Open Access Indonesia Journal of Social Sciences Vol 4 Issue 2 2021

Open Access Indonesia Journal of

Social Sciences

Factors Influencing Students Reading Comprehension Difficulties Amidst The

Use Of Modular Distance Learning Approach In Mindanao State University Sulu –
Senior High School
Khar-Diya A. Abbas
Faculty, Mindanao State University-Sulu 7400, Jolo, Sulu, Philippines

A R T I C L E IN F O
A B S T R A C T

Keywords:
This research was conducted to determine the factors influencing
Reading Comprehension Difficulties
students reading comprehension difficulties amidst the use of
Factors
modular distance learning approach in Mindanao State University –
Modular Distance Learning Approach
Philippines
Sulu Senior High School. It also aimed to understand reading
comprehension and modular distance learning approach. It
determines the reading comprehension difficulty level during modular
*Corresp onding author: distance learning approach as perceived by the students when they
Khar-Diya A. Abbas are classified in terms of strand.
This study used mix – method. Data were gathered through the use
E-mail address: of Focus Group Discussion and self-made survey questionnaire.
kayediya@gmail.com Weighted mean and t-test were used. Purposive sampling design was
utilized for the selection of the ten MSU – Sulu SHS Teachers and
convenient sampling design was used for the selection of 25%
All authors have reviewed and approved population of MSU – Sulu SHS Students during the school year 2020
the final version of the manuscript. - 2021.
https://doi.org/10.37275/OAIJSS.v4i2.78 The findings of this study revealed that reading comprehension is the
ability of the students to analyze, decode, integrate prior knowledge,
interpret and clearly understand the words, sentence, or
compositions particularly the content and its contexts. The different
strategies used in teaching reading comprehension as well as
different strategies that can be used during the modular learning
approach were presented. The emphasis on modular distance
learning was found that it can be used as an alternative learning
approach that uses self-learning modules. It was also revealed that
both internal and external factors have influence students reading
comprehension difficulties amidst the use of modular distance
learning approach. Students’ perception on reading comprehension
difficulty level during modular distance learning approach is difficult.
There is no significant difference on students’ reading comprehension
difficulty level amidst the use of modular distance learning approach
as perceived by the students that resulted to the acceptance of the
null hypothesis.
The study recommended that the school administrators should
initiate trainings, seminars and workshops about different strategies
that is timely to help their faculty members improve the reading

1
 comprehension of the students. The school administrators should
also supervise their teachers to use strategies that are appropriate
and applicable on the type of learning style they are using. The
teachers should use strategies and learning resources that suits the
kind of learners and the type of learning style they have. The teachers
should also exert extra effort in facilitating the students’ learning
even in the absence of face-to-face interaction. The parents should
guide and monitor their children’s learning at home.

1. Introduction
The call for efficient reading comprehension is
significant and is a necessity in most of the aspects
in learning. During early age, students are taught at
school how to read then later trained to comprehend
what they read. Though many students have learned
to read, Rutzler (2020) showed a disparity by stating
that “the act of reading and the act of comprehending
what you read are two very different things”.
Reading comprehension is defined by Veeravagu,
et. Al., (2010) as “a thinking process by which the
reader selects facts, information, or ideas from
printed materials; determines the meanings the
author intended to transmit; decide how they relate
to previous knowledge; and judge their
appropriateness and worth for meeting the learners’
own objectives”
It is evident that every students experience
reading comprehension difficulties as Clarke,
Truelove, Hulme, & Snowling (2013) and Wong (2011)
concluded that “reading comprehension is a critical
learning skill to all students”. Nevertheless, it is still
necessary for them to learn and master the said skill.
As Ruiz (2015) stated that “students need reading
comprehension skills to successfully accomplish the
educational goals and expectations, which are
required in the classroom settings”. In contrast, it
has been argued by Hoeh (2015) and Mason (2004)
that “not being able to successfully comprehend can
prevent students from learning, retaining information
that they read, and graduating from school, which
will negatively impact different aspects of their lives
later on”.
For many years, the traditional face-to-face
learning approach has always been used in the
educational system. However, due to the deadly
Corona Virus Diseased (COVID-19) that is faced by
the country today, many things had changed. And
that includes the usual face-to-face classes which are
no longer permitted just to protect the health and
safety of both students and teachers. It is believed
that at this time, the impact of COVID-19 has put
students’ learning at risk. In response to this
pandemic, DepEd developed the Basic Education
Learning Continuity Plan (BE-LCP) to ensure that
learning opportunities are provided to our learners in
a safe manner through different learning delivery.
(DepEd Order No. 21, s. 2019; No. 12, s. 2020)
Presently, all schools in the Philippines is in the
state of Distance Learning Education. The school
administrations have to determine on what
alternative learning delivery methods is feasible,
practical and acceptable in their place. As for
Mindanao State University – Sulu Senior High
School, they used the Modular Distance Learning
Approach as an Alternative Learning Delivery Method
during COVID-19. In this type of method, the
teachers provided learning guides, self-learning
modules, and worksheets for the students.
With this kind of situation, it is imperative to
determine factors that makes it difficult for students
to comprehend what they read.
Koda (2007) and Negris (2013) pointed out that
the degree of learners’ vocabulary knowledge, prior
knowledge, and grammatical knowledge are some of
the significant difficulties influencing the reading
comprehension.
Dennis (2008) also elaborates some factors that
affect reading comprehension skill. They are
complexity of the reading text, environmental
influences, anxiety during reading comprehension,
interest and motivation, decoding or word recognition
speed, and medical problems.
Furthermore, it has been said that the influential
factors of the students’ reading comprehension may
not be separated with the influence of students in
learning process. Sadeghi (2007) looked at reading
comprehension as related to two main factors,
internal and external factors. Internal factors are
related to the reader, were things such as cognitive
abilities and strategies, background knowledge, and
affective characteristics. External factors
identified as text modality, text characteristics, time
and place of reading and others.
Thus, the researcher is trying her best to
determine factors influencing students’
comprehension difficulties amidst the use of modular
distance learning approach.
2. Review Of Related Literature
Related Literature
Reading Comprehension has been simply defined
by the K12 Reader Reading Instruction Resources
(2018) as act of understanding what you are reading.
While the definition can be simply stated the act is
not simple to teach, learn or practice. Reading
comprehension is an intentional, active, interactive
process that occurs before, during and after a person
reads a particular piece of writing. The act of reading
cannot be completed without reading comprehension
for it is one of the pillars in reading.
In the publication of K12 Reader
Instruction Resources (2018), it has been said that
When a person reads a text he engages in a complex
array of cognitive processes. He is simultaneously
using his awareness and understanding of phonemes
(individual sound “pieces” in language), phonics
(connection between letters and sounds and the
relationship between sounds, letters and words) and
ability to comprehend or construct meaning from the
text. This last component of the act of reading is
reading comprehension. It cannot occur independent
of the other two elements of the process. At the same
time, it is the most difficult and most important of
the three.
The reading comprehension value could be felt
deeply in childhood especially in adult life. This is
why having the correction and necessary steps to
make it better during the early years is significant.
Failing to solve reading difficulties during students’
early grades dramatically increases the likelihood
that the reading difficulties will follow them into their
adult years (Ford & Opitz, 2008; Samuelsson,
were Lundberg, & Herkner, 2004). Sloat, Beswick, and
Willms (2007) stated that the majority of students
who do not master the skills of reading to learn by
the end of third grade will never learn to read well,
reading have more difficulties with the grade level
curriculum, need ongoing intensive assistance, and
perform less than their classmates’ in reading
achievement and curricular knowledge. Thus, the
critical role that reading plays in students learning
beyond third grade emphasizes the importance of
identifying struggling readers in their early grades
and providing them with the most appropriate
reading strategies (Antoniou & Souvignier, 2007;
Sloat, Beswick, and Willms, 2007). In addition,
students who fail to master reading skills by the end
of third grade, have low motivation for learning,
behavioral challenges, and low academic achievement
(Sloat, Beswick, & Williams, 2007)
In the absence of comprehension, our reading is
meaningless but just more or less watching symbols
on the screen or a books page with our eyes and
Reading
giving them sound. We can imagine that we are being
handed Egyptian hieroglyphics without
understanding them. We may appreciate the beauty
of their words, the possibility that we can analyze a
few meanings from them, but we are not actually
reading its content. It has no meaning at all. People
read for leisure or for other purposes, but
understanding and comprehending will always be the
end goal of it. Jeff Wilhelm (scholastic.com, 2020)
explains in his article published in the website of
Scholastic.com, comprehension requires the reader
to be an active constructor of meaning and
comprehension always attends to what is coded or
written in the text, but it also depends upon the
reader's background experiences, purposes, feelings,
and needs of the moment. That's why we can read
the same book or story twice and it will have very
different meanings for us. We, as readers, are an
equal and active partner with the text in the
meaning-making process of comprehension.
Wilhelm also laid strategies he collected from
researches to be an active constructor of meaning as
reader and simplify it in three points. The strategies
are activating prior knowledge, and connect the
applicable prior experiences to the reading; setting
purposes; predicting; decoding text which means to
identify word and sentence meanings; summarizing
which refers to bring meaning forward throughout
the reading, building on prior information to create
new and fuller meanings; visualizing which is the act
of seeing characters, settings, situations, ideas,
mental models; questioning; monitoring
understanding which is the most salient difference
between good and poor readers is that good readers
know when and often why they are
comprehending; using clarification and corrective
strategies where needed; lastly, reflecting on and
applying the meaning that has been made to new
situations. In the presence of these strategies,
Wilhelm then provided his three key points that can
be analyzed from it. The first is since these strategies
are used every time anybody reads, if your kids don't
use all these strategies, then these are the ones to
teach them first. They have the greatest transfer
value. Second is we need to know how to teach these
strategies and give them over to students (this is
where the featured techniques of think-aloud and
action strategies come in). Simply explaining the
techniques won't suffice. Students need help in the
process of how to do it. Just as explaining how to ski
won't be sufficient to get a novice down the hill,
neither is explaining a text, or explaining
comprehension strategy, going to do the job in
promoting comprehension. Lastly, these strategies
are necessary to reading comprehension in all
situations, but they are usually insufficient to
comprehension. Readers of any text generally go well
beyond these general process strategies as they use
engagement strategies to create a textual world, move
around in it, evaluate it, etc. As students get older
and read more sophisticated texts they must also
learn how to meet the demands of making meaning
with new text structures (argument, classification,
satire, definition, fable, etc.) and new task-specific
conventions (like those to tip off a reader to irony,
symbolism, unreliable narrators, etc.). A reader who
reads a satire or an ironic monologue — or even a
fable, for that matter — using only general process
strategies will not comprehend it. She needs text, and
task, specific strategies to notice that a text is ironic,
and to know what to do as a result.
It was backed up by the same view and research
in reading comprehension. The reading problems
that negatively impact students’ comprehension
the could include one or more of the following:
inappropriate use of prior knowledge, lack of
vocabulary, difficulty of reading fluency, limited
not knowledge of common text stuctures (Gersten,
Fuchs, Williams, & Baker 2011; Graham & Bellert,
2005), difficulty making inferences (Hall, & Barnes,
2017; Jimenez-Fernandez, 2015; Sencibaugh, 2007),
and unfamiliarity with the appropriate strategy
needed to gain meaning from a text (Woolley, 2008).
The presence of these factors could result or cause
the students or learners from understanding what
they are reading and to be successful in the endeavor
to life’s challenges.
Louis Spear-Swerling (readingrockets.org, 2020)
published that patterns of reading difficulty provide
an educationally useful way to think about different
kinds of reading problems, whether those problems
are mainly experiential in nature (e.g., those comm
on among English learners) or associated with
disabilities (e.g., those typical of children with
a
dyslexia). Swerling also provided components in
reading which are the apparent difficulties faced by
students both in face to face class or in modular
distance learning. First is out-of-context word
decoding (and spelling). Her suggestions to aid this knowledge. With online whiteboards, bulletin boards,
are including at least one assessment containing or documents, we can create mind maps or KWL
nonsense words; if nonsense word decoding is weak, charts. Next is monitoring students’ progress.
assessing pattern of difficulties is useful; and spelling Students can get lost in the virtual world, but online
inventories may be useful for screening groups. The monitoring tools help keep them on track.
second component is oral text reading accuracy. Her
Reading Comprehension difficulties amidst this
suggestion to aid this is the consideration whether
modular distance learning will take so much from
the child applies known decoding skills when reading
our students because most of the time, they will be
passages or over-relies on context. Third is oral text
dependent on themselves. This research is of big help
reading fluency. Her suggestion for this is to consider
to school administration, parents, teachers and
whether fluency problems involve 1) poor decoding, 2)
students on the use of modular distance learning in
weak vocabulary/listening comprehension, or 3) both
order not to deviate from learning goals amidst the
areas. Fourth component is oral vocabulary. Her
many factors surrounding the difficulties in reading.
suggestion is the consideration whether weak
Related Studies
vocabulary accounts for weak listening/reading
Reading comprehension is one of the most
comprehension. Next is listening comprehension
complex behaviors in which humans engage
(sentences/passages). To aid this, she advised to
(Elleman, Oslund, 2004). This task is undoubtedly
follow up with multiple measures or more in-depth
difficult to be effectively done without proper
assessment if needed. Lastly, the reading
knowledge on the reading content and the reading
comprehension. Her suggestion is to answer
process itself. The study of Aksan et al. (2009)
comprehension questions about passages read and a
provided that reading comprehension requires the
follow up with multiple measures or more in-depth
effective utilization of cognitive structure and the
assessment if needed.
latter requires sentient behaviours by the individual
In distance learning like in the modular type,
namely, awareness of his own cognition system.
students are often left working independently than in
To have a clear grasp, reading comprehension was
face to face classes. The teachers on the other hand
defined by Kavcar, Oguzkan & Sever (1994) as the
must adjust their way in order to fulfill the end goal
perception, making sense of and comprehension of
of teaching – learning. To do this, the students must
written matters, in more clear words it is to cognize
be able to understand and comprehend what they
in all respects the information, feelings and thoughts
read. Catherine Ferguson (edutopia.org, 2020)
that are desired to be transmitted as they are,
published that in distance learning, we can teach
without having caused any misunderstandings, in its
these skills during synchronous learning as
course and without leaving any doubtful points
preparation for reading that occurs during
behind. This meaning will support the notion that the
asynchronous learning, or we can use our learning
reading process is defeated if it cannot be understood
management systems to create gateway activities so
by the reader.
that students complete pre-reading activities before
Comprehension is a complex process that requires
the reading text is released. We need to intentionally
an active interaction between the students’
adapt the tools we use in our classrooms to online
background knowledge of the context, the purpose of
learning. She also expressed that the teacher must
the reading material, and the level of vocabulary and
make the vocabulary accessible. Another factor she
language used by the authors in order to gain
said was on activating prior knowledge. It is the
meaning of a text (Fountas & Pinnell, 2001;
reading comprehension that improves when we take
Hollenbeck, 2011; Jones, Hughes, Donahue, Parker-
time to connect the new knowledge to existing
Katz, Talbott, & Tatum, 2012; Pardo, 2004; RAND
Reading Study Group, 2002; Snow & Sweet, 2003; ability to understand what they are reading are put
Snow, 2002; Woolley, 2011). at a disadvantage in every educational and personal
On the contrary, the learner’s performance to be life situation (Blair, Rupley, & Nichols, 2007).
unable to comprehend effectively could likely hamper Tausugs must have a complete or even just an
the students learning, retain what they read and reap introductory skill in reading comprehension. Reading
its purpose – understanding, and at the same time it comprehension is a critical learning skills for all
could have a negative impact to the school where students (Clarke, Truelove, Hulme, & Snowling,
they graduated because of their performance in 2013; Wong, 2011) as it is “the process of
reading at their workplace. Reading difficulties simultaneously extracting and constructing meaning
negatively impact different aspects of students, through interaction and involvement with written
including their educational progress, self-esteem, language “(the Rand Reading Study Group, 2022, p.
attitudes about reading and learning, motivation to 11).
read, career choices, social economic status and One of the prevalent issues of reading difficulties
expectation for future reading success. (Sloat, in Sulu is the student’s lack of prior experience
Beswick, and Wilms, 2007; Woolley, 2011). utilizing prosperous reading comprehension.
The making of assignments, projects, Difficulties with reading comprehension is one of the
examinations and other endeavor in school routines most major problems that students with learning
and academic activities require reading disabilities have, which threatens their academic
comprehension. However, without having reading success (Wolley, 2011). Harris & Sipay (1990)
comprehension skills, students cannot accomplish all explained that the control of an individual over his
of that work (Clarke, Truelove, Hulme, & Snowling, reading and reading comprehension is subject to
2013; Wong, 2011). utilization of cognitive strategies and cognitive
The significance of reading comprehension is not awareness. When this will be overlooked from a
for school learning only. Chatman (2015) provided particular perspective, our students in MSU-Sulu will
that in order to successfully interact in everyday l i comprehend best from their reading if they are aware
fe, individuals need reading skills to read and of their cognition and metacognition. It was argued
understand labels, directions, job application forms, by Günes (2000) that understanding comprises of the
and newspapers. mental activities such as examination and election,
Equally important, individuals need reading skills adjudication, translation, commenting, shifting,
in order to be able to have and maintain a job and performing analysis and synthesis and assessment.
successfully engage in different daily activities (Hoeh, The research showed that there are noticeable
2015; Mahdavi, & Tensfedlt, 2013) and live differences upon the cognitive awareness between the
independently (Hoeh, 2015). good and bad readers when it comes to reading
The call for the value of reading comprehension comprehension. As stated by Weir (1998), he said
becomes alarming and significant when we consider that the good readers use various sorts of
the negative consequences of not being able to metacognition strategies in order to assure that they
comprehend through reading during in critical have achieved better reading comprehension. This
situations and scenes. For instance, not being able to contention directs us that in order for a reader to
read and comprehend dosage directions on a bottle of fully understand the text, he must be aware of how
medicine or caution on a container of dangerous his reading process takes place. The literature has
chemicals may put the individuals in a very revealed that awareness and monitoring of one’s
dangerous situation that threaten their safety and comprehension processes are important aspects of
lives (Marshall, n.d.). Those who do not possess the
skilled readers (Alexander & Jetton 2000; Makhtari & Modular teaching is a new approach in classroom
Reichard 2002). settings (Sadiq, 2014). Module was defined by Taneja
The process is complex because it requires (1998) as a unit of work in a course of instruction
students to engage in multiple cognitive activities, that is virtually self-contained and a method of
processes, and skills. These skills involve fluently teaching that is based on the concept of building up
decoding words, understanding the language syntax, skills and knowledge in discrete. UNESCO (1988) on
making inferences, using background knowledge, the other hand referenced in their measures that a
and managing working memory as needed (Fletcher- module is a set of learning opportunities organized
Janzen, Reynolds, & Vannest, 2013; Hollenbeck, around a well - defined topic which contains the
2011; Kendeou, McMaster, & Christ, 2016; Woolley, elements of ordinate dictation, categorical objectives,
2011). edifying cognition activities, and evaluation utilizing
To break away and avoid these pressing issues criterion. A module covers either a single element of
especially regarding its long-term negative effects, the subject matter content or a group of content
teachers must have the need to use and incorporate elements composing a discrete unit of subject matter
reading comprehension strategies in their daily or area of adeptness. A module has placidly defined,
routine of instructional practices in order to grasp objectives; preferably in behavioural form (Daries,
the increase of reading comprehension level of 1981).
students. Although different ways for teaching Modular teaching is novel in MSU-Sulu however it
reading comprehension to students have been is not in Asian countries. Sadiq (2014) said that
investigated by researchers (Ruiz, 2015). Teaching Modular teaching is one of the most widespread and
reading comprehension can be done through recognizes teaching learning techniques in many
explicitly teaching students how to utilize particular countries including other Western countries and
strategies in order to improve their reading Asian region. This modality in teaching is useful in
comprehension skills (Stetter & Hughes, 2010). MSU-Sulu as what Sejpal (2013) said that modular
Several reading comprehension strategies have been teaching considers the individual differences among
administrated as effective tools for improving the learners which necessitate the planning for
students’ understanding of written materials. These adoption of the most appropriate teaching techniques
strategies include, but not limited to graphic in order to help the individual grow and develop at
organizers (DiCecco & Gleason, 2002), collaborative her/his own pace. Aside from being a contingency
strategic reading (Vaughn et al., 2011), peer-assisted plan in educational instruction amidst the COVID 19,
learning strategy (Rafdal et al., 2011), story-mapping modular distance learning goal is to provide
(Zahoor & Janjua, 2013), and self-questioning resources to instructors that will allow them to
(Rouse, Alber-Morgan, Cullen, & Sawyer, 2014). transform their classrooms into active, student-
At present, the entire world is faced by the centered learning environments (Stewart &
disturbing pandemic caused by Corona Virus Disease Wilkerson,1999).
or also known as COVID 19. This pandemic has Regardless of what instruction that the teacher
brought massive changes in all aspects in the way of may use, reading comprehension difficulty will be a
life of human being – politically, economically and hindrance to student’s development. There are
most especially educationally. Currently, MSU-Sulu various researches in relevance to this, however,
have resulted to the utilization of Modular Distance further research about it in the context of this study
Learning. Consequently, MSU-Sulu students faced is lacking. Most especially, the reading
varieties of reading comprehension difficulties comprehension difficulties in modular distance
throughout the modular learning. learning.
 Summary of Literature Review 4. Statement Of The Problem
It was revealed that reading comprehension is the One of the alarming issues that is faced by
act of understanding. Indeed, it is beneficial to the Philippine educational system is the recent rank of
students of MSU-Sulu and the Tausug people in the Filipino students in Reading Comprehension
general. This will not only advance us in academics, conducted by Programme for International Students
but also in life at large. Studies provided that there Assessment (PISA). According to San Juan (2019),
are different strategies to be efficient in reading among the 79 participating countries and economies,
comprehension. These are activating prior the Philippines scored the lowest in reading
knowledge, connecting the applicable prior comprehension in the 2018 Programme for
experience to the reading, setting purposes, International Students Assessment.
predicting, decoding, summarizing, visualizing, Another pressing issue that challenged the
questioning, monitoring, reflecting on, and educational system today is the sudden shift of
application of lexis. education to “New Normal” brought by the COVID-
Meanwhile, distance learning like in modular type 19 Pandemic. Schools nowadays are using different
of learning enhances independency in study. For this kind of learning modality, one of the most common is
reason, the teachers should adjust the learning the Modular Distance Learning Approach. Everyone,
materials and their teaching strategies to the level of most especially the students are barely adjusting to
their learners. Finally, reading comprehension was this new situation that they are facing. Consequently,
revealed that it facilitates distance learning like in the research believes that this “New Normal”
modular type of learning. contributes to reading comprehension difficulty
experienced by the students.

3. Rationale and Purpose Thus, this study was conducted to investigate the

This study aimed to accomplish the following factors influencing students reading comprehension

objectives; difficulties amidst the use of modular distance

learning approach. Specifically, this was guided by
1. To know what is Reading Comprehension.
the following research questions;
2. To know what is Modular Distance Learning
1. What is Reading Comprehension?
Approach.
2. What is Modular Distance Learning
3. To determine the factors that influence
Approach?
students’ reading comprehension difficulties
amidst the use of modular distance learning 3. What are factors that influence students’

approach. reading comprehension difficulties amidst

the use of modular distance learning
4. To find out the reading comprehension
approach?
difficulty level amidst the use of modular
distance learning approach as perceived by 4. What is the reading comprehension difficulty

the students. level amidst the use of modular distance

learning approach as perceived by the
5. To investigate if there is a significant
students?
difference between reading comprehension
difficulty level amidst the use of modular 5. Is there a significant difference on the

distance learning approach as perceived by reading comprehension difficulty level amidst

students when they are classified in terms of the use of modular distance learning

strand. approach as perceived by students when

they are classified in terms of strand?

478
5. Methodology The following 4-point Likert scale was used in the

Research Design analysis and interpretation of the data collected from

This study used Mix-method research. Cresswell the students.

and Clark (2011) defined mix-method research as Sampling Procedure

those studies that include at least one quantitative In this study, the researcher utilized purposive
and one qualitative strand. sampling technique to select the 10 faculty members.

Locale of the Study Random sampling technique was also used to select

The setting of the study was conducted at the twenty-five percent (25%) of the total population

Mindanao State University- Sulu Senior High School of students of each strand.

Department, situated at the middle of Mindanao Data Gathering Procedure

State University – Sulu Campus, Capitol Site, Before gathering the data needed, the researcher
Patikul, Sulu. had presented the guide questions for the Focus

Respondents of the Study Group Discussion and the self-made survey

The respondents of this research were the faculty questionnaire to the research adviser for further

members and students of Mindanao State University comments and suggestions. It was send then to the

– Sulu Senior High School academic year 2020-2021. three (3) experts in research paneling for validation

The researcher used purposive sampling technique in purpose.

selecting the ten (10) faculty members. Twenty-five Upon approval to start conducting the Focus

percent (25%) of the total population of students of Group Discussion and launching the survey

each strand was selected randomly regardless of their questionnaire, the researcher had send again letters

gender and year level. to the equally important individuals. Firstly, the

Research Instruments researcher had send letter to the MSU-Sulu SHS

Director to get approval to conduct her study on the
A Focus Group Discussion and a Likert Scale
said department. Secondly, the researcher had send
Survey Questionnaire serves as the research
letters to ten MSU-Sulu SHS faculty members who
instruments of this study.
will serve as her participants in the Focus Group
The researcher engaged a focus group discussion
Discussion. Lastly, the research had send letters to
with the selected faculty members. A guide questions
the students’ respondents.
were prepared and were thoroughly discussed by the
The questionnaire was administered on the
participants during Focus Group Discussion.
second semester of S.Y. 2020-2021. The researcher
Moreover, a set of self-made Likert scale survey
expected that the retrieval of the questionnaire must
questionnaire was also used to obtain the needed
not less than 90 percent.
information from the students. Both research
instruments were validated by the three (3) experts in Statistical Treatment of Data

research paneling. For the analysis of data, the researcher separately

The Likert scale survey questionnaire was divided analyzed and interpreted the quantitative and

into three-parts. The first part contains the profile of qualitative data.

the respondents. The second part and last part were To answer the problem number 1 and number 2,

the close-ended statements with which the the researcher transcribed the audio recording.

respondents indicated check that corresponds to Content analysis then was used. Robson (1993) &

their answers. Yin (1989) stated that, Content analysis enables a

systematic coding of data by organizing the
information into categories to discover patterns

479
undetectable by merely listening to the tapes or
reading the transcripts. Lastly, data were presented
by the researcher in a narrative form. To answer the
problem number 3 and 4, weighted mean was
employed as a statistical tool to determine the factors
influencing students reading comprehension
difficulties amidst the use of modular approach and
to find out reading comprehension difficulty level
amidst the use of modular approach as perceived by
students. As for answering the problem number 5, t-
test was utilized as a statistical tool to find out the
significant difference on reading comprehension
difficulty level amidst the use of modular distance
learning approach as perceived by students when
they are classified in terms of strand.
6. Result
reading comprehension, and their responses are as
follows:
Participant 1 stated “Reading comprehension is
the ability of an individual to decode the printed text.
And that ability to understand not just the thesis
statement but also the thought of the written
symbols, the written text as a whole.” Likewise,
Participant 2 also said “Reading comprehension is
how the student read with understanding the text,
and symbols most especially.” In addition,
Participant 3 said “Reading comprehension is the
ability of the student to understand and analyze what
he/she reads.” Participant 4 also stated “Reading
comprehension is the ability of the students to
understand well the context.”
Moreover, Participant 5 said “Reading
comprehension is the ability of a certain individual to

This section presents the findings for the results extract meaning or understand the text. And of

of the Focus Group Discussions regarding (1) reading course, it is also the integration of the experience or

comprehension and (2) modular distance learning integration of what the reader already knows about a

approach. In addition, it also includes the results in certain text.” Furthermore, Participant 6 also said

survey on (3) Factors influencing the students “Reading comprehension is when the student knows

reading comprehension difficulties amidst the use of how to integrate their prior knowledge to the text.”

modular distance learning approach and (4) reading Participant 7 stated “Reading comprehension is a

comprehension difficulty level during modular matter of understanding, analyzing, and interpreting

distance learning approach as perceived by the the text that is being decoded.” Participant 8 also

students. It also shows the findings of (5) significant said “Reading comprehension is the ability of an

difference on reading comprehension difficulty level individual to comprehend and understand what

during modular distance learning approach when he/she is reading.” However, Participant 9

students are classified in terms of strand. emphasized that “Reading comprehension is not
merely just understanding the things that the
Reading Comprehension
students have read. But it is somehow the students’
This paragraph contains the responses of the
interpretation on the things that they have read.”
Participants during Focus Group Discussion that is
Lastly, Participant 10 clearly stated “Reading
about reading comprehension. These includes three
comprehension is when someone can clearly
sub questions that are: (1) How do you define reading
understand the sentence or composition particularly
comprehension? (2) What are the reading
the content and its context.”
comprehension strategies you used to improve
Based on their foregoing responses, the
reading comprehension of the students? and (3) What
participants have almost the same definition of
are the importance of reading comprehension to
reading comprehension. They have agreed that
students?
reading comprehension is more on understanding
Definition of Reading Comprehension
and integrating prior knowledge to the context of any
During the Focus Group Discussion, the
reading materials.
Participants were asked on how do they define
Kolmar (2021) said that reading
48
0
comprehension is the Participant 7 said that Moreover, other graphic organizers”.
ability to process “the reading Participants also And then Participant
what is being read, comprehension suggested different 1 also added to this
understand the strategies that I used strategies that can be that “When the day of
meaning the author depends on the type of used to improve the the discussion
tying to convey – both text that the students reading comprehension comes, we
textually and sub are going to of the students. As to brainstorm the
textually – and make comprehend” and Participant 5, he concept of the story,
inferences based on Participant 8 added clearly stated that “For then mapping out the
prior knowledge. that “the reading the narrative text, I ideas, and then let
Ferguson (2020) also comprehension used story map,
them get examples
said that reading strategy to be used retelling, and 5W’s.
based on their own
comprehension actually depends on While as for the
experience”.
improves when we the subject we teach”. Expository text, I used
Participant
take time to connect Additionally, structuring, KWL, and
10 further added that
new knowledge to Participants 1 and 3 “they have need to
existing knowledge. have agreed with the find the synonym or
Strategies to idea “I gave them a antonym of that word
Improve Reading
short story to read”. based on their stock
Comprehension
Whereas, Participants knowledge”.
Another question
2 and 4 has also the Furthermore, the
that was asked
same idea that “I Participant 3 stated
during the Focus
encourage my students that “I let them
Group Discussion
to watch educational analyze the story and
was about the
movies that has ask then to write
different strategies
English Subtitles” and somethings about it.
they used to improve
“I sent my learners That way, I can
the reading
videos that is related assess if they really
comprehension of
to my topic”. Aside understood what the
their students, and
from this, Participant 7 story is all about”.
the Participants’
also confidently said Participant 7 also
responses are as
that “I used to provide stated that “After I
follows:
students with different require them to read
Participant 1
reading materials every something, I either
stated that “The
time I enter the give them on the spot
different strategies
classroom”. Participant recitation or maybe it
that I used for the
3, 6, 7, 8, 9, and 10 happens to be a
past three years in
equally stated “I written works. I
classroom for most is
encourage my students require them to sum
I take into
to read” and up all the things that
consideration the
Participant 6, and 10 they have understood
learners”. She also
clearly emphasize that about the context
added that “I present
“I encourage them to that they have read”.
them a short story
use dictionary”. Just like Participant
that suits their level”.
48
1
7, Participant 8 reading development. It is in fact it is a basic
also further added comprehension of suggested to teach requirement to all
that “I ask them the students”. reading comprehension student when entering
what they have Lastly, skills and strategies at school.” He further
understood about Participant 10 all levels of reading added “I think if you
the text”. Similar concluded that “If development. Teachers have or there is no
to this, Participant there is one at every grade level and reading comprehension
8 also said that “I strategy that can every subject area you are somewhat
often gave them really improve the should always be traveling without
essay questions reading planning how reading destination in the world
because I believe comprehension of assignments will help of reading.”
that we will know the students that is students develop and Moreover, Participant
if the students actually reading. practice skills and 6 clearly stated “I believe
really read the Just like what strategies. that reading
module we have Participant 9 said, Importance of comprehension is
given them”. In Reading
because in reading important or essential
Comprehension
addition, it unlocks the for it help students
As to the question
Participant 10 potential of the understand anything”
that was about the
further said that students. In fact, no which was also agreed
importance of reading
“…the words that less than Bill Gates by all other participants.
comprehension to
they have on average he In addition, Participant 4
students that was
identified they will actually finish also said “Reading
asked during the
be using it or they reading 500 books comprehension is very
Focus Group
are going to use it per month, what essential for students
in a sentence. And Discussion, the
more the students because they cannot
from sentence Participants’ responses
and like us.” understand their module
they will use it are as follows:
As shown on if they can’t comprehend
into paragraph”. Participant 1 stated
their responses well what they are
Relative to this, “The importance of
above, the reading.” Likewise,
Participants 3, 6, reading comprehension
participants have Participant 2 also said “if
8, 9, 10 agreed to the students in this
presented different they do not understand
that time of pandemic for
reading their module they cannot
encouragement me is paramount to as
comprehension answer the given
and motivation as a critical thinking
strategies. activities to them.”
what Participant 8 because reading
However, there are Lastly, Participant 10
said “is a big comprehension is a
some of them who stated “If English is a
factor in basic requirement for
have used common universal language,
improving the every learner in order
strategies, whereas reading comprehension
for them at the end of
is a universal asset to
some used their own that reading the day to answer
students”.
kind of strategy in comprehension is an their modules”.
Based on their given
improving reading area of reading which Participant
requires understanding responses above, the
comprehension of 2 also said “Reading
of strategies that respondents have
their students. comprehension is very
contribute to its clearly stated that
Lenz (2012) stated much important to us
48
2
reading comprehension is Focus Group follows:

indeed important to Discussion that is Participant 8

students for it helps about modular stated “MDLA is a

students in many distance learning form of distance

ways especially in approach. These learning that uses

understanding any includes three sub self-learning modules

reading materials. questions that are: based on the MELCs.

(1) How do you Which means that
Texas Education
define modular the things that we are
Agency (2020) have
distance learning going to teach the
pointed out that the
approach? (2) What student will be the
major goal of
are the different most needed topic or
reading
strategies you used subject that they
comprehension
during modular really need to know.”
instruction is to
distance learning Participant 2 also
help students
approach? and (3) said “It is a type of
develop the
What are your learning where
knowledge, skills
suggested resources learners utilized self-
and experiences
that can help to learning modules be
they must have if
improve students it in printed or digital
they are to become
learning during format or in an e-
competent and
modular distance book.” Likewise,
enthusiastic reader.
learning approach? Participant 4 also
In addition, Rutzler
(2020) have Definition of said “MDL is defined

emphasize that Modular Distance as teachers gives

having excellent Learning Approach learning materials to

reading During the the students. And

comprehension Focus Group they are the one to

skills is crucial. It Discussion, the learn on their own.

increases the Participants were And as a teacher we

enjoyment and asked on how do need to evaluate

effectiveness of they define modular them or put in

reading and help distance learning evaluations,

not only approach, and their questions to follow

academically, but responses are as up if they really learn

professionally, and something.”

in a person’s Moreover, other.” Participant 6 has

personal life. Participant 2 also said the same idea with

Modular Distance “In MDLA students and Participant 2 as he said

Learning Approach teachers does not “MDLA is used by
This paragraph perform face-to-face students and teachers
contains the interaction for they are who are not together
responses of the geographically physically so the
Participants during separated from each students learn by their

48
3
own.” Participant 1 She further added materials to the payment.” He also
further added to what “MDLA I believe is the students whether it is agreed with what
Participant 2 and very ideal type of for free or with Participant 1 have
Participant 6 stated, learning here in Lupah said, as he further
as she also said Sug.” Participant 5 added “And I also
“MDLA also is a self- added “MDLA in agree with
learning module particular it is an Participant 1 when
meaning they learn alternative delivery she said that when
on their own. That is moods during the using modules, the
why we need that pandemic as teachers actually
reading experience by everyone
localize the content of
comprehension.” In in particular here in
the subject matter
addition, Participant the Philippines.”
because we cannot
3 said “MDLA is a Meanwhile, Participant
really explain the
type of learning 9 also said “In times of
content of the book
wherein the students pandemic, this is the
especially in the
could still learn or get most useful type of
subject matter it is
a source of learning that our
also actually under
information even if students could actually
the umbrella of
they are not in the use. So with the help
distance learning
actual classroom or of the modules made
because MDLA
in school. “ by the professors/their
happens when
Furthermore, professors/their
student and teachers
Participant 1 said adviser they could
do not meet in the
“MDLA I think it’s the unlock their
classroom so it could
only alternative knowledge, they could
be supported by
learning approach free themselves to use
virtual approach or
that is suitable for it as a tool for them to
let say phone calls,
the learners here in pass.”
text messages, and
Lupah Sug.” Apart from this,
other approaches.”
Participant 7 Participant 1 said “In
As shown on their
emphasize that MDLA we make used of
responses above, the
“MDLA is the most modules that is not
respondents have
appropriate, exactly individualized
defined modular
applicable, and easy but it is contextualized
distance learning
to access type of meaning we make use
approach differently.
learning at this times. of our knowledge on
However, their ideas
Especially here in the how to augment the
have similarities as
Lupah Sug since face level of learning of our
they have mentioned
to face is highly students to our
that it is a type of
discourage and online subject.” Participant 10
approach that the
class is not that good also clearly said
teachers and
because of poor “MDLA literally
students are
internet connection.” speaking, it is actually
geographically
distributing printed
48
4
separated thus different strategies Participant 9 also said Participant 7 said “Of
they gave self- they used during “In my case last course just like everyone
learning modules. modular distance semester, I was I utilize the production of
Llego (2020) learning approach, handling MIL aside module, distribution of
stated that and the from the fact that I modules and the
“Modular distance Participants’ have given them retrieval of activities is
learning involves responses are as modules I also used really under regarded
individualized follows: the strategy of matter during this
instruction that Participant 1 Participant 8, I let pandemic time.” As
allows learners to stated “In MDLA we them watch video from Participant 2 said “Since
use self-learning have taken into YouTube. Aside from we are using self-
modules (SLMs) in consideration the that, I also have this learning modules during
print or digital media literacy of application of MIL that MDLA, the strategy that I
format/electronic our students.” Then I had downloaded the used if the students do
copy, whichever is Participant 4 said e-book.” not understand the
applicable in the “Actually in finding Relative to this, content and ask
context of the strategies of course Participant 4 also question/s to me, I
learner, and other we need to consider stated “Nowadays the simply give them
learning resources first the interest of interest of the students answers or examples by
like Learner’s the students.” is in technologies like making solutions then
Materials, Whereas, for example movies. So taking a picture of it and
textbooks, activity Participant 5 said if they want movies we sent it to our group
sheets, study “Actually with need to find a movie chat.” While Participant
guides and other regards to this one I wherein that is related 6 said “Well, I just
study materials.” think it depends on to our subject. In encourage my students
Strategies in the connectivity addition, I also use to read during modular

Modular Distance that we have.” videos that will serve distance learning

Learning In addition, as a supplementary approach.”

Approach Participant 5 also idea to my students.” Furthermore,

Another said “For the offline On the other hand, Participant 7 said “One

question that was handy instructional Participant 3 said of my strategies is also

asked during the materials to the “instead of giving link to give supplementary

Focus Group students is very of videos, what I did is explanations, idea to

Discussion was much appropriate I make my own a video students thru group

about the for the offline presentation about the chatting and answering
especially when the artwork that I want their question and
them to do and upload curiosities regarding
area has a limited However, Participant 8
it to Youtube.” He their modules.” In the
connectivity or said “I gave my
further said “Of course same way, Participant
accessibility to the students modules and
when I make a video I 10 also said
internet so you can at the same time I
put explanations in it. I
use offline mode in provide video or send
demonstrate how to do
delivery of learning to them link from the
such thing.”
students what we Youtube to watch.”
Moreover,
called MDLA.” Just like Participant 8,

48
5
“Personally I am learners may ask that. Why? Because
only using social assistance from the info nowadays in
media like fb, teacher via e-mail, the digital era is
YouTube, group telephone, text readily available
chat, under message/instant and is free.
Facebook. And messaging, etc. Everything you
text messages and Where possible, the need. You need to
phone calls.” He teacher shall do answer this
further said, “But home visits to particular subject,
other teachers learners needing we have the
based on my remediation or applications, we
survey they are assistance. Any have internet links,
using google other member of we have resources,
classroom, zoom the family or other we have this so
application, google stakeholder in the called networking,
meet and then the community needs everything is readily
system.” to serve as para- available it is upon

Based on their teachers.” us human to access

given responses, Suggested this thing it is in

the participants resources in virtual space.” As to

have used Modular Distance Participant 4, she

different kind of Learning Approach said “The students

strategies during need the guidance

As to the
modular distance of the teachers
question that was
learning while using the
about their
approach. Though different resources
suggested resources
they used like Google,
to improve students
different strategies YouTube, Facebook,
learning during
they still share Messenger.” This
modular distance
statement of
common goals learning approach
Participant 4 was
and that is to help that was asked
agreed by
students to learn during the Focus
Participant 7, 9 and
something even at Group Discussion,
10.
this time of the Participants’
pandemic. responses are as
Llego (2020) follows:
stated that in Participant 1
Modular Distance said “May I suggest
Learning, “The that the resources
teacher takes the that we must
responsibility of develop and
monitoring the improve at this time
progress of the of Pandemic is
learners. The human resources at

48
6
 Relative to this, Participant 6 stated “In my explanation along with that. Then if ever they have
subject, one of my suggested resources is YouTube question, I am also open for question.”
because they can watch the works of social workers.” Based on their foregoing responses, it is evident
Likewise, Participant 2 said “In my subject math, I that the participants have suggested learning
advise my students watch videos in YouTube so that resources that suits the kind of situation that both
they will learn how to solve problems.” teachers and students are facing during modular
Moreover, Participant 3 stated “In my subject distance learning approach.
aside from video presentation. I gave them page in FB Llego (2020) have enumerated the suggested
that is related to our topic. So that they can get more platforms/resources/mechanism to be used in
information. And of course the google”. Just like modular distance learning approach. And these are
Participant 3, Participant 6 also said “I also uploaded (1) The use of Learning Resources/Modules in
the video made by my past students then let the new multimedia (slides, video and audio files), (2) Digital
students watch it. They can relate to what social Packets (Learning Materials), (3) The use of e-learning
workers is.” materials, and (4) The use of computer-based
On the other hand, Participant 5 said “With learning resources.
regards to this suggested learning resources during Factors Influencing Students Reading
MDLA as a research teacher I tried to find resources Comprehension Difficulties
in the internet but it is quite hard to search and to This section contains factors that may influence
find resources because it gives you different type of the students reading comprehension difficulties
information.” specifically amidst the use of modular distance
Participant 8 said “Since my subject is Personal learning approach.
Development and Disaster Readiness Risk Reduction, The table 1 shows the two main factors.
usually I hate to make module that is lengthy and yet These are the internal and external factors. Each
students will not understand. So I make sure that factor encompasses with ten different statements
what is inside the module is understandable. Aside with its corresponding mean and descriptive
from the module I also used pictures for example in interpretation respectively.
my subject, I put the pictures on it and put a short

Table 1. Factors Influencing Students Reading

Comprehension Difficulties

Statement

Mean

Descriptive
Interpre
Internal Factors
I am not
motivated to
comprehend 2.52
Agree what I am
reading
I experience medical problems

2.52

Agree
I have poor critical thinking skills

2.56

48
7
I have poor ability in decoding the text

I have no
interest on the
topic of the
Disagree reading
material
I have poor
knowledge on
the content
Agree of the
reading
material
I have poor
knowledge on
reading
Agree
comprehensi
on strategies
I don’t like to
comprehend
what
Disagree I am
reading
I have
insufficient
effort to
comprehend
Agree what I
am reading
I have poor vocabulary

48
8
GRAND MEAN 2.507 Agree

External Factors
I am easily distracted when at home 2.77 Agree
I am experiencing family problems 2.87 Agree
I do not have adequate learning 2.67 Agree
resources at home to help me
understand the text
I have no guidance from my parents 2.19 Disagree
I have no guidance from my teachers 2.12 Disagree
Poor quality of reading materials 2.54 Agree
(Ex. Font size, Font style, color, spacing,
etc.)
The light condition at home 2.62 Agree
is not conducive for reading
and comprehending
The noise at home is not conducive for 2.66 Agree
reading and comprehending
The reading activities/exercises given 2.62 Agree
by the teachers is inadequate
The text is complicated 2.58 Agree
GRAND MEAN 2.564 Agree

GRAND MEAN 2.5355 Agree

Legend: 1-1.49 – Strongly Disagree; 1.5-2.49 – Disagree; 2.5-3.49 – Agree; 3.5- 4 – Strongly Agree

The result revealed on Table 1 that with a grand during modular distance learning approach.
mean of 2.5355 the respondents agreed that there However, the respondents disagreed that their likes
are factors influencing students reading in comprehending and their interest on the topic of
comprehension difficulties amidst the use of modular reading materials influence their reading
distance learning approach and these factors are the comprehension difficulties during modular distance
internal and external factors. learning approach.
In summary, there are only four statements On the other hand, the table 1 also shows that
out of twenty which does not influence students the respondents also agreed with a grand mean of
reading comprehension difficulties during modular 2.564 that the External Factors influence the
distance learning approach and these are: Students’ students reading comprehension difficulties amidst
(1) likes in comprehending, their (2) interest on the the use of modular distance learning approach. The
topic of reading materials, and the guidance given to result of the survey showed that the respondents
them by their (3) teachers and (4) parents. agreed that family problems, distractions, learning
As shown on Table 1, with the grand mean of resources, noise, activities/exercises given light

2.507 the respondents agreed that the Internal condition, type of text, quality of reading materials

Factors influence the students reading are some of the factors that influence their reading

comprehension difficulties amidst the use of modular comprehension difficulties during modular distance

distance learning approach. The result of the survey learning approach. Nevertheless, the respondents

showed that the respondents agreed that their disagreed that they have no guidance from their

Vocabulary, effort in comprehending, knowledge on teachers and parents.

the content of the reading materials, ability in Lenz (2012) stress that students reading
decoding the text, critical thinking skills, knowledge comprehension is affected by the reader’s knowledge
on reading comprehension strategies, medical of the topic, knowledge of language structures,
problems, and motivation are some of the factors that knowledge of text structures and genres, knowledge
influence their reading comprehension difficulties of cognitive and metacognitive strategies, their
reasoning abilities, their motivation, and their level of This section contains the perception of students
engagement. on reading comprehension difficulty level amidst the
Reading Comprehension Difficulty Level as use of modular distance learning approach.
Perceived by Students The table 2 below encompasses with twenty
different statements with its corresponding mean and
description respectively.

Table 2. Reading Comprehension Difficulty level amidst the use of modular distance learning approach
as perceived by Students

Statements Mean Description

Motivating myself to 2.73 Difficult
comprehend what I read
Avoiding distractions when 2.80 Difficult
reading and comprehending
Setting reading goals at home 2.57 Difficult
Following my time schedule 2.65 Difficult
to read
Learning reading comprehension 2.55 Difficult
strategies from teachers
Understanding the given 2.50 Difficult
instructions
Increasing my reading 2.68 Difficult
comprehension level
Receiving guidance from 2.54 Difficult
teachers
Exerting effort on reading 2.63 Difficult
comprehension activities
Seeking help from others 2.59 Difficult
Understanding the words 2.64 Difficult
in the reading materials
Understanding the ideas 2.57 Difficult
in the text
Grasping relationship of ideas 2.74 Difficult
inside the reading materials
Understanding the sequences 2.73 Difficult
of the ideas
Detecting the cause and effect 2.74 Difficult
relationship from the content
Generally interpreting the message 2.60 Difficult
Inside the reading materials
Evaluating the text 2.62 Difficult
Applying the ideas I learned in 2.55 Difficult
reading to real life situations
Formulating and rethinking the 2.63 Difficult
ideas in the reading materials
Gaining vocabulary and 2.58 Difficult
Knowledge
GRAND MEAN 2.632 Difficult
Legend: 1-1.49 – Very Easy; 1.5-2.49 – Easy; 2.5-3.49 – Difficult; 3.5-4 – Very Difficult

Based on table 2, with the grand mean of 2.632 category. Which means that it is difficult for the
the result shows that the respondents reading students to perform reading comprehension during
comprehension difficulty level during modular modular distance learning approach.
distance learning approach falls under “difficult”

The finding shows on Table 2 states that it is difficult for the respondents to motivate themselves to
read and exert effort on reading comprehension they learned to real life situations, generally interpret
activities. Likewise, it is also difficult for the and evaluate the context, and formulate and rethink
respondents to follow their time schedule to read and the ideas in the reading materials. Furthermore, the
set reading goals when at home because they see it result also shows that it is difficult for the
difficult to avoid different kinds of distractions respondents to grasp the relationship of ideas inside
especially at home. Moreover, it is also difficult for the reading materials and detect the cause and effect
the respondents to receive guidance from the relationship from its content. It was also evident that
teachers and learn some reading comprehension it is difficult for the respondents to gain vocabulary
strategies from them. Just like how difficult it is to and knowledge that could increase their reading
reach out to their teachers during modular distance comprehension level during modular distance
learning approach, it is also difficult for the learning approach.
respondents to seek help from others.
Significant difference on reading
The result further shows that understanding the comprehension difficulty level
words, ideas and sequence of ideas, and even the
This section contains the significant difference on
given instructions in reading materials is also
reading comprehension difficulty level amidst the use
difficult for the respondents. In addition, the
of modular distance learning approach as perceived
respondents find it difficult also to apply the ideas
by students. Likewise, the reading comprehension
difficulty level as perceived by each strand was also
presented.

Table 3. Reading Comprehension Difficulty Level

t df P-value Decision

Grand Mean Equal variances -1.299 333 .195 Accept the

assumed null hypothesis

The P value is the smallest level of significance for

The .05 level of significance was used. The p-
which the observe sample statistic tells the
value is 0.195 which is greater than .05 level
researcher to reject the null hypothesis. If P value is
indicating that no significant difference exists. Thus,
less than or equal to the (alpha), then it rejects the
it means that the null hypothesis is accepted. This
null hypothesis. If P value is greater than the (alpha),
result implies that there is no significant difference
it accepts the null hypothesis.
on reading comprehension difficulty level amidst the
In Table 3, t-test was used to determine the use of modular distance learning approach as
significant difference on reading comprehension perceived by students whether they are taking GAS
difficulty level amidst the use of modular distance or STEM Strand. For the mean value, see table 4.
learning approach as perceived by students when
they are classified in terms of strand.

Table 4. Reading Comprehension Difficulty Level according to Strand

Gender Mean Description

GRAND MEAN GAS 2.60 Difficult
 STEM 2.67 Difficult

Legend: 1-1.49 – Very Easy; 1.5-2.49 – Easy; 2.5-3.49 – Difficult; 3.5-4 – Very Difficult

7. Discussion Reading comprehension is defined as the ability of

This study aimed to determine the factors the students to analyze, decode, integrate prior
influencing students reading comprehension knowledge, interpret and clearly understand the
difficulties amidst the use of modular distance words, sentence, or compositions particularly the
learning approach. This study also tried to know content and its contexts.
what is reading comprehension and modular Strategies to Improve Reading Comprehension
distance learning approach. It explored further to The different reading comprehension strategies
find out the reading comprehension difficulty level they used to improve the reading comprehension of
amidst the used of modular distance learning the students are as follows:
approach as perceived by the students. This study They take into consideration the kind of learners
also tried to investigate if there is a significant they have. They will see to it that the reading
difference on reading comprehension difficulty level materials they will provide and the strategy they will
amidst the used of modular distance learning use suits the interest of their students.
approach as perceived by students when they are
In addition, the kind of strategies they used
classified in terms of strand.
depend on the subject they taught and the type of
Data were gathered through the use of Focus text of the reading material they gave. Some of the
Group Discussion and self-made survey participants let their students read stories or any
questionnaire. The researcher used purposive reading materials, while as some, let their students
sampling technique for the selection of the ten watch videos or movies that has English subtitles.
Faculty Members of MSU-Sulu SHS that serves as There are also participants who provided different
the participants for Focus Group Discussion. reading materials and encourage their students to
The random sampling technique was used to get read and use dictionary. Moreover, the 5W’s,
the twenty-five (25%) population of students of MSU- brainstorming, finding synonyms and antonyms,
Sulu SHS that serves also as the respondents for the graphic organizers, KWL, retelling, story map, and
survey. The guide questions used in the Focus Group structuring, are also some of the suggested reading
Discussion and the self-made survey questionnaire comprehension strategies to be used in improving the
was validated by the three (3) experts in research reading comprehension of the students.
panelling. All the qualitative data were transcribed, Moreover, the participants always let the students
analyzed and presented narratively. Weighted mean analyze the context and gave an assessment and
and t-test were used for the interpretation of evaluation to students in a form of written works l ike
quantitative data. essay, reflection paper and even sentence
With the careful analysis of data collected, the constructions. By giving these kind of assessment
following significant findings were revealed: and evaluation to students, the participants can have
Reading Comprehension better insights if their students understand well what
Based on the gathered data through Focus Group they have read or if they have learned something out
Discussion, the following are the findings about of the reading materials given.
reading comprehension: Above all, it was also made mentioned and agreed

Definition of Reading Comprehension by the participants that encouragement and

motivation to students to read, read, and read is an

effective strategy to improve the reading comprehension of their students for it was concluded
that “in reading it unlocks the potential of the appropriate, applicable, and easy to access type of
students”. learning at this times. Especially here in the Lupah
Importance of Reading Comprehension Sug since face to face is highly discourage and online
With regards to importance of reading class is not that good because of poor internet
comprehension to the students, all the participants connection”.
have almost the same idea during the Focus Group Strategies in Modular Distance Learning
Discussion. Reading comprehension is vital as they Approach
say for it is a basic requirement for every learner The different strategies they used during modular
when entering school. Likewise, this reading distance learning approach are as follows:
comprehension is also essential for it helps students
They have taken into consideration first the media
understand their modules and any other reading
literacy of the students, consider the interest of their
material especially at this time of pandemic. If
students and also depends on the connectivity that
students do not have reading comprehension, they
they have.
will not understand what is inside their module. And
The most commonly used strategy during
this will result to difficulty in answering the
modular distance learning approach based on their
worksheets given to them and failing the subject in
responses is the production and distribution of
general. It was clearly stated that “If English is a
instructional materials such as modules and e-book.
universal language, reading comprehension is a
The use of social media such as Facebook,
universal asset to students”. Therefore, reading
messenger for group chats, and Youtube are also in
comprehension is indeed vital to every student.
demand at this time. Likewise, the use text messages
Modular Distance Learning Approach
and phone calls are also accommodating when using
The following are the findings during Focus Group
modular distance learning approach.
Discussion about modular distance learning
There are some participants who make their own
approach:
video presentation about the subject. On the
Definition of Modular Distance Learning contrary, there are also participants who only
Approach encourage their students to read.
Modular distance learning approach is defined as Suggested resources in Modular Distance
an alternative learning approach that uses self- Learning Approach
learning modules be it printed or digital format or an
The suggested learning resources that will help
e-book. The content of subject matter in modular
improve students learning during modular distance
distance learning approach is actually localized and
learning approach are as follows:
contextualize by the teachers and is based on the
The human resources, different resources such as
MELCs.
Google, Youtube, Facebook, Messenger, Video
In this type of approach, teachers and students
presentations made by the past students, and the
are geographically separated which means that they
self-learning module.
do not meet in the classroom. Hence, the teachers
The following significant findings of this study
give learning materials to students whether with
was also revealed:
payment or for free and the students will be the one
a. Both Internal and External Factors influence
to learn on their own. However, modular distance
the students reading comprehension
learning approach can be supported by any other
difficulties amidst the use of modular distance
approaches. This type of approach is “the most
learning approach.
 b. The reading comprehension difficulty level 8. The teachers should work collaboratively with
amidst the use of modular distance learning their colleagues to help address the reading
approach as perceived by the students is in the comprehension difficulties experience by the
“difficult” category. students.
c. There is no significant difference on the 9. The teachers should conduct remedial classes
reading comprehension difficulty level amidst for students who experience reading
the use of modular distance learning approach comprehension difficulties.
as perceived by students when they are 10. The school supervisors together with the class
classified in terms of strand. adviser should call the attention of the
students’ parents who are experiencing

8. Recommendations reading comprehension difficulties and who

In the light of the findings and conclusion of the have low performance in school.

study, the following recommendations are worth

forwarded: 9. Conclusion
1. The school administrators should initiate Based on findings of the study, the following
trainings, seminars and workshops about conclusions are forwarded:
different strategies that is timely to help their Reading comprehension is indeed vital to
faculty members improve the reading students most especially at this time of pandemic
comprehension of the students. where majority of the schools are using modular
2. The school administrators should supervise distance learning approach as an alternative learning
their teachers to use strategies that are method. Despite the sudden shift of education to
appropriate and applicable on the type of “New
learning style they are using. Normal”, students’ learnings still remain the top
3. The teachers should use strategies and priority of the teachers specifically in Mindanao State
learning resources that suits the kind of University – Sulu Senior High School. The teachers
learners and the type of learning style they have fully given attention in choosing the appropriate
have. strategy and resources to efficiently and effectively
4. The teachers should exert extra effort in improve their students reading comprehension
facilitating the students’ learning even in the especially at this time.
absence of face-to-face interaction. However, it is not easy to improve reading
5. The parents should guide and monitor their comprehension of students. As it was revealed in this
children’s learning at home. study that students who are taking GAS and STEM
6. The school supervisors should send from their Strand are continuously experiencing reading
faculty members to attend trainings, seminars comprehension difficulties especially at this time of
and workshops be it in local, national or pandemic as there are factors influencing it.
international to learn strategies in teaching The researcher had carefully analyzed and
reading comprehension that is timely. interpreted all the gathered data in this study.
7. The school supervisors should require the Nevertheless, it is still advisable to rely on the given
teachers who was sent by the school to attend findings as this study covers a wide scope. Hence,
trainings, seminars and workshops to conduct further studies about this research is still

a re-echo program in their respective school. recommended.

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