COMPARATIVE ANALYSIS OF THE READING COMPREHENSION

AMONG GRADE 5 LEARNERS, LOBOC CENTRAL

ELEMENTARY SCHOOL, LOBOC, BOHOL

S.Y. 2022-2023

BALANE, SHARMAINE GRACE E.

CAÑETE, MARK KENNETH P.

CATAYAS, CARMEL PATRICE M.

DASOC, DOLLYN CATE

JAMONER, MILLENNIA JANE P.

LAGRIA, CATHERINE JANE O.

MAKINANO, CHRISTINE JEANNE L.

MIRAVALLES, MARY JANE S.

QUIETA, GECILLE O.

REMULTA, MYCELLE B.

JUNE 2022
COMPARATIVE ANALYSIS OF THE READING COMPREHENSION

AMONG GRADE 5 LEARNERS,LOBOC CENTRAL

ELEMENTARY SCHOOL, LOBOC, BOHOL

S.Y. 2022-2023

_______________

A Thesis Presented to the

Faculty of Teachers College

University of Bohol

Tagbilaran City

________________

In Partial Fulfilment of the

Requirements for the Degree of

Bachelor of Elementary

Education

_________________

by:

Balane, Sharmaine Grace E. Lagria, Catherine Jane O.

Cañete, Mark Kenneth P. Makinano, Christine Jeanne L.

Catayas, Carmel Patrice M. Miravalles, Mary Jane S .

Dasoc, Dollyn Cate Quieta, Gecille O.

Jamoner, Millennia Jane P. Remulta, Mycelle B.

 CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

Reading comprehension is a fundamental skill that students should

acquire across disciplines. This skill helps the learners understand the various

contexts of the text. Understanding means the construction of definitions or

meanings of words. When a learner knows how to comprehend, they may

establish a connection to the writer. There is an interaction between them as

the reader and the writer, according to Klinger and Boardman (2015). Reading

comprehension involves decoding the writer's words and then using the latter's

background understanding to create an approximate knowledge of the writer's

message.

Fairbanks, Cooper, Masterson & Webb (2014) said that learners who

had problems decoding and recognizing words would have difficulty reading

comprehension in academics. Technically, learners who struggle with

decoding rarely have the opportunity to interact with more challenging words

and often learn to find reading uninteresting— making these learners lack the

opportunities to develop the language skills and strategies they need to

become skilled readers. They added that readers with low language skills and

procedures in reading would not have the tools to take advantage of the

apparent structures and comprehension signs that are a part of the

considerate text, nor will they have the additional devices needed to overcome

the barriers of the book. However, it needs to be mentioned also needs to be

noted that the teaching methodologies of the teacher also affect the

development of the learner's reading comprehension.

The Department of Education (2017) reported that almost three- a

fourth of learners had problems with reading. Former DepEd Secretary Abad

lamented the poor performance of the pupils' assessment test and said that

the low scores in English, Mathematics, and Science could be attributed to

pupils' lack of ability in essential reading and comprehension. Also, he

emphasized that one of the significant problems in translation was poor

reading comprehension, which led to a poor understanding of printed symbols.

Furthermore, the Philippines received the lowest reading

comprehension score among the 79 participating nations and economies

when participating in the International Student Assessment Programme in

2018. In the 2018 PISA, reading was the primary subject examined among

pupils aged 15. The average reading score for the Philippines was 340, which

was more than 200 points lower than China's (555) and more than 100 points

worse than the OECD average (487). Additionally, it is said that the

Philippines' reading scores for boys and girls came last among PISA

participant nations.

Similarly, there were low-performing schools as to the reading

comprehension of the learners in the Division of Bohol as much as there are

learners in every school who struggle to read and comprehend what they

read, and Loboc Central Elementary School is not an exemption from this.

There are already efforts and activities to improve some of the learners who

need attention and direct instruction as far as the Philippine Informal Reading

Inventory (Phil-IRI) is concerned, a tool to measure the reading

comprehension of Grade 5 learners.

The Reading Progress Tool was developed by the Department of

Education (DepEd) to help educators develop and evaluate students' reading

abilities. The Reading Progress Tool is a self-teaching program that can assist

teachers in assisting their students in improving their reading ability and

cultivating a love of reading.

The preceding scenario prompted the researchers, who are the

students of the University of Bohol, to determine the reading comprehension

level and reading attitude among the Grade 5 pupils at Loboc Central

Elementary School for the School Year 2022-2023. The findings of this study

would then provide the researchers' ideas on the status of the reading

comprehension and reading attitude of the learners mentioned above; hence,

they can propose an intervention program relative to the problem at hand. This

present research undertaking is also relevant in education since it sheds light

on the type of learning delivered through teaching.

Theoretical Background

The researchers religiously discussed underlying principles and

theoretical perspectives that would support the present research undertaking.

The discussion included theories, legal bases, related literature and related

studies.

Several theoretical paradigms have been considered in this present

study since they provide a strong foundation for the problem studied. These

theories exemplify how reading comprehension influences the learners'

academic performance, especially in the primary elementary grades.

Noam Chomsky's Nativist Theory (1960), as discussed in the handbook

of child language acquisition (Ritchie & Bhatia, 1998), proposed the Language

Acquisition Device (LAD), a hypothetical tool hardwired into the brain. Noam

Chomsky explained that LAD reflects the ability of the brain to understand

language, which is an innate understanding of grammar and syntax that all

children possess. He added that children could produce excellent and unique

styles even in infancy, but they are not merely mimicking language patterns

they hear. He also stated in his study that children do not acquire their

language easily; however, by interacting and listening when people speak,

they learn together with writing. Developing the reading comprehension skill of

the learners in light of the context of the theory, learners who acquire words

and word patterns through their interaction with other people help them
develop an understanding of vocabulary and, eventually, their reading

comprehension.

The Zone of Proximal Development of Lev Vygotsky (1934), as cited by

Bruner (1984), further strengthens this present research. ZPD pointed out the

difference between what the learner can do without the assistance of a

teacher and what he or she can do with the support of a teacher. This is a

level of development obtained when children interact socially with others. This

theory states that language acquisition is associated with social interactions. It

means that the language of a particular society where children grow

significantly affects their language development. Furthermore, this theory also

speaks about how the learners rated according to their proficiency level in

reading comprehension. It can be noted that the Department of Education

(DepEd) stresses three levels of reading comprehension, which can be

summarized as learners who can independently read and understand without

the assistance of the teacher and those who need the assistance of a

facilitating teacher.

According to schema theory, readers make use of prior information to

understand and gain knowledge from texts (Rumelhart, 1980). In psychology,

Barlett initially coined the word "schema" to describe "an active structuring of

prior reactions or experiences" (1932, p. 201). When discussing the later

schema in reading, Rumelhalt (1980), Carrell (1981), and Hudson (1982)

critical role of background knowledge in reading comprehension. Rumelhart

(1980, P.34) Schema is referred to as "a data structure for representing the

general concepts stored in memory. Anderson and Pearson (1984, p.42)

define it as "an abstract knowledge structure." Medin and Russ (1992, p.246)

put schema as "a general knowledge structure used for understanding."

Schema theory's guiding principle presupposes that written words are

meaningless. Rather, a text-only provides readers with directions on how to

interpret or derive meaning from their previously acquired knowledge. This

previous knowledge is called the readers' background knowledge (prior

knowledge), and Schemata are the previously acquired knowledge structures.

(Barrett, 1932; Adams & Collins, 1979; Rumelhart, 1980). The reader's

schemata are organized hierarchically, the broadest at the top and the

narrowest at the bottom. Schema theory holds that reading comprehension

involves a dialogue between the reader's prior knowledge and the text.

Effective understanding necessitates the capacity to connect text to one's prior

knowledge. As Anderson (1977, p.369) points out, "every act of

comprehension involves one's knowledge of the world as well." Reading

comprehension operates in two directions, from the bottom up to the top and

from the top down to the bottom of the hierarchy. Bottom-up processing is

activated by specific data from the text, while top-down processing starts with

general to confirm these predictions. These two kinds of processing occur

simultaneously and interactively, which adds to the concept of interaction or

comprehension between bottom-up and top-down processes (Carrel &

Eiserhold, 1983).

The three levels of comprehension are the literal level, the inferential

level, and the critical/evaluative level. The Literal Level is simply what the text

says and what happens in the story. The Inferential Level: It involves

determining what the text means. The Critical Level: In this level, we analyze

or synthesize information and apply it to other information.

On the other hand, Walberg's Theory of Educational Productivity tackles

the influences on learning that affect a student's academic performance. It is an

exploration of academic achievement wherein Walberg used a variety of

methods how to identify the factors that affect a student's academic

performance. He merged his study with more than 3000 studies and used

several theorists to assess his hypothesis. Eight of the 11 influential areas of

variables he defined in his theory—classroom management, parental support,

student-teacher interactions, social-behavioral qualities, and motivational-

effective attributes—were influenced by social-emotional effects. The variables

are reflected with different representations. The student's characteristics are

reflected in the first three variables, which are ability, motivation, and age. The

final four variables (classroom climate, home environment, peer group, and

media exposure) represent the psychological environment. The fourth and fifth

variables reflect instruction (quantity and quality). He explained that these

variables have a particular effect that might cause problems with students'
academic performance if it is not properly guided. Giving importance to a

specific variable can significantly impact the student's academic performance.

Legal Bases

Several laws have been presented and discussed by the researchers

relative to the problem under study.

The Sustainable Development Goal (SDG), as reflected in Goal 4 on

Quality Education indicated that quality education enhances the bedrock of

improving sustainable development in different key areas such as the increase

of quality of life, access to comprehensive learning, and supported with the

mechanism for innovative solutions to problems.

The Sustainable Development Goal (SDG), as reflected in Goal 4 on

Quality Education, indicated that quality education enhances the bedrock of

improving sustainable development in different key areas, such as the

increase of quality of life, encouraging possibilities for lifelong learning, access

to comprehensive learning, and supported with the mechanism for innovative

solutions to problems. By 2030, all boys and girls will have free elementary

and secondary education. Among those 59 million children, estimates show

that recent statistics indicate that 2 in 5 out-of-school youngsters will never set

foot in a classroom, and 1 in 5 have dropped out. Additionally, it seeks to

achieve gender equality, the eradication of economic and gender gaps, and
universal access to high-quality higher education. Even as the global

community increasingly openly confronts the issues of quality and equity in

education, the Sustainable Development Goals recognize that this gap must

be closed.

In the 1987 Philippine Constitution Article XIV, Section 1 states that:

“The nation shall protect and promote the right of all citizens to quality

education at the level and take appropriate steps to make that education

accessible to everyone."

Section 10.4 of the Republic Act No. 10533 mandates that:

"Filipino and English are the learners ' first and foremost language and

are the main language of education. So, shall be gradually introduced as a

language of instruction."

Section 1 of the Executive Order No. 210, S.2003 on establishing the

policy to strengthen the use of the English Language as a medium of

instruction in the educational system expresses that:

“The primary aim is to improve the learners ' aptitude, skills, and ability

to use the English language. As such, this would better prepare the students

for job or work opportunities in the modern industry."

 Moreover, Department Order No. 14, s.2018, supports Every Filipino

child should be a reader and a writer at the level of his or her grade, according

to the "Every Child a Reader Program." through Teaching and Learning

Division of the Bureau of Learning Delivery (BLD-TLD) the DepEd shall

continue to administer the Philippine Informal Reading Inventory (Phil-IRI)

assessment to learners in public elementary schools nationwide.

The Phil-IRI utilized as a homeroom-based appraisal apparatus intends

to quantify and portray the students' perusing execution in both English and

Filipino dialects in oral perusing, quiet perusing, and listening perception.

These three kinds of evaluation intend to decide the student's autonomous,

instructional, and dissatisfaction levels.

The Phil-IRI information will likewise fill in as one of the bases in

arranging, planning, or updating the perusing guidance of the instructors and

the school's understanding of projects or exercises to improve the catholic

school's understanding of execution.

Review of Related Literature

Reading comprehension is an important learning skill that consists of

two main components: reading decoding and linguistic comprehension, as

defined by Cui, Su, Li, Shu & Gong (2018). Also, Van den Broek, Mouw, &

Kraal (2015) said that text comprehension could be described in various ways.

It could refer to the ability to replicate (parts) of a text, understand the text's
material, use or apply the information, and a variety of additional skills.

Reading comprehension is necessary for successful early literacy

development (Nguyen, Leytham, Schaefer Whitby & Gelfer (2015).

Additionally, reading comprehension refers to a reader's capacity to

interpret and build their thoughts based on their reading content. Because

written language aims to communicate messages, comprehension is at the

heart of reading. One is only reading if he or she comprehends the message.

Since it is the process of comprehending a written text, it entails extracting the

required information from it as quickly as feasible. Students must do this in

one of two ways. On the other hand, text cannot be removed from its readers,

and the reader's interaction with the content is essential. Prawira & Roswati

(2019) found a significant difference in reading comprehension between male

and female students when reading an analytical exposition text.

According to Reilly, D., Neumann, D. L., & Andrews, G. (2019), females

outperformed males on verbal and language aptitude tasks, but impact sizes

vary widely from sample to sample. Olufunke & Elizabeth (2020) contended

that gender, attitude, and achievement research findings are mixed.

Numerous studies have found disparities in reading performance between

gender groups, although they are not precise. Researchers' interpretations

frequently reported differences in reading outcomes between males and

females. Although many Nigerian studies have found that girls have a slightly

positive but statistically insignificant advantage over boys in language

performance, there is a consensus that girls have a slightly positive but

statistically significant advantage over boys. Thus, Ermayati (2015) said that,

in the sixth semester, there was a difference in reading comprehension

capacity between male and female pupils. The latter got a higher mean score

than the former. However, both sexes were descriptively rated in an

appropriate category.

Developing Reading Comprehension. How can students improve

their reading comprehension skills? According to Pourhosein Gilakjani, A. &

Sabouri, N. B. (2016), reading materials and activities should be highly

appealing to students in order for them to comprehend a text quickly, and they

should be related to the student's proficiency levels. Teachers are responsible

for motivating their students to read these materials, and they should be

susceptible to their students' comprehension difficulties. They should also

assist their students in changing their attitudes toward reading and developing

positive attitudes toward their reading activities in order for them to understand

better the various texts they read. In addition, Dieu (2015) mentioned that

when teachers use the KWL strategy, they can help students activate prior

knowledge, known as schema, about a topic or subject. It also encourages

research, active reading, and the inquisition because schema theory can be a

beneficial theory that helps us understand how our brains process information.

It follows that the K-W-L strategy is unquestionably effective in encouraging

active learning. According to Karimi & Hamzavi (2017), using a flipped model
of instruction, the researchers discovered that EFL students' reading

comprehension development improved by a statistically significant amount. It

has been demonstrated that the flipped model of instruction and EFL learners'

reading comprehension is interactive variables, and the relationship between

the two and their impact on language learning is significant in the context of

second language teaching and learning. Flipped learning is essential because

it allows the learning session to occur outside the four walls of the traditional

classroom setting.

Besides, "hands-on" activities should be emphasized throughout the

school year to assist students in achieving science, information, and

technology literacy. Student participation in these "hands-on" activities will also

encourage them to participate in "minds-on" activities. Students' strategic

thinking processes are developed because of the "hands-on" activities they

participate. Developing students' metacognitive strategies in any content area

is vital in the learning process because it helps students become more

independent and strategic in their thinking. (Djudin 2017). Furthermore,

Gilakjani & Sabouri (2016) explained that EFL teachers should motivate their

students to read various materials, recognize their students' comprehension

difficulties, and have positive opinions about their reading activities for their

students to comprehend a variety of texts easily. EFL teachers should provide

information about their student's weaknesses in order for them to develop

good reading comprehension skills.

 Academic Performance. One of the areas utilized by the teachers

handling reading comprehension in order for them to determine whether the

learners have acquired reading comprehension or otherwise is the academic

grades of the students. According to Elenita, M. (2017), Academic

performance is defined as how well a student satisfies standards set by the

local government and the school itself and is how success in educational

institutions is measured. The value of pupils doing well in school has attracted

the attention of parents, politicians, and government education alike as global

competition becomes more and more intense. Moreover, Tadese, Yeshaneh &

Mulu (2022) state that academic performance or achievement is the degree to

which a student, instructor, or institution has met their short- or long-term

educational objectives. It is measured either by continuous assessment or

cumulative grade point average (CGPA). In addition, Geide-Stevenson (2018)

explains that English competence positively impacts academic performance,

albeit this effect is fading. This non-linear relationship highlights a more

complex conclusion than anticipated because it depends on whether students

enrolled in an ESL program are included in the sample or not, as well as the

type of achievement variable considered. Lastly, the level of English

proficiency of the students and their general academic accomplishment are

significantly yet moderately positively correlated. In particular, students fared

better in their degree-related courses and English levels the higher their
English proficiency was at the time of enrollment to the institution.

(Ghenghesh, P. 2015)

Developing Academic Performance. According to Matthew I. (2022),

the commitment of the instructors, students' academic performance, and the

quality of instruction will all increase with the professionalization of teaching,

among other things. In addition, Ewetan (2015) stated that in the SSC tests

and as judged by the respondents, instructors' teaching experience has

considerably influenced students' academic achievement in Mathematics and

English Language, determined by students' success. Compared to schools

with more teachers with less than ten years of experience, those with more

teachers with more than ten years of experience saw higher results. As

Abdullahi S. (2015) stated, students should regularly be tested on various

English ideas by their English teachers. The feedback they receive should be

used to help them improve so they can perform well in English on both internal

and external exams. It also indicates that a course design that increased the

number of meaningful interactions between students had a significant impact

on the development of social presence and could, therefore, favorably affect

students' academic performance; teaching presence moderated the

association between social presence and academic performance. This is

crucial when discussions are introduced to support the growth of learning

outcomes that are evaluated during courses.

 In contrast to courses that used traditional classrooms, students

believed courses that used an ACL as the primary learning environment were

much better designed and encouraged more student originality and

innovation. As a result, student perceptions were improved. We are also the

first to note that the use of the facility has a favorable impact on creativity and

invention, with high, middle, and low performers benefiting. This positive effect

is statistically unaffected by academic achievement. Regardless of a student's

intellectual capacity, the results indicate that ACLs are better settings for

fostering innovation for all students (Chiu & Cheng, 2017).

Correlation of Reading Comprehension and Academic

Performance. Students' reading comprehension and academic success

would be related to each other. Their academic achievement was satisfactory,

and their reading comprehension was average. The students' reading habits

were favorably connected with their academic achievement and reading

comprehension, supporting the prediction. Additionally, there was a strong

correlation between the student's academic achievement and reading

comprehension. Savolainen H. (2018). In connection with that, Francisco &

Madrazo (2019) implied that their ability to read and academic success would

be linked. Their reading comprehension was average, and they performed

satisfactorily in school. Additionally, there was a meaningful relationship

between the children's reading comprehension and academic success.

Throughout primary school, academic achievement is correlated with

developing word recognition, listening, and reading comprehension skills.

(Dias, Montiel & Seabra 2015)

Difference between the sex of the learners’ reading

comprehension. On the first three levels of reading comprehension (literal,

inferential, and appreciating), No statistically significant variations exist

between the two gender groups. However, on the fourth level, or the "critical

level," women outperform men in a statistically significant way (Oda & Kadhim,

2017). As stated by Miñoza and Montero (2019), there is no substantial

difference between males and females in their degree of comprehension when

reading aloud. Additionally, there is a gender gap in the degree of

understanding for oral reading, with females performing better than males.

Ypanto C. (2017) stressed a statistical difference in the Literal and Evaluative

Levels between males and females concerning the considerable disparity

between male and female students' reading comprehension skills. In these

two levels, reading comprehension abilities differ accordingly. The Inferential

and Critical Levels did not reveal participants. In support, Harrison, I. (2021)

explained that female adult learners perform significantly better on the English

language test than their male counterparts, which is a significant difference. In

English, female adult learners did noticeably better than their male

counterparts. Generally speaking, women outperformed men in language

usage and reading. The bottom percentiles of the score distributions for all
grades showed the most severe standardized differences in each category

(Becker & Forysth, 2018).

Difference between the sex of the learners’ academic performance.

The academic achievement of students is significantly influenced by gender. It

was discovered that female pupils outperformed their male counterparts

(Parajuli, M. 2017). Moreover, students perform below average, and there is a

significant gender gap in their English skills. Regarding the school's location,

there was also a significant gender gap, with female students outperforming

male students in urban and rural settings (Abdullahi & Bichi, 2015). Lastly,

Balkis & Erdinc (2017) implied that male students were less content with their

academic lives, procrastinated more in class, and fared worse in school. The

relationship between academic procrastination, academic performance, and

academic life satisfaction was influenced by gender.

Philippine Informal Reading Inventory (Phil-IRI). The Philippine

Informal Reading Inventory (Phil-IRI) was developed to give teachers a tool for

assessing and summarizing students' reading abilities. (The Philippine

Informal Reading Inventory Manual, 2018). It is a method for determining a

student's reading level comprising graded passages. It is also vital to

remember that the Phil-IRI is simply a rough estimate of a learner's abilities

and should be used with other accurate evaluation methods.

The Phil-IRI assesses and describes learners' reading abilities in oral

reading, silent reading, and listening comprehension in both English and

Filipino. These three evaluations are used to identify a learner's level of

independence, instructional, and frustration. Students in Grades 3 through 6

will take the Phil-IRI Group Screening Test (GST) in Filipino, while Grades 4

through 6 will take the GST in English. (DepEd Order No. 14, s. 2018)

It has been discovered by Buenaventura, M. J. J. (2019). Reading

Empowerment through Maximized Utilization of Revised Phil-IRI and Audio-

Visual Materials, that many Grade 3 students struggle with reading. According

to the Group Screening Test results conducted by the Phil Informal Reading

Inventory Manual 2018 (Phil-IRI), about half of the class is a non-independent

reader. They will improve their reading skills while having fun if they use the

improved Phil-IRI and audio-visual resources to their full potential. Improving

their reading skills will undoubtedly aid them in reading more effectively and

comprehending what they are reading. This could improve your capacity to

decode and comprehend selections, stories, and test papers, among other

things.

Furthermore, it employed established criteria to determine the student's

reading levels, such as reading speed and the percentage of correct

responses to comprehension problems. It used a combination of reading rate

(words per minute) or WPM bands. (Phil-IRI Manual and User's Guide). The

results of the Phil-IRI for reading of Grade II Kids in San Miguel North District

(SMND), Bulacan, in the School Year 2014-2015 revealed that the student's

reading performance was below par. In the oral reading test, 253 (16.67
percent) of the 894 (43.97 percent) kids who were in the "frustration" category

in the pre-test remained in the same category in the post-test, while three

remained non-readers. Meanwhile, the silent reading results revealed that 251

(23.60 percent) of the 861 (45.98 percent) students who were in the "slow"

category during the pre-test did not progress in the post-test and remained at

the same level.

Thus, one of the measures put in place to promote Every Child A Reader

Program is the Phil-IRI (ECARP) construction. Teachers should have

information about their students' reading levels and abilities before they can

create and give appropriate reading education. This diagnostic approach to

characterizing children's reading is based on inclusive ideas, emphasizing the

importance of learner-centered, responsive, and culturally sensitive education.

Teachers can utilize the Phil-IRI as one of the diagnostic instruments to

identify kids' reading abilities and needs.

Review of Related Studies

The researchers have diligently presented and discussed several

related studies and abstracts that would support this present study. These

researches shed light on Comparative Analysis of the Reading

Comprehension among the Grade 5 learners.

Ceyhan, S., & Yıldız, M. (2021), in their quasi-experimental study

entitled "The Effect of Interactive Reading Aloud on Student Reading

Comprehension, Reading Motivation and Reading Fluency," revealed that the

experimental groups' reading comprehension, reading motivation. Reading

fluency levels were higher than those of the students in the class where

lessons were presented using the current Turkish lesson curriculum.

Furthermore, it was discovered that IRA techniques increased students'

reading comprehension, motivation, and fluency skills regardless of the

practitioner.

In the research titled "Effects of Contextual Teaching and Learning on

Reading Comprehension" by Indrayadi, T., Yandri, H., & Kamil, D. (2020),

results demonstrated that the experimental and control groups performed

significantly differently in terms of reading comprehension. The experimental

class's mean score of reading comprehension achievement and mean score

of gain were higher than the control classes. This study also gave researchers

and lecturers information on using contextual teaching and learning in the

classroom when teaching reading.

In addition, Fuertes, Jose, Nem Singh, Rubio & De Guzman (2020), in

their study on the moderating effects of information overload and academic

procrastination on information avoidance behavior among Filipino

undergraduate thesis writers, the findings revealed that students who had a

positive attitude toward reading were more likely to use superior reading skills

and were less likely to engage in knowledge avoidance. On the other hand,

the lower the information avoidance, the more reading strategies were

engaged. Furthermore, procrastination had a lower impact on the association

between reading methods and information avoidance, and procrastination and

excessive information acquisition had a lower impact on the relationship

between reading attitudes and information avoidance.

According to the study of Mohammad Abdullah Attiyat, N. (2019) on

the impact of pleasure reading on enhancing writing achievement and reading

comprehension, pleasure reading improved writing ability and understanding.

Apart from providing readers with enjoyment, relaxation, and comfort, pleasure

reading also gave them a creative outlet and a method of escape, both of

which positively impact writing performance. Reading also assists students in

developing their writing skills by encouraging them, broadening their

vocabulary, and refining their grammatical structure. According to the current

study, more reading initiatives should be implemented in schools. It also

recommends that further research be conducted to fully comprehend reading's

full potential and its effects on students' written work and reading

comprehension.

According to the study of Fitria, W. (2019) titled "Reading

Comprehension Level among Intermediate Learners," this descriptive

correlational study's data revealed there was no discernible difference in the

level of comprehension between males and females when reading aloud.

Moreover, regarding the level of comprehension in oral reading, there is a

gender difference, with females outperforming males. 

 In the study "Correlation between Students' Translation Ability and

Their Reading Comprehension at the Sixth Semester Students in English

education Study Program of Universitas Bengkulu in Academic Year of

2018/2019" by Annisa, Firda (2019), the findings of this study demonstrated

that there was a link between students' translating abilities and their reading

comprehension. The alternative hypothesis was approved as a result. It was

thus established that reading comprehension helped improve translation skills

since students must learn and comprehend the material to develop the

meaning of words and translate correctly.

In addition, Fauzi, I., & Raya, F. U. P. (2018), in their research on the

effectiveness of skimming and scanning strategies in improving

comprehension and reading speed rates for students of English study

program, said that students with solid creativity had better speaking skills than

students with poor creativity. As a result, students' inventiveness impacted

their ability to communicate.

Also, in Syafi, M. L.'s (2018) study about online short stories to improve

reading comprehension ability, the results showed that the combination of

materials and worksheets used in both cooperative and individual learning

helped students improve their reading comprehension as their social skills. As

a result, it was critical to implement this strategy to improve students' reading

comprehension.
 On the other hand, Kusdemir, Y., & Bulut, P. (2018), in their research

on "The Relationship between Elementary School Students' Reading

Comprehension and Reading Motivation," the study concluded that there was

a positive, medium, and significant link between students' reading

comprehension and reading motivation as measured by cloze tests consisting

of both narrative and informative texts. Furthermore, a positive, medium, and

significant association was discovered between the students' reading

comprehension and reading motivation, as measured by open-ended

questions based on narrative and informational texts. Increased reading

motivation had a good and significant impact on pupils' reading

comprehension. Reading motivation also accounted for 12-13 percent of the

difference in their reading comprehension.

In the study of Kartal, G., & Simsek, H. (2017) on the effects of

audiobooks on EFL students' listening comprehension, findings showed that

students' listening comprehension skills improved when they used

audiobooks. The poll's results revealed that audiobooks helped participants

improve their listening comprehension, pronunciation, and motivation.

Moreover, Papatga, E., & Ersoy, A. (2016), in the study titled

"Improving Reading Comprehension Skills through the SCRATCH Program

International Electronic Journal of Elementary Education," discovered that the

reading levels of the eight students who struggled with reading comprehension

improved from the anxiety level to the instructional level in some cases, and
even to the independent reading level in others; in other words, all eight

students' reading comprehension skills improved.

Hayikaleng, N., Nair, S. M., & Krishnasamy, H. N. (2016) examined the

"Thai students' motivation on English reading comprehension. International

Journal of Education and Research". The findings confirmed that Thai

students have low motivation for learning EFL. Therefore, Thai English

teachers must provide various teaching methods to make students interested

in learning English reading comprehension.

According to Nyarko, K., Kugbey, N., Kofi, C. C., Cole, Y. A., & Adentwi,

K. I. (2018). After adjusting for paternal and mother participation, financial

position, age, and reading level, the results revealed a strong positive

correlation between reading proficiency and children's success on all standard

performance tests. Academic performance was greatly influenced by the type

of school, although there were no gender variations in the children's academic

achievement. The ramifications for research and educational practice are

argued.

Jaiswal, S. K., & Choudhuri, R. (2017) study also shows a clear

correlation between authoritative parenting style and academic success at all

grade levels. However, this correlation varies based on racial background,

cultural background, and financial background situation. Academic success

has also, albeit inconsistently, been favorably correlated with parental

participation at home and school. However, compared to other constructs of

parental involvement, such as involvement in school activities, parent-child

communication, and homework assistance, parental expectations for their

child's educational attainment significantly influence academic performance.

According to Oda & Kadhim (2017) in "The Relationship between

Gender and Reading Comprehension at College Level," on the first three

levels of reading comprehension (literal, inferential, and appreciating), there

are no statistically significant differences between the two gender groups.

However, on the fourth level, or the "critical level," women outperform men in a

statistically significant way.

Moreover, in the study of Miñoza and Montero (2019), there is no

substantial difference between males and females in their degree of

comprehension when reading aloud. Additionally, there is a gender gap in the

degree of understanding for oral reading, with females performing better than

males.

"Age Gender Gap in Reading Comprehension" research by Ypanto C. (2017)

found a statistical difference in the Literal and Evaluative Levels between

males and females concerning the considerable disparity between male and

female students' reading comprehension skills. In these two levels, reading

comprehension abilities differ accordingly. The Inferential and Critical Levels

did not reveal a male-female difference with statistical significance a

statistically significant difference between male and female participants.

 In support, the study of Harrison, I. (2021) on "Gender Difference and

Adult Learners' Academic Performance in English Language" revealed that

female adult learners perform significantly better on the English language test

than their male counterparts, which is a significant difference. In English,

female adult learners did noticeably better than their male counterparts.

Furthermore, Becker & Forysth (2018) research "Gender Differences in

Academic Achievement in Grades 3 through 12: A Longitudinal Analysis",

women outperformed men in language usage and reading. The bottom

percentiles of the score distributions for all grades showed the most severe

standardized differences in each of these categories.

On the other hand, Francisco & Celon (2020) study showed that

different instructional techniques affect students' academic achievement in

English, mathematics, science, Filipino, and Araling Panlipunan. This implies

that each unit of improvement in the aforementioned instructional

management strategies could result in a corresponding rise in students'

academic performance. The analysis of variance showed a value greater than

the 0.05 level of significance. We are unable to disprove the null hypothesis.

The teachers' planning, teaching, and assessment methods had no

appreciable combined effects on the students' academic performance in the

five curriculum-required content areas. In order to determine the needs of

teachers in terms of their profession, the study advised school principals to

assess teachers regularly and determine training needs.

 Frazier, Gabriel, Merians & Lust (2019) revealed in the study that the

weaker GPAs, more stress, and lower coping self-efficacy, resilience, and

social support were all indicated by students who claimed that stress had an

impact on their performance. Less stress was reported by students who

identified as male, heterosexual, and of racial or ethnic minorities (but did not

have higher GPAs). Conclusion: Psychosocial factors linked to performance

issues and the perception of stress as a barrier should be the focus of stress

reduction interventions.

An additional finding is that children who enjoy positive relationships

with their peers also tend to be engaged in and even excel at academic tasks

more than those with peer relationship problems. Children's social

competence with peers has been related consistently and positively to

academic accomplishments throughout the school-age years. (Wentzel, K. R.

2017)

The academic achievement of students is significantly influenced by

gender. It was discovered that female pupils outperformed their male

counterparts (Parajuli, M. 2017).

Moreover, students perform below average, with a significant gender

gap in their English skills. Regarding the school's location, there was also a

significant gender gap, with female students outperforming male students in

urban and rural settings (Abdullahi & Bichi, 2015). Lastly, Balkis & Erdinc

(2017) implied that male students were less content with their academic lives,
procrastinated more in class, and fared worse in school. The relationship

between academic procrastination, academic performance, and academic life

satisfaction was influenced by gender.

Finally, the study by Sadiku, G. (2019) showed that school-family

collaboration influences pupils' performance. The results also showed the

strengths and weaknesses of this cooperation, highlighting the difficulties

faced by these two subjects. Therefore, it has been recommended that the

collaboration between schools and family’s needs to be planned in order to

achieve the desired level of interaction toward enhancing pupil's performance

Theories: Legal Bases:
 Nativist Theory  UN-SDG 4 on Quality
(Chomsky, 1960s) Education
 Zone of Proximal  Sec. 1, Art. XIV of the 1987
Development (Vygotsky, Charter
1943)
 Republic Act No. 10533
 Schema Theory (Enhanced Basic Education Act)
(Bartlett, 1932)  Executive Order No. 210,
 Walberg’s Theory of s. 2013 (Policy to Strengthen the
Educational Productivity Use of English Language as Medium of
(Walberg, 1981) Instruction)
 DepEd Order No. 14, s.
2018 (Guidelines on Administration of
I Revised PHI-IRI)

INPUT
Data on:
 Profile of the Respondents
 Level of Proficiency in Reading Comprehension
 Reading Comprehension scores

PROCESS
 Data Gathering, Management,
Processing, and Analysis
 Statistical Treatment
 Summary of Findings and
Conclusions
 Recommendations

OUTPUT
Recommendation

Figure 1. Research Flow

 THE PROBLEM

Statement of the Problem

The main purpose of this research undertaking is to determine the

reading comprehension level of the Grade 5 learners based on their Phil-IRI

results and their academic performance in English for the School Year 2022-

2023, which would lead to the researchers’ comparative analysis of the

results. The findings of the study would further become the basis of the

researchers to propose relevant recommendations.

Specifically, the study seeks to answer the following sub-problems.

1. What is the profile of the students in terms of:

1.1. sex

1.2. section?

2. What is the respondents’ proficiency level in reading comprehension?

3. What is the reading comprehension score of the learners?

4. Is there a significant correlation between the reading comprehension

proficiency and the reading comprehension scores of the learners?

5. Is there a significant difference between the sex of the learners and the

following:

5.1 proficiency in reading comprehension and

5.2 reading comprehension scores?

6. Based on the findings of the study, what are the recommendations?

Null Hypotheses

The study geared towards the validation or rejection of the null

hypotheses tested at 0.05 level of significance.

H01: There is no significant degree of correlation between the

proficiency level in reading comprehension and the level of reading

comprehension scores of the learners.

H02: There is no significant degree of difference between the sex of the

learners and the following:

H02.1. proficiency level in reading comprehension and

H02.2. reading comprehension scores?

Significance of the Study

The researchers have a deep conviction that this present study

becomes beneficial to the following persons.

UB-Teachers College. The result of the study provided a sufficient

basis to refine the delivery of classroom instruction among the teachers in the

department for the Teacher Education students to be well-equipped in terms

of skills and competencies essential for future educators so that they become

effective in teaching reading comprehension and developing positive reading

attitudes.

Central Loboc Elementary School. This research benefits the

institution as they can use the study result to increase reading comprehension

skills and the learners' attitudes.

 English Teachers. The result of the study will be beneficial to the

English teachers in the school where the research is conducted since it will

provide a valid basis for how they can improve the teaching-learning process

to develop the reading comprehension skill and the reading attitude of the

Grade 5 pupils.

Grade 5 Pupils. The study findings will help the class improve and

enrich their comprehension skills by addressing the gaps discovered in the

study and hopefully would also increase their inclination towards reading.

Parents. The study is deemed significant to the parents since it would

shed light on the status of their children's reading comprehension and attitude,

thus working hand-in-hand with the teachers to improve their children's

performance.

Future Researchers. This study became a reference for future

research undertakings for those interested in conducting similar studies in

different areas
 RESEARCH METHODOLOGY

Design

This study utilizes quantitative-correlational approach. It makes use of

documentary analysis since the researchers access the Phil-IRI result and

reading comprehension test administered to the Grade 5 pupils of Loboc

Central ES at the beginning of the School Year 2022-2023.

Environment

The study is basically conducted at Loboc Central Elementary School,

Loboc, Bohol. It is one of the public elementary schools in the municipality.

The school has a total population of Four hundred forty-eight (448) with three

sections from the Grade 5 level with a total of ninety-six (96) learners. The

school also has twenty-nine (29) teachers wherein three (3) of them are Grade

5 advisers. It has been established in 1901 and now 121 years in offering

quality basic elementary education to the learners of Loboc town. LCES is

headed by Mrs. Rosalina L. Centinales.

Figure 2. Locale of the Study

Respondents

The Grade 5 pupils from the three (3) sections are the subject of the

study. Apparently, it is the students who take the reading comprehension test

of English subject and Phil-IRI gathered by the researchers. Basically, there is

a total population of ninety-six (96) in the three sections of Grade 5 and only

eighty-four out of ninety-six students who take the reading comprehension

test.

Table 1 shows the distribution of respondents.

Table 1
Total of the Respondents
Schools Population Students who take the
Reading comprehension
test
Section 1 36 33
Section 2 31 28
Section 3 29 23
TOTAL 96 84

Instrument

The Philippine Informal Reading Inventory (Phil-IRI) is the material used

to gauge the level of proficiency in reading comprehension of the Grade 5

pupils at LCES. This is standardized and provided by the Department of

Education (DepEd) to all public elementary schools in the country. This is

usually administered at the beginning of each school year as a pretest and at

the end of the school year as post-test. In this study, the researchers make

use of the Phil-IRI test results administered at the start of the school year. The

result of this reading comprehension test is accessed from the school district
for the purpose of this present study. Primarily, the Phil-IRI has three key level,

namely frustration level, instructional level, and independent level. Range of

the score and its corresponding level and interpretation are used to determine

the exact reading comprehension proficiency of the research respondents.

The researchers have sought permission to the school authorities for

the access of the results of Phil-IRI of the Grade 5 pupils of LCES.

Level of Reading Comprehension

Scoring System Reading Interpretation
(in %) Comprehension
Level
80 – 100 Independent Level The child can read on his/her
own without any assistance.
59 – 79 Instructional Level The child can read with the
support of a teacher.
58 and below Frustration Level The child can no longer read and
understand on his/her own.

To determine the level of the Reading comprehension of the

respondents, the researchers make use of the scale provided by the teacher.

The scale is given below.

Descriptor Grading Scale Remarks

Very Satisfactory 9-10 Passed
Satisfactory 7-8 Passed
Fair 4-6 Passed
Poor 0-3 Failed
Data Gathering Procedure

Prior to the conduct of the study, the researchers secure permission

from the Vice President for Academic Affairs, Atty. Marlumina B. Teh, the

Dean of the Teachers College, Dr. Janice Aurora T. Namoc, Principal of Loboc

Central Elementary School, and Bohol Division Superintendent.

The researchers would like seek the approval that they may give a copy

of the results of grade 5 learners Phil-IRI as well as the scores in reading

comprehension in English for the first grading period face-to-face interaction;

hence, they ask for the availability. In addition, the researchers together with

the Grade 5 teachers ensure that the respondents are not distracted from the

usual course of their lesson discussion. The researchers will gather the PHIL-

IRI result of the Grade 5 learners as well as their scores in reading

comprehension test in English for the 1 st Grading Period. Finally, the

researchers still observe protocol and health practice standard as provided by

the school in the conduct of the study.

Raw data are tallied and computed using the statistical treatments that

would elucidate the answers to the research problems. This would become the

basis of the researchers for the discussion in the succeeding chapters and for

the formulation of recommendations in light of the findings of this present

research undertaking.
Ethical Considerations

The research tool for Reading Comprehension is a standard tool from

DepEd PHIl-IRI and also the Reading Comprehension test in English

conducted by the teacher. We seek the consent of the principal and the

teacher of the grade 5 English subject to get the Phil-IRI result and scores of

the Reading Comprehension test. Upon data gathering, respondents are

assured of complete anonymity of the data from handling, processing, and

archiving.

All letters intended for the concerned authorities and the respondents

are prepared and transmitted for proper securing of approval of the conduct of

the study.

Statistical Treatment

To ascertain the equal distribution of respondents, the data are

subjected to normality test using Shapiro-Wilk.

The following formulas were used for the treatment of the data.

Subsequently, the result of the computation became the basis of the

researchers for interpretation and analysis. The researchers also provided the

table for the summary of the statistical treatment.

Frequency and Percentage. The researchers apply this simple

computation of statistical treatment to determine the demographic profile of

the respondents in terms of their sex. This formula is also applied to determine
the level of proficiency in reading comprehension of the respondents in the

different levels which include the frustration level, instructional level,

independent level, and their overall reading comprehension.

Statement of the Variables Statistical

Problem Treatment
Demographic profile Sex Frequency,
Percentage
Level of proficiency Frustration level
in reading Instructional level Frequency,
comprehension Independent level Percentage
Overall reading comprehension
Level of Reading Scores of the respondents in the Frequency,
comprehension Reading comprehension test. Percentage
Significant degree of Reading comprehension based Spearman’s Rho
correlation on Phil-IRI and Reading
comprehension scores in English
Significant degree of Between Sex and Proficiency in Mann-Whitney
difference Reading Comprehension as well Test
as the Level of Reading
Comprehension t-test
( Transfer to Appendix)

Mean. It is similar to an arithmetic mean, the most common type of average.

The notion of weighted mean plays a role in descriptive statistics, which also

occurs in more general form in several areas. In statistics, there are two ways

to calculate the average mean and the weighted mean. The mean formula

used when data are without any frequency of frequent values. The weighted

mean method, on the other hand, is used when data consist of rate. Further,

the weighted mean is a technique used to measure the central tendency

where some values are given importance over the others and used to gauge

the average value of responses to items in the questionnaire. The composite

mean of all item ratings for each aspect was driven by adding all weighted

means and then dividing the sum by the number of items.

This statistical treatment is used to determine the responses of the

Grade 5 pupils in the two key dimensions of reading attitude, namely

recreational reading and academic reading.

Spearman’s Rho Test. The data are subjected to Spearman’s Rho

test of correlation to test whether there is a significant degree of correlation

between the variables level of proficiency in reading comprehension and the

reading comprehension scores.

Mann-Whitney U Test and t-Test. To identify whether a significant

degree of difference that can be established or otherwise between the sex

profile of the research subjects and the proficiency level and reading

comprehension scores, the data were subjected to inferential statistics using

Mann-Whitney and t- tests.

 OPERATIONAL DEFINITION OF TERMS

The researchers had provided definitions of some terminologies

employed in the study for the readers to gain a better grasp and

understanding.

Frustration Level. The child can read on his/her own without any

assistance.

Independent Level. The child can no longer read and understand on

his/her own.

Instructional Level. The child can read with the support of a teacher.

Level of Proficiency in Reading Comprehension. This is the score

obtained by the Grade 5 learners at Loboc Central Elementary School in hthier

Phil-IRI pretest administered.

Phil-IRI. This refers to the tool for measuring and describing the

reading performance of the Grade 5 pupils, which is composed of graded

passages designed to determine the students' reading level.

Reading Comprehension. This is a skill in reading which refers to the

ability of the pupils to process texts, understand its meaning, and integrate

with what the readers already know.

 Reading Comprehension Scores. This basically refers to the scores

or numerical marks obtained by the Grade 5 pupils at Loboc Central

Elementary School in their reading comprehension test.

 CHAPTER 2

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the results of the raw data computed using the

appropriate statistical treatment. The result fundamentally deals with the

demographic profile of the research subjects in terms of sex, the

comprehension result of the Phil-IRI test, and the reading comprehension

scores of the Grade 5 pupils at Loboc Central Elementary School. To

ascertain the proficiency level of the Grade 5 pupils as to their Phil-IRI test, the

scores were categorized into three – independent level, instructional

level, frustration level. When it comes to the learners’ scores in reading

comprehension, the scores were determined in four levels, namely Poor, Fair,

Satisfactory, and Very Satisfactory. These qualitative remarks have their

correspondents’ numerical value (scoring system).

To achieve the primary objective of the study, the researchers

accessed the results of the Grade 5 pupils’ scores in their reading

comprehension test and result of their Phil-IRI used by the Department of

Education (DepEd) to gauge their reading comprehension level in the three

key categories. Prior to access of the data, the researchers had secured the

necessary permission from the school authorities. The data gathered were

then subjected to statistical treatments and the result became the premise of
the researchers to draw findings and conclusions and formulate relevant

recommendations.

Profile

The study reveals that demographic profile of Grade 5 learners of

Loboc Central Elementary School in terms of:

Sex. There was a total of 84 Grade 5 pupils in Loboc Central

Elementary School who were involved in their present study.

Table 1 specifies the profile of these research subjects in terms of their

sex.
Table 1
Profile as to Sex
n=84
Sex Frequency Percentage
Male 33 39.3
Female 51 60.7
Total 84 100.00

The table disclosed that there were 51 or 61% who were female

subjects of the study whereas the other 33 or 39% were males. The data

suggested that during this particular school year, 2022-2023, there were more

female enrollees than their counterpart at Loboc Central Elementary School.

Section. There were three sections of the Grade 5 level involved in the

conduct of the study. These sections were Apale, Camote, and Cassava.

Table 2 presents the distribution of cases.

 Table 2
Profile as to Section
n=84
Sex Frequency Percentage
Apale 33 39.3
Camote 28 33.3
Cassava 23 27.4
TOTAL 84 100.00

Most number of research subjects came from the Apale section

comprising 33 or39.3% of the total number of cases. On the other hand,

Camote section was composed of 28 subjects or 33.3 whereas the remaining

23 or 27.4% came from the Cassava section.

Respondent’s Proficiency Level. Table 3 reflects the performance of the

three sections of the Grade 5 level at Loboc Central Elementary School in the

Phil-IRI reading comprehension test.

Table 3
Proficiency Level

Frequency Percent
Independent level 21 25.0
Instructional level 24 28.6
Frustration level 39 46.4
TOTAL 84 100.0

Results revealed that there were a significant number of pupils who were

categorized in the frustration level. Specifically, 39 pupils of the three sections

or 46.4% were classified under the said level. This finding means that these
pupils obtained a score of 58 and below. It can further be opined that these

learners in the frustration level could not read and understand texts. Hence, it

can be deduced that there reading comprehension skills were poor, and that

these learners were not able to develop or enhance the necessary

competencies, skills, and knowledge in terms of their reading comprehension.

The result reflects the assumption of the Nativist Theory which stated that

children do not acquire their language easily; however, through interacting and

listening, they can manage to learn and develop basic skills. Hence, the

teachers must consider stages to develop these skills including the reading

comprehension skills. Furthermore, these findings agree with the study of

Antoni (2010) which revealed that the teachers had used teaching reading

comprehension strategies in three reading stages: pre reading, while learning

and post-reading steps for them to understand and comprehend well.

On the other hand, there were also 24 pupils or an equivalent of

28.6% who were in the instructional level. These learners garnered a score

between 57 and 79. Learners who are categorized in this level mean that they

can only read and understand texts with the help or aid of the teacher. In other

words, these learners were dependent. Similar results had also been exposed

in the study of Tibus and Pobadora (2016) wherein the reading

comprehension of the Grade 6 learners of Tomas Opus Central School in

Southern Leyte could not comprehend the suggested messages of the

content. They further could not empathize with the creator and couldn’t have
any significant bearing of those thoughts in various situations. This result was

also supported by Fitriani (2014) where the English Foreign Language (EFL)

students had difficulty in reading comprehension specifically in the areas of

semantics and syntax of the English language. Besides, reading and

comprehension problems were also seen in several other situations.

Finally, 21 Grade 5 pupils or 25% were only identified in the

independent level. These pupils obtained a score between 80 and 100. These

learners are independent in the sense that they can read and understand texts

on their own even without the assistance of the teacher. In order for the

learners to be independent readers possessing higher critical thinking skills,

Cullen and Rouse (2016) suggested self-questioning which allows the

students to track their comprehension of reading and improves their

independent learning potential.

Reading Comprehension Scores. The data reveals the reading

comprehension scores overall results of Grade 5 leaners of Loboc Central

Elementary School.

Table 4
Reading Comprehension Scores
N=84

Frequency Percent
Very Satisfactory 3 3.6
Satisfactory 21 25.0
Fair 42 50.0
 Poor 18 21.4
TOTAL 84 100.0

This result showed that the Grade 5 male pupils in this section did not

significantly do well in their reading comprehension test. On the other hand,

there were also 15 female pupils got a Fair rating with scores between 4 and

6, which means that these learners did not significantly do well; 7 with

Satisfactory rating with scores between 7 and 8, which means that these

pupils had done well in their reading comprehension; 4 pupils who obtained a

Poor rating with scores between 0 and 3, which means that they failed to do

well; and finally, 1 with a Very Satisfactory rating with a score between 9 and

10, which means that this pupil had done very well. The result suggests that

the Grade 5 female students did not significantly do well in the reading

comprehension test. In general, most of the Grade 5 pupils in Section 1

needed to significantly improve their performance in their reading

comprehension test.

As to the second section, there was a significant number of students

who obtained Fair rating for both male and female pupils. They comprised 7

and 9, respectively, obtaining scores between 4 and 6, which means that

these pupils did not significantly do well in the reading comprehension test.

The table also revealed that there were three male pupils who obtained a

Satisfactory rating with scores between 7 and 8, which means that they

performed well and another three for Poor rating with scores between 0 and 3,
which means that the learners failed to do well in the test. In terms of the

female pupils, five got a Satisfactory rating with scores between 7 and 8,

which means that they performed well, and one with a Poor rating with scores

between 0 and 3, which means that the learners failed to do well in the test.

None of the students in Section 2 obtained a score between 9 and 10 or Very

Satisfactory remark. In general, most of the Grade 5 pupils in Section 2

needed to significantly improve their performance in their reading

comprehension test.

With the third section, five from both male and female students were

rated Fair with scores between 4 and 6, which means that these learners did

not significantly do well in the reading comprehension test. There were also

four male and female pupils who were rated Poor with scores between 0 and

3, which means that the learners failed to do well in the test. Three pupils for a

Satisfactory rating with scores between 7 and 8, which means that they

performed well, and one with a Very Satisfactory rating with a score between 9

and 10, which means that this pupil had done very well. None of the female

learners got Satisfactory and Very Satisfactory ratings. In general, most of the

Grade 5 pupils in Section 3 needed to significantly improve their performance

in their reading comprehension test.

In summary of the overall performance of the Grade 5 pupils in Loboc

Central Elementary School, majority of the male and female learners were

rated Fair with scores between 4 and 6, which means that these learners did
not significantly do well in the reading comprehension test. They comprised 16

and 29, respectively. There were 12 female students who were rated

Satisfactory while only 7 from males. This means that the pupils obtained

scores between 7 and 8 and their performance is significantly well. There were

8 and 9 male and female students, respectively, who were rated Poor with

scores between 0 and 3, which means that the learners failed to do well in the

test. The remaining 2 and 1 male and female learners, respectively, were

marked Very Satisfactory with a score between 9 and 10, which means that

these pupils had done very well. In general, most of the Grade 5 pupils at

Loboc Central Elementary School needed to significantly improve their

performance in their reading comprehension test.

Similar results had also been exposed in the study of Boltz, R. H.

(2017). What we want: Boys and girls talk about reading. On standardized

exams of reading comprehension in nearly every country where tests are

administered, boys generally perform lower than girls at every level. Reading

fluency and volume of reading are intimately correlated; the more one reads,

the more proficient one becomes. One reason guys read less is because the

reading they are assigned in school does not relate to their interests,

according to a consensus that has emerged after evaluating hypotheses and

research papers on why boys perform less well than girls.

In relation to that, Wheldall, K., & Limbrick, L. (2018) entitled Do more

boys than girls have reading problems? The results of this study support past
 findings that boys are much more likely than girls to develop reading

difficulties, but these disparities in incidence may be less pronounced than

earlier studies had suggested. Students who scored in the lowest BST bands,

Bands 1 and 2, were considered to be poor readers. Average boy-to-girl ratios

in third grade were 1.66:1 (Band 1) and 1.44:1 (Bands 1 and 2 combined),

whereas they were 2.26:1 (Band 1) and 1.99:1 in fifth grade (combined Bands

1 and 2).

Lastly, Reilly, D., Neumann, D. L., & Andrews, G. (2019) state that

females outperformed males on verbal and language aptitude tasks, but

impact sizes vary widely from sample to sample.

Degree of Correlation between Level of Proficiency in Reading

Comprehension and Reading Comprehension Scores. The data

underwent a normality test to determine the appropriate statistical treatment.

The result of the said test showed that the variables were skewed. Hence, a

non-parametric test called Spearman’s Rank Correlation is used to analyse

the correlation between the variables.

Table 5
Significant Degree of Correlation between Level of Proficiency in
Reading Comprehension and Reading Comprehension Scores
Variables Statistical Statistical P-value Decision Interpretation
Test Test
Value
Proficiency Level and Spearman 0.419 0.000 Reject the There is a significant
Reading Rank null relationship
Comprehension Correlation hypothesis between the
variables.
*Legend
Strength of Association Positive Negative
Small (Weak) 0.1-0.3 -0.1- -0.3
Medium (Moderate) 0.3-0.5 -0.3- -0.5
Large (Strong) 0.5-1.0 -0.5- -1.0

Results revealed that the null hypothesis is rejected, which shows that

there is a significant degree of correlation between the level of proficiency in

reading comprehension and the reading comprehension scores of the Grade 5

pupils. Statistically, the p-value of 0.00 is less than the statistical computed

value of 0.419 that leads to its rejection. This result implies further that when a

pupil performs well in the Phil-IRI Reading Comprehension test, it is also

expected that the same pupil should do well or satisfactorily in his or her

reading comprehension test. Vice versa, when a pupil does not score well in

the Phil-IRI reading comprehension test, he or she is perceived to not perform

well in the reading comprehension test as reflected in the scores. In parallel

with the study of Macandili (2019) the finding suggests that students' reading

proficiency level has an impact on how well they do on reading

comprehension examinations. Even the results of their periodic assessments

and other exams that call for reading comprehension skills clearly

demonstrate this.

Degree of Difference between Sex and Level of Proficiency in Phil-IRI’s

Reading Comprehension. The data underwent a normality test to determine

the appropriate statistical treatment. The result of the said test showed that the
variables were skewed. Hence, a non-parametric test called Mann Whitney

Test is used to analyze the correlation between the variables sex and

proficiency level in reading comprehension.

Table 6.1 discloses the result of the non-parametric test.

Table 6.1
Significant Differences of Sex and Reading Comprehension
Proficiency

Variables Mann- P-value Decision Interpretation

Whitney U
Differences of Sex S664.00 .103 Failed to There is no
and Reading reject the statistical difference
Comprehension null between the
Proficiency hypothesis variables.

Results indicate that the study failed to reject the null hypotheses. In

other words, the null hypothesis is accepted. Numerically, the p-value at .103

is higher than the 0.05 level of significance, leading to the validation of the null

hypothesis. This finding suggests that both male and female pupils in the

Grade 5 level of the three sections in Loboc Central ES did not differ in terms

of their performance in the Phil-IRI test. This result can be explained since

more number of male and female pupils were categorized in the frustration

level. In other words, majority of both male and female Grade 5 pupils cannot

read and understand texts at all. To provide more details about the

interpretation above, the study of Oda and Abdul-Kadhim (2017) it reveals that

on all three levels of reading comprehension, there are no statistically

significant differences between the two gender groups.

Degree of Difference between Sex and Reading Comprehension Scores.

The data underwent an inferential test called t-test to analyse the correlation

between the variables sex and the reading comprehension scores.

Table 6.2 discloses the result of the inferential statistics.

Table 6.2
Significant Differences of Sex vs. Reading Comprehension Scores

Variables Statistical P-value Decision Interpretation

Test
Differences of Sex Failed to There is no
and Reading T-test .332 reject the statistical difference
Comprehension null between the
Scores hypotheses variables.

Findings reveal that the study failed to reject the null hypotheses. In other

words, the null hypothesis is accepted. Numerically, the p-value at .332 is

higher than the 0.05 level of significance, leading to the validation of the null

hypothesis. This finding suggests that both male and female pupils in the

Grade 5 level of the three sections in Loboc Central ES did not differ in terms

of their performance in the reading comprehension test as revealed in their

scores. This result can be explained since both male and female pupils

qualitatively scored under Fair wherein they got scores between 4 and 6. In

this category, both sexes did not significantly do well or satisfactorily. In other

words, sex is not a determining factor when it comes to level of proficiency in

Phil-IRI and reading test. In the similar vein, the study of Adediran and Eni-

Orolunda (2013), the findings showed that there was a substantial main

impact of treatment on students' reading comprehension achievement, no

significant gender effect, and no significant interaction between treatment and

gender on students' reading comprehension achievement.

 Chapter 3

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and

recommendations of the study which is basically premised on the data

gathered that have been subjected to statistical treatment. The result of the

computation then becomes the basis of the researchers to draw conclusions

that would aid them to expose relevant recommendations.

The first part of this chapter discusses the summary of findings

obtained from the relevant information presented in the preceding chapter.

This basically deals on the demographic profile of the subjects in terms of sex,

their proficiency level in reading comprehension as to frustration level,

instructional level, independent level, and the overall reading comprehension,

and their reading comprehension scores. This part also elucidates the

inferential test results on the correlation between the variables level of

proficiency in reading comprehension through the Phil-IRI test and the reading

comprehension scores as well as the difference between sex and their level of

proficiency in reading comprehension proficiency and their reading

comprehension scores.
 The succeeding part of this chapter deals with the conclusions drawn

on the basis of the findings of the study. The conclusions are fundamentally

the generalizations and influences.

Summary of Findings

Premised on the interpretation and analysis of data, the following

findings were yielded and summarized.

Demographic Profile. When it comes to sex, there were more female

pupils involved in the study comprising 51 or 63% out of the 84 research

subjects from the three sections of the Grade 5 level. Among the sections as

well, more pupils came from the Apale section with 33 out of the 84 pupils.

Level of Proficiency in Reading Comprehension. In general, there

were still a lot of Grade 5 pupils, 39 or 46.4% in total number, who did not

perform well and who were not able to develop and enhance their skills in

reading comprehension. These pupils were in the frustration level which

means that they were struggling in their reading comprehension. They could

not also read and understand on their own, hence do not develop skills,

competencies, and mastery in reading comprehension skills.

Reading Comprehension Scores. As to the scores obtained from the

Grade 5 pupils’ reading comprehension test of ten items, both male and

female pupils from the three sections were rated Fair, which means that they

obtained a score between 4 and 6. This result implies that these learners did
not significantly do well in the reading comprehension test. There were still a

lot to do in order to improve their reading and comprehension skills.

Significant Degree of Correlation between Level of Proficiency in

Reading Comprehension and the Reading Comprehension Scores. The

result revealed that there is a significant degree of correlation between the two

variables. It also implies that when a pupil performs well in the Phil-IRI reading

comprehension test, he or she is also expected to perform well in the reading

comprehension test in the classroom. In this study, the significant correlation is

demonstrated in the sense that majority of the Grade 5 learners were

categorized under Frustration Level and their scores in the reading

comprehension test were rated Fair.

Significant Difference between Sex and the Level of Proficiency in

Reading Comprehension. The study failed to reject the null hypotheses. In

other words, the null hypothesis is accepted. This finding suggests that both

male and female pupils in the Grade 5 level of the three sections in Loboc

Central ES did not differ in terms of their performance in the Phil-IRI test. This

result can be explained since a greater number of male and female pupils

were categorized in the frustration level. In other words, majority of both male

and female Grade 5 pupils cannot read and understand texts at all.

Significant Difference between Sex and the Reading Comprehension

Scores. The study failed to reject the null hypotheses. In other words, the null

hypothesis is accepted. This finding suggests that both male and female
pupils in the Grade 5 level of the three sections in Loboc Central ES did not

differ in terms of their performance in the reading comprehension test as

revealed in their scores. This result can be explained since both male and

female pupils qualitatively scored under Fair wherein, they got scores between

4 and 6. In this category, both sexes did not significantly do well or

satisfactorily. In other words, sex is not a determining factors when it comes to

level of proficiency in Phil-IRI and reading test.

Conclusions

Anchored on the aforementioned discussion on the summary of

findings and as stated and yielded in the result of the study, the succeeding

conclusion is drawn.

1. The research subjects lack the fundamental skills and competencies

in reading comprehension since they did not perform well in the Phil-

IRI test since they were mostly identified in the frustration level and

as shown in their scores in the reading test.

2. The Grade 5 pupils’ level of proficiency in reading comprehension

and their scores in the reading test showed no difference since

majority of them were in the frustrated level and scored low in the

reading test.

3. In terms of sex and the pupils’ level of proficiency in their Phil-IRI’s

reading comprehension and their scores in their reading test, there

 is still no showing of difference. Sex is not a determining factor in

terms of performance in Phil-IRI and reading test.

The aforementioned conclusions highlight the theoretical underpinnings

of Lev Vygotsky’s Zone of Proximal Development (ZPD). As the theory cited, it

differentiates what the learners can do without the assistance of a teacher and

what he or she can so with the support of a teacher. It implies that the pupils in

frustration level show that they still need more assistance from the teacher

since they were not able to read and comprehend on their own.

Recommendations

Based on the foregoing findings and conclusions of the study, the

researcher offers the following relevant recommendations.

1. Teachers handling English and Reading classes must strengthen

reading intervention and provide more reinforcement activities to

improve the learners’ reading comprehension performance.

2. There must be remedial classes scheduled every week.

3. The teacher should consider designing guided learning activities to

improve reading comprehension and higher order thinking skills.

4. The teacher should provide differentiated reading materials for the

pupils to read especially during their vacant time.

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University of Bohol
City of Tagbilaran
 Teachers College

November 24, 2022

The Chairman, Review Ethics Board

University of Bohol, Tagbilaran City

Sir/Madame:

I, the Research Adviser, certifies that the study of the research team entitled
“COMPARATIVE ANALYSIS OF THE READING COMPREHENSION
AMONG GRADE 5 LEARNERS, LOBOC CENTRAL ELEMENTARY
SCHOOL, S.Y. 2022-2023” has been thoroughly reviewed and checked by
the undersigned. It is to further endorse the team for the ethics review by the
University Review Ethics Board.

Thank you.

Respectfully yours,

DR. JELINDA R. FORTICH, LPT

Research Adviser

University of Bohol
City of Tagbilaran
 Teachers College

November 24, 2022

ATTY. MARLUMINA B. TEH

Vice President for Academics
University of Bohol

Madame:

Greetings!

We, the undersigned students of the Bachelor of Elementary Education

students in the Teachers College of the University of Bohol, are enrolled in the
subject TC Research 1 (Methods of Research). The researchers will be
conducting a study entitled “COMPARATIVE ANALYSIS OF THE READING
COMPREHENSION AMONG GRADE 5 LEARNERS, LOBOC CENTRAL
ELEMENTARY SCHOOL, S.Y. 2022-2023.”

In line with this, we would like to ask permission from your office to allow us to
conduct a study entitled: COMPARATIVE ANALYSIS OF THE READING
COMPREHENSION AMONG GRADE 5 LEARNERS, LOBOC CENTRAL
ELEMENTARY SCHOOL, S.Y. 2022-2023. Rest assured that all matters
tackled in the survey course solely for academic purposes and shall be held
confidential.

Your wholehearted support and understanding of this endeavor are much

appreciated.

Thank you and Godspeed!

Respectfully yours,

Sharmaine Grace Balane

Mark Kenneth Cañete
Carmel Patrice Catayas
Dollyn Cate Dasoc
Millennia Jane Jamoner
Catherine Jane Lagria
Christine Jeanne Makinano
Mary Jane Miravalles
Gecille Quieta
Mycelle Remulta

Researchers

Noted by:

Dr. Jelinda Fortich, LPT

Research Adviser

Recommending Approval:

Dr. Janice Aurora Tirol-Namoc

Dean, Teachers College

ATTY. MARLUMINA B. TEH

Vice President for Academics
 University of Bohol
City of Tagbilaran
Teachers College

November 18, 2022

Dr. Janice Aurora Tirol-Namoc

Dean, Teachers College
University of Bohol

Madame:

Greetings!

We, the undersigned students of Bachelor of Elementary Education in the

Teachers College of the University of Bohol, are enrolled in TC Research 1
(Methods of Research). The researchers will be conducting a study entitled
“COMPARATIVE ANALYSIS OF THE READING COMPREHENSION
AMONG GRADE 5 LEARNERS, LOBOC CENTRAL ELEMENTARY
SCHOOL, S.Y. 2022-2023.”

In line with this, we would like to ask permission from your office to allow us to
conduct a study entitled: COMPARATIVE ANALYSIS OF THE READING
COMPREHENSION AMONG GRADE 5 LEARNERS, LOBOC CENTRAL
ELEMENTARY SCHOOL, S.Y. 2022-2023. Rest assured that all matters
tackled in the survey course solely for academic purposes and shall be held
confidential.

Your wholehearted support and understanding of this endeavor are much

appreciated.

Thank you and Godspeed!

Respectfully yours,
Sharmaine Grace Balane
Mark Kenneth Cañete
Carmel Patrice Catayas
Dollyn Cate Dasoc
Millennia Jane Jamoner
Catherine Jane Lagria
Christine Jeanne Makinano
Mary Jane Miravalles
Gecille Quieta
Mycelle Remulta
Researchers

Noted by:

Dr. Jelinda Fortich, LPT

Research Adviser

Recommending Approval:

Dr. Janice Aurora Tirol-Namoc

Dean, Teachers College

ATTY. MARLUMINA B. TEH

Vice President for Academics
 University of Bohol
City of Tagbilaran
Teachers College

November 18, 2022

Rosalina L. Centiñales
Principal – Loboc Central Elementary School
DepEd Loboc

Madame:

Greetings!

The researchers who are the Bachelor of Elementary Education (BEEd)

students of the UB-Teachers College are presently conducting a study on
“COMPARATIVE ANALYSIS OF THE READING COMPREHENSION
AMONG GRADE 5 LEARNERS, LOBOC CENTRAL ELEMENTARY
SCHOOL, S.Y.2022-2023.” This study involves the students' PHIL-IRI results
and reading comprehension scores in the English subject. In the preceding
statements, the researchers would like to seek your approval that they may
given a copy of the said documents. Rest assured that the data will be treated
with utmost confidentiality.

Your wholehearted support and understanding of this endeavor are much

appreciated.

Thank you and Godspeed!

Respectfully yours,

Sharmaine Grace Balane

Mark Kenneth Cañete
Carmel Patrice Catayas
Dollyn Cate Dasoc
Millennia Jane Jamoner
Catherine Jane Lagria
Christine Jeanne Makinano
Mary Jane Miravalles
Gecille Quieta
Mycelle Remulta
Researchers

Noted by:

Dr. Jelinda Fortich, LPT

Research Adviser

Recommending Approval:

Dr. Janice Aurora Tirol-Namoc

Dean, Teachers College

ATTY. MARLUMINA B. TEH

Vice President for Academics
 INFORMED CONSENT FORM

Name of Organization: TEACHERS COLLEGE

Title of Research: COMPARATIVE ANALYSIS OF THE READING
COMPREHENSION AMONG GRADE 5 LEARNERS, LOBOC CENTRAL
ELEMENTARY SCHOOL, LOBOC BOHOL

Dear Parent/Guardian,
We are a group of 4th year BEED Students from the University of Bohol
conducting a study entitled “COMPARATIVE ANALYSIS OF THE READING
COMPEREHENSION AMONG GRADE 5 PUPILS, LOBOC CENTRAL
ELEMENTARY SCHOOL, S.Y. 2022-2023.”, with the aim of providing
recommendations to improve the student’s reading comprehension and
academic performance in English.
In this regard, we would like to ask your agreement to allow your child to be
one of our respondents in our study. We ask your consent for:

Accessing on the results of PHIL-IRI and the academic grades in English for
the 1st Grading Period. All the data that will be obtained shall hold confidential
and anonymous. You shall receive information about the nature of the study
and our results after we have obtained it. Through this study, you will be able
to reflect your attitudes and behaviors that influence and contribute to a much
better academic performance in school. You have the right to refuse or decline
at any time without penalty.

If questions and concerns may arise feel free to contact this number
09079097974 or 09556550298 and look for Ms. Mary Jane Miravalles or
Catherine Jane Lagria group leaders. Provided as well is the contact details of
the UB-REC 0909-367-1140 or (038) 441-3484.
 PART 2: CERTIFICATE OF CONSENT
I have read the foregoing information, or it has been read to me. I have had
the opportunity to ask questions about it and any questions. I have been
asked and have answered to my satisfaction. I voluntarily give my consent for
my child to be a participant in this study.

Name of Parent/Guardian: _______________________

Signature of Parent/Guardian: ____________________
Date: __________________________

STATEMENT BY THE RESEARCHER OR PERSON TAKING CONSENT

I confirm that the parent/guardian was given an opportunity to ask questions
about the study and all the questions have been answered correctly. I confirm
that the individual has not been coerced and the consent has been given
freely and voluntarily.

Name of Researcher: Catherine Jane O. Lagria

Signature of Researcher: __________________
Date: _________________________________

Assent Form (for Minor Respondents)

Name of Principal Investigator: ___________________________

Name of Organization: ____________________________________
Title of Research: ________________________________________

Dear Respondent/Participant,
 We are a group of 4th year BEED Students from the University of Bohol
conducting a study entitled “COMPARATIVE ANALYSIS OF THE READING
COMPEREHENSION AMONG GRADE 5 PUPILS, LOBOC CENTRAL
ELEMENTARY SCHOOL, S.Y. 2022-2023.”, with the aim of providing
recommendations to improve the student’s reading comprehension and
academic performance in English. Let it be known that consent from your
parent/guardian has been requested. Please know that you have the right to
refuse or decline at any time without penalty. Please be assured that all
information obtained will be hold confidential and anonymous. Participation is
voluntary and it is okay to say “yes” now and change your mind later.

If questions and concerns may arise feel free to contact this number
09079097974 or 09556550298 and look for Ms. Mary Jane Miravalles or
Catherine Jane Lagria group leaders. UB-REC 0909-367-1140 or (038) 441-
3484

THE RESEARCHERS

Name of Principal Investigator: ___________________________

Name of Organization: ____________________________________
Title of Research: ________________________________________

Usa kami ka grupo sa mga 4th year BEED Students gikan sa Unibersidad sa
Bohol nga nagpahigayon ug pagtuon nga giulohan og “COMPARATIVE
ANALYSIS OF THE READING COMPEREHENSION AMONG GRADE 5
PUPILS, LOBOC CENTRAL ELEMENTARY SCHOOL, S.Y. 2022-2023”.
Ipahibalo nga ang pagtugot gikan sa imong ginikanan/guardian gihangyo.
Palihug hibal-i nga ikaw adunay katungod sa pagdumili o pagbalibad sa bisan
unsang oras nga wala’y silot. Palihog siguroha nga ang tanang impormasyon
nga makuha itago ug dili mailhan . Ang pag-apil boluntaryo ug kini okay nga
moingon "oo" karon ug mausab ang imong hunahuna sa ulahi.

Kung adunay mga pangutana ug kabalaka palihog kontaka kini nga numero
09079097974 ug pangitaa si Ms. Mary Jane Miravalles nga lider sa grupo.
UB-REC 0909-367-1140 o (038) 441-3484

ANG MGA RESEARCHERS

 Certificate of Assent
I have read this information (or had the information read to me) I have had my
questions answered and know that I can ask questions later if I have them. I
agree to take part in the research.
Signature of child: _______________________
Date: _________________________________

STATEMENT BY THE RESEARCHER

I confirm that the child was given an opportunity to ask questions about the
study, and all the questions asked by him/her have been answered correctly to
the best of my ability. I confirm that the individual has not been coerced into
given consent and the consent has been given freely and voluntarily.

Name of Researcher: _________________________

Signature of Researcher: ______________________
Date: _______________________________________

Note:
1. If the minor is under 7 years old no formal assent is needed.
2. If the minor is 7 to 12 years old a verbal assent is acceptable and must
be documented.
3. If the minor is 12 to 15 years old he/she shall sign an assent form
different from the inform consent which the parent or guardian signed.
4. If the minor is 15 to under 18 years old, he/she can sign on the same
inform consent document signed by the parent
 Sharmaine Grace E. Balane
San Isidro Calape, Bohol
PERSONAL DATA
Age : 21
Birthdate : February 19, 2001
Citizenship : Filipino
Civil Status : Single
Place of Birth : Loon, Bohol
Height : 5’2 ft.
Weight : 95 kgs.
Languages : Tagalog, Visayan, English

EDUCATIONAL BACKGROUND
TERTIARY : University of Bohol
SECONDARY : Calape National High School (JHS)
: Bohol Island State University (SHS)
ELEMENTARY : San Isidro Elementary School

SPECIAL SKILLS/INTEREST
Travel, Cooking, Sports, Singing, Computer Literate
 Markkenneth P. Canete
Poblacion Alicia, Bohol

PERSONAL DATA
Age : 22
Birthdate : August 22, 1999
Citizenship : Filipino
Civil Status : Single
Place of Birth : Poblacion Alicia, Bohol
Height : 5’8 ft.
Weight : 90 kgs.
Languages : Tagalog, Visayan, English

EDUCATIONAL BACKGROUND
TERTIARY : University of Bohol
SECONDARY : Alicia Technical-Vocational High
School (JHS)
: Alicia Technical-Vocational High
School (SHS)
ELEMENTARY : Alicia Central Elementary School

SPECIAL SKILLS/INTEREST
Teaching, Preaching, Sports
 Carmel Patrice M. Catayas
Talisay, Cabilao, Loon, Bohol
PERSONAL DATA
Age : 21
Birthdate : May 25, 2001
Citizenship : Filipino
Civil Status : Single
Place of Birth : Tagbilaran City
Height : 5’0 ft.
Weight : 41 kgs.
Languages : Tagalog, Visayan, English

EDUCATIONAL BACKGROUND
TERTIARY : University of Bohol
SECONDARY : Holy Spirit School of Tagbilaran
(JHS)
: University of Bohol (SHS)
ELEMENTARY : Cabilao Elementary School

SPECIAL SKILLS/INTEREST
Playing Volleyball, Travelling, Dancing, Singing, Serving the Community
 Dollyn Cate Dasoc
Purok 1 Dasitam, Baclayon, Bohol

PERSONAL DATA
Age : 21
Birthdate : March 31, 2001
Citizenship : Filipino
Civil Status : Single
Place of Birth : Tagbilaran City
Height : 5’2 ft.
Weight : 40 kgs.
Languages : Tagalog, Visayan, English

EDUCATIONAL BACKGROUND
TERTIARY : University of Bohol
SECONDARY : Corella National High School (JHS)
: Corella National High School (SHS)
ELEMENTARY : Dasitam Elementary School

SPECIAL SKILLS/INTEREST
Computer Literate, Leadership, Travelling, Sports, Dancing
 Millennia Jane P. Jamoner
Purok 3 Tigbao, Loboc, Bohol
PERSONAL DATA
Age : 22
Birthdate : January 01, 2000
Citizenship : Filipino
Civil Status : Single
Place of Birth : Tigbao, Loboc, Bohol
Height : 4’9 ft.
Weight : 42 kgs.
Languages : Tagalog, Visayan, English

EDUCATIONAL BACKGROUND
TERTIARY : University of Bohol
SECONDARY : Loboc National High School (JHS)
: Loboc National High School (SHS)
ELEMENTARY : Tigbao Elementary School

SPECIAL SKILLS/INTEREST
Travel, Dance, Reading and Writing
 Catherine Jane O. Lagria
Purok 3 Camaya-an Loboc, Bohol

PERSONAL DATA
Age : 21
Birthdate : May 30, 2001
Citizenship : Filipino
Civil Status : Single
Place of Birth : Quezon City
Height : 4’9 ft.
Weight : 65 kgs.
Languages : Tagalog, Visayan, English

EDUCATIONAL BACKGROUND
TERTIARY : University of Bohol
SECONDARY : Ramon Magsaysay Cubao High
School (JHS)
: Central Colleges of the Philippines
(SHS)
ELEMENTARY : Lucas R. Pascual Memorial
Elementary School

SPECIAL SKILLS/INTEREST
Travel, Dance, Sports, Computer literate
 Christine Jeanne Makinano
Purok 1 Poblacion, Anda, Bohol

PERSONAL DATA
Age : 21
Birthdate : October 30, 2000
Citizenship : Filipino
Civil Status : Single
Place of Birth : Anda Bohol
Height : 4’10 ft.
Weight : 36 kgs.
Languages : Visayan, Tagalog, English

EDUCATIONAL BACKGROUND
TERTIARY : University of Bohol
SECONDARY : Holy Infant Academy (JHS)
: University of Bohol (SHS)
ELEMENTARY : Anda Central Elementary School

SPECIAL SKILLS/INTEREST
Singing, Baking, Travelling
 Mary Jane Miravalles
Purok 5 Ewon, Sevilla, Bohol
PERSONAL DATA
Age : 22
Birthdate : April 19, 2000
Citizenship : Filipino
Civil Status : Single
Place of Birth : Ewon, Sevilla, Bohol
Height : 5’0 ft.
Weight : 44 kgs.
Languages : Tagalog, Visayan, English

EDUCATIONAL BACKGROUND
TERTIARY : University of Bohol
SECONDARY : Loboc National High School (JHS)
: Loboc National High School (SHS)
ELEMENTARY : Quinoguita Elementary School

SPECIAL SKILLS/INTEREST
Travel, Cooking, Computer literate
 Gecille O. Quieta
Purok 6 Datag, Garcia-Hernandez Bohol

PERSONAL DATA
Age : 21
Birthdate : February 01, 2001
Citizenship : Filipino
Civil Status : Single
Place of Birth : Datag, Garcia- Hernandez
Height : 4’9 ft.
Weight : 35 kgs.
Languages : Tagalog, Visayan, English

EDUCATIONAL BACKGROUND
TERTIARY : University of Bohol
SECONDARY : Cambuyo High School (JHS)
: Cambuyo High School (SHS)
ELEMENTARY : Datag Elementary School

SPECIAL SKILLS/INTEREST
Travelling, Dancing, Cooking
 Mycelle B.Remulta
BonBon Lower, Loboc, Bohol

PERSONAL DATA
Age : 22
Birthdate : May 28, 2000
Citizenship : Filipino
Civil Status : Single
Place of Birth : Zamboanga Del Sur
Height : 4’11 ft.
Weight : 42 kgs.
Languages : Tagalog, Visayan, English

EDUCATIONAL BACKGROUND
TERTIARY : University of Bohol
SECONDARY : Cogon Alternative Learning System
ELEMENTARY : Ilian Elementary School

SPECIAL SKILLS/INTEREST
Computer literate, Resilience, Travel
 Citation Audit

LIFTED/ORIGINAL PARAPHRASED SOURCES

TEXT
developed to serve The first theory Mathewson, G. C. (1994).
as heuristic devices which lay a good Model of attitude influence
for generating foundation of the upon reading and learning to
predictions and study is called the read. Retrieved from
guiding practice in “Mathewson’s Model http://bitly.ws/sWiz (Accessed
reading / the 1976 of Attitude Influence” 28 March 2022)
model was of Mathew, G.C.
intended to clarify (1994) wherein this
relationships theoretical
between attitude framework highlights
and reading using a the influence of
small set of reading attitude to
variables: attitude, the “reading and
motivation, learning to read” of
attention, and the learners. The
comprehension / theory further
other variables contends that
were added to the attitude, a set of
1985 model in an factors and a
effort to widen its tendency to respond
scope / research to a certain idea,
and reflection have person, object, or
shown that situation, has effect
although the 2 on an individual’s
models fulfilled intention to read and
their heuristic the results of a given
purposes to some reading encounter
extent, both had provides feedback to
shortcomings / the influence attitude. In
model presented other words, this
here is intended to theory puts
correct those emphasis on the
shortcomings and vital role of attitude
to provide and motivation
directions for future towards reading.
research and The Mathewson’s
practice Model of Attitude
resolves Influence stresses
fundamental issues three-fold (tripartite)
raised by the earlier views on attitude,
models and applies namely cognitive
these resolutions to component
construction of (evaluative belief),
subassemblies for affective component
the new model / (feelings), and
integrates the conative component
subassemblies to (action readiness or
form the new model any natural
and explores its tendencies to
characteristics / change behavior). In
describes the new the context of this
model's present study, the
implications for researchers view
research & that positive reading
instruction attitude promote the
learners’ inclination
to and love of
reading that could
subsequently result
to improved reading
comprehension. In
short, it is presumed
then that improved
reading
comprehension
skills of the learners
is determined by
their positive reading
attitude.

The McKenna Another theory that McKenna, M. C. (2001).

model predicts supports this Development of reading
that an individual's present study is the attitudes. Literacy and
attitude toward “McKenna Model of motivation: Reading
reading will develop Reading Attitude engagement in individuals and
over time as the Acquisition” of groups, 135-158. Retrieved
result of three McKenna, M.C. from https://bit.ly/3iEGqbk
factors: normative (2001). According to (Accessed 28 March 2022)
beliefs, beliefs the contention of this
about the outcomes theoretical
of reading, and perspective, a
specific reading learner’s attitude
experiences. towards reading
may have
 developed over time
as a result of three
driving factors,
namely normative
beliefs, which
means the extent
reading
comprehension has
given them
advantage and what
reading
comprehension can
do to equip them
(direct effects of
reading); beliefs
about the outcomes
of reading (or the
results when one
loves reading), and
specific reading
experiences, which
may involve the
schema of the
readers or the
learners.

The zone of The Zone of Bruner, J. (1984). Vygotsky's

proximal Proximal zone of proximal development:
development refers Development of Lev The hidden agenda. New
to the difference Vygotsky (1934) directions for child
between what a further strengthens development. Retrieved from
learner can do this present http://bitly.ws/sWiT (Accessed
without help and research. ZPD 28 March 2022)
what he or she can pointed out the
achieve with difference between
guidance and what the learner can
encouragement do without
from a skilled assistance of a
partner. teacher and what he
or she can do with
the support of a
teacher. This is a
level of development
obtained when
children engage in
social interactions
with others. This
theory simply stated
that language
acquisition is
associated with
social interactions. It
means that the
language of a
particular society
where the children
grow has a
significant effect on
their language
development.
Furthermore, this
theory also speaks
how the learners are
rated according to
their proficiency
level in reading
comprehension. It
can be noted that
the Department of
Education (DepEd)
stresses three levels
of reading
comprehension
which can be
summarized as
learners who can
independently read
and understand
without the
assistance of the
teacher and those
who need the
assistance of a
facilitating teacher.
A set of theories Noam Chomsky’s Ritchie, W., & Bhatia, T.
which contend that Nativist Theory (1998). Handbook of child
human abilities and proposed the language acquisition. Brill.
developmental Language Retrieved from
processes are Acquisition Device http://bitly.ws/sWj3 (Accessed
innate and hard- (LAD), a 28 March 2022)
wired at birth. hypothetical tool
These theories hardwired into the
inform beliefs about brain. Noam
developmental Chomsky explained
processes most that LAD reflects the
closely associated ability of the brain to
with initial language understand
acquisition. language, which is
an innate
understanding of
grammar and syntax
that all children
possess. He added
that children could
produce proper and
unique style even in
infancy, but they are
not merely
mimicking language
patterns they hear.
He also stated in his
study that children
do not acquire their
language easily;
however, through
interacting and
listening when
people speak, they
manage to learn
together with writing
all the same.
Developing the
reading
comprehension skill
of the learners in
light of the context of
the theory, learners
who acquire words
 and word patterns
through their
interaction with other
people help them
develop an
understanding of
vocabulary and
eventually their
reading
comprehension.

Reading Reading Cui, Z., Su, M., Li, L., Shu, H.,
comprehension is a comprehension is an & Gong, G. (2018).
crucial reading skill important learning Individualized prediction of
for learning and skill that consists of reading comprehension ability
putatively contains two main using gray matter volume.
2 key components: components: Cerebral Cortex, 28(5), 1656-
reading decoding reading decoding 1672. Retrieved from
and linguistic and linguistic http://bitly.ws/q46R (accessed
comprehension comprehension. 05 April 2022)

Comprehension of Text comprehension Van den Broek, P., Mouw, J.

a text can be can be described in
defined in various a variety of ways. It
ways. It may refer could refer to the
to the ability to ability to replicate
reproduce (part) of (parts) of a text, the
the text, the ability ability to understand
to analyze the the text's material,
information in the the ability to use or
text, to use or apply apply the
the information, as information, and a
well as a range of variety of additional
other abilities. skills.
M., & Kraal, A. (2015).
Individual differences in
reading comprehension. In
Handbook of individual
differences in reading (pp. 156-
168). Routledge.  Retrieved
from http://bitly.ws/q4GD
(accessed 05 April 2022)

Reading Reading Nguyen, N. N., Leytham, P.,

comprehension is a comprehension is a Schaefer Whitby, P., & Gelfer,
critical building necessary J. I. (2015). Reading
block for effective component of comprehension and autism in
early literacy successful early the primary general education
development. literacy classroom. The Reading
 development. Teacher, 69(1), 71-76.
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http://bitly.ws/q4GY (accessed
05 April 2022)

Reading Reading Prawira, A. P., & Roswati, R.

comprehension comprehension (2019). The Comparison
itself is the readers’ refers to a reader's between Male and Female
capability to capacity to interpret Students’ Reading
interpret and to and build their own Comprehension. Indonesian
construct their own thoughts based on Journal of Integrated English
mind through the the content they are Language Teaching, 4(2), 179-
text about. reading. Because 187. Retrieved from
Comprehension is the objective of http://bitly.ws/pZLd (accessed
the essence of written language is 05 April 2022)
reading because to communicate
the goal of written messages,
language is comprehension is at
communication of the heart of reading.
messages. If we do We are not reading
not understand the if we do not
message, we are comprehend the
not reading. message. Reading
Reading comprehension is
comprehension is the process of
an activity to comprehending a
understand a written text. It entails
written text. It extracting the
means extracting required information
the required from it as quickly as
information from it feasible. Students
as efficient as must do this in one
possible to do this, of two ways. Text,
there are two ways on the other hand,
that students must cannot be removed
do. And in the other from its readers, and
hand, text cannot the reader's
be separated from interaction with the
the readers, and content is essential.
the interaction find the significant
between the reader difference in reading
and the material comprehension
are very important. between male and
research was done female students
to find out the when reading an
significant different analytical exposition
between male and text. According to
female students’ the findings of the
reading researchers, there is
comprehension in a significant
analytical difference in reading
exposition text. comprehension
Based on the between male and
researchers’ female students in
findings that there analytical exposition
is a significant texts.
different between
male and female
student’s reading
comprehension in
analytical
exposition text.

A frequently Females outperform Reilly, D., Neumann, D. L., &

observed research males on verbal and Andrews, G. (2019). Gender
finding is that language aptitude differences in reading and
females outperform tasks, according to writing achievement: Evidence
males on tasks of research, but impact from the National Assessment
verbal and sizes vary widely of Educational Progress
language abilities, from sample to (NAEP). American
but there is sample. Psychologist, 74(4), 445.
considerable Retrieved from
variability in effect http://bitly.ws/pZH6 (accessed
sizes from sample 04 April 2022)
to sample.
Research findings Gender, attitude, Olufunke, O. M., & Elizabeth,
on gender, attitude and achievement P. T. (2020). Perspectives of
and achievement research findings gender differences, students’
are inconclusive. are mixed. There achievement and attitude to
Researches that are numerous reading comprehension. ATBU
have identified studies that have Journal of Science, Technology
differences found disparities in and Education, 8(2), 141-153.
between gender reading Retrieved from  
groups in reading performance http://bitly.ws/pZH3 (accessed
performance are between gender 04 April 2022)
many and they are groups, although
not precise. they are not precise.
Various Researchers'
interpretations various
given by interpretations
researchers often frequently reported
reported differences in
discrepancies reading outcomes
between males and between males and
females in reading females. Despite the
outcome. Though fact that many
there are agreed Nigerian studies
general consensus have found that girls
that girls have been have a slight
found in many positive but
Nigerian statistically
researches to have insignificant
only a slight advantage over
positive but boys in language
statistically performance, there
insignificant edge is a general
over boys in consensus that girls
language have a slight
performance. positive but
statistically
insignificant
advantage over
boys in language
performance.
There is a different At the sixth Ermayati, E. (2015). The
score in reading semester, there is a Difference of Reading
comprehension difference in reading Comprehension Ability
ability between comprehension between Male and Female
male and female capacity between Students at the Sixth Semester
students at the male and female in English Department of IAIN
sixth semester. The pupils. Male Antasari Academic Year
mean score of male students have a 2014/2015. Retrieved at
students is 51.4 mean score of 51.4, http://bitly.ws/q2Ap (Accessed
while the mean whereas female on 04 April 2022)
score of female students have a
students is 55.8. mean score of 55.8.
But, both of they However, they are
are in Fair both in the Fair
Category. The Category. The t-test
result of the result is -0.77 with t-
counting by using t- table at df(degrees
test is -0.77 with t- of freedom) 38 in the
table at df(degrees significant degrees 5
of freedom) 38 in percent = 2.02 and 1
the significant percent = 2.71. It
degrees 5% = 2.02 demonstrates that
and 1% = 2.71. It Ho (Zero
shows that Ho Hypothesis) and Ha
(Zero Hypothesis) (Alternative
is accepted and Ha Hypothesis) are both
(Alternative accepted. According
Hypothesis) is to the findings, there
rejected. Based on is no significant
the result, it can be difference in reading
concluded that comprehension
there is no capacity between
significant male and female
difference of students in the
reading English Department
comprehension at IAIN Antasari
ability between during the academic
male and female year 2014/2015.
students at the
sixth semester in
English Department
of IAIN Antasari
academic year
2014/2015.

Based on the This study's findings Pourhosein Gilakjani, A., &

findings of this support the notion Sabouri, N. B. (2016). How can
study, it is that reading students improve their reading
concluded that materials and comprehension skill? Journal
reading materials activities should be of Studies in Education, 6(2),
and activities highly appealing to 229-240. Retrieved from
should be very students in order for http://bitly.ws/q5dx (accessed
attractive to them to comprehend on 02 April 2022)
students in order to a text easily, and
understand a text that they should be
easily and they related to the
should be related to students' proficiency
the students’ levels. Teachers
proficiency levels. have a significant
Teachers have a responsibility to
big responsibility to motivate their
motivate their students to read
students in reading these materials, and
these materials, they should be
should be very extremely sensitive
sensitive to their to their students'
learners’ comprehension
comprehension difficulties. They
difficulties, and should also assist
should help their their students in
learners to modify changing their
their views towards attitudes toward
reading and have reading and
positive attitudes developing positive
towards their attitudes toward
reading activities so their reading
that they can better activities in order for
understand the them to better
different texts. understand the
various texts they
read.

KWL strategy helps When teachers use Dieu, T. T. T. (2015). Trying

teachers activate the KWL strategy, KWL strategy on teaching
learners’ prior they can help reading comprehension to
knowledge called students activate passive students in Vietnam.
schema, prior knowledge, International Journal of
concerning a topic known as schema, language and linguistics, 3(6),
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active reading and encourages
inquisition since research, active (Accessed 02 April 2022)
reading, and
Schema theory can inquisition, because
be a very useful schema theory can
theory which helps be a very useful
us understand how theory that helps us
our brain processes understand how our
information. brains process
Therefore, no one information. It
can deny that K-W- follows that the K-W-
L strategy can L strategy is
promotes active unquestionably
learning. effective in
encouraging active
learning. uu
The findings of the
Using a flipped Karimi, M., & Hamzavi, R.
study indicated
model of instruction, (2017). The effect of flipped
flipped model of the researchers model of instruction on EFL
instruction had a discovered that EFL learners’ reading
significant positive
students' reading comprehension: Learners’
effect on EFL comprehension attitudes in focus. Advances in
development Language and Literary Studies,
students’ reading improved by a 8(1), 95-103.
comprehension statistically
development. significant amount. Retrieved from
http://bitly.ws/q5eG  
It has been (Accessed 2 April 2022)
Evidently, flipped
model of instruction demonstrated that
and EFL learners’ the flipped model of
reading instruction and EFL
comprehension learners' reading
proved to be comprehension are
interactive interactive variables,
variables and and the relationship
between the two
the link between and their impact on
the two and their language learning
impact on language are extremely
learning are important in the
considerably crucial context of second
in second language language teaching
teaching and learning.
and learning. Flipped learning is
Flipped learning is particularly
especially important because it
important since it allows the learning
enables the session to take
learning session to place outside of the
go beyond the four four walls of the
walls of traditional classroom
setting
the classroom.
To help students The use of "hands- Djudin, T. (2017). Using
achieve science- on" activities metacognitive strategies to
information- throughout the improve reading
technology literacy, school year should comprehension and solve a
an instructional be emphasized to word problem. Journal of
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“activities. These Student participation April 2022)
“hands-on in these "hands-on"
“activities will activities will
promote students’ encourage them to
“minds-on” participate in
activities. The "minds-on" activities
“minds-on” as well. Students'
activities lead to strategic thinking
students’ processes are
development of the developed because
strategy of thinking of the "hands-on"
processes. activities that they
Developing participate in. The
students’ development of
metacognitive students'
strategies in any metacognitive
content areas play strategies in any
a powerful role in content area plays
the learning an important role in
processes in order the learning process
to assist students because it helps
to be independent students become
and strategic more independent
learners. and strategic in their
thinking.

The findings of this The findings of this Gilakjani, A. P., & Sabouri, N.
study showed that study revealed that B. (2016). A study of factors
EFL teachers EFL teachers should affecting EFL learners’ reading
should motivate motivate their comprehension skill and the
their learners to students to read a strategies for improvement.
read different variety of materials, International journal of English
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comprehension difficulties, and have 3 April 2022)
difficulties, and positive opinions
have positive about their reading
opinions about their activities for their
reading activities to students to easily
easily understand comprehend a
the different texts. variety of texts. EFL
EFL teachers teachers should
should provide provide information
information about about their students'
the weaknesses of weaknesses in order
their learners to for them to develop
develop a good a good reading
reading comprehension skill.
comprehension
skill.
Based on the Several Baba, J., & Affendi, F. R.
findings, several recommendations (2020). Reading Habit and
recommendations were offered based Students' Attitudes towards
were made to help on the data to help Reading: A Study of Students
improve students' pupils improve their in the Faculty of Education
reading habits and reading habits and UiTM Puncak Alam. Asian
attitudes. Having a attitudes. It is Journal of University
national survey on deemed necessary Education, 16(1), 109-122.
Malaysian students' to conduct a Retrieved from
reading habits is national survey on http://bitly.ws/q5qE (accessed
deemed necessary Malaysian students' 05 April 2022)
as it can document reading habits in
current trends order to document
(including the use current trends
of digital materials (including the use of
as a form of digital materials as a
reading) and form of reading) and
factors affecting factors influencing
students' reading students' reading
habits and attitudes habits and attitudes
so that more fruitful in order to take more
actions to improve effective actions to
students' reading improve students'
habits can be reading habits.
taken. Finally, Finally, because the
teachers should data suggest that
also play a more teachers have an
significant role in impact on students'
motivating students reading habits and
to read as the attitudes, teachers
findings yield that should play a larger
teacher are shown role in pushing
to have an impact children to read.
on students'
reading habits and
attitudes.
However, there is a However, there are Prados Sánchez, G., Cózar-
dearth of studies few research that Gutiérrez, R., del Olmo-Muñoz,
that analyze its look into its impact J., & González-Calero, J. A.
influence on the on the promotion of (2021). Impact of a gamified
promotion of reading. We platform in the promotion of
reading. We carried conducted a quasi- reading comprehension and
out a quasi- experimental study attitudes towards reading in
experimental study with 85 fourth-grade primary education. Computer
with 85 fourth kids to see how a Assisted Language Learning,
graders to evaluate gamified platform 1-25.
the impact of a affected their Retrieved from
gamified platform reading http://bitly.ws/q5xx (accessed
on both the comprehension and 05 2022)
students’ reading attitudes toward
comprehension and reading. In terms of
their attitudes both reading
towards reading. comprehension and
The results attitudes toward
obtained revealed reading, the results
significant demonstrated
differences in considerable
favour of the changes in favor of
experimental group the experimental
with respect to a group when
more traditional compared to a more
approach, traditional approach.
regarding both
reading
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Recent research Recent research Gambrell, L. B. (2015). Getting

suggests three recommends three students hooked on the
promising practices viable approaches reading habit. The Reading
for supporting and for establishing and Teacher, 69(3), 259-263.
nurturing the nurturing the Retrieved from
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design reading construct reading (Accessed 05 April 2022)
instruction based teaching around
on principles of motivational
motivation, make principles, make
reading relevant to reading relevant to
the real world, and real life, and give
provide reading high-interest and
texts and tasks that moderately
are high‐interest challenging reading
and moderately materials and
challenging. assignments.

The effects of a The impact of a Shaunessy-Dedrick, E., Evans,

differentiated varied reading L., Ferron, J., & Lindo, M.
reading approach method on fourth- (2015). Effects of differentiated
on fourth grade graders' reading reading on elementary
students’ reading comprehension and students’ reading
comprehension and attitudes toward comprehension and attitudes
attitudes toward reading Treatment toward reading. Gifted Child
reading. Eight Title (Schoolwide Quarterly, 59(2), 91-107.
I schools within one Enrichment Model– Retrieved from
urban district were Reading [SEM-R]) http://bitly.ws/qb4j (Accessed
randomly assigned or control (district 09 April 2022)
to treatment reading curriculum)
(Schoolwide conditions were
Enrichment Model– allocated to eight
Reading [SEM-R]) Title I schools in one
or control (district urban district at
reading curriculum) random. For one
conditions. academic year,
Treatment teachers treatment teachers
implemented SEM- employed SEM-R as
R as a supplement a supplement to the
to the district district curriculum,
curriculum for 1 whereas control
academic year, teachers followed
whereas control the district
teachers used the curriculum. No
district curriculum. statistically
Based on multilevel significant
analyses of differences in
students’ posttest students' attitudes
reading toward reading were
comprehension found in multilevel
scores on the Iowa analyses of
Test of Basic Skills students' posttest
(n = 358) and reading
attitudes toward comprehension
reading as scores on the Iowa
measured by the Test of Basic Skills
Elementary (n = 358) and
Reading Attitudes attitudes toward
Survey (n = 429), reading as
no statistically measured by the
significant Elementary Reading
differences in Attitudes Survey (n
students’ attitudes = 429), but SEM-R
toward reading students had
were found, but significantly higher
SEM-R students comprehension
had significantly posttest scores than
higher scores on students in control
the comprehension schools.
posttest compared
with the students in
the control schools.

This quasi- According to Long, D., & Szabo, S. (2016).

experimental mixed Deanna Long and E-readers and the effects on
methods study Susan Szabo, the students’ reading motivation,
examined the use influence of using e- attitude and comprehension
of e-readers during readers during during guided reading. Cogent
guided reading guided reading education, 3(1), 1197818.
instruction and its instruction on 5th Retrieved from
impact on 5th grade students' http://bitly.ws/qb4S (accessed
grade students’ reading motivation, on 09 April 2022)
reading motivation, attitude toward
attitude toward reading, and reading
reading, and comprehension was
reading investigated in this
comprehension. study. For ten
For 10 weeks, 19 weeks, 19 students
students received were given guided
guided reading reading education in
instruction by the traditional
means of the paper/text format,
traditional whereas 16 students
paper/text format, were given guided
while 16 students reading instruction in
received guided the digital text
reading instruction format using e-
by means of e- readers. Student
readers using the motivation was
same stories but in assessed using the
digital text format. Motivation to Read
The Motivation to Profile, student
Read Profile was attitude was
used to measure assessed using the
student motivation, Elementary Reading
the Elementary Attitude Survey, and
Reading Attitude student
Survey was comprehension was
administered to assessed using the
measure student Gates-MacGinitie
attitude and the Reading Tests,
Gates-MacGinitie Fourth Edition. A
Reading Tests, MANOVA revealed
Fourth Edition, no significant
were administered differences in
to measure student reading motivation,
comprehension. A attitude toward
MANOVA showed reading, or reading
no significant comprehension
difference between between students
the students who who used an e-
used e-reader reader digital text
digital text format format and those
and those that used who utilized a
paper/text format in paper/text format.
regard to reading The qualitative data,
motivation, attitude on the other hand,
toward reading or revealed various
reading reasons why e-
comprehension. readers did not
However, the make a difference.
qualitative data
gave several
insights into why e-
readers did not
make a difference.
The Philippine The Philippine The Philippine Informal
Informal Reading Informal Reading Reading Inventory
Inventory (Phil-IRI) Inventory (Phil-IRI)  Manual 2018 , Accessed on
was created to was developed to 04 April 2022
provide classroom give teachers a tool
teachers a tool for for assessing and
measuring and summarizing
describing reading students' reading
performance. It is abilities. It's a
an assessment tool method for
composed of determining a
graded passages student's reading
designed to level that consists of
determine a graded passages.
student’s reading It's vital to
level. It is important remember that the
to note that the Phil-IRI is simply a
Phil-IRI only rough estimate of a
provides an learner's abilities
approximation of and should be used
the learner’s in conjunction with
abilities and may other accurate
be used in evaluation methods.
combination with
other reliable tools
of assessment.
The Phil-IRI The Phil-IRI DepEd Order No. 14, s. 2018
measure and assesses and POLICY GUIDELINES ON
describe the describes learners' THE ADMINISTRATION OF
learners’ reading reading abilities in THE REVISED PHILIPPINE
performance in oral reading, silent INFORMAL READING
both English and reading, and INVENTORY
Filipino languages listening Retrieved from 
in oral reading, comprehension in http://bitly.ws/cYr5 accessed on
silent reading and both English and 04 April 2022.
listening Filipino. These three
comprehension. sorts of evaluations
These three types are used to identify
of assessment aim a learner's level of
to determine the independent,
learner’s instructional, and
independent, frustration. Students
instructional and in Grades 3 through
frustration levels. 6 will take the Phil-
All students in IRI Group Screening
Grades 3 to 6 will Test (GST) in
undergo the Phil- Filipino, while
IRI Group Grades 4 through 6
Screening Test will take the GST in
(GST) in Filipino, English.
while students in
Grades 4 to 6 will
undergo the GST in
English.

It has been It has been Buenaventura, M. J. J. (2019).

observed that a discovered that a Reading Empowerment
significant number large number of through Maximized Utilization
of Grade 3 pupils Grade 3 students of Revised Phil-Iri and Audio-
have difficulties in struggle with Visual Materials. Ascendens
reading. Based on reading. According Asia Journal of Multidisciplinary
the recent Phil to the results of the Research Abstracts, 3(2L).
Informal Reading Group Screening Retrieved from
Inventory Manual Test conducted by http://bitly.ws/pUFu accessed
2018 (Phil-IRI) the Phil Informal on 04 April 2022.
Group Screening Reading Inventory
Test result, almost Manual 2018 (Phil-
half of the class is IRI), about half of
non-independent the class is non-
readers. Maximized independent
utilization of the readers. They will
revised Phil-IRI and improve their
audio-visual reading skills while
materials will help having fun if they
them develop their use the improved
reading skills while Phil-IRI and audio-
having fun. visual resources to
Empowering their their full potential.
reading skills will Improving their
absolutely help reading skills will
them read undoubtedly aid
efficiently and them in reading
comprehend. This more effectively and
could lead to better comprehending
ability to decode what they are
and understand reading. This could
selections, stories, improve your
test papers and so capacity to decode
on. and comprehend
selections, stories,
and test papers,
among other things.
Furthermore, it Furthermore, it (Phil-IRI Manual and User’s
used employed a set of Guide). Access on 04 April
predetermined set established criteria 2022.
of criteria in to determine the
identifying the students' reading
reading levels of levels, such as
the pupils such as reading speed and
the reading speed the percentage of
and percentage of correct responses to
correct answers to comprehension
comprehension problems. It used a
questions. It combination of
adopted the reading rate (words
combination of per minute) or WPM
bands of reading bands.
rate (words per
minute) or WPM
The results of the The results of the San Pedro, V. A., & DepEd, S.
Phil-IRI for reading Phil-IRI for reading M. N. D. GRADE II PUPILS
of Grade II pupils in of Grade II Kids in PERFORMANCE IN
School Year 2014- San Miguel North PHILIPPINE INFORMAL
2015 in San Miguel District (SMND), READING INVENTORY (PHIL-
North District Bulacan in the IRI): DOES INTERVENTION
(SMND), School Year 2014- MATTER.  Retrieved from
Bulacan revealed 2015 revealed that http://bitly.ws/pUFH accessed
that the pupils’ the students' on 04 April 2022
reading reading
performance was performance was
below par. Of the below par. In the
894 (43.97%) oral reading test,
pupils who were in 253 (16.67 percent)
the “frustration” of the 894 (43.97
level in the pre-test, percent) kids who
253 (16.67%) were in the
remained in the "frustration"
same category in category in the pre-
the post-test in oral test remained in the
reading test while same category in
three the post-test, while
remained non- three remained non-
readers. readers. Meanwhile,
Meanwhile, the the silent reading
result of the silent results revealed that
reading also 251 (23.60 percent)
revealed that of the of the 861 (45.98
861 (45.98%) of the percent) students
pupils who were in who were in the
the “slow” category "slow" category
during the pre-test, during the pre-test
251 (23.60%) of did not progress in
them did not the post-test and
improve in the post- remained at the
test and remained same level.
in the same level.

The development Thus, one of the The Philippine Informal

of the Phil-IRI is measures put in Reading Inventory Manual
one of the place to promote 2018 Access on 04 April 2022
initiatives put in Every Child A
place in support of Reader Program is
Every Child A the construction of
Reader Program the Phil-IRI
(ECARP). Before (ECARP). Teachers
teachers can should have
design and provide information about
appropriate reading their students'
instruction for their existing reading
students, they levels and abilities
should be armed before they can
with information create and give
about their appropriate reading
students’ current education for them.
reading levels and This diagnostic
abilities. This approach to
diagnostic characterizing how
approach to children read is
describing how based on inclusive
children read ideas, emphasizing
embraces the importance of
inclusionary learner-centered,
principles that responsive, and
emphasize the culturally sensitive
need for education education. Teachers
that is learner- can utilize the Phil-
oriented, IRI as one of the
responsive and diagnostic
culturally sensitive. instruments to
The Phil-IRI is one identify kids' reading
of the diagnostic ability and needs.
tools that teachers
can use to
determine students'
abilities and needs
in reading.

Academic reading Because academic Sohail, S. (2015). Academic

is different from reading is reading strategies used by
other forms of sophisticated and Leeds Metropolitan University
reading because it discipline-specific, it Graduates: A case study.
is complex and differs from other Journal of Education and
discipline-specific. types of reading. It Educational Development,
It involves a entails a methodical, 2(2). Retrieved from 
measured, demanding, and http://bitly.ws/q6DI (accessed
challenging, and diverse process in 05 April 2022)
multifaceted which pupils are
process in which actively engaged in
students are a variety of reading
dynamically strategies.
engaged with a Academic reading
range of reading improvement is
strategies. attainable if students
Academic reading work hard at it; there
improvement is are no quick fixes or
possible, provided cures for reading
students work on it difficulties. Reading
and there are no improvement is
short cuts or challenging and
remedies which will time-consuming, but
cure the reading it is also rewarding.
problems. Reading
improvement is Three features of
hard work and a academic reading
difficult task, but it techniques were
is rewarding as investigated in a
well. quantitative data
study: (a) efficiency,
(b) interacting with
A quantitative data texts, and (c) critical
study was carried reading methods.
out to investigate The results of this
three aspects of poll indicate that the
academic reading majority of
strategies: (a) participants have
efficiency, (b) good reading skills,
interacting with but that a
texts, and (c) considerable
critical reading proportion of them
strategies. The have poor reading
results of this techniques and
survey suggest that terrible reading
the participants on habits.
balance have Recommendations
proficient reading and proposals for
skills, but a improving academic
significant number reading practices
of participants have and further study
ineffective reading have been made.
strategies and bad
reading habits.
Recommendations
and suggestions
have been put
forward to improve
academic reading
strategies and for
further research.
This chapter This chapter Taylor, D., & Wilson, A. (2017).
considers ways in discusses how Creating readers: Improving
which schools and schools and parents the study of literature by
parents can work might collaborate to improving recreational reading
together to promote encourage students habits. In International
students' to read for pleasure Perspectives on the Teaching
recreational in order to improve of Literature in Schools (pp.
reading in order to academic 220-229). Routledge. Retrieved
raise academic achievements in the from http://bitly.ws/q6Re
outcomes related to study of literature. It Accessed on April 7, 2022
the study of then goes on to give
literature. It then a framework for
presents a thinking about how
framework for to promote
thinking about the recreational reading,
promotion of as well as examples
recreational of how parents in a
reading, and recent case study
provides used that
illustrations of framework. Subject-
some of the based curricula
approaches communicate
parents in a recent disciplinary norms
case study took and expectations as
using that outcomes. Students
framework. who become lifelong
Disciplinary norms readers of complex
and expectations literary texts across
are articulated as a variety of
outcomes in historical, national,
subject-based and ethnic traditions,
curricula. In the and who are able to
New Zealand make "warrantable
English Curriculum, interpretations"
and in English about the meaning,
language arts effectiveness, and
programmes aesthetic value of
internationally, a such texts are highly
highly valued valued outcomes in
outcome is the New Zealand
students who English Curriculum,
become lifelong as well as in English
readers of complex language arts
literary texts across programs around
a variety of the world. Summer
historical, national Learning Effect
and ethnic (SLE) research has
traditions and who greatly enriched our
are able to make understanding of
'warrantable students' out-of-
interpretations' school reading
about the meaning, habits and the
effectiveness and relationship between
aesthetic value of those habits and
such texts. academic progress.
Research about the
Summer Learning
Effect (SLE) has
contributed much to
what we know
about students' out
of school reading
practices, and the
relationship of
those practices to
academic
achievement.
Based on the The researcher Tatro, K. (2020). The Impact of
results of the gives the following Classroom Practices on
interviews and recommendations to Recreational Reading in a
surveys, the teachers based on Rural High School (Doctoral
researcher makes the findings of the dissertation, Minot State
the following interviews and University).
recommendations surveys. To begin, Accessed on April 7, 2022
to teachers. First, teachers should
teachers should acknowledge that
recognize the readers come in a
diversity of readers variety of shapes
and that not all and sizes, and that
practices will be not all strategies will
effective with all work with all kids.
students. Secondly, Second, it's critical
it is important to to understand
understand students' current
students’ existing reading attitudes
reading attitudes and habits before
and habits and then implementing
implement research-based
research-supported practices tailored to
practices based on their specific needs.
the students’ Finally, employing a
needs. Finally, variety of research-
utilizing a variety of based strategies will
research-supported help to ensure that a
practices will better wider spectrum of
ensure that a pupils are
broader range of encouraged to read
students will be for pleasure.
encouraged to read
recreationally.
The results reveal The findings show
that; pleasure that pleasure Mohammad Abdullah Attiyat,
reading has a reading improves N. (2019). The impact of
positive impact on writing ability and pleasure reading on enhancing
enhancing writing understanding. writing achievement and
achievement and Apart from providing reading comprehension. Arab
reading readers with World English Journal (AWEJ)
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relaxation, comfort, outlet and a method
as it also offers of escape, both of
them a creative which have a good
outlet and means of impact on writing
escape, which, in performance.
turn, affect Reading also assists
positively effect on students in
the writing developing their
performance. writing skills by
Moreover, reading encouraging them,
helps learners broadening their
develop their vocabulary, and
writing experience refining their
by inspiring them, grammatical
expanding their structure. More
vocabulary, and reading initiatives
improving their should be
grammatical implemented in
structure. The schools, according
current study to the current study.
recommends It also recommends
applying more that further research
reading programs be conducted in
into schools to order to fully
encourage reading. comprehend the
It also suggests true potential of
conducting more reading and its
studies in order to impact on students'
realize the true written work and
potential of reading reading
and its impact on comprehension.
learners’ written
works and reading
comprehension
The findings of the The study's findings Ceyhan, S., & Yıldız, M.
study revealed that revealed that the (2021). The Effect of Interactive
reading experimental Reading Aloud on Student
comprehension, groups' reading Reading Comprehension,
reading motivation, comprehension, Reading Motivation and
and reading fluency reading motivation, Reading Fluency. International
levels of the and reading fluency Electronic Journal of
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students in the presented using the
class, where current Turkish
lessons were lesson curriculum.
taught on the basis Furthermore, it was
of the current discovered that,
Turkish lesson regardless of the
curriculum. practitioner, IRA
Furthermore, it was techniques
determined that increased students'
IRA practices reading
improved students’ comprehension,
levels of reading motivation, and
comprehension, fluency skills.
reading motivation
and reading fluency
skills,
independently of
the practitioner.
The findings Students and math Bhatt, M. D. (2018). Attitude of
indicate the teachers have a Students and Teachers
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mathematics about the letter System in See (Doctoral
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significant considerable
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the attitude of students' and
students and mathematics
mathematics teachers' attitudes
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have positive positive than
attitude than the students
students.

Results show that Students who have Fuertes, M. C. M., Jose, B. M.

when students a positive attitude D., Nem Singh, M. A. A.,
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attitude towards more likely to use A. B. (2020). The moderating
reading, the more superior reading effects of information overload
likely they are to skills and are less and academic procrastination
employ better likely to engage in on the information avoidance
reading strategies knowledge behavior among Filipino
and the less likely avoidance, undergraduate thesis
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between reading information
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information procrastination and
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speaking skill of students with strong (2018). The effectiveness of
students having creativity have better skimming and scanning
high creativity is speaking skills than strategies in improving
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The findings The findings showed Kartal, G., & Simsek, H. (2017).
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audiobooks had a listening EFL students’ listening
positive impact on comprehension comprehension. The Reading
students’ listening skills improved when Matrix: An International Online
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the reading level of that the reading (2016). Improving Reading
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other forms; in level in others; in
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was an students' reading
improvement in the comprehension
reading skills improved.
comprehension
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confirmed that Thai confirmed that Thai Krishnasamy, H. N. (2016).
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make students make students
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reading reading
comprehension. comprehension.

The data of this The results of this Fitria, W. (2019). Reading

descriptive descriptive Interest and Reading
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revealed that there demonstrated that Correlational Study. Journal
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silent reading, males and females 18 March 2022)
between males and when reading
females. Moreover, silently.
in terms of the level Furthermore, there
of comprehension is a gender
in oral reading, difference in terms
there is gender of oral reading
difference with comprehension, with
females females
outperforming the outperforming
males. males.

The result of this Because the Annisa, F., Zahrida, Z., & Mei,
research revealed correlation value is H. (2019). THE
that there is a 0.423 in the weak CORRELATION BETWEEN
correlation between correlation category, STUDENTS TRANSLATION
students’ the results of this ABILITY AND THEIR
translation ability study demonstrated READING COMPREHENSION
and their reading that there is a link AT THE SIXTH SEMESTER
comprehension between students' STUDENTS IN ENGLISH
because the translating abilities EDUCATION STUDY
correlation and their reading PROGRAM OF UNIVERSITAS
coefficient is 0.423 comprehension. As BENGKULU IN ACADEMIC
in rather a result, the YEAR OF 2018/2019 (Doctoral
weak correlation alternative dissertation, UNIVERSITAS
categorized. Thus hypothesis has been BENGKULU). Retrieved from
the alternative accepted. It was https://urlty.co/fis (Accessed 18
hypothesis is thus established that March 2022)
accepted. Then it reading
 concluded that comprehension
reading helps to improve
comprehension translation skills
contributes to the since students must
translation ability learn and
 because to comprehend the
construct the material in order to
meaning of words develop the
and to be able to meaning of words
translate properly, and to be able to
the translate correctly.
 students have to
learn and
comprehend the
text.

The result revealed The results Indrayadi, T., Yandri, H., &
that the demonstrated that Kamil, D. (2020). The Effect of
experimental and the experimental Contextual Teaching and
control classes had and control groups Learning on Reading
significantly performed Comprehension. | IRJE|
different reading significantly Indonesian Research Journal
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achievement. It of reading Retrieved from
was proved by the comprehension. The https://urlty.co/XKV (Accessed
mean score of experimental class's 19 March 2022)
reading mean score of
comprehension reading
achievement and comprehension
mean score of gain achievement and
of the experimental mean score of gain
class was higher were higher than the
than the control control class's. This
class. This study study also provided
also provided researchers and
information for the lecturers with
researchers and information on how
lecturers about how to use contextual
to implement teaching and
contextual teaching learning in the
and learning in classroom when
teaching reading. teaching reading.

The results show The results show Syafi, M. L. (2018).  online

that the that reading short stories to improve the
combination of comprehension reading comprehension ability.
materials and skills can be Register Journal, 11(2), 2018
worksheets used in improved by using Retrieved from
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and individual The findings 19 March 2022)
learning helped demonstrate that
students improve using a mix of
their reading resources and
comprehension as worksheets in
well as their social cooperative and
skills. As a result, it individual learning
is critical to helps students
implement this enhance their
strategy in order to reading
improve students' comprehension and
reading social skills. As a
comprehension. result, implementing
this method to
improve pupils'
reading
comprehension is
crucial.

At the end of the At the conclusion of Kusdemir, Y., & Bulut, P.

study, it was found the study, it was (2018). The Relationship
that there is a discovered that between Elementary School
positive, medium there is a positive, Students' Reading
and significant medium, and Comprehension and Reading
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medium and positive, medium,
significant and significant
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found between the discovered between
students' levels of the students'
reading reading
comprehension comprehension and
determined with reading motivation,
open-ended as measured by
questions made up open-ended
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and informative both narrative and
texts and reading informational texts.
motivation. Increased reading
Increase in the motivation has a
students' reading good and significant
motivation affects impact on pupils'
their reading reading
comprehension comprehension.
positively and Reading motivation
significantly. also accounts for
Furthermore, 12-13 percent of the
reading motivation difference in their
explains 12-13% of reading
the total variance in comprehension.
their reading
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caught the attention education alike as
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government more intense.
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Hatala, M. (2015). Social
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positive effect on
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statistically
innovation is
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statistically academic
achievement.
unaffected by
Regardless of a
academic student's academic
capacity, the results
performance, with
indicate that ACLs
high, middle and are better settings
for fostering
low achievers all
innovation for all
benefiting from the students.
use of the facility.
The results suggest
that ACLs are
better
environments for
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for all students,
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 reason guys read
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directly related to reading they are
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than earlier studies
differences in
had suggested.
incidence may be Students who
scored in the lowest
 BST bands, Bands 1
more modest than and 2, were
previous research considered to be
poor readers.
has suggested. Average boy-to-girl
Poor readers were ratios in third grade
defined as students were 1.66:1 (Band
1) and 1.44:1
who scored in the (Bands 1 and 2
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they were 2.26:1
Bands 1 and 2.
(Band 1) and 1.99:1
Average boy/girl in fifth grade
ratios for third- (combined Bands 1
and 2).
grade students
were 1.66:1 (Band
1) and 1.44:1
(combined Bands 1
and 2) and for fifth
grade students
were 2.26:1 (Band
1) and 1.99:1
(combined Bands 1
and 2).

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that pupils' reading proficiency Selected Grade Six Pupils
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the results revealed Olorunda, J. T. (2013). Gender
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