The Effectiveness of B.E.S.

T Program in the Reading Comprehension of Grade 10

Students in Ligao National High School

A Research Paper

Presented to

Ligao National High School - Ligao City

By:

Kimberly Nicole Bajaro

Arian Joy Isidro

Kate Drezzil Medes

Rhinie Aron Orofino

Von Patetico

10-MLQ4

SY 2022-2023

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 Chapter 1

INTRODUCTION

Reading is one of the English skills which are essential to be mastered by the student.

According to Adams M.J. (2010) that having good reading skill in educational context as it can

be assessments for students’ general language ability. The basis of all the academic abilities is

reading comprehension. It aids in the language development, world knowledge acquisition, and

conceptual understanding of young students (Elizabeth, 2022). According to the DepEd, there

are 70,000 students residing in Bicol Region that have difficulties in reading both Filipino and

English. Low reading comprehension is caused by a variety of factors, including a lack of

vocabulary knowledge, a propensity for cramming, and a lack of enthusiasm on the part of

students to develop their reading comprehension skills beyond simply passing exams.

Student’s reading comprehension skills might develop if they are motivated to learn to read.

Students in Grade 10 at Ligao National High School and some of students that are

enrolled in the school’s Bridging Gaps and Enhancing Skills and Students Capabilities Through

Transformational Reading Program (B.E.S.T), encounter difficulties with reading

comprehension, the organization that helps students develop strong reading skills, and may

grow more confident in their academic abilities. Understanding what student’s read increases

self - confidence in academic ability and increases likelihood of academic success. Additionally,

this curriculum could benefit students writing skills, analytical and critical thinking prowess, and

ability to concentrate and focus.

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 This study aims how effective B.E.S.T Program in Grade 10 students in the Ligao National

High School. Through an enrichment reading program seeks to improve the reading abilities of

students who struggle with reading. It helps the target students in Ligao National High School

builds vocabulary, learns about the world, and understand complex concepts. Adults who

improve their reading comprehension skills understand work instructions better. They are more

productive at work, communicate effectively, and lead to better quality life.

STATEMENT OF THE PROBLEM

This study aims to determine the level of effectiveness of the B.E.S.T Program in Grade 10

students in Ligao National High School.

Specifically, it sought to answer the following:

1. What are the difficulties of the Grade 10 students ages 15 - 17 years old in terms of;

A. Reading

B. Writing

C. Comprehension

2. What intervention to be address issues in reading comprehension of the respondents in terms

of;

A. Understanding

B. Communication skills

C. Vocabulary

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SIGNIFICANCE OF THE STUDY

This study aims to establish an understanding on the level of effectiveness of B.E.S.T

Program to the students involved in terms of reading, writing, and comprehension. This

research was conducted to benefit the specific following:

To the Students, this study will result in specific and exact source of information that

would help students to have a better understanding regarding to the impact of the B.E.S.T

Program.

To the Teachers, the outcome of the study will facilitate them to formulate efficient

strategies and worthwhile approaches to make learning more interesting for the students and

comprehensive.

To the Parents, parents can use study’s findings to identify areas where their children are

having difficulty and what modifications children require.

To the Researchers, it serves as a function of knowledge as to learn and understand the

effectiveness of B.E.S.T Program.

SCOPE AND DELIMINATION

The focus of this study is to show effectiveness of the B.E.S.T Program in the students of

Ligao National High School also to develop and enhance the skills in reading and

comprehension, writing, vocabulary, communication skills, expressing their thoughts, and to

boost the morality of the students when it comes to English Literacy.

This study will be conducted in Ligao National High School, Guilid, Ligao City. The study

will be conducted during the school year 2023-2024.

The students will undergo a reading assessment in the school. Only reading,

comprehension, vocabulary, and writing assessment will be conducted.

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DEFINITION OF TERMS

Reading Vocabulary - Reading vocabulary refers to the words that a student can read

and understand. When students know more words, they are more able to understand what they

read. There is a strong connection between understanding the meaning of words and

understanding a story, textbook or other reading materials.

Communication Skills - Communication skills are the abilities you use when giving and

receiving different kinds of information. Some examples include communicating new ideas,

feelings or even an update on your project. Communication skills involve listening, speaking,

observing and empathizing. It is also helpful to understand the differences in how to

communicate through face-to-face interactions, phone conversations and digital

communications like email and social media.

Reading comprehension - is the ability to process written text, understand its meaning,

and to integrate with what the reader already knows. Reading comprehension relies on two

abilities that are connected to each other: word reading and language

comprehension. Comprehension specifically is a "creative, multifaceted process" dependent

upon four language skills: phonology, syntax, semantics, and pragmatics.

Reading skills - Reading is the process of looking at written symbols and letters and

understanding the meaning of them. It's one of the four main language skills alongside listening,

speaking and writing. Reading is usually the third language skill that you learn in your language

it comes after listening and speaking.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE

Related Literature

According to RAND Reading Study Group (2002), comprehension is the process of

eliciting and making meaning through interaction and involvement with written language.

McNamara and Magliano (2009) emphasized that this process is a task of both reader and text

factors that happen within a larger social context. Duke (2003) stated that comprehension is a

process in which readers make meaning by interacting with text through the combination of prior

knowledge and previous experience, information in the text, and the views of readers related to

the text.

Kintsch (1998) and van Dijk and Kintsch (1983) defined reading comprehension as the

process of creating meaning from text. The purpose is to get an understanding of the text rather

than to acquire meaning from individual words or sentences. The outcome of reading

comprehension is the mental representation of a text meaning that is combined with the

readers’ previous knowledge. This is called a mental model (Johnson-Laird, 1983) or a situation

model (Kintsch, 1998). This model defines what has been learned (RAND Reading and Study

Group, 2002). Keenan, Betjemann, and Olson (2008) expressed that reading comprehension

needs the successful expansion and arrangement of a lot of lower-and higher-level processes

and skills. Accordingly, there are many sources for possible comprehension break and these

sources are different based on the skill levels and age of readers.

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Related Studies

Alkan, M. (2013). Comparison of different designs in scoring of PISA 2009 reading open

ended items according to generalizability theory (Unpublished doctoral Hacettepe University,

Graduate School of Social Sciences, Ankara.

One of the tools that can be used to measure reading comprehension is tests made up of

open-ended questions. These tests are constituted by questions asked to students in relation to

the text and students are expected to answer these questions with their own words. While

answering open-ended questions, students are allowed to generate their own responses, to

provide different responses unique to each student and to answer the questions from their own

perspective (Alkan,2013, p.4).

Theoretical Framework

According to the bottom-up theory of reading comprehension, readers advance from an

understanding of language’s constituent components (such as letters and words) to a grasp of

the meaning or the whole (Holmes, et al., 2009). According to Dole (1991), learning subskills in

a hierarchical order led to the development of comprehension. As a result, the development of

simpler abilities that eventually result in a knowledge of phrases, sentences, and paragraphs

comes before the development of more complicated skills. According to LaBerge and Samuels

(1974), text comprehension may also be impacted by automaticity in the processing and

understanding of written language. The term “automaticity” refers to the ability of proficient

readers to read material naturally without having to pay attention to word recognition at a lower

level. As a result, children who struggle with decoding devote more cognitive resources to word

recognition and less to comprehension, whereas proficient readers are able to focus more of

their attention on higher-order cognitive functions. (Perfetti, et al., 1985).

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 CHAPTER 3

METHODOLOGY

Research Design

This study made use of the descriptive research method because it dealt with the analysis

of students’ level of reading comprehension in Ligao National High School.

In this study, the researchers will use descriptive research to examine and gather

information on the existing situations of the Grade 10 students in order to ascertain how

effective the B. E. S. T Program is in improving the reading, comprehension, and writing of

Grade 10 students at Ligao National High School. It is necessary because it can emphasize if

students are being able to understand, use and construct knowledge. Comprehension is a must,

not the attendance.

Data Gathering

The study will be conducted at Ligao National High School during the school year 2022-

2023 with the selected Grade 10 students as respondents. Data needed for this descriptive

study will be gathered using a self-made survey. The questionnaire survey will be distributed via

an online platform.

Necessary permission will be secured from the Office of the Principal. After the permit is

granted, the researchers will ask the help of the respective class adviser to conduct the study in

each class section by sending the link of the questionnaire survey through Google Forms. After

the dissemination of the instrument is completed. Responses will be tallied, tabulated, analyzed,

and interpreted using the statistical treatment necessary for the study. Results or responses will

be treated with utmost confidentiality.

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Respondents of the Study

Sampling Procedure

The target respondents of the study are Grade 10 Students in Ligao National High School.

The researchers will use stratified random sampling that determines the number of respondents

in each Grade 10 section. Each student from each section has an equal chance to be selected

as a respondent for the study. Slovin’s formula was used to determine the number of

participants in the study.

N
n= 2
1+ N e

Where:

n = sample size

N = total population

e = margin of error

Using the Slovin’s formula, the researchers were able to get the sample size of the respondents

in each section of Grade 10 students.

Statistical Treatment

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 The data gathered will be subjected to descriptive and inferential analysis. The

researchers will use the following statistical treatments: Mean. This test will be used to ascertain

the result of the responses from the 4 Likert Scale part.

X= sum of all the data point

number of data points.

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