CHAPTER III

METHODOLOGY

RESEARCH DESIGN

Research Process is the methodology we apply for this research. Since it allows us to

revise and re-implement new research based on the data we gathered, this research design was

selected as the best one for our study.

In terms of methodology, we will follow the Academic Journal

(https://files.eric.ed.gov/fulltext/EJ1094397.pdf, 2016, p. 156) research process.

LOCALE AND POPULATION OF THE STUDY

 There are thousands of pupils in this public school from various grade levels, making up

the Macario B. Asistio Senior High School Unit. In the Philippines' South Caloocan City, the

school was located. In addition to academic structures, Macario B. Asistio Senior High School

Unit I provides facilities to attract and keep students satisfy. 11 ABM-A students from Macario

B. Asistio Senior High School Unit I will be the respondents of our research.

DESCRIPTION OF THE RESPONDENTS

The respondents are students from Macario B. Asistio Senior High School Unit I.

Specifically; students come from the 11 Accounting, Business, and Management Strand who

experience difficulty in reading, writing, and speaking properly.

INSTRUMENTATION AND TRY-OUT PHASE

In this study, the questionnaire will be the research tool. We'll use rhetorical question-style

inquiries in our queries, and responders will answer them based on their own experiences. Even

so, we will continue to include the topic question to pin down the source of our issue, which is

having trouble speaking, writing, and reading correctly.

 CHAPTER III

METHODOLOGY

RESEARCH DESIGN

Research Process is the methodology we apply for this research. Since it allows us to

revise and re-implement new research based on the data we gathered, this research design was

selected as the best one for our study.

LOCALE AND POPULATION OF THE STUDY

There are thousands of pupils in this public school from various grade levels, making up

the Macario B. Asistio Senior High School Unit. In the Philippines' South Caloocan City, the

school was located. In addition to academic structures, Macario B. Asistio Senior High School

Unit I provides facilities to attract and keep students satisfy. 11 ABM-A students from Macario

B. Asistio Senior High School Unit I will be the respondents of our research.

DESCRIPTION OF THE RESPONDENTS

The respondents are students from Macario B. Asistio Senior High School Unit I.

Specifically; students come from the 11 Accounting, Business, and Management Strand who

experience difficulty in reading, writing, and speaking properly.

INSTRUMENTATION AND TRY-OUT PHASE

In this study, the questionnaire will be the research tool. We'll use rhetorical question-style

inquiries in our queries, and responders will answer them based on their own experiences. Even

so, we will continue to include the topic question to pin down the source of our issue, which is

having trouble speaking, writing, and reading correctly.

 QUESTIONNAIRES

Please answer all the questions below.

1. What is your age?

2. What gender are you?

3. For you, is it important to you to improve your reading, writing, and speaking skills?

Then, why?

4. What do you think is the pros/advantages of improving your comprehension skills?

5. Do you read some words correctly?

6. Sometimes do you procrastinate to do reading, writing and speaking?

7. What is your first priority improving that or procrastinate that?

8. Do you know how to write properly?

9. Do you know the relation between those three comprehension skills?

10. What do you think can be cause and effect of the improving your comprehension skills?