ACADEMIC BEHAVIOR AND ACHIEVEMENT OF LEANERS IN READING 3 IN THE

NEW NORMAL: BASIS FOR AN INTERVENTION

RESEARCH QUESTIONNAIRE

October 10, 2022

Dear Respondents,
The undersigned is a masteral student at Pacific Intercontinental College working on her thesis with the
title mentioned above. The current study aims determine the academic behavior and achievement of learners in
rading 3 in the new normal as basis for an intervention program. May she ask that you answer this questionnaire
honestly. Assure that the information gathered will be kept private and will only be used for academic purposes.
Thank you.

MARICAR A. RODIL
Researcher

PART I. PERFORMANCE OF LEARNERS IN READING

Direction: Please write the reading performance of your learners in the column provided. The data should be
from school year 2020-2021 and 2021-2022.
SY 2020-2021 SY 2021-2022
Learner Reading Performance Learner Reading Performance
1 1
2 2
3 3
4 4
5 5
6 6
7 7
8 8
9 9
10 10
11 11

PART II: COMMON PROBLEMS ENCOUNTERED TEACHERS

Direction: The following statements are the indicators relative to common problems encountered by teachers in
the classroom. Please put a checkmark () on the column of your choice. Refer to the legend below:
5 Always
4 Frequently
3 Sometimes
2 Seldom
1 Never
LACK OF INTEREST OF LEARNERS IN READING 5 4 3 2 1
1. Inadequate confidence level of pupils in reading.
2. Pupils are not in positions to try to practice reading and are also not
prepared in class to try answering comprehension questions.
3. Poor motivation to stimulate pupils’ interest in reading
4. The parents’ component is somehow reluctant to encourage pupils to
develop positive attitude towards reading.
5. Inadequate parental involvement in assisting pupils learn how to read
fluently at home
6. Lack of reading materials in the school and home.
7. Low phonemic awareness skills of pupils.
8. Low ability to process the phonological features of language.
9. Learners cannot recognize simple words.
10. Teachers not been trained to teach basic reading in class

DISRESPECTING TEACHER 5 4 3 2 1
1. Using gadgets while the teacher teaches reading.
2. Shouting in the classroom
3. Speaking negative words
4. Saying bad words to teachers
5. Biting the teacher
6. Walking around the classroom in times of classes
7. Playing while the teacher explaining the lesson
8. Learners not doing homework
9. Not participating in reading activities
10. Verbal altercation

READING ATTITUDE 5 4 3 2 1
1. Attitude toward reading
2. No time for academic reading
3. No motivation in the family environment
4. No motivation in the academic environment
5. Reading is too time consuming
6. Reading is not interesting
7. Reading is boring
8. Reading is difficult
9. Reading is not rewarding
10. Never read a book

LINGUISTIC FACTOR 5 4 3 2 1
1. Word decoding, vocabulary, and listening comprehension can thus be
seen as critical factors for developing the ability to efficiently build
 up text models during reading comprehension. 
2. Absence of grammatical knowledge or lack of processing ability
interferes with higher level text understanding.
3. Learning preferences, motivation, and attitude
4. Teaching techniques, texts, and environments
5. Texts on an interesting topic
6. Texts which are in accord with the student’s schemata or background
knowledge
7. Illustrated texts
8. Texts with simple grammar and structure
9. Texts which are connected with the student’s life or previous life,
environment, culture, tradition or lifestyle
10. Desire to know about other cultures, traditions and lifestyles from
reading

PART III: PROBLEMS ENCOUNTERED BY TEACHERS IN TEACHING READING IN THE NEW NORMAL

Direction: The following statements are the indicators relative to common problems encountered by teachers in
teaching reading. Please put a checkmark () on the column of your choice. Refer to the legend below:
5 Always
4 Frequently
3 Sometimes
2 Seldom
1 Never

INDICATORS 5 4 3 2 1
1. Giving reading instruction and/or do reading activities with the students
2. Organizing learners in the new normal setup of education when
doing reading activities
3. Allotting time for reading intervention in the class

4. Designing reading intervention program suited for all kinds of

learners with reading difficulties.
5. Planning preferred assessment method and developing authentic
assessment for reading level of the learners.
6. Preparing and delivering the reading materials to the learners.
7. Identifying the individual learning needs of the learners
8. Identifying and assessing the reading level of learners.
9. Applying modern technology in teaching reading and innovative
approaches.
10. Prioritize the needs and interests of the learners during the
curriculum planning process in order to create an efficient and
effective reading program

THANK YOU FOR YOUR COOPERATIONS.