1

CHAPTER I

PROBLEM AND ITS BACKGROUND

Introduction

Reading is a means of language acquisition, of communication, and of sharing

information and ideas. Like all language, it is a complex interaction between the text

and the reader which is shaped by the reader’s prior knowledge, experiences, attitude,

and language community which is culturally and socially situated. The reading

process requires continuous practices, development, and refinement.

Reading is also considered as a mental process. It is the mother of all study

skills and one of the most valuable skills a person can acquire. In like manner reading

is a complex process, thus it cannot be taught in isolation. Moreover, reading is not

merely an ability to recognize written or printed words, but it also refers to putting

meaning to what you read and drawing a unified thought of what is read.

Reading as a field of teaching is considered one of the important areas of

teaching if not actually the most important ever. It is said to be one of the most

necessary academic skills. Besides, it is a major pillar upon which the

teaching/learning process is built. The reading ability plays a central role in the

teaching/learning success at all educational stages. Having any difficulty in this skill
 2

will result in variety of consequences on all subjects of study, since reading includes a

variety of sub-skills.

According to Bernardo (2009), reading is an essential part of learners’ daily

lives. Learners read every day. They read the daily newspapers, instructions in recipe

books, road signs, television manuals and even electric bills. Students across year

levels also read an array of instructional materials like books, journal articles and

other valuable references. Hence, days would not go by without reading anything they

could lay their hands on.

He also expounded that reading is indispensable. Through reading, learners get

to know the world around them and they are able to travel around the globe to meet

new faces and experience wondrous events they never encountered before. As what

Francis Bacon posits, “Reading maketh a full man.” This implies that they create a

total view of themselves and the environment they live in through reading, making

learners whole, complete, learned and persons that matter.

According to Caper (2014), reading is one of the most important tools in

learning. It enables one to ponder the mysteries of the world, explore accumulated

knowledge and contemplate the unknown. One begins to uncover some answers to

questions, he is stimulated by raise questions and to continue his pursue for deeper

understanding. It is basically a life skill. It occupies a high place of significance in a

child’s learning and personal growth. It is a cornerstone of a child’s success in school

and indeed throughout life.

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Likewise, it is in school that the child is expected to learn how to read. This

tremendous task is entrusted to the teacher, the administrative and to school in

general. Thus, reading as a school subject cannot be refused underestimated or under

evaluated. Skill in reading is a fundamental factor, a must and need which will enable

and improve the child succeed. The child’s ability to read and comprehend may spell

the difference between success and failure to cope with his subjects. It is through skill

in reading that a child can have an access to the other content in other subjects of the

total school program.

As such, reading is given emphasis by the teachers especially on its

comprehension. Reading specialists believe that many pupils become poor readers

when they have acquired poor study habits and negative attitudes. If this is so, then

many deficiencies of pupils can be prevented. In teaching field it was found that pre-

reading experiences had significant effect in teaching pupils how to read. Recent

studies revealed that it was easier to teach children to read if they had acquired and

mastered the reading readiness skills.

This study became springboard to the teachers in understanding better their

pupils and in devising ways and means to propagate learning and knowledge. It

also served as an eye opener for teachers and parents in order to solve the problems of

non-readers and promotes higher level of understanding in reading. In the same

manner, the study provided remedy regarding the factors affecting the reading

comprehension of the students.

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Statement of the Problem

This study was designed to assess the different factors affecting the reading

comprehension and its implication in the academic performance of Grade 7 students

of San Isidro High School, Sta. Ana, Pampanga.

More so, it sought to answer the following research questions:

1. How is the demographic profile of the respondents described according to:

1.1 age;

1.2 gender and;

1.3 sections?

2. How may the respondents described the factors affecting their reading

comprehension in the following dimensions:

2.1. family;

2.2. peer influence;

2.3. school and;

2.4. study habits?

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

comprehension and the academic performance of Grade 7 students?

4. What are the suggestions of the respondents to improve the factors affecting their

reading comprehension?

Significance of the Study

Reading comprehension is the crucial link to effective reading -- a strong factor

in the students’ educational and professional lives. This is a process of simultaneously

extracting and constructing meaning through interaction and involvement with

written language. It emphasizes both the importance and the insufficiency of the text

as a determinant of reading comprehension.

The findings of this study would be more beneficial to the following:

To the Students

This study can promote better ways to improve their abilities in reading. It can

also help the students to set reading comprehension as the heart and goal of reading.

To the Teachers

The primary purpose of this study is to provide the teachers with effective

teaching techniques to enhance the skills in encoding and decoding of reading

materials and how they can handle with these reading problems.
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To the School Administrators

The result of this study is useful for them to undertake more useful research to

adopt and implement programs that could strengthen the weak points of the teachers

and students and further enhance their strong points.

To the Parents

They may be able to help their children develop reading skills by constant

monitoring of their ability and spending time to have reading discussion at home and

helping the teachers in enhancing their children with intellectual development.

To the Future Researchers

It will serve as their basis in collecting data and information needed in relation

to their chosen problem.

Hypothesis of the Study

 There is no significant relationship between the factors affecting the reading

comprehension and the academic performance of Grade 7 students in English.

 There is a significant relationship between the factors affecting the reading

comprehension and the academic performance of Grade 7 students in English.

 7

Scope and Delimitation

This study involved the Grade 7 students of San Isidro High School, Sta. Ana,

Pampanga. The present study involved 51% or 161 Grade 7 students from the total

population of 314. Furthermore, the major task of this study was to determine the

factors affecting the reading comprehension and its implication in the academic

performance of the students during school year 2015-2016.

The study was delimited to the demographic profile of the respondents as

described according to their age, gender, section and the problems encountered by

them that affect their reading comprehension skills and to their academic

performance.
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Conceptual Framework

INPUT PROCESS OUTPUT

 Demographic  Administration and  Factors Affecting

Profile Retrieve of the the Reading
 name Survey Comprehension of
 age Questionnaire Respondents
 gender
 section  Conduct  Implications in the
Unstructured Academic
 The Reading Interview Performance
Comprehension
 Analysis,  Recommendations
 Academic Interpretation and Offered by the
Performance of Presentation of Respondents
Respondents Data

Figure1. Factors Affecting the Reading Comprehension

and Its Implication in the Academic Performance of Grade 7 students

of San Isidro High School, Sta. Ana, Pampanga

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Definition of Terms

To facilitate a comprehensive understanding of the research endeavor, the

following are defined lexically and operationally:

Aesthetic Reading. It is a reading to explore the work oneself.

Bottom-Up. It means when the listener relies on the language in the message.

Comprehension. This refers to understanding and perceiving a written text in order

to understand its contents.

Cognitive. It involves conscious mental activities.

Decoding. It is a process of translating a printed word into a sound.

Dyslexia. It is an impaired ability to learn to read.

Efferent Reading. It is a reading to “take away” particular bits of information.

Encoding. It is putting a sequence of characters.

Explicit. Stated clearly and in detail, leaving no room for confusion or doubt.

Factor. It is anything that contributes causally to a result.

 10

Inference. This refers with reasoning or drawing a conclusion.

Metacognitive. It is the awareness or analysis of one’s own learning or thinking

processes.

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter aims to present related studies and important concepts gleamed for

literatures that have been found to be useful in the conceptualization of the present

study. Likewise, the study pertains to the reading comprehension levels of the

students by different expertise. The reviewed literature and studies provided sufficient

information regarding the variables involved in the study.

Since reading comprehension is multifaceted and requires the synchrony of a

number of reading related processes in order to derive meaning from text. Research

on reading development has focused overwhelmingly on the acquisition of basic

decoding skills while the development of comprehension has been relatively

neglected. As a result, there is little research to explain why the harmonious

relationship between decoding and reading comprehension sometimes becomes

dissonant.

Foreign Literature
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Before children learn to read, they are dependent on oral language and pictures

to make sense of the world around them. Once children begin to grasp the alphabetic

principle, they are increasingly able to use their understanding of orthography and

phonology to read words, strings of abstract symbols that represent concepts in their

world. This shift from the concrete to the abstract is not abrupt. Rather it is a gradual

process that occurs as students gradually acquire proficiency with the symbolic

system. However, for many students, especially those who experience difficulties

learning to read, the development of word recognition skills acts much like a traffic

bottleneck on a highway. Regardless of students’ level of listening comprehension,

they have to learn the process of word recognition, much like every car on the

highway, regardless of its power or speed, must slow down and pass through the

bottleneck. Once through this bottleneck, the speed and power of a car again become

paramount. Similarly, once children learn how to read words, their proficiency with

language comprehension once again becomes an important contributor to their

understanding of texts.

Swerling (2005), opines that independent reading is children’s reading of test.

Such as books, magazines, and newspapers – on their own, with minimal to no

assistance from adults. It can consist of reading done in or out of school, including

purely volume reading for enjoyment or assigned reading for homework. There are

strong associations between independent reading and reading achievement and many

researchers believe that independent reading plays a key role in the development of

reading fluency, vocabulary, background knowledge and even spelling.

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Motivation is likewise associated with independent reading. Unfortunately,

children with learning disabilities in reading often do not read independently, because

they tend to find reading effortful. Other reasons are that they may have trouble

obtaining books at their reading level, or may generally have negative attitudes

toward reading and consequence of repeated failure.

Local Literature

Based from the book of Villanueva and Delos Santos “Developmental Reading

1”, “reading comprehension is not a simple concept. We read to comprehend, but

possibly miss out on so efficient and satisfactory reading due to lack of awareness

about the process of reading comprehension. Since researchers on reading

comprehension is a continuing effort by reading specialists, there is no last word on

the subject matter” (p. 38).

Villanueva and Delos Santos (2008), emphasized different advancement on

concepts about reading comprehension namely, (a) the schemata theory states that as

we read, we are influenced by the knowledge previously stored in our memory; (b)

the schemata (store of past experiences) influence us in interpreting new textual

information. The first level of comprehension is at the literal level. This refers to

recognition of what is simply, directly and explicitly the textual message.The second

level of comprehension is the inferential level which goes beyond the direct and

explicit statement and adds on by enriching the meaning of the textual message. It is

reading between the lines combining information with inferred meanings. The third
 13

level is the critical level wherein the reader raises questions and evaluates the printed

text for its veracity, style, pattern, etc. Another level of comprehension is the creative

level in which the reader sees new ideas/insights from the textual material.

Abao (2009), elaborated that reading comprehension is an interchange of ideas

and expression of thoughts. Being a life skill, reading involves creative critical

analysis of events through which the intended message and values are brought forth

to reality.

She said that effective readers need focus and discernment, the use of graphic

organizers should be utilized to represent information in order to ensure automaticity

of understanding. Graphic organizers are well-thought of figures which facilitate

comprehension. She also elaborated that organizers can depict relationships between

and among concepts and ideas. They can be in the form of webs, concept maps,

schemata or enablers.

Bernardo (2009), reading is a mental process. As it is influenced by a number of

cognitive factors. Cognition is defined as a thinking process in which there is

interplay between the readers’ preexisting knowledge and the written content. The

reader calls on experience, language and prior language to anticipate and understand

the author’s written language. Thus the reader both bring meaning to print and take

meaning from print. (p.68)

According to Buendicho (2011), comprehension is the ability to grasp

something mentally and the capacity to understand ideas and facts. Comprehension in
 14

writing is related to comprehension in reading. This involves; knowledge that reading

make sense, reader’s prior knowledge, information presented in the text, the use of

context to assist recognition of words ad meaning.

She also stated the four-pronged approach that was developed by Professor

Basilisa Manhit of the College of Education, University of the Philippines, Diliman.

The philosophical foundations of the approach are the following; literature-based,

holistic, and places emphasis on the process of transfer. The four parts of the Four-

pronged Approach are explained in the following: (1) genuine love for reading which

aims to immerse the children in literature and develop a deep and lasting love for

reading. The teacher finds a good and interesting story or poem that is suitable to the

age, interests, and vocabulary levels of the children. (2) critical thinking where the

teacher asks motive questions. The manner of asking must lead the children to

discover the events and beauty of the story or poem. (3) mastery of the structure of

the Filipino/English language is the method of sharing literature not only helps

children develop vocabulary, but also sharpen their listening comprehension.

Literature is an excellent source of examples of good language (4) transfer stage is the

process of teaching-learning, it can be noted that children who are used to listening to

stories or poem want to read on their own. In this stage, we can observe that children

open a book and pretend to read. The teacher has to plan and implement this

carefully.

She emphasized that learners must become effective readers to meet the

demands of literacy and learning for the 21 st century. Children need and deserve an

aggressive approach to ensure their right to read. (p.3) Children benefit from
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experiences in early childhood that foster language development, cultivate a

motivation to read and establish a link between print and spoken words. Later,

students need to development a clear understanding of the relationship between letters

and sounds and an ability to obtain meaning from what they read.

In addition, reading aloud to children helps them develop and improve literacy

skills which are reading, writing, speaking, and listening. Children learn to read and

write by being read to, reading simple text and experimenting with writing. Certain

abilities must be developed that work together to create strong reading skills.
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CHAPTER III

METHODS AND PROCEDURES

This chapter presents the research design, the respondents, research locale, the

instruments and techniques used in gathering information, construction and validation

of questionnaire, administration of survey questionnaires and the treatment of the

data.

Research Design

The researchers utilized the descriptive and inferential methods of research.

These types of research design were used to obtain information concerning the

current status of phenomena to describe “what exists” with respect to variables or

conditions in a situation. These methods involved range from the survey which

describes the status quo, the correlation study which investigate the relationship
 17

between variables, to developmental studies which had sought to determine changes

over time.

This study described the factors affecting the reading comprehension and its

implication in the academic performance of Grade 7 students of San Isidro High

School Sta. Ana, Pampanga school year 2015-2016.

Respondents of the Study

The respondents of this study were the selected Grade 7 students of San Isidro

High School for school year 2015-2016. There were 161 students used as respondents

in the study. The researchers applied random stratified sampling where in it used 51%

of the total number for each section to acquire the 161 respondents from 314 enrolled

students of the school.

Table 1 shows the number of students involved in this study. The table reflected

that there were 161 Grade 7 students chosen as respondents of this study.

TABLE 1
RESPONDENTS OF THE STUDY ACCORDING TO THEIR SECTIONS
N = 161

Sections Total Number 51 Percent

of Population Respondents
Genesis 35 18
Exodus 22 11
 18

Leviticus 34 17
Numbers 23 12
Deuteronomy 33 17
Joshua 33 17
Judges 33 17
Ruth 35 18
Samuel 33 17
Chronicles 33 17
TOTAL: 314 161

Research Locale

This study was conducted at San Isidro High School Sta. Ana, Pampanga. It is

located along Olongapo-Gapan Road, Barangay San Isidro, Sta. Ana, Pampanga.

Figure 2 Shows the exact location of San Isidro High School.

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Figure 2. Map of San Isidro High School

Research Instruments

The researchers used survey questionnaires. An unstructured interview among

the respondents was also conducted. The survey questionnaires were administered

and retrieved as the researchers able to check the data gathered.

In addition, the researchers conducted random stratified sampling on the Grade

7 students which is the 51% from the total population of Grade 7. These research

instruments served as gathered data in answering the problem presented in the first

chapter.
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Construction and Validation of the Survey Questionnaire

The survey questionnaires were in the form of checklist, wherein the

respondents were asked to mark their desired answer. The items in the questionnaires

were formulated by the researchers with the help of their adviser and other references

like unpublished thesis, internet, and books. In order for the researchers to know the

flaws or errors in the questionnaire, the researchers conducted survey to some of the

non- respondents. The researchers also sought the professional assistance of the

College Dean for its approval.

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Administration of the Survey Questionnaire

The survey questionnaires were distributed to 161 Grade 7 students in San

Isidro High School. In choosing the respondents, the researchers asked first

permission to the principal of San Isidro High School, Sta. Ana, Pampanga. During

the distribution of survey questionnaires, the researchers also conducted unstructured

interview to some students of the said school. The interview was conducted in

informally questions that definitely helped the study.

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Statistical Treatment

These were treated with the use of weighted mean, percentage distribution,

Pearson r and t-test.

Data to answer specific problems were treated as follows:

In assessing the importance and influences of the factors affecting the reading

comprehension of the students, the researchers used the rating scales that describe the

following indicators:

Always (5)

Often (4)

Sometimes (3)

Seldom (2)

Never (1)
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Weighted Mean

An average in which each quantity averaged was assigned a weight. These

weightings determined the relative importance of each quantity on the average.

Weightings are the equivalent of having that many like items with the same value

involved in the average. 

To get the overall assessment, the weighted mean was computed with the used of

the following formula:

Formula:

wm=
∑ wv
n

Where:

wm = weighted mean

Ʃ = summation of

wv = weighted value

= total number of items

To convert the weighted mean into descriptive rating the following were used:

Weighted Mean Descriptive Rating

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4.21 – 5.00 Always

3.41 – 4.20 Often

2.61 – 3.40 Sometimes

1.81 – 2.60 Seldom

1.00 – 1.80 Never

Percentage Distribution

A frequency distribution in which the individual class frequencies expressed as a

percentage of the total frequency equated to 100. Also known as relative frequency

distribution; relative frequency table. Formula in getting the percentage distribution:

Formula:

n
%= ×100
total

Where:

n = given number

Pearson product-moment coefficient of correlation, r

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The Pearson Product-Moment Coefficient of Correlation r is an index of

relationship between two variables. The independent variable can be represented by x

while the dependent variable can also be represented by y. the value of r is +1, zero to -1.

If the value of r is +1 or -1, there is a perfect correlation between x and y. It can be said

that x influences y or y depends on x. however, if r equals zero then x and y are

independent of each other.

n ∑ xy −∑ x ∑ y
r=
√¿ ¿ ¿

Where:

r = the Pearson Product Moment Coefficient of Correlation

n = sample size

∑ xy =the ∑ of the product of x∧ y

∑ x ∑ y=the product of the ∑ of ∑ x∧the ∑ of ∑ y
∑ x 2=∑ of squares of x
∑ y2 =∑ of squares of y

The t-Test

The t-test is used to compare two means, the means of two independent

samples or two independent groups and the means of correlated samples before and after

the treatment. Ideally the t-test is used when there are less than 30 samples, but some
 26

researchers use the t-test even if there are more data 30 samples. Below is the formula for

the t-test.

x 1−x 2
t=
Formula:
√( ss 1 +ss 2
n1 +n −2
2
() n1 + n1 )
1 2

Where:

t = the t-test

x 1= the mean of group 1

x 2= the mean of group

ss1=¿the sum of the squares of group 1
ss2 = the sum of the squares of group 2
n1 = the number of observation in group 1
n2 = the number of observation in group 2

Arithmetic Mean

x 1=
∑ x1 x = ∑ x 2
2
n1 n2

Formula for the sum of the square of group 1 ( x 1)

2
(∑ x 1 )
SS1=∑ X − 2
1
n1

Formula for the sum of the square of group 1 ( x 2)

2
(∑ x 2 )
SS2=∑ x − 2
2
n2
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CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results of the data gathered about the Factors Affecting the

Reading Comprehension of the Grade 7 students of San Isidro High School Sta. Ana,

Pampanga. The presentation of the data is based on the statement of the problem.

Firstly, it presents the demographic profile of the respondents according to their age

and gender.

Secondly, the results of the factors affecting the reading comprehension of the

respondents in terms of: family, peer influence, school and study habits.
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Next, the relationship between the factors affecting the reading comprehension and

the academic performance of Grade 7 students.

Then, the summary of the significant correlation between the factors affecting the

reading comprehension and the academic performance of the respondents.

Lastly, the recommendations offered by the respondents in factors affecting their

reading comprehension.

1. The Demographic Profile of the Respondents

1.1 Age

Table 2 shows the frequency distribution and percentage of the respondents

according to age. Out of one hundred sixty-one (161) respondents, sixteen (16) or 9.94

percent are in the age of 10-11, while one hundred thirty-four (134) or 83.23 percent are

in the age of 12-13 and eleven (11) or 6.83 percent are in the age of 13 and above. The

interval age of 12-13 got the highest frequency, followed by 10-11, then 13 and above got

the lowest frequency. This shows that most of the respondents were in the average age

during the time of the study.

TABLE 2

FREQUENCY DISTRIBUTION AND PERCENTAGE OF THE RESPONDENTS

ACCORDING TO AGE
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N=161
AGE FREQUENCY PERCENTAGE
10 to 11 16 9.94
12 to 13 134 83.23
13 and above 11 6.83
Total 161 100

CHART 1
RESPONDENTS ACCORDING TO AGE
N=161

10 to 11 12 to 13 13 and above Total

1.2. Gender
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Table 3 shows the frequency distribution and percentage of the respondents according to

their gender. Among the one hundred sixty-one respondents, one hundred two (102) or

63.35 percent were male and fifty-nine (59) or 36.65 percent were female. The study

shows that the number of male respondents was higher than the number of female

participants.

TABLE 3
FREQUENCY DISTRIBUTION AND PERCENTAGE OF THE RESPONDENTS
ACCORDING TO GENDER
N=161

GENDER FREQUENCY PERCENTAGE

Male 102 63.35
Female 59 36.65
Total 161 100

CHART 2
RESPONDENTS ACCORDING TO GENDER
N=161
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Male Female Total

2. Results of the Factors Affecting the Reading Comprehension of the

Respondents in terms of the following:

2.1. Family

Table 4 presents the family as one of the factors affecting the reading

comprehension of the respondents. As shown, family is interpreted as sometimes affects

the reading comprehension of the respondents with an average of 2.82.

The statistics also revealed that under this factor, they read books at home with

siblings sometimes with a mean of 2.81, the availability of reading materials at home was
 32

rated as sometimes with a mean of 2.73, obtaining assistance from the parents needed by

the respondents was also rated as sometimes with a mean of 2.89, then having an

encouragement from the parents was rated as sometimes with a mean of 2.86 and gaining

help from their parents to practice reading skills as sometimes with a mean of 2.83.

It was shown that the respondents’ family factor sometimes affects their reading

comprehension. This can be caused by the inconsistently monitoring of parents or elder

siblings in reading at home. In like manner, they also lack initiatives and willingness to

ask help from the family members that would give them the benefits with regards on their

reading skills. It can be also by the inadequate financial support they give to suffice the

needed materials to achieve reading comprehension improvement or parents sufficiently

provide the needs but they spend those on the other matters.

TABLE 4

FAMILY FACTORS AFFECTING THE READING COMPREHENSION OF THE

RESPONDENTS

N=161

DESCRIPTION WEIGHTED VERBAL

MEAN INTERPRETATION
2.1. Family
2.1.1. I read books at home with my 2.81 SOMETIMES
siblings.
2.1.2. I have reading materials 2.73 SOMETIMES
(magazines, newspapers, story books,
journals) at home.
2.1.3. I ask my parents when I do not 2.89 SOMETIMES
understand what I am reading.
2.1.4. My parents encourage me to study 2.86 SOMETIMES
my notes.
2.1.5. My parents help me practice my 2.83 SOMETIMES
reading skills.
AVERAGE 2.82 SOMETIMES
 33

GRAPH 1

FAMILY FACTORS AFFECTING THE READING COMPREHENSION OF THE

RESPONDENTS

N=161
 34

4.5

4.0

3.5

3.0

2.5

2.0

1.5

1.0

0.5

0.0
74 76 78 80 82 84 86 88 90

2.2. Peer Influence

Table 5 shows the peer influence as one of the factors affecting the reading

comprehension of the respondents. This illustrates that, peer influence is interpreted as

sometimes with an average of 2.84.

The respondents sometimes rely on skilled readers or friends to guide them in

reading with a mean of 2.81, likewise they ask questions to their classmates rated as

sometimes with a mean of 2.91 together with this mean, respondents sometimes need a

leader to monitor them in a reading activity, they prefer to read in group rated as

sometimes with a mean of 2.98 and they are seldom to go in the library with a mean of

2.59.

It was shown that the respondents’ peer influence factor sometimes affects their

reading comprehension because they easily understand the text with friends and

classmates. This denotes that they enjoy group reading instead of reading alone. In
 35

addition to these, according to the results, it’s rarely for them to go in the library with

friends. The influence in group is that there is the division of tasks to each member. They

can also have the collaboration of ideas, interpreting each situations and words they

encounter on the reading materials to have a better understanding on what they are

reading.

TABLE 5

PEER INFLUENCE FACTORS AFFECTING THE READING

COMPREHENSION OF THE RESPONDENTS

N=161

DESCRIPTION WEIGHTED VERBAL

MEAN INTERPRETATION
2.2. Peer Influence
2.2.1. I rely on skilled readers or friends 2.81 SOMETIMES
to guide me when I am reading.
2.2.2. I ask my classmates when I don’t 2.91 SOMETIMES
understand what I’m reading.
2.2.3. I enjoy reading in group (like 2.98 SOMETIMES
speech choir).
2.2.4. I go to the library with my friends. 2.59 SELDOM
2.2.5. The leader of our reading group, 2.91 SOMETIMES
monitor his/her members when they are
reading the text (story) given by the
teacher.
AVERAGE 2.84 SOMETIMES

GRAPH 2
 36

PEER INFLUENCE FACTORS AFFECTING THE READING

COMPREHENSION OF THE RESPONDENTS

N=161
5.0
4.5
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
74 76 78 80 82 84 86 88 90

2.3. School

Table 6 presents school as one of the factors affecting the reading comprehension of

the respondents. As shown, school is interpreted as often affects the reading

comprehension of the respondents with an average of 3.41.

As statistics also revealed that under this factor they often read well at school with a

mean of 3.55, their English teacher gives follow up activity after reading rated as often

with a mean of 3.56, availability of books at school rated as often with a mean of 3.62,

then having a remedial reading activity was rated as sometimes with a mean of 2.92.

Lastly, every year they have the reading month rated as often with a mean of 3.41.

School factor mostly affects the reading comprehension of the respondents based on

the survey. They can read efficiently provided that, school is considered a conducive
 37

place for them to focus on what they are reading. In line with this, the teacher can provide

follow up enjoyable activities to measure their understanding on the text. They can also

read consistently with the availability of qualified kind of reading materials and remedial

reading the school has. The school is also considered as the foremost training ground of

the students in improving their higher understanding in reading because they mostly

spend their time in school.

TABLE 6

SCHOOL FACTORS AFFECTING THE READING COMPREHENSION OF

THE RESPONDENTS

N=161

DESCRIPTION WEIGHTED VERBAL

MEAN INTERPRETATION
2.3. School
2.3.1. I can read well when I’m at 3.55 OFTEN
school.
2.3.2. The English teacher gives a 3.56 OFTEN
reading activity.
2.3.3. We have books in our school. 3.62 OFTEN
2.3.4. Do you have remedial reading 2.92 SOMETIMES
activity?
2.3.5. Every year we have a reading 3.41 OFTEN
month.
AVERAGE 3.41 OFTEN

GRAPH 3
 38

SCHOOL FACTORS AFFECTING THE READING COMPREHENSION OF

THE RESPONDENTS

N=161
5.0
4.5
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
74 76 78 80 82 84 86 88 90

2.4 Study Habits

Table 7 presents the study habits as one of the factors affecting the reading

comprehension of the respondents. As shown, study habits factor is interpreted as

sometimes affect the reading comprehension which has an average of 3.38.

As statistics also revealed that under this factor, they often consult dictionary when

they encounter unfamiliar words with a mean of 3.42 while they have a weak foundation

in comprehension rated as sometimes with a mean of 3.16, moreover they easily

understand what they are reading and it was rated as often with a mean of 3.47, the

respondents prefer to read silently than orally as sometimes with a mean of 3.40 and they

often answer follow up questions with a mean of 3.45.

Study habits factor sometimes affect the reading comprehension of the respondents.

This can be caused by the irregularly reading and they have only the basic skills as a
 39

foundation in reading comprehension that result to the difficulty in internalizing a text.

Deficiency in vocabularies was also observed that hinders them to comprehend. They

prefer to read silently, because they become more conscious on the pronunciation instead

of what the reading material is all about. To consider reading as a habit or not, can

determine what kind of reader the respondents are.

TABLE 7

STUDY HABITS FACTORS AFFECTING THE READING COMPREHENSION

OF THE RESPONDENTS

N=161

DESCRIPTION WEIGHTED VERBAL

MEAN INTERPRETATION
2.4. Study Habits
2.4.1. I consult the dictionary when I 3.42 OFTEN
encountered vocabulary words.
2.4.2. I have a weak foundation in 3.16 SOMETIMES
reading comprehension.
2.4.3. I can understand easily what I’m 3.47 OFTEN
reading.
2.4.4. I prefer silent reading rather than 3.4 SOMETIMES
oral reading.
2.4.5. I can answer follow-up questions 3.45 OFTEN
after my reading.
AVERAGE 3.38 SOMETIMES

GRAPH 4
 40

STUDY HABITS FACTORS AFFECTING THE READING COMPREHENSION

OF THE RESPONDENTS

N=161

5.0
4.5
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
74 76 78 80 82 84 86 88 90

Summary of the Academic Grade of the Grade 7 Students in English

Out of one hundred sixty-one respondents (161), none of them got 74 percent and

above, eighty-four (84) or most of them are in the range between 75 percent up to 79

percent, fifty-two (52) got the grade of 80 percent up to 84 percent while twenty-five (25)

are in between of 85 percent up to 89 percent and none of them got 90 percent and above.

TABLE 8
 41

SUMMARY OF THE ACADEMIC GRADE OF THE GRADE 7 STUDENTS IN

ENGLISH
N=161

EQUIVALENT NUMERICAL VALUE FREQUENCY PERCENTAGE

74% and above 0 0
75-79% 84 52.17
80-84% 52 32.30
85-89% 25 15.53
90% and above 0 0
TOTAL 161 100
 42

Student Ave. Student Ave. Student Ave. Student Ave. Student Ave. Student Ave.
Code Grade Code Grade Code Grade Code Grade Code Grade Code Grade
S1 86 S28 77 S55 77 S82 83 S109 77 S136 81
S2 88 S29 75 S56 77 S83 82 S110 75 S137 83
S3 85 S30 78 S57 78 S84 83 S111 77 S138 83
S4 88 S31 75 S58 79 S85 80 S112 79 S139 82
S5 88 S32 78 S59 81 S86 82 S113 79 S140 79
S6 87 S33 81 S60 76 S87 81 S114 79 S141 85
S7 89 S34 78 S61 78 S88 84 S115 79 S142 86
S8 85 S35 80 S62 81 S89 86 S116 77 S143 79
S9 84 S36 86 S63 75 S90 84 S117 78 S144 76
S10 86 S37 76 S64 85 S91 86 S118 77 S145 80
S11 86 S38 75 S65 85 S92 83 S119 82 S146 79
S12 85 S39 80 S66 82 S93 76 S120 84 S147 78
S13 85 S40 78 S67 77 S94 75 S121 81 S148 80
S14 85 S41 81 S68 79 S95 75 S122 78 S149 79
S15 88 S42 77 S69 77 S96 75 S123 77 S150 77
S16 85 S43 81 S70 76 S97 80 S124 78 S151 79
S17 85 S44 75 S71 76 S98 78 S125 84 S152 79
S18 85 S45 84 S72 79 S99 81 S125 84 S153 78
S19 84 S46 78 S73 79 S100 80 S127 76 S154 77
S20 75 S47 76 S74 77 S101 84 S128 84 S155 83
S21 75 S48 77 S75 76 S102 81 S129 80 S156 82
S22 75 S49 76 S76 78 S103 76 S130 84 S157 77
S23 75 S50 77 S77 79 S104 75 S131 78 S158 80
S24 75 S51 80 S78 87 S105 81 S132 81 S159 82
S25 80 S52 79 S79 78 S106 79 S133 82 S160 79
S26 80 S53 75 S80 78 S107 77 S134 80 S161 79
S27 84 S54 78 S81 84 S108 75 S135 79

Academic Grades of the Respondents

 43

3. Correlation of the Factors Affecting the Reading Comprehension and the

Academic Performance of Respondents

It can be gleaned in Table 9 the result of the test of correlation on the students’

academic performance of Grade 7 and the factors affecting their reading comprehensions.

Since the correlation on the given variables is to be tested, the researcher have used two-

tailed test at 0.05 level of significance of the t-test.

 44

The family factor was proved to be significantly correlated with the academic

performance of the students. It has a computed value of 3.13 which is greater than the

tabular value of 1.96, thus the null hypothesis was rejected.

The computed t value of peer influence is 2.65 which is greater than the tabular

value of 1.96, thus rejecting the null hypothesis and deciding that there is a significant

correlation in the academic performance of the Grade 7 students.

The computed t value of school factor is 3.88 which is greater than the tabular value

of 1.96, thus rejecting the null hypothesis and deciding that it has a significant correlation

in the academic performance of the Grade 7 students.

The computed t value of study habits is 3.46 which is greater than the tabular value

of 1.96, thus rejecting the null hypothesis and deciding that it has a significant correlation

in the academic performance of the Grade 7 students.

TABLE 9
SUMMARY OF T-TEST OF SIGNIFICANT CORRELATION BETWEEN
FACTORS AFFECTING THE READING COMPREHENSION AND THE
ACADEMIC PERFORMANCE OF RESPONDENTS
Note: Significant at 0.05 level
 45

PEARSON r DEGREE OF
FACTORS Tc Tv DECISION INDICATION
VALUES FREEDOM
Reject the
Family 0.24  3.13 1.96 null Significant
hypothesis
Reject the
Peer
0.21  2.65 1.96 null Significant
Influence
hypothesis
Reject the
School 0.29  3.88 1.96 null Significant
hypothesis
Reject the
Study
0.26  3.46 1.96 null Significant
Habits
hypothesis
 46

4. Recommendations Offered by the Respondents in Factors Affecting their

Reading Comprehension

Table 10 shows the recommendations offered by the respondents that will be of help to

develop or improve the factors affecting their reading comprehension.

TABLE 10
RECOMMENDATIONS OFFERED BY THE RESPONDENTS IN FACTORS
AFFECTING THEIR READING COMPREHENSION

RECOMMENDATIONS FREQUENCY PERCENTAGE

I should ask for a help from my parents to 16.88
monitor me in reading. 156
I have to ask for a financial support to 14.28
collect different kinds of reading materials. 132

I shall join pair tutoring reading activity. 122 13.20

I should belong in a story group discussion. 126 13.64
I have to ask for a help from my teacher 7.58
when I encounter difficulties in reading. 70

I should participate in remedial reading 10.61

activity. 98

I must use dictionary when I see unfamiliar

words. 114 12.34

I shall get a summary of what I am reading. 11.47

106

TOTAL 100
924
 47

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

The present study was designed to determine the correlation of the factors affecting

the reading comprehension and the academic performance of Grade 7 students of San

Isidro High School at Sta. Ana, Pampanga for the school year 2015 – 2016. Utilizing 116

students of the Grade 7 of the said school, and a descriptive and inferential method of
 48

research, through formulating survey questionnaires and asking unstructured questions to

gather information, the researcher found answers to the following questions:

1. How is the demographic profile of the respondents described according to:

1.1. age;

1.2. gender and;

1.3. sections?

2. How may the respondents described the factors affecting their reading

comprehension in the following dimensions:

2.1. family;

2.2. peer influence;

2.3. school and;

2.4. study habits?

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

comprehension and the academic performance of grade 7 students?

4. What are the suggestions of the respondents to improve the factors affecting their

reading comprehension?

Summary of Findings
 49

1. Factors Affecting the Reading Comprehension of Respondents in terms of:

1.1. Family was rated as sometimes affecting with a weighted mean of 2.82.

1.2. Peer Influence was rated as sometimes with a weighted mean of 2.84

1.3. School was rated as often affecting with a weighted mean of 3.41.

1.4. Study Habits was rated as sometimes affecting with a weighted mean of 3.38

2. The Academic Performance of the Respondents

The average academic grade of the grade 7 students in English was averaged as

(80), with the highest grade of 88 and the lowest grade is 75.

3. Test of Significant Correlation Between Factors Affecting the Reading

Comprehension and the Academic Performance of the Respondents

There is a significant correlation between the academic performance of grade 7 and

the family factor with a t-value of 3.13; peer influence with t-value of 2.65; school factor

at t-value of 3.88; study habits at t-value of 3.46.

4. Recommendations Offered by the Respondents in Factors Affecting their Reading

Comprehension

The respondents proposed that there is a need to improve more on the family factor

wherein students need attention and support from the parents in studying and providing

their needs to improve reading comprehension. It is also necessary for the respondents to
 50

be with peer while reading. It is more essential therefore that the school should provide

all the needed materials and support from school personnel as the formal training ground

of learning. Respondents should also need to spend more time in reading.

Conclusions

Based on the findings of this study, the researcher came up with the following

conclusions:

1. Grade 7 students’ academic performance in English is on its averaged 80 percent

which implies there is still a need for improvement in the different factors that may

affect their reading comprehension skills.

2. The family members inconsistently monitor the students in their school performance

especially in their reading comprehension.

3. The students perform well in reading comprehension with their peers.

4. The school provision on reading comprehension improvement is present but it

depends on the respond of the students.

5. The students do not prioritize reading with understanding.

Recommendations:

Based on the conclusions made, the researcher recommends the following:

1. The parents should give time to monitor and train their children to read rapidly with

comprehension so that they can learn all the other subjects taught in school. They should
 51

provide reading materials like newspaper, journal, educational magazine and others

because these can help them to practice more.

2. The students should join and participate to the reading activities prepared by their

teacher. Peers should help each other to enhance their reading ability and they must

communicate whenever they encountered problems regarding with the reading text.

Going to library also with classmates is a healthy practice to develop more the reading

skill.

3. Students must have study habits to enhance their reading skills. In reading text, they

can use dictionary to find meaning of the words that they don’t understand.

4. Schools must conduct reading activities and continue the remedial reading of the

students. Reading month is not enough it needs activities to make the reading process

effective.
 52

Bibliography

Books:

Anonat (2011).Developmental Reading 1, p. 1-2, 228-230

Bernardo (2009).Developmental Reading 1, pg.1

Buendicho (2011).Developmental Reading 2, p.7-9, 31-26, 86-87

Cabagui (2012).Enhancing Reading and Writing, p.1-2

Gunning, Thomas G. (1996).Creating Reading Instruction for All Children. Chapter

6, p. 192-236.

Marquez and Casela (2009).Developmental Reading 2, p.82-84

 53

Villanueva and Delos Santos (2008).Developmental Reading 1, p. 38-41

Unpublished Thesis:

Davydov (2007).Teaching Experiment, New Jersey: A paper of thesis, 2007, p.197

Journals:

The Modern Teacher,v63 n4 p125 Sept 2014

The Modern Teacher, v63 n6 p206-207 Nov 2014

Electronic Sources:

http://www.nclrc.org/essentials/reading/reindex.htm

http://www.monografias.com/trabajos68/readins-comprehension-teaching-english/
readins-comprehension-teaching-english2.shtml

http://www.lrdc.pitt.edu/bov/documents/perfetti_reading%20comprehension.pdf

http://www.k12reader.com/what-is-reading-comprehension/

http://www.rand.org/content/dam/rand/pubs/monograph_reports/MR1465/
MR1465.ch2.pdf

http://lsu.edu.ph/institutional_research_office/publications/vol.16no.1/3.html

http://kariwinters.com/thesis/thesis/thesis_web.html

http://www.glencoe.com/sec/teachingtoday/educationupclose.html
 54

Appendices
 55

Appendix A
 56

Survey Questionnaires for Selected Grade Seven Students

Saint Mary’s Angels College of Pampanga

Sta. Ana, Pampanga

Students:

This questionnaire is being administered relative to our research paper titled:

“FACTORS AFFECTING THE READING COMPREHENSION OF GRADE

SEVEN STUDENTS OF SAN ISIDRO HIGH SCHOOL, STA. ANA PAMPANGA,

SCHOOL YEAR 2014-2015”

Please answer the questionnaire as honestly and accurately as you can. Rest assured that

your answers will be treated with utmost confidentiality.

Thank you.

Researchers
 57

Instructions: Please feel free in answering this questionnaire. All you have to do is

answer all the items honestly. Never leave any items unanswered.

1. Demographic Profile:

Name: School:
Section: Gender: Male Female Age: _______

2. Factors Affecting the Reading Comprehension

Directions: Listed are some of the factors affecting the reading comprehension. Please
put a check mark (/) on the items that you are being affected.

Rating Scale:
5 - Always (A)
4 -Often (O)
3 -Sometimes (SO)
2 -Seldom (SE)
1 -Never (N)

2.1. FAMILY A O SO SE N

1. I read books at home with my

siblings.
2. I have reading materials
(magazines, newspapers, story
books, journals) at home.
3. I ask my parents when I do not
understand what I am reading.
4. My parents encourage me to study
my notes.
 58

5. My parents help me practice my

reading skills.
2.2. PEER INFLUENCE A O SO SE N

1. I rely on skilled readers or friends

to guide me when I am reading.
2. I ask my classmates when I don’t
understand what I’m reading.
3. I enjoy reading in group (like
speech choir).
4. I go to the library with my friends.
5. The leader of our reading group,
monitor his/her members when they
are reading the text (story) given by
the teacher.

2.3. SCHOOL A O SO SE N

1. I can read well when I’m at

school.
2. The English teacher gives a
reading activity.
3. We have books in our school.

4. Do you have remedial reading

activity?
5. Every year we have a reading
month.

2.2. STUDY HABITS A O SO SE N

1. I consult the dictionary when I
encountered vocabulary words.
2. I have a weak foundation in
reading comprehension.
3. I can understand easily what I’m
reading.
4. I prefer silent reading rather
than oral reading.
5. I can answer follow-up
questions after my reading.
 59

IV

4. Recommendations Offered by the Respondents in Achieving Reading with

Comprehension

Directions: Put a check (√) before the number if the following statements will help you
in reading with comprehension.

1. I should ask for a help from my parents to monitor me in reading.

2. I have to ask for a financial support to collect different kinds of reading

materials.

3. I shall join pair tutoring reading activity.

4. I should belong in a story group discussion.

5. I have to ask for a help from my teacher when I encounter difficulties in

reading.

6. I should participate in remedial reading activity.

 60

7. I must use dictionary when I see unfamiliar words.

8. I shall get a summary of what I am reading.

Appendix B
 61

June 20, 2015

Mrs. Catalina G. Yalung

Principal III
San Isidro High School

Ma’am:

Greetings of Peace!

As part of our requirement in our subject Research, we, the fourth year students of Saint
Mary’s Angels of Pampanga taking up Bachelor of Secondary Education major in
English are currently conducting a study entitled “Factors Affecting the Reading
Comprehension of Grade Seven of San Isidro High School Sta. Ana, Pampanga, School
Year 2015-2016”.

In line with this, we would like to ask your permission to distribute questionnaires to
your Grade Seven students who will serve as our respondents.

Thank you very much for your kind and consideration. God Bless!

Respectfully yours,

Bayan, Sarah Lyn G.

Capanas, Judy Ann C.
 62

David, Ma. Anne Nicole L.

Palabasan, Jane R.
Sarmiento, Cristina C.

Noted by:

Bernadette L. Lejarde, Ph.D.

Adviser

Approved by:

Mrs. Catalina G. Yalung

Principal III

Appendix C
 63

February 23, 2015

College Library
University of the Assumption

To whom it may concern:

As part of our requirement in our subject Research we, the fourth year students of Saint
Mary’s Angels of Pampanga taking up Bachelor of Secondary Education major in
English are currently conducting a study entitled “Factors Affecting the Reading
Comprehension of Grade Seven of San Isidro High School Sta. Ana, Pampanga, School
Year 2015-2016”.

In line with this, we would like to ask your permission to conduct research and have an
access in your college library.

We will be looking forward to your affirmative response. Thank you very much and
God bless!

Respectfully yours,

Bayan, Sarah Lyn G.

 64

Capanas, Judy Ann C.

David, Ma. Anne Nicole L.
Palabasan, Jane R.
Sarmiento, Cristina C.

Noted by:

Jesus G. Rivera, MPS

Thesis Adviser

Appendix D
 65

June 17, 2015

Evelyn G. Villegas, Ph. D.

College Dean

Madam:

Greetings of Peace and Love!

We, the English students of Saint Mary’s Angels College of Pampanga, presently
writing our thesis entitled “Factors Affecting the Reading Comprehension of Grade
Seven students of San Isidro High School, Sta. Ana, Pampanga, School Year 2015-
2016”.

In this right, we are humbly seeking for your professional assistance to help in validly
our research instrument by giving your constructive comments and suggestions to make
it more meaningful, relevant, and academically acceptable.

Here with the copy of our statement of the problem and the sample questionnaires for
your perusal.

With much respect and anticipate your positive response and moral support to the
frugal request. May the Lord continue to bless you and your intentions.
 66

Respectfully yours,

Bayan, Sarah Lyn G.

Capanas, Judy Ann C.
David, Ma. Anne Nicole L.
Palabasan, Jane R.
Sarmiento, Cristina C.

Noted by:

Bernadette L. Lejarde, Ph.D.

Adviser

Approved by:

Evelyn G. Villegas, Ph.D.

College Dean