CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

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 Lasicam

Perral National 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.

Some studies have shown that the performance (reading comprehension) of

the students is affected by several factors such as: students’ attitude towards reading,
parents’ educational background and the perception of students towards their

teacher’s competency in teaching reading.

Thus, the researcher is trying her best to determine factors influencing students’

reading comprehension difficulties amidst the use of modular distance learning

approach.

Framework of the Study

This study was anchored on the concept of Rizardo and Tabuno (1998) which

indicated that the students’ reading comprehension is affected by several factors.

These are students’ attitudes towards reading, parents’ educational background and

perceptions of the students towards their teachers’ competency in teaching reading.

Many educators and researchers consider interest to be an essential factor in all

learning (Schiefele, 1991). Students who do not enjoy typical school texts often fail to

engage in reading, and may develop lifelong aversion to reading. Even if they are not

initially struggling readers, “reluctant readers tend to gradually lose some academic

ground, because wide reading is related to increase in general knowledge and reading

comprehension” (Williamson & Williamson, 1998).

Moreover, Marquez (2008) said that educational attainment of the parents of the

respondent’s matters. Students whose parents have higher educational background

perform well than those whose parents only attained elementary or high school

education. This is because parents who had higher educational attainment are able to
provide more learning experiences that are essential to the development of the

student’s reading skills and other aspects as well.

According to Hatcher et al.,(2004) when teachers provide explicit reading

instruction, students’ progress more rapidly. Numerous research studies have

demonstrated that when students receive explicit instruction in phonology and

phonics, their reading performance improves at a faster rate (Podhajski and

Nathan,2005).

In addition, Runo (2010) notes that improved reading depends on teachers who

employ appropriate methods in the teacher of reading which will enhance reading

comprehension.

According to the study conducted by Grimm (2008) examined the relationship

between early reading skills and growth in math skills. His study examined third grade

students and found that students who had a higher level of reading comprehension

tended to learn problem solving and data interpretation skills faster than those with

weaker reading comprehension.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

FACTORS AFFECTING
READING
COMPREHENSION
 Students Attitude
towards reading
 Parents educational ACADEMIC PERFORMANCE
attainment IN ENGLISH
 Students’ perception
towards their
teachers’
competency in
teaching reading.

Figure 1. Research Paradigm

 Statement of the Problem

This study aims to determine the factors affecting reading comprehension on the

academic performance of the students in Lasicam Perral National High School,

Gigaquit, Surigao del Norte.

More specifically, it seeks to answer the following questions:

1. What is the degree of influence on the factors influencing reading

comprehension in grade 7 learners amidst the use of modular distance

learning approach in Lasicam Perral National High School in terms of:

1.1 Students attitude towards reading;

1.2 Parents educational attainment; and

1.3 Perception of students towards their teacher’s competency in teaching

reading?

2. What is the level of the academic performance amidst the use of modular

distance learning approach an of grade 7 learners of Lasicam Perral

National High School in terms of English subject?

3. Is there a significant relationship between the factors influencing reading

comprehension and academic performance amidst the use of modular distance

learning approach of Grade 7 learners of Lasicam Perral National High School?

 Hypothesis

This study was guided by a single null-hypothesis tested at 0.05 level of

significance.

Ho: There is a significant relationship between the factors affecting reading

comprehension and the level of academic performance among Grade 7 learners of

Lasicam Perral National High School.

Significance of the Study

This section provides the importance and the possible positive effect of the

research to the following:

Teachers. This research will serve as guide for the English teachers to provide

effective ways or strategies in helping students improve their reading comprehension.

Students. It will help them understand how reading comprehension factors affect

their studies and how they are going to deal with the circumstances.

Parents. Parents will encourage their child to read and at the same time they would

be able to help them by teaching reading at home before going to bed.

School Administration. The result of this study will provide ideas on what reading

interventions should be implemented in order to lessen the number of readers who

belong to frustration level in school.

Future Researcher. The researchers’ only cover three factors; the students’ attitude

towards reading, parents’ educational attainment and perception of students towards

their teachers’ competency in teaching reading. Future researchers may expand this

study by adding variables such as health factor and technological factor.

Scope and Limitations of the Study

This study was limited only to those Grade 7- learners who belong to frustration

level of reading comprehension in Lasicam Perral National High School.

The study aimed to analyze the factors affecting reading comprehension in

correlation with its impact to the student’s academic performance. The study only

limits with the factors that affect the reading comprehension in terms of students’

attitude towards reading, parents’ educational attainment and perceptions of the

students towards their teachers’ competency in teaching reading and on these factors

have great impact to their children’s academic performances.

The primary sources of the data were derived from the information given by the

respondents through the research made-questionnaire. On the other hand, secondary

sources are taken from books, journals and internet sources.