RESEARCH

COMPILATON
ON
SPECIAL
TOPICS 2
SUBMITTED TO: SIR REGIE BANGOY
SUBMITTED BY: LYKA JANE G. BINAY
 LEVEL OF IMPORTANCE IN READING COMPREHENSION
TECHNIQUES OF GRADE 10 STUDENTS IN SAN BLAS ACADEMY,
INC. FOR THE SCHOOL YEAR 2018 - 2019

A Thesis Presented to the Faculty of San Blas Academy, Inc.

In Partial Fulfillment of the Requirements for the Course in Practical Research 2

BY:

Analie L. Biantan
Lyka Jane G. Binay
Joebert S. Buenaviles
John Loyd T. Jabongan
Job A. Jalando-on

October 2019

Chapter I

Introduction
 Hence reading is a complicated process in which the reader vocalizes the written

symbols, and performs analysis in his mind, and applies a certain meanings to what

he reads. The reader attempts to vocalize symbols as indicated and perceive sound

groups as a whole while developing their reading ability. It is a gradual improvement

depending on repetition for the reader to perceive and analyze the words read

during mechanical reading. Reading comprehension is not all about reading the text

but to understand what is the hidden message that the author wants to convey to

the readers. It is a process on how you will understand a text. This is because there is

a straight relation between speed reading and transfer of the read text information

to function memory. Reaching the desired level in understanding what is read

depends on spending less time on the analyzing process (LaBerge and Samuels,

1980).

The reader can attain this capability by fulfilling the requirements of prosodic

reading which includes speed and correct reading. A reader who can initiate the

sound read, pausing when necessary, and intonation the words depending on their

functions in the paragraph. Then, he is a good reader to possess such things like that.

Supposing that, if a student reads fast and correctly but doesn't stress the words,

and does not give necessary pauses at the right time and the right place, the sound

patterns read by him will sound routinized, and the rhythm of the word will be lost,

and the words will be bound to the another and form a different meaning that can

affect to the listeners and they won't comprehend on what it meant by the author.

It does not comprise backtracks or repetition of words, does not make

spelling or redundant pauses, and is delivered as if talking or paying attention to

meaningful units. Proper reading allows accurate transfer of text information to the
operating memory while speed reading assures more information input to the

memory at a unit of time. Furthermore, a reader successfully utters the words in the

sentence and stresses words by their functions. It's because fluent in reading can

comprehend and understood by individuals in society. Correct pronounciation of

words can built good communication with other people around you.

The reading comprehension process is about understanding the opinions or

messages that the author wants to deliver intentionally (May and Rizzardi, 2002).

Reading comprehension is not all about reading the text but to understand what is

the hidden message that the author wants to convey to the readers. It is a process

on how you will understand a text. For example; previewing, scanning the text,

skimming the text, using context clues, make predictions, etc. These are the ways on

how you will understand a certain text.

Chapter II

RESULTS AND DISCUSSION

As the results of the study researchers revealed that the overall reading level of

significance in the reading comprehension strategies of Grade 10 students of San

Blas Academy Incorporated is important which implies that the techniques are

important for them to help to identify the ideas in a certain story. This likewise

means that the administration should provide a sustainable reading remedial

program so that they will administer the techniques when they are reading.

Chapter III
 CONCLUSION AND RECOMMENDATION

Conclusions

Based on the results, analysis and interpretations that the researchers have

discussed , the researchers have drawn the following conclusions:

 As the results of this research, it assumes that the degree of significance in the

reading comprehension of Grade 10 students has a significant and positive

influence on improving students' reading comprehension

 The level of importance in reading comprehension of Grade 10 students in San

Blas Academy, Inc. when grouped according to sex is Very Important in male and

Important in female. When arranged according to age, 15 years old respondents

look at reading techniques as very important while the 16 years old looks at it as

Important. The 17 years old thinks it is important while the 18 years old shows it

is Important.

Therefore, there is a big difference between the sex and the age of the respondents.

In addition, to help and to manifest the techniques, the administration should

provide a program so that they will apply the techniques in reading comprehension

and also they will understand the text clearly.

Recommendations

Through these research results, students can easily informed about their

proficiency in reading. It can be improved in self-initiative task to read a reading

materials before or after they will sleep. As such, they can participate in reading-

related activities of the school so that it might help them to be more proficient in

reading.
 The parents could take impact in the learning process of there children. Thus,

become aware of the performance of their children by monitoring their learning

progress in school, cooperating with facilitating teachers and encourage their

children to involve actively in reading to improve reading comprehension skills and

performance and by giving their children the reading materials so that they can take

impact in their children.

CHAPTER V
REFLECTION

Reading comprehension is important in every each of us it is the passageway

to all our learnings, in anything about everything. It enables us to learn and

discover new things and nourish ourselves in any area of life we are curious

about. In this study, learners can easily know about their proficiency in

cognition. Students who can read fluently and can read words correctly are a

great way to communicate with people around u. Teaching students through

interesting books can give them interest to learn more. They can discover a

book on almost any subject they can comprehend, dive in, and start learning.

Youth can easily comprehend their interests by reading things they enjoy.

Learners who expend their extra time decoding words than familiarizing can

constantly forfeit their knowledge on what is being read. If a kid is yet

analyzing at his Grade level, it’s crucial to concentrate on the basics to

provide them a strong reading foundation. This can include spending extra

attention, auditory analysis, memory, processing speed, and visual

perception. A lot of students lost their interest in reading most especially the
boys who plays online games instead of reading that leads them failing in

reading comprehension.

Reading Comprehensive plays a big role in achieving academic excellence.

Therefore, students need to analyze what they're reading to know the sense

of the words. Somehow, not all learners are active readers most kids prefer to

play online games than read a book which can cause a lack of strong reading

comprehension capabilities that can influence a child’s achievement at school,

as academic growth relies on comprehending, analyzing, and applying data

collected through reading

An Exploration of Factors Linked to Academic Performance in PISA

2018 Through Data Mining Techniques

BY:

Arianada Gamazo

Fernando Martinez- Abad

Front. Psychol., 27 November 2020

Sec. Educational Psychology

 CHAPTER I

INTRODUCTION

Assessment schemes such as the Programme for International Development

Students Assessment(PISA) together with Organizations for Cooperation and

Economic Development (OECD), Trends in International Mathematics and

Science Study (TIMSS), and the Progress in International Reading Literary

Study (PIRLS) administered by the International Association for the Evaluation

of Educational Achievement(IEA) retain noticed an effect on the development

of educational research in prior years. But the great relevance of a large-scale

assessment is not circumscribed to academic researchers.

School and learner status have elevated relevance in foreseeing students'

performance in school, this study formulates an Educational Data Mining

approach to distinguish and evaluate factors that are linked to academic

performance.

Hence, In this study researchers conducted minor data analysis and

assembled decision trees (C4.5 algorithm) to attain a predictive model of

school performance. Particularly, researchers selected predictor variables it is

a set of socioeconomic processes and outcome variables from PISA 2018 and

other references (World Bank, 2020). Ever since the unit of analysis was

instituted in all the countries included in PISA 2018 (n = 21,903), learner and

lecturer predictor variables were implemented in the school database. This

data is based on the learner's performance scores in Reading, Math, and

Science, researchers applied k-means clustering to attain a categorized target

variable of global school.

CHAPTER II

RESULTS AND DISCUSSION

The results of this study indicate the presence of two major branches in the

decision tree divide according to the institutes’ mean Socio-Economic status

(SES). While the performance in high-SES schools is influenced by educational

aspects such as metacognitive strategies or achievement motivation,

accomplishment in low-SES schools is involved in enormous measure by

country-level socioeconomic indicators such as GDP, and personal educational

indicators are recommended to a secondary grade. Since this proof is in line

and deliver with the aforesaid research, this work concludes by evaluating its

potential contribution to supporting decision-making procedures considering

educational policies. Nevertheless of the model or the predictor variable,

findings always show high scores in cluster 2, fair scores in cluster 1, and low

scores in cluster 3. The tribute of the 3 variables used is highly substantial (p

< 0.001) in all models.

Thereupon collecting the groups of schools based on clustering, schools were

allotted into the following groups: high performance (school grouped in

cluster 2 in all 10 models), low performance (school grouped in cluster 3 in all

10 models) medium performance (schools not included in the above groups).

The final distribution of schools, calculation for the school sample weights,
indicate approximately 10% more low-performance schools than high-

performance schools.

CHAPTER III

CONCLUSIONS AND RECOMMENDATION

Hence, The main objective of this research was to study the various factors

encompassed in PISA context questionnaires in regards to their capacity to

foresee learner performance. This study formulates a systematic procedure

for high and low-performing schools through the use of clustering schemes, it

is followed by a predictive approach that yielded the results with no interest

from prior theoretical models, enabling the emergence of relationships that

might be dominated or less researched in established multivariate literature.

The researchers limits the size of the final decision tree this decision

made the researchers possible to document the analysis of the main

predictive factors that are linked with school performance and their

intercourses. To evaluate the implication and effect size of the main variables

of interest, the data attained from the decision tree was complemented with

descriptive and inferential examinations. Apart from that, although the

research on gross academic performance in educational research is broad

(Kiray et al., 2015; Aksu and Güzeller, 2016; Karakolidis et al., 2016;

Martínez-Abad and Chaparro-Caso-López, 2016), this method has dominated

to an overrepresentation of the socio-economic aspects in the predictive

category. Certainly, despite the existence of the socio-economic aspects in the

introductory nodes of the model, which has allowed differentiating some

contexts, also cannot forget that the educational ecologies are complicated

and numerous (Bronfenbrenner, 1979; Martin and Lazendic, 2018), which

renders it difficult to generalize the outcomes attained.

CHAPTER V

REFLECTION

The Programme for International Student Assessment (PISA) is a study

accomplished to generate comparative data on education agreements and

outcomes across other countries. The research, which commenced in the year

2000, administers a test evaluating 15-year-olds to evaluate the quality and

inclusivity of school systems. PISA, provide structured and fixed data that

contributes to enhancing pupils' understanding of opportunities and well-

being by empowering teachers and school administrators. Furthermore, the

PISA test doesn't evaluate learners based on their memory but tries to assess

whether students can pertain to the wisdom they have gained through

primary and secondary education. Aloof from topics like math, reading

comprehension, and science; in 2015 the test also comprise an optional

category on innovative subjects such as collaborative problem-solving and

financial literacy.

PISA aims to measure students’ proficiency, skills, and capabilities that will

prepare them for success in their studies and the world of work. It renders

important information on the learning climate within an institution, learners’

socioeconomic ground, and enthusiasm for learning. PISA assists institutes

that measure a broader range of 21st-century skills beyond maths, science,

and reading. It provides opportunities for global peer learning among

teachers and school leaders.

English Language Performance and Difficulties of Pupils in the

Mother Tongue – based (MTB) Medium of Instruction

BY:

Wilbert Giuseppe L. De Guzman

Pangasinan State University – School of Advanced Studies

Presley V. De Vera

Pangasinan State University – School of Advanced Studies

CHAPTER I
 INTRODUCTION

The Philippines, as a multilingual nation has a several scene-setting when it

comes to the institutionalization of a national policy compelling mother

tongue-based multilingual education (MTB-MLE) in the primary school years

(Burton, 2013). With regards to such implementation, several researchers

have long supported the use of the mother tongue as the language of

instruction. Countries like Cambodia, Indonesia, Malaysia, Thailand, Timor

Leste, and Vietnam are states in the Southeast Asia region that has an

increasing number of educational programs that motivate a mother tongue

technique in instruction and learning in several core areas and adhere to

emerging language-in-education policy (UNESCO, 2007). The Philippines is

one of the single countries to institute a national policy requiring their

inclusion in the early grades. In the year 2009 the Department of

Education(DepEd) challenge the Bilingual Education Policy with an

ordercompelling various educational institutions to implement mother tongue-

based multilingual education or MTB-MLE for brevity. In line with this, the

program are being utilized at the community level with the support from

international and non-government agencies.

While in year 2012, another law was published that proposed additional

specific guidelines for MTB-MLE and embedded the reform in the newly

adopted ―K to 12 Basic Education Program (Department Order No. 16, s.

2012). The order was shifted from the original mother tongue approach by

defining twelve major regional languages to be utilized as the language of

instruction. Beneath this order, educators are provided government-issued

equipment in their regional languages but are expected to alter them to

reflect the students ‘first dialects. Eventually, in January 2013, Congress

officially funded this effort by passing the Enhanced Basic Education Act. In

addition, shifting towards a K to 12 educational structure, this law comes to

be a adequate in teaching and assessments of the students, moreover their

local and native languages as an appliance to their learning from kindergarten

through grade three with a mother language transition program from grades

four to six.

CHAPTER II

RESULTS AND DISCUSSION

The outcomes of this study correspond to each group of research populations.

Mainly, more relevant across "Ilocano", "English", and " Tagalog", In grade 1

most pupils indicate "Ilocano" as their native language, while in Grade 2 and

3 the students majority indicate "Tagalog" as their mother tongue. Overall the

findings on the distribution of the total study population in terms of their

mother tongue, majority of the pupils indicate "Tagalog" as their mother

tongue. These findings barely aligned with the demographic inscription of

Urdaneta City, Pangasinan in terms of the dialects utilized by its locals.

CHAPTER III

CONCLUSION AND RECOMMENDATIONS

Based on the results, the thereafter conclusions are drawn:

 The Grade 1,2 and 3 pupils taking up English and Mother Tongue subjects

are all male and female. Neverthless of the curriculum grade, the pupils

native language are range from "Ilokano", "English", and "Tagalog".

 Most of the students in each group registered densely in the lower strata

of performance levels. The pupils' educational performance in Mother

Tongue registered in levels of “Outstanding” (maximum), “Very

Satisfactory”, “Satisfactory”, and “Fairly Satisfactory” (minimum).

 The relation between profile variables and English proficiency is

conditional on the grade level of the pupils.

CHAPTER V

REFLECTION

This study presupposed various purposes slated in a quantity of six (6) study

questions. The research community was dealt into three groups, in which

the students were clustered based on their curriculum grades. Demonstration

and analyses of data were further organized per group with a definitive

synthesis to relate and contrast with the reports of the groups. Moreover, The

respondents initially failed in terms of socio-demographics and language-

learning characteristics.

Hence, this research observed the status of primary pupils’ English proficiency

in the context of those who are simultaneously adopting different contents in

Mother Tongue and English occur incorporated within the exact curriculum

year level. Mother tongue enables a child to develop their critical thinking and

literacy skills. Research exhibits that pupils learning in their mother tongue
can help them adopt an adequate knowledge of the curriculum. However,

skills understood in the mother tongue do not have to be re-taught when the

kid transfers to a second language.

CHAPTER VI

REFERENCES

https://www.frontiersin.org/articles/10.3389/

fpsyg.2020.575167/full

https://files.eric.ed.gov/fulltext/EJ1247323.pdf