Chapter 4

ANALYSIS, PRESENTATION, AND INTERPRETATION OF DATA

This chapter includes the presentation, analysis, and interpretation of data that has been

gathered from the questionnaires answered by respondents. Presented below is the

Presentation of data in tabular form and textual form with their respective interpretations and

implications.

1. Profile of the respondents

A. Grade Level

Number of Respondents per Grade Level

Grade Levels Number of Respondents

GRADE 7 9

GRADE 11 9

GRADE 12 9

Table 1: Number of Respondents per Grade Level

The table above shows the number of respondents from different grade levels. Out of the 27

respondents, 9 are in the grade 7 department, 9 are in the grade 11 department, and 9 are in

the grade 12 department. 33.33% of the respondents are from Grade 7, 33.33% of the
respondents are from Grade 11, and 33.33% of the respondents are from Grade 12. There is an

equal number of respondents coming from each selected grade level.

Interpretation

There is an equal number of respondents coming from each chosen grade level to participate in

the study which uses the given textual aids

Implication

This implies that the suggested list of textual aid shows how many respondents are there in

each grade level. Most of the grade 7 respondents choose highlighted words as their preferred

textual aid since they will be able to understand the topic/subject more, the grade 12

respondents chose highlighted words as their preferred textual aid. This also implies that some

of the grade 11 respondents chose highlighted words.

B. Preferred Textual Aid

Number of responses per textual aid as preferred textual aid

Suggested Textual Aids Number of Responses

HIGHLIGHTED WORDS 15

PICTURES 8

GRAPHIC ORGANIZERS 4
Table 2: Number of responses per textual aid as preferred textual aid

The table above shows the number of each textual aid as the preferred textual aid based on the

respondents’ responses. 55.55% of the respondents chose Highlighted Words as their preferred

textual aid, 29.62% of the respondents chose Pictures as their most preferred textual aid, and

14.81% of the respondents chose Graphic Organizers as their preferred textual aid.

Interpretation

Majority of the respondents chose Highlighted Words as their preferred textual aid while only a

few of the respondents chose Pictures and Graphic Organizers as their preferred textual aid.

Implication

This implies that most respondents choose highlighted words as they see it an effective way to

improve their reading comprehension, and they will be able to understand the certain

topic/subject more with the help of highlighted words. This also implies that some of the

respondents chose graphic organizers and pictures since that is the kind of textual aid that

helps them understand the topic/subject more.

Review of Related Literature/Studies:

Robinson, D. H. (2010) stated that in recent years, advances in computer software have made it

possible for persons with little knowledge of text design to construct graphic organizers (GOs)

with the intention of helping students learn more effectively from textbooks
 C. Level of Reading Comprehension

Number of responses per Level of Reading Comprehension

Level of Reading Comprehension Number of Responses

LOW 6

MEDIUM 14

HIGH 7

Table 3: Number of responses per level of Reading Comprehension

The table above shows the number of respondents who have a low, medium, or high level of

reading comprehension based on their responses and the indicators made for the study. There

are 6 students who have a low level of reading comprehension, 14 students who have a

medium level of reading comprehension, and 7 students who have a high level of reading

comprehension. 22.22% of the respondents have a low level of reading comprehension, 51.85%

of the respondents have a medium level of reading comprehension, and 25.92% of the

respondents have a high level of reading comprehension.

Interpretation

Majority of the respondents have a medium level of reading comprehension while minority of

the respondents have a low and high level of reading comprehension.

Implication

This implies that the most respondents have a medium level of reading comprehension because

based on their responses in the study most of the students was unsure of their answers. Some

of the respondents have low reading comprehension because some of their answers mostly

have a negative response or they were still not able to understand the topic/subject well with

the help of textual aids. This also implies that some of the respondents have a high level of

reading comprehension since those respondents mostly have a positive response, they

understand the topic/subject with the help of textual aids.

Review of Related Literature/Studies:

Wilhelm, J. (2020) stated that Comprehension is always described as 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 of reading

2.What are the effects of textual aids in enhancing students’ reading comprehension? 

A. Positive Effects of Highlighted Words

Number of Responses on whether there are positive effects of Highlighted Words

Type of Response Number of Responses

POSITIVE RESPONSE 26
 UNSURE RESPONSE 1

NEGATIVE RESPONSE 0

Table 4: Number of Responses on whether there are positive effects of Highlighted Words

The table above shows the number of respondents who answered if highlighted words do have

a positive effect on them and their reading comprehension. There are 26 respondents who gave

a positive response, 1 respondent who gave an unsure response, and 0 students who gave a

negative response. Ninety-six-point twenty-six percent (96.29%) of the respondents gave a

positive response, 3.7% of the respondents gave an unsure response, and 0% of the

respondents gave a negative response.

Interpretation

Majority of the respondents gave a positive response while the rest gave an unsure or negative

response.

Implication

This implies that most of the respondents find highlighted words as an effective way to help

improve their reading comprehension and that they were able to understand a certain subject

or topic easier with the help of highlighted words. Some students find highlighted words useful

sometimes and not all the time.

B. Positive Effects of Pictures

Number of Responses on whether there are positive effects of Pictures

Type of Response Number of Responses

POSITIVE RESPONSE 24

UNSURE RESPONSE 1

NEGATIVE RESPONSE 2

Table 5: Number of Responses on whether there are positive effects of Pictures

The table above shows the number of respondents who answered if pictures do have a positive

effect on them and their reading comprehension. There are 24 respondents who gave a positive

response, 1 respondent who gave an unsure response, and 2 students who gave a negative

response. 88.88% of the respondents gave a positive response, 3.7% of the respondents gave

an unsure response, and 7.4% of the respondents gave a negative response

Interpretation

Majority of the respondents gave a positive response while the rest gave an unsure or negative

response.
Implication

This implies that most of the respondents believe that pictures can visually help in improving

their reading comprehension. This also implies that some students say pictures can help them

in certain situations sometimes. While some students think otherwise, pictures can’t help them

whatsoever because of lack of interest, or they can't learn with pictures generally.

C. Positive Effects of Graphic Organizers

Number of Responses on whether there are positive effects of Graphic Organizers

Type of Response Number of Responses

POSITIVE RESPONSE 20

UNSURE RESPONSE 4

NEGATIVE RESPONSE 3

Table 6: Number of Responses on whether there are positive effects of Graphic Organizers

The table above shows the number of respondents who answered if graphic organizers do have

a positive effect on them and their reading comprehension. There are 20 respondents who gave

a positive response, 4 respondents who gave an unsure response, and 3 students who gave a

negative response. 74.07% of the respondents gave a positive response, 14.81% of the
respondents gave an unsure response, and 11.11% of the respondents gave a negative

response as well

Interpretation

Majority of the respondents gave a positive response while minority of the respondents gave an

unsure or negative response.

Implication

This implies that the majority of the respondents who use graphic organizers think that it has

improve their reading comprehension. Meanwhile, some respondents are unsure or can only

use graphic organizers in a particular subject or topic. Some respondents have a negative

response because they don’t find graphic organizers helpful in improving their reading

comprehension.

Review of Related Literature/Studies

Abdul, A. Warsono, W. (2018) stated that Graphic Organizers and GIST strategy to be effective
in improving the reading comprehension of students with good and poor reading habits

D. Negative Effects of Highlighted Words

Number of Responses on whether there are negative effects of Highlighted Words

Type of Response Number of Responses

POSITIVE RESPONSE 0
 UNSURE RESPONSE 1

NEGATIVE RESPONSE 26

Table 7: Number of Responses on whether there are negative effects of Highlighted Words

The table above shows the number of respondents who answered if highlighted words do have

a negative effect on them and their reading comprehension. This table 7 is the counterpart for

table 4 which is the Positive effects of Highlighted Words. here are 26 respondents who gave a

negative response, 1 respondent who gave an unsure response, and 0 students who gave a

positive response. 96.29% of the respondents gave a negative response, 3.7% of the

respondents gave an unsure response, and 0% of the respondents gave a positive response.

Interpretation

Majority of the respondents gave a negative response while only one respondent gave an

unsure response and zero respondents gave a positive response.

Implication

This implies that no respondent agrees that highlighted words cannot help in improving reading

comprehension. Some respondents are unsure if highlighted words can or cannot improve their

reading comprehension or highlighted words are effective only in certain matters or subjects.
Most of the respondents disagree that highlighted cannot help in improving their reading

comprehension.

E. Negative Effects of Pictures

Number of Responses on whether there are negative effects of Pictures

Type of Response Number of Responses

POSITIVE RESPONSE 2

UNSURE RESPONSE 1

NEGATIVE RESPONSE 24

Table 8: Number of Responses on whether there are negative effects of Pictures

The table above shows the number of respondents who answered if pictures do have a

negative effect on them and their reading comprehension. This table 8 is the counterpart for

table 5 which is the Negative effects of Pictures. There are 24 respondents who gave a negative

response, 1 respondent who gave an unsure response, and 2 students who gave a positive
response. 88.88% of the respondents gave a negative response, 3.7% of the respondents gave

an unsure response, and 7.4% of the respondents gave a positive response.

Interpretation

Majority of the respondents gave a negative answer while minority of the respondents gave an

unsure or positive response.

Implication

This implies that some respondents do not find pictures to be helpful in improving their reading

comprehension, the respondents either prefer to read or have no interest in looking at pictures.

While some respondents are unsure whether they find pictures helpful in improving their

reading comprehension or find pictures helpful only in some situations. Most of the

respondents disagree that pictures cannot help improve their reading comprehension, and the

respondents learn more and prefer to have explanations with pictures.

F. Negative Effects of Graphic Organizers

Number of Responses on whether there are negative effects of Graphic Organizers

Type of Response Number of Responses

POSITIVE RESPONSE 3
 UNSURE RESPONSE 4

NEGATIVE RESPONSE 20

Table 9: Number of Responses on whether there are negative effects of Graphic Organizers

The table above shows the number of respondents who answered if graphic organizers do have

a positive effect on them and their reading comprehension. This table 9 is the counterpart for

table 6 which is the Negative effects of Pictures. There are 20 respondents who gave a negative

response, 4 respondents who gave an unsure response, and 3 respondents who gave a positive

response. 74.07% of the respondents gave a negative response, 14.81% of the respondents

gave an unsure response, and 11.11% of the respondents gave a positive response.

Interpretation

Majority of the respondents gave a negative response while minority of the respondents gave

an unsure or positive response.

Implication
This implies that some respondents agree that graphic organizers cannot help students in

improving their reading comprehension. It may be because of different learning capabilities or

opinions. Some respondents are unsure if graphic organizers can help improve their reading

comprehension. The respondents' opinion is that graphic organizers are helpful in particular

situations such as compare and contrast. Most of the respondents disagree that graphic

organizers cannot help improve reading comprehension. The respondents prefer to use graphic

organizers to understand the subject or matter better.

Review of Related Literature/Studies

Elleman, A. M., Oslund, E. L. (2019) stated that Reading comprehension is one of the most
complex cognitive activities in which humans engage, making it difficult to teach, measure, and
research

3. What is the level of effectiveness of textual aids in enhancing the students’ reading

comprehension?

A. Grade 7

Number of Responses from Grade 7 Respondents on the Level of Effectiveness of the Suggested

List of Textual Aids

Level of Effectiveness Number of Responses

VERY EFFECTIVE 3
 EFFECTIVE 4

LESS EFFECTIVE 2

Table 10: Number of Responses from Grade 7 Respondents on the Level of Effectiveness of the

Suggested List of Textual Aids

This table shows the level of effectiveness of textual aids for the Grade 7 respondents. Out of

the 9 Grade 7 Students who participated as respondents, 3 Grade 7 students expressed that

textual aids are very effective, 4 Grade 7 students expressed that textual aids are effective, and

2 Grade 7 students expressed that textual aids are less effective. 33.33% of Grade 7 students

expressed textual aids as being very effective for them, 44.44% of Grade 7 students expressed

textual aids as being effective for them, and 22.22% of Grade 7 students expressed textual aids

as being less effective for them.

Interpretation

Majority of the Grade 7 respondents expressed the suggested list of textual aids to be effective

while the rest expressed the suggested list of textual aids to be very effective or less effective.

Implication
This implies that the suggested list of textual aids was very effective and effective for most

Grade 7 respondents since these enhanced their ability to understand the information better,

understand meaning not directly stated in the text, and/ apply the learnings to themselves as

well. This also implies that the suggested list of textual aids was less effective for some Grade 7

respondents because these were not able to enhance their ability to understand information

better, understand meaning not directly stated in the text, and/or apply the learnings to

themselves.

B. Grade 11

Number of Responses from Grade 11 Respondents on the Level of Effectiveness of the

Suggested List of Textual Aids

Level of Effectiveness Number of Responses

VERY EFFECTIVE 6

EFFECTIVE 2

LESS EFFECTIVE 1

Table 11: Number of Responses from Grade 11 Respondents on the Level of Effectiveness of

the Suggested List of Textual Aids

This table shows the level of effectiveness of textual aids for the Grade 11 respondents. Out of

the 9 Grade 11 students who participated as respondents, 6 Grade 11 students expressed that

textual aids are very effective, 2 Grade 11 students expressed that textual aids are effective,

and 1 Grade 11 student expressed that textual aids are less effective. 66.66% of Grade 11

students expressed textual aids as being very effective for them, 22.22% of Grade 11 students

expressed textual aids as being effective for them, and 11.11% of Grade 11 students expressed

textual aids as being less effective for them.

Interpretation

Majority of the Grade 11 respondents expressed the suggested list of textual aids as very

effective or effective and only 1 Grade 12 respondent expressed the suggested list of textual

aids as less effective.

Implication

This implies that the suggested list of textual aids was very effective and effective for most

Grade 11 respondents since these enhanced their ability to understand the information better,

understand meaning not directly stated in the text, and/ apply the learnings to themselves as

well. This also implies that the suggested list of textual aids was less effective for one Grade 11

respondents because these were not able to enhance their ability to understand information

better, understand meaning not directly stated in the text, and/or apply the learnings to

themselves.
C. Grade 12

Number of Responses from Grade 12 Respondents on the Level of Effectiveness of the

Suggested List of Textual Aids

Level of Effectiveness Number of Responses

VERY EFFECTIVE 7

EFFECTIVE 2

LESS EFFECTIVE 0

Table 12: Number of Responses from Grade 12 Respondents on the Level of Effectiveness of

the Suggested List of Textual Aids

This table shows the level of effectiveness of textual aids for the Grade 12 respondents. Out of

9 Grade 12 Students who participated as respondents in the study, 7 Grade 12 students

expressed that textual aids are very effective, 2 Grade 12 students expressed that textual aids

are effective, and 0 Grade 12 students expressed that textual aids are less effective. 77.77% of

Grade 12 students expressed textual aids as being very effective for them, 22.22% of Grade 12

students expressed textual aids as being effective for them, and 0% of Grade 12 students

expressed textual aids as being less effective for them.

Interpretation
All the Grade 12 respondents expressed the suggested list of textual aids as very effective or

effective and no Grade 12 respondents expressed the suggested list of textual aids as less

effective

Implication

This implies that the suggested list of textual aids was very effective and effective for all Grade

12 respondents since these enhanced their ability to understand the information better,

understand meaning not directly stated in the text, and/ apply the learnings to themselves as

well. This also implies that there were no Grade 12 students who found the suggested list as

less effective.

Review of Related Literature/Studies

Maleki, A., Safaee, R. M. (2011) stated that listening tests with static images produced a better
performance than script presentations, visual aids had more advantages to lower proficient
listeners while textual aids were more effective to higher proficient listeners, and tests with
more static images yielded a much better performance than those with fewer static images

4.Will the suggested list of textual aids improve students’ reading comprehension?

A. Positive Effects of Highlighted Words

Number of Responses on whether there are positive effects of Highlighted Words

Type of Response Number of Responses

POSITIVE RESPONSE 26
 UNSURE RESPONSE 1

NEGATIVE RESPONSE 0

Table 4: Number of Responses on whether there are positive effects of Highlighted Words

B. Positive Effects of Pictures

Number of Responses on whether there are positive effects of Pictures

Type of Response Number of Responses

POSITIVE RESPONSE 24

UNSURE RESPONSE 1

NEGATIVE RESPONSE 2

Table 5: Number of Responses on whether there are positive effects of Pictures

C. Positive Effects of Graphic Organizers

Number of Responses on whether there are positive effects of Graphic Organizers

Type of Response Number of Responses

POSITIVE RESPONSE 20
 UNSURE RESPONSE 4

NEGATIVE RESPONSE 3

Table 6: Number of Responses on whether there are positive effects of Graphic Organizers

A. Grade 7

Number of Responses from Grade 7 Respondents on the Level of Effectiveness of the Suggested

List of Textual Aids

Level of Effectiveness Number of Responses

VERY EFFECTIVE 3

EFEFCTIVE 4

LESS EFFECTIVE 2

Table 10: Number of Responses from Grade 7 Respondents on the Level of Effectiveness of the

Suggested List of Textual Aids

B. Grade 11

Number of Responses from Grade 11 Respondents on the Level of Effectiveness of the

Suggested List of Textual Aids

Level of Effectiveness Number of Responses

 VERY EFFECTIVE 6

EFEFCTIVE 2

LESS EFFECTIVE 1

Table 11: Number of Responses from Grade 11 Respondents on the Level of Effectiveness of

the Suggested List of Textual Aids

C. Grade 12

Number of Responses from Grade 12 Respondents on the Level of Effectiveness of the

Suggested List of Textual Aids

Level of Effectiveness Number of Responses

VERY EFFECTIVE 7

EFFECTIVE 2

LESS EFFECTIVE 0

Table 12: Number of Responses from Grade 12 Respondents on the Level of Effectiveness of

the Suggested List of Textual Aids

The tables above show the number of positive, unsure, and negative responses from the

respondents regarding whether there are positive effects from the suggested list of textual aids

and the level of effectiveness of textual aids for each of the respondents from each Grade level.

There are 26 respondents who gave a positive response, 1 respondents who gave an unsure

response, and 0 students who gave a negative response for the positive effects of Highlighted

Words, 20 respondents who gave a positive response, 4 respondents who gave an unsure

response, and 3 students who gave a negative response for the positive effects of Pictures, 20

respondents who gave a positive response, 4 respondents who gave an unsure response, and 3

students who gave a negative response for the positive effects of Graphic Organizers, 3 Grade 7

students who expressed the suggested list of textual aids as being very effective, 4 Grade 7

students who expressed the suggested list of textual aids as being effective, and 2 Grade 7

students who expressed the suggested list of textual aids as being less effective, 6 Grade 11

students who expressed the suggested list of textual aids as being very effective, 2 Grade 11

students who expressed the suggested list of textual aids as being effective, and 1 Grade 11

student who expressed the suggested list of textual aids as being less effective, 7 Grade 12

students who expressed the suggested list of textual aids as being very effective, 2 Grade 12

students who expressed the suggested list of textual aids as being effective, and 0 Grade 12

students who expressed the suggested list of textual aids as being less effective.

Interpretation
Majority of the respondents gave a positive response on whether pictures, highlighted words,

and graphic organizers do have positive effects and majority of the respondents also expressed

the suggested list of textual aids as very effective or effective.

Implication

This implies that the majority of the respondents think that they are able to understand more

the topic they are studying with the use of textual aids. This also implies that textual aids catch

the attention of the respondents and increases the chance of the respondents to remember

important information better.

Review of Related Literature/Studies

Aydinlu, A. N., Majidi, N. (2016) stated that contextual visual aids had a statistically significant
effect on Iranian high school students' reading comprehension