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Background of the Problem

The Department of Education (DepEd) mandated to ensure access to quality basic

education for all Filipinos which is committed to engage in various national and

international system assessments to guide its efforts to address the challenges of

improving the quality of basic education to be at par with the other nations. However, the

result of the reading comprehension level of the Philippines in the 2018 Programme for

International Student Assessment (PISA) was really very alarming. Among 79

participating countries and economies, the Philippines scored the lowest in reading

comprehension in the aforementioned assessment as well as in Mathematics and Science

(OECD, 2019).

In the United States of America, it was recorded by the International Assessment of

the Adult Competencies Literary Scale (2012) that adults achieved an average literacy

proficiency score of 270 on a scale of 0 to 500 or three points below the international

average score of 273. These results indicated a need to examine current practices in

reading comprehension instruction since it is so complex and requires multiple cognitive

skills and stored memory.

In the Philippines, a study conducted by Cabasan (2011) revealed that of the 33

students, only two college students (6%) were categorized in the independent level, 11

college students (33%) were in the instructional and 20 college students (61%) were in

the frustration level. Only two college students then could read with thorough

understanding of the materials presented to them without assistance. Moreover, more

than half of the students are in the frustration level or known as the struggling readers.

Relatively, the deteriorating performance of Filipino students in the national and

international mathematics tests for the last decade was attributed to the low reading
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comprehension level of the students. Studies showed a correlation between reading and

mathematics (Imam, 2013). Reading compression is a complex balance between

recognizing printed symbols and interpreting the meaning behind the symbols (Dennis,

2011). Once a student is low in reading comprehension, a student would also be low in

interpreting mathematical symbols as well as in word problems.

The lack of increase in reading ability could be tied to the rise to technology, as the

survey also found that reading habits have also changed in this digitally-focused

generation. The findings in studies showed that students seem to read less for leisure and

to read fewer books of fiction, magazines or newspapers because they want to (as

opposed to because they have to). Instead, they read more to fulfil practical needs, and

they read more in online formats, such as chats, online news or websites containing

practical information. In fact, the survey found an increase in students who find reading

“a waste of time”, and that fewer students read for enjoyment purposes (PISA, 2019).

Moreover, the ability to comprehend written and spoken languages as well as to

communicate ideas and concepts are vital in one’s growth and progress. Access to

knowledge in the various disciplines is made possible through comprehension and

communication and through the mastery of the several study skills, habits and attitudes,

one can develop the enthusiasm necessary in the continual persistence of learning

(Shippen, Houchins, Crites, Derzis & Patterson, 2010). Therefore, one that is unable to

comprehend and communicate well in any forms is deprived of a wonderful learning

experience in the life as a person (Cimmiyotti, 2013; Shin, Davison, Long, Chan, &

Heistad, 2013; Quirk, & Beem, 2012). Reading is essential to life and reading with
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comprehension is the chief justification why we read, understanding what the text is all

about (Lastrella, 2010).

Along with these foregoing premises, this study would like to determine the level

of the reading comprehension skills of the Grade 7 students of Tabango National High

School S. Y. 2019-2020. Consequently, the study would provide the teachers with a

proposed intervention Reading Program that will be developed to address the reading

comprehension difficulties after the culmination of this research pursuit.

Conceptual Framework

Input Process Output

1. Demographic Profile
a. Age
b. Sex 1. Profiling Proposed Intervention
c. Socio-economic Status 2. Survey Reading Program
d. Parents’ Highest
Questionnaire
Educational Attainment
3. Data Analysis
2. Reading
Comprehension Level

Figure 1
Research Paradigm

Figure 1 shows the research paradigm with input variables which are the

demographic profile of the respondents such as the age, sex, socio-economic status,

parents’ highest educational attainment, and the reading comprehension level of the grade

seven (7) students of Tabango National High School S. Y. 2019- 2020.

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The research paradigm also shows the process used which were the profiling of

the respondents, survey questionnaire, and the data analysis.

The output of the research paradigm shows a proposed intervention reading

program.

Statement of the Problem

The primary purpose of this study was to determine the level of reading

comprehension skills of the grade 7 students of Tabango National High School Tabango,

Leyte.

Specifically, this study sought to answer the following question:

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

a. age;

b. gender;

c. socio- economic status; and

d. parents’ highest education attainment?

2. What is the level of reading comprehension skills of the grade seven (7) students

of

Tabango National High School S.Y. 2019-2020?

3. Is there a significant relationship between the level of comprehension skills of the

respondents when grouped according to profile variables?

4. Based on the data gathered and analyses made, how may the reading

comprehension

skills be enhanced to address their concerns in reading comprehension?

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Definition of Terms

In order to facilitate better understanding of this study, the following terms were

operationally defined:

Critical Thinking are the questions found in the reading comprehension test that

was used in determining the main idea and supporting details, the sequence of events and

the overall structure of text.

Intervention Reading Program refers to the reading program to be implemented

to address the poor reading comprehension skills of the students.

Parents’ Highest Educational Attainment is the highest attained level of

education of both parents.

PISA is a worldwide Organization for Economic Cooperation and Development

that assesses students’ knowledge in reading comprehension, mathematics, and science.

Reading comprehension skills is the ability of the students to understand a reading

selection and answer the comprehension questions.

Socio-economic status is the parents’ monthly income.

Vocabulary is a part of the test questionnaire that the respondents will be

identifying from the words in a paragraph from the given definitions.

Significance of the Study

This study aimed to share valuable insights for the Level of Reading

Comprehension skills of the Grade 7 Students of Tabango National High School S. Y.

2019-2020.

This study would be significant to the following:

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Administrators. The result would give an insight to the school administrators on

the level of the reading comprehension skills that will guide the development of the

needed skills for decision- making related to curriculum offering and reading program.

Teachers. The identified level of reading comprehension skills of the students

would help and guide the secondary teachers in planning for intervention programs that

would develop the reading comprehension skills of the students.

Students. This research would be a great help to the students to achieve a better

performance in reading comprehension skills by increasing their capacity to read,

understand, and think more critically in reading with printed materials.

Future researchers. This would serve as a guide and basis for the future

researcher with related topic. Aside from that, this would be beneficial to other

researchers who will have similar studies as they can get background information from

the results of the study which would serve as template to modify their research work.

Scope and Limitations of the Study

The study was conducted in Tabango National High School Tabango, Leyte in

which the target respondents were the grade seven (7) students from the current school

year (2019-2020).

The study was focused on the Reading Comprehension Skills of the grade seven

(7) students of Tabango National High School S. Y. 2019-2020.

This study considered every aspect of the student’s personal information that

would reflect their reading comprehension skills as well as their age, gender, socio-

economic status, and parents’ highest educational attainment. Each respondent was given
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a questionnaire to be answered regarding this study wherein the scores they attained was

basis for the level of reading comprehension skills.

Review of Related Literature

This chapter reviewed some of the relevant existing literature to the study of Level

of Reading Comprehension Skills.

Reading is essential to life and reading with comprehension is the chief

justification why we read, understanding what the text is all about (Lastrella, 2010).

Reading compression is a complex balance between recognizing printed symbols and

interpreting the meaning behind the symbols (Dennis, 2011).

Reading comprehension is a cognitive process that requires myriad skills and

strategies. Numerous programs are design to improve reading comprehension: summer

reading, read to succeed, student’s book clubs and battle of books. However according to

the U.S department of education, millions of students progresses each year without the

necessary reading skills. Reading comprehension involves various factors such as

background knowledge, vocabulary, fluency, active reading skills; critical thinking that

must work together.

Reading is one of the four important language skills that should be mastered by

students. It is one of the ways for getting knowledge that cannot be separated from every

learning process and it does not only happen in educational field but also in our daily life.

For getting knowledge and information, people read books, magazines, newspaper, and

advertisement and etc. Notion states that reading is a source of leaning and enjoyment. It

can help students learn a new vocabulary and grammar. It also makes them enjoy the

reading. They can learn more and by reading.

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In addition, the goal for all reading instruction is for students to read for

understanding and growth of vocabulary and knowledge. Reading comprehension is the

culminating point where learners have reached the point where they are no longer

learning to read, rather now reading to learn. Learners used the skills acquired when

learning to read in order to facilitate learning through comprehension. Studies have

shown that reading comprehension will aid ELL students in vocabulary development.

Furthermore, reading comprehension falls under the umbrella of active processing

and requires intentional and thoughtful interaction between the learner and text (Jones

and Mixon, 2015).

Reading can be seen as an “interactive” process between a reader and a text which

leads to automatically. It is a dynamic process in which the reader works actively to

construct meaning from the material. In this process, the reader interacts dynamically

with the text as he or she tries to elicit the meaning. Therefore, students must be able to

adjust their reading to fit the type of material being presented. Effective readers are

involved in the process of reading and look for many actively. Ineffective readers play

passive role during reading. They do not connect the text material with their prior

knowledge. In other words, students can combine their background. (Ahmad, 2009).

The level of reading comprehension of the 124 Education students enrolled during

the first semester of the academic year 2017-2018 in one of the catholic universities in

Davao City is satisfactory with a descriptive level of moderate (Vasay, et.al., 2016).

Of the four reading dimensions, the Alternative Learning System-Accreditation and

Equivalency (ALS-A&E) clientele registered a good performance in the literal level but

poorly performed in the inferential, evaluative, and creative dimensions (Labarrete,

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2019). As to the study skills competencies, outlining and semantic mapping were their

top concerns but they were nevertheless good in locating thesis statement and very good

in book parts familiarization. Considering these findings, it is the imperative for the ALS

implementers to revisit their pedagogic practices relative to the teaching of reading as a

macro language skill especially on the areas were their clientele need instructional related

interventions.

The relation between reading strategies and reading comprehension has also been

examined through intervention studies. Reviews has consistently shown effects of

interventions aimed to enhance the knowledge and use of reading strategies, on

intervention related measures of reading comprehension. However, effects where fluently

small and sometimes even absent on standardized measures of reading comprehension

(Edmonds et al., 2009; Gersten, et. al., 2001; National Reading Panel, 2000). Also, in

more recent studies, not included in earlier reviews, the effects of strategy interventions

on standard reading comprehension tests were small or absent (Droop, et. al., 2016;

Scammacca, et. al. 2015, Wassenburg, et. al., 2015).

Research Design, Population and Sampling

This study on the Level of Reading Comprehension Skills of the Grade Seven (7)

students of Tabango National High School S.Y. 2019-2020 used quantitative descriptive

research design of investigation.

For the purpose of this study, the target populations were the grade seven (7)

students of Tabango National High School who have been enrolled for the S. Y. 2019-

2020. This population was chosen, because these students are still Grade 7 and that the
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teachers and administrators can still do something to improve their reading

comprehension skills.

The sampling method in the study was simple random sampling which each member

of the subset has an equal probability of being the respondents. A sample chosen

randomly that is consider as fairway of selecting a sample large population. In addition,

the researcher’s used fish bowl sampling method which was done by listing all the

respondents in separate pieces paper with the names which they were the sample

population.

A set of entities in which all the measurements of interest to the researchers that

were prevented and the total set from which the individual’s study were the chosen

population in this study were the grade seven (7) students in Tabango National High

School. The researchers covered three hundred forty-six (346) students as its population.

The researchers divided to take sample insuring to remain study’s credibility. The

researchers identified the target population by using formula or getting the sample size of

the population to avoid biases in which it results to a total number or one hundred eighty-

six (186) as a sample size of a research.

Table 1
Distribution of Respondents

Sections Frequency Percentage

Rosal 58 16.76

Adelfa 58 16.76

Jasmine 60 17.34

Zinnia 60 17.34

Gladiola 52 15.02
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Ilang- Ilang 58 16.76

Total 346 100%

The respondents involved in this study were the grade seven (7) students of

Tabango National High School S. Y, 2019-2020.

In this investigation, the table below shows the number of respondents from

Tabango National High School grade seven (7) students.

Data Collection Procedure and Instrument

Data collection was one of the procedures that the research gathered reliable data

for the study. This section covered and determined the data collection procedures. To

gather data the researchers, used a reading material.

The research utilized a reading material that was attached with the questionnaire.

It consisted of two parts: the first part was the demographic profile and the second part

was the reading selection with comprehension questions after it.

The reading material that was administered to the respondents was taken from

Science Research Associates (SRA) Reading Laboratory Kit. It works by color-coding

portions of reading materials based on the reading ability level required. It

emphasizes the role of the student in directing his own learning, assessing his

own skills as he works his way up through the levels. The age range runs from

kindergarten age through to grade 12 and beyond.

The said reading comprehension skills test were given to the respondents

during the agreed time and location after being granted by the school principal. After a

holistic orientation, the assessment commenced. The respondents were given an hour, and

a half to answer the assessment material. Answering over time was strictly prohibited and
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that the researcher monitored and supervised the entire session. After the respondents

answered all the assessment tool within the allowed time, they were then retrieved and

subjected for analyses.

DATA INTERPRETATION AND ANALYSIS

This chapter highlights the presentation of the findings data analysis and a

discussion of the study in the line with the set objective. Also, the collected data by the

researchers from the one hundred eighty-six (186) students in Tabango National High

School. The data and information gathered by giving test questionnaires.

For a clearer interpretation of the data that were gathered from the survey

questionnaire, the researcher used the following statistical procedures:

1. Simple Percentage. These statistics were used in describing the demographic

profile of the respondents in terms of age, gender, socio-economic status and educational

attainment.

The formula for computing these statistics were as follows:

P = F / N (100)

Where: P = computed percent

F = Frequency for each class or category

N = Total number of respondents

100 = constant multiplier to change the decimal into percentage value

2. Mean Percentage Score. This procedure was used to measure the mean

percentage score of the respondents. All the scores of the respondents were added, then it
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was divided by the number of respondents (Mean), then it was divided by the number of

items.

The formula for computing:

MEAN = (∑SCORES)
( N )

MPS = (MEAN/Items)*100

Where:

WM = Computed Weighted Mean

∑ = Summation symbol

N = Total number of frequencies

Items = no. of items of the Reading Comprehension Test

The following scale was used in interpreting the computed weighted mean.

Weight Scale/Range MPS Qualitative Interpretation

5 4.21 – 5.0 90 and above Advanced

4 3.41 – 4.20 85 - 89 Proficient

3 2.61 – 3.40 80 - 84 Approaching Proficiency

2 1.81 – 2.60 75 - 79 Developing

1 1.00 – 1.80 74 and below Beginning

3. Analysis of Variance or ANOVA. This statistical technique was used to show

difference between two or more means or components through significance tests:

3.1 If there is a significant difference between the level of reading comprehension

skills of the respondents when group according to profile variable such as the age,

gender, parents’ highest educational attainment.

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FINDINGS

The findings are discussed in sequence according to the format of the test

questionnaires.

1. Demographic Profile of the Respondents

1.1. Sex

Table 2 shows the frequency and percentage distribution of the grade seven (7)

students’ profile.

Table 2
Distribution of the Respondents’ Personal Profile in terms of Sex

Sex Frequency Percentage

Male 88 47.31 %
Female 98 52.69 %
Total 186 100 %

It can be gleaned from Table 2 that the male students in Tabango National High

School have a total number of eighty-eight (88) respondents or 47.31 and ninety-nine

(98) or 52. 69 female respondents.

Data show that there are more female respondents of the grade seven (7) students

of Tabango National High School. Aside from that, the number of male respondents of

the grade seven (7) students in Tabango National High School almost the same number of

respondents with only difference of ten (10) respondents.

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1.2. Age

Table 3
Distribution of the Respondents’ Personal Profile
in terms of Age

Age Frequency Percentage

17 and Above 2 1.08%
14-16 24 12.90%
11-13 160 86.02%
Total 186 100%
Mean age 12.95 or 13 years old

Table 3 shows the frequency and percentage distribution of the students as to age

from eleven (11) to seventeen (17) years old and above with the mean age of 12.95 or

thirteen (13) years old wherein most of the respondents are eleven (11) to thirteen (13)

years old.

1.3 Parents Highest Educational Attainment

Table 4
Distribution of the Respondents’ Profile in terms of
Parents’ Highest Educational Attainment

Parents Highest
Frequency Percentage Rank
Educational Attainment
Not attended School 2 1.08% 5.5
Elementary 72 38.70% 1

High School 63 33.87% 2

College 39 20.96% 3
Master 8 4.30% 4
Doctorate 2 1.08% 5.5
Total 186 100%

Table 4 shows the distribution of the respondents’ profile in terms of parents’

highest educational attainment.

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Table 4 further shows the frequency and percentage distribution of the student’s

profile as a Parents Highest Educational Attainment. It shows that the parents’ highest

educational attainment is elementary level which has the highest percentage with

seventy-two (72) or 38.70 percent of parents’ highest educational attainment; sixty-three

(63) or 33.87, High School; 39 or 20.96, college; 8 or 4.30, masters and 2 or 1.08,

doctoral which is the lowest parents’ highest educational attainment.

It can be gleaned from Table 4 that the highest percentage on the educational

attainment of the respondents’ parents is 72 or 38.70% which is elementary level. This

only means to say that the highest educational attainment of most of the respondents’

parents is elementary level. However, the least percentage on educational attainment are

doctorate and have not attended school with 1.08% or 2. This only means to say that only

a few of the respondents’ parents have attended school or are in the doctorate level.

2. Respondents’ Level of Reading Comprehension Skills

Table 5 shows the level of reading comprehension skills of Grade 7 students of

Tabango National High School S.Y. 2019-2020.

Table 5
Level of Reading Comprehension Skills

RESPONDENT MEAN PERCENTAGE DESCRIPTIVE RANK

SCORE (MPS) RATING
S
NEEDS
MALE 50.27 2
IMPROVEMENT
NEEDS
FEMALE 56.49 1
IMPROVEMENT
NEEDS
TOTAL 53.38
IMPROVEMENT

It can be posited from table 5 that the female respondents got an MPS of 56.49%

while the male respondents got 50.27%. This only shows that the female respondents are
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better in terms of reading comprehension skills than the male respondents but both males

and females need improvement in their reading comprehension skills.

This can be corroborated in the study of Paz (2018) wherein both the interpretive

and critical levels of reading comprehension of the Grade VII students were fair.

3. Difference on the Reading Comprehension Skills of Respondents when Grouped

According to their Demographic Profile

Table 6
Difference on the Reading Comprehension Skills when Grouped
According to the Respondents’ Demographic Profile

Demographic Profile df F Sig. Decision/

Interpretation
Sex 4 1.23 0.2981 Accept Ho
181 Not significant
185
Age 4 0.81 0.5188 Accept Ho
181 Not significant
185
Parents’ Highest 4 1.09 0.3620 Accept Ho
Educational Attainment 181 Not significant
185
ns – not significant at the 0.05 alpha level of significance; Ho is
accepted.

Table 6 shows the analysis of variance on significant difference on the reading

comprehension skills when grouped according to the respondents’ demographic profile.

It can be gleaned from Table 6 that there is no significant difference on the

reading comprehension skills when grouped according to the respondents’ profile as to

sex, age, and parents’ highest educational attainment (Sig. = 0.2981, 0.5188, and 0.3620).

The null hypothesis that there is no significant difference on the reading comprehension

skills when grouped according to the respondents’ demographic profile is accepted.

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This means that the reading comprehension skills of the respondents do not vary

as to their sex, age, and parents’ highest educational attainment. The demographic profile

of the respondents does not affect the reading comprehension skills of the respondents

because these are acquired skills which just needs to be developed and enhanced.

These findings can be corroborated with the findings of Tabrizi (2019) wherein

One-way ANOVA was utilized to get a meaningful guarantee for the homogeneity of the

participants’ reading comprehension level on pre-test. In order to run ANOVA, first, the

homogeneity of variances was checked. Findings show the equality of variances [F (4,

115) = 0.398, p = .80 > 0.05] on the pre-test, so ANOVA can be applied. Table 3 of his

study showed the difference between the groups in their pre-test results was not

statistically significant (F = .015, p = 1 > .05). Therefore, it was concluded that there was

no statistically significant difference among the groups prior to the study.

CONCLUSIONS

1. The typical student - respondents of the study is 13 years, mostly are female and

parents’ highest educational attainment is elementary.

2. The students’ level of reading comprehension skills is at the lowest level which is

“needs improvement.”

3. There is no significant difference on the reading comprehension skills when grouped

according to the respondents’ demographic profile is accepted. The reading

comprehension skills of the respondents do not vary as to their sex, age, and parents’

highest educational attainment.

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RECOMMENDATIONS

Based on the findings and conclusions arrived in this study, the following

recommendations are herein posited to improve the reading comprehension skills of the

students:

1. Schools must have a Full Implementing Functional Reading Program in order to

improve the reading comprehension skills of the students.

2. Schools must enhance and do more researches in improving the reading

comprehension skills of the students.

3. There should be close monitoring of the reading abilities of the students as well as

with the comprehension skills and most especially the reading programs of the

schools.

4. There should be a sharing of best practices in the enhancement of reading

comprehension skills within the division for other teachers to imbibe through a

quarterly journal.

5. Teachers should be given a seminar on teaching strategies on reading

comprehension skills.

6. This study is recommended for further studies so as to broaden the spectrum in

research as to the enhancement and improvement of the reading comprehension

skills of the students.

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References

Cabarse, J. et. al. (2018). Math and Science Performance on Reading Comprehension: A
Symbolic Regression Analysis. 7. 11.

Imam, O. A. (2016). Effects of Reading Skills on Students’ Performance in Science and

Mathematics in Public and Private Secondary Schools. Journal of Education and
Learning. Vol. 10 (2) pp. 177-186.

Imam, Ombra, et. al. (2013). Correlation between Reading Comprehension Skills and
Students’ Performance in Mathematics. International Journal of Evaluation and
Research in Education (IJERE). 2. 10.11591/ijere.v2i1.1803.

Jones, K., & Mixon, J. R. (2015). Six easy and beneficial strategies for an inter-culturally
responsive classroom. Journal of English Language Teaching, 5(2), 1-6.

Labarrete, R. A., (2019). Reading Comprehension Level and Study Skills Competence of
the Alternative Learning System (ALS) Clientele. PUPIL: International Journal of
Teaching, Education and Learning, 3(1), 220-229.

OECD (2019), PISA 2018 Assessment and Analytical Framework, PISA, OECD
Publishing, Paris, https://doi. org/10.1787/b25efab8-en.

Paz, J. R. (2018). Reading Comprehension Levels in English among Grade 7 Students in

Caraga State University, Philippines, Education, Vol. 8 No. 1, 2018, pp. 5-8. doi:
10.5923/j.edu.20180801.02.

Tabrizi, H. (2019). The effect of soft vs. hard scaffolding on reading comprehension skill
of EFL learners in different experimental conditions. Cogent Education Volume 6,
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Vasay, M. G., e. al. (2016). Level of Reading Comprehension of the Education

Students. ARETE, 4(1).
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