

The researcher requested a copy of Average Final Grade of the

students to their class advisers thru a letter of request. The Average Final

Grade will be obtained by getting the Average (or the Sum of Final Grade per

Quarter divided by the number of quarters, 4). Another letter was sent to their

English Teacher to request for a copy of student’s profile in terms their levels

of reading comprehension using the Philippine Informal Reading Inventory

(Phil-IRI) Materials. The result which was processed by the researchers is

19
only the Post-Test. After the administration of the data needed for this study,

consolidation followed.

Research Instrument

The research instruments in this study are the Grading Sheets of the

students’ class adviser and the Philippine Informal Reading Inventory (Phil-

IRI) summary form. The grading sheets contain the Average of Quarterly Final

Grades of the students. This was given through a hard copy of Electronic-

Class Record (E-Class Record). Moreover, The Philippine Informal Reading

Inventory (Phil-IRI) form contains the summarized information of students’

reading comprehension level which can be either one of the following:

Independent, Instructional, and Frustration. The students were classified

based on their scores in Reading Comprehension Post-Test. (see Appendix

1)

Respondents of the study

The respondents of this study were the Grade 7 students of Adiangao

High School at Adiangao, San Jose, Camarines Sur for the school year 2019-

2020. As shown in Table 1 (Distribution of the Respondents), there were 28

students from Grade 7-Mendel (21 male and 7 female), there were 28

students from Grade 7-Newton (14 male and 14 female). Thus, this study has

a total of 56 student-respondents.

20
 Table 1 Distribution of the Respondents

Grade Level & Section Male Female Total

Grade 7 – Mendel 21 7 28
Grade 7 – Newton 14 14 28
Total 35 21 56

Statistical Tool

Frequency Percentage. This statistical tool was used to express the relative

frequency of the students who belong in each levels of reading

comprehension. It was also used to determine the relative frequency of their

academic performance.

Raw Score
Frequency Percentage ¿ x 100
Total Number of Items

Chi-Square (Test for independence).This was used to identify the

relationship between the reading comprehension level and academic

performance of the respondents in this study.

x 2=∑¿ ¿

Where;

O=the frequencies observed

E=the frequencies expected

∑=summation

Data Analysis

21
 The data gathered were subjected to the following statistical treatment:

frequency count, percentage and chi – square test.

The frequency count determined the number of respondents that

belongs to the reading comprehension level which are “Frustrated”,

“Instructional” and “Independent” .The academic performance scale are “very

low”, “low”, “average”, “high” and “very high”. The percentage determined the

percent of respondents that belongs to the reading comprehension level

which are “Frustrated”, “Instructional” and “Independent”. The academic

performance scale are “very low”, “low”, “average”, “high” and “very high”.

The chi – square test determined if there is a significant relationship

between reading comprehension level and academic performance of the

respondents. All the inferential statistics was set at 0.5 level of significance.

CHAPTER IV

22
 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the presentation, analysis and interpretation of

data gathered by the researchers. This study aims to determine whether there

is a significant relationship between Reading Comprehension Level and

Academic Performance of Grade 7 Students of Adiangao High School S/Y

2019-2020. Present data were studied and documents were examined to

answer the questions communicated in the statement of the problem. The

analytical procedures are arranged according to the sequence of specific

questions.

I. Reading Comprehension Level

The Reading Comprehension Level of the respondents was obtained

from the photocopy of the Phil-IRI Summary which was requested from their

Class Adviser. There are three (3) levels of Reading Comprehension based

from the test scores of the student. The learners who got test score from 1 to

5 are in Frustrated Level, those who got test scores from 6 to 7 belong to

Instructional Level and those who got test score from 8 to 10 belong to

Independent Level. Weighted Mean was used to determine the Reading

Comprehension Level of the Respondents. The following scale was used to

interpret the corresponding weighted mean: 1.33 & below – Frustrated Level;

1.34 to 2.00 – Instructional Level; and 2.01 & above – Independent Level.

The researchers also assigned a code for each of the Reading

Comprehension Level to manage the computation of weighted mean:

Frustrated Level – 1, Instructional Level – 2, Independent Level – 3.

23
 As shown in Table 2, Twenty (20) respondents from Grade 7 Mendel

belonged to Independent Level, five (5) of them belonged to Instructional

level, and there were only three (3) respondents belonged to Frustrated Level.

Moreover, twenty-three (23) respondents from Grade 7 Newton belonged to

Independent Level, five (5) of them belonged to Instructional Level and there

was none of them who belonged to Frustrated Level.

Table 2. Reading Comprehension Level of the Respondents

Grade
Frustrated Instructional Independent Weighted
Level & Description
Level (1) Level (2) Level (3) Mean
Section
7–
3 5 20 2.60 Independent
Mendel
7-
0 5 23 2.82 Independent
Newton

Weighted Mean 2.71 Independent

It was found out that the Reading comprehension levels of Grade 7 –

Mendel and Grade 7 - Newton are both “Independent” with the computed

weighted mean value of 2.60 and 2.82, respectively. Thus, the Reading

comprehension Level combining the two sections is “Independent” with the

computed general weighted mean value of 2.71.

This particular finding implies that the respondents’ Reading

Comprehension Level is Independent. It means that they have adequate

background knowledge for the topic and can access text very quickly and with

very few errors. Thus, they are able to read and comprehend the context or

24
passage without someone helping them to do so. Based from the result, it

may be recommended that the teachers should continue to give activities

which can improve students’ Reading Comprehension skills. The parents

should initiate the reinforcement at home so that the continuity of the practice

is ensured. The Department of Education may provide comprehensive

trainings for the teachers to improve the facilitation of Reading

Comprehension activities.

II. Academic Performance of the Respondents.

The Academic Performance of the Respondents in English 7 was obtained

from their class adviser through a letter signed by the School Head. The

researchers adopted the system to assess the students’ level of proficiency

for a particular academic year. The level of proficiency will be based on the

numerical grades earned by the students in a particular quarter and at the end

of the school year.

The level of proficiency was based on the numerical grades earned by the

students in a particular quarter and at the end of the school year. The

Beginning (B) level was given to students with numerical grades of 74 percent

and below; Developing (D) level for those with grades of 75 to 79 percent;

Approaching Proficiency (AP) for those with grades 80 to 84 percent;

Proficient (P) for those with grades 85 to 89 percent; and Advanced (A) for

those with 90 percent and higher.

The following scale was used to determine the Level of Proficiency of the

Respondents: 0.8 – 1.6, Beginning (B); 0.7 – 2.4, Developing (D); 2.5 – 3.2,

25
 Approaching Proficiency (AP); 3.3 – 4.0, Proficient (P); and 4.1 & above,

Advanced (A).

Table 3. Academic Performance of the Respondents in English 7

Grade Level Weighted

B D AP P A Interpretation
& Section Mean
Approaching
7 –Mendel 0 7 15 6 0 2.96
Proficiency

7 – Newton 0 2 7 14 5 3.79 Proficient

Total 3.375 Proficient

As shown in Table 3, The Academic Performance of the Respondents,

There were fifteen (15) students from Grade 7 – Mendel who belonged to

“Approaching Proficiency” level, Six (7) of them belonged to “Developing”

level, Six (6) belonged to “Proficient” level and none of them belonged to

“Beginning” and “Advanced” levels. Furthermore, among the respondents

from Grade 7 – Newton, fourteen (14) of them belonged to “Proficient” level,

Seven (7) belonged to “Approaching Proficiency” level, Five (5) belonged to

“Advance” Level, Two (2) belonged to “Developing” level and none of them is

belonged to “Developing” level.

It was found out that the level of proficiency of the respondents from

Grade 7 – Mendel in English subject is “Approaching Proficiency” with the

computed weighted mean value of 2.96. Also, the level of proficiency of the

respondents from Grade 7 –Newton in English subject is “Proficient” with the

computed weighted mean value of 3.79. Thus, the level of proficiency

26
combining the two sections is “Proficient” with the computed weighted mean

value of 3.375.

This finding implies that the respondents of the study belonged to

“Proficient” level in their Academic Performance in English. It means that

majority of the respondents have the academic performance ranging from 85

to 89 percent. Student at this level (Proficient Level) has developed the

fundamental knowledge and skills and core understandings, and can transfer

them independently through authentic performance tasks. (Deped Order No.

31, s 2012)

It may be recommended that the students should continuously engage

themselves to meaningful learning activities. The teachers should provide

activities to strengthen the foundation of the learners from simple learning

tasks to complex one. The school administration may conduct culminating

activities related to improving the reading comprehension skills of the

learners.

27
III. Academic Performance and Reading Comprehension Level

Table 4. Pearson r test results for the relationship between reading

comprehension and academic performance of respondents.

Compute
Tabular Level
Statistic d
x2 df of Sig. Decision Interpretation
al Tool x2
value (α ¿
value
There is a

significant

relationship

between Level
Pearson Reject
0.4245 0.2221 54 0.05 of Reading
r Ho
Comprehensi

on Level and

Academic

Performance.

Table 5 shows the summary of the result on the relationship between

the reading comprehension level and academic performance of the

respondents. Since that the computed r valued of 0.4245 is greater than the

tabular value of 0.2221, at 0.05 level of significance and 54 degree of

freedom, the null hypothesis is rejected. It was found out that there is a

significant relationship between the reading comprehension level and

academic performance of the respondents. Furthermore, the result revealed

that there is a weak correlation between the variable as it falls under the

“small positive” strength of association (Appendix 2).

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 Based from the result of this study, it may be recommended that the

School should design programs which can help the students to enhance their

reading comprehension skills. The teacher must be able to implement

activities to further develop good reading comprehension aligned to the

learning competencies of the Department of Education. Parents and other

Stakeholders should help the school administration in the implementation of

such activities.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

29
 Presented in this study are the summary of findings obtained from the

preceding chapters, researchers’ conclusion and proposed a

recommendation.

SUMMARY

The respondents of this study were the fifty-six (56) Grade 7 students

of Adiangao High School. This study was conducted in Adiangao High School,

a public secondary school located in Barangay Adiangao, San Jose,

Camarines Sur. This study was conducted from November 2019-March 2020.

This study used descriptive correlation research design to determine the

relationship between reading comprehension level and academic

performance of the respondents.

Problem No. 1.

What is the Reading Comprehension Level of the respondents?

Findings

The Reading comprehension Level of the respondents is “Independent”

with the computed general weighted mean value of 2.71.

Conclusion

The Reading comprehension Level of the respondents is

“Independent”.

Recommendation

30
` The teachers should continue to give activities which can improve

students’ Reading Comprehension skills. The parents should initiate the

reinforcement at home so that the continuity of the practice is ensured.

Problem No. 2. What is the Academic Performance of the respondents?

Findings

The Academic Performance of the respondents is “Proficient” with the

computed weighted mean value of 3.375.

Conclusion

The Academic Performance of the respondents in English is

“Proficient”.

Recommendation

It may be recommended that the students should continuously engage

themselves to meaningful learning activities. The teachers should provide

activities to strengthen the foundation of the learners from simple learning

tasks to complex one. The school administration may conduct culminating

activities related to improving the reading comprehension skills of the

learners.

Problem No. 3.

Is there a significant relationship between the reading comprehension

level and academic performance of Grade 7 students of Adiangao High

School?

Findings

31
 The computed r valued of 0.4245 is greater than the tabular value of

0.2221, at 0.05 level of significance and 54 degree of freedom, the null

hypothesis is rejected.

Conclusion

It was found out that there is a significant relationship between the

reading comprehension level and academic performance of the respondents.

Furthermore, the result revealed that there is a weak correlation between the

variable as it falls under the “small positive” strength of association

Recommendation

It may be recommended that the School should design programs which

can help the students to enhance their reading comprehension skills. The

teacher must be able to implement activities to further develop good reading

comprehension aligned to the learning competencies of the Department of

Education. Parents and other Stakeholders should help the school

administration in the implementation of such activities.

32
 APPENDICES

APPENDIX A
LETTER OF PERMISSION FOR DATA GATHERING

33
 SHEPHERDVILLE COLLEGE
(FORMERLY JESUS THE LOVING SHEPHERD CHRISTIAN COLLEGE)
Talojongon, Tigaon, Camarines Sur, Philippines
Tel. No. (054) 884-9536 Email Add: lovingshepherdtigaon@yahoo.com

“Excellence in truth in the service of God and Country”

July 23, 2020

GUILLERMO T. OJEÑAR
School Head
Adiangao High School
Adiangao, San Jose, Camarines Sur

Sir,

Greetings of Peace!
We are 2nd year BSED-English students and are presently working on our research entitled,
Reading Comprehension Level and Academic Performance of Grade 7 Students of
Adiangao High School S/Y 2019-2020. This is in partial fulfilment of the requirements in
Language Education Research 2C (Quantitative in which I we are presently enrolled at.

In connection with this, may you please allow us to request a copy of final grades of grade 7
junior high school students as well as their individual Phil-IRI Results for the school year
2019-2020.
Your favorable reply to this request will surely help us gather the necessary data for the
completion of the study.
Thank you very much and God bless.

Respectfully yours,

JAY-JAY A. BARES
CHERRY BUENAVENTE
ALMIRA CYN B. PURISIMA
ARTHUR TRILLES
Researchers

Noted:

DR. WENNA PAGAO

Instructor

Approved:

GUILLERMO T. OJEÑAR
School Head, AHS

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