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LEVEL OF IMPORTANCE IN READING COMPREHENSION TECHNIQUES OF GRADE 10 STUDENTS

IN SAN BLAS ACADEMY, INC. FOR THE SCHOOL YEAR 2018 - 2019

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

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

Analie L. Biantan

Lyka Jane G. Binay

Joebert S. Buenaviles

John Loyd T. Jabongan

Job A. Jalando-on

October 2019
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LEVEL OF IMPORTANCE IN READING COMPREHENSION TECHNIQUES OF GRADE 10 STUDENTS

IN SAN BLAS ACADEMY, INC. FOR THE SCHOOL YEAR 2018 - 2019

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

San Blas Academy, Inc.

October 2019
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Chapter 1

Introduction

Reading is a complex process in which the reader vocalizes written symbols, performs

analysis in his mind, and attributes certain meanings to what he reads. The reader tries to

vocalize symbols as shown and perceive sound groups as a whole while acquiring their reading

ability. It is a gradual progress depending on repetition for the reader to recognize and analyze

the words read during mechanical reading. Understanding improves with the increase in the

reading speed of the reader. This is because there is a linear relation between speed reading

and transfer of the read text information to work memory, keeping the information said in the

memory, and recalling the information said (Berninger, Abbott, Swanson, & Lee, 2010; Swanson

& O'Connor, 2009). A reader who read fast and correctly devotes less energy to the analyzing

process. Reaching the desired level in understanding what is read depends on spending less

time on the analyzing process (LaBerge and Samuels, 1980). It is possible for reader to attain

this capability by fulfilling the requirements of the prosodic reading which includes speed and

correct reading (Schreiber, 1980; Schreiber and Read, 1980). A reader possessing fluent reading

ability absolutely performs such basic abilities as correct pronunciation of the sound units read,
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pausing when necessary, and intonation of the words depending on their functions in the

sentence. Then, he is a good reader to possess such things like that.

If a reader reads fast and correctly but doesn't stress the words, does not give necessary

pauses at the right time and at the right place, the sound patterns read by him will sound

routinized, the rhythm will be lost, the words will be linked to the another and form a different

meaning that can affect to the listeners and they won't understand what it really meant by the

author. Fluent reading is considered a reading process that pays attention to punctuation,

emphasis and intonation. It does not contain backtracks or repetition of words, and it does not

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

meaningful units. There are three types of reading: correct reading, speed reading, and reading

by paying attention to prosodic features. Correct reading enables correct transfer of text

information to the working memory while speed reading ensures more information input to the

memory at a unit of time. A reader having reading ability creates an eye-voice width to follow

what is read by moving his eyes before his voice. Moreover, such a reader successfully

pronounce the words in the sentence, and stresses on words in accordance with their functions

(Ashby & Clifton, 2005; cited in Courbron, 2012). The success of the reader in daily life depends

on the efficient use of his fluent reading abilities. This is because fluent reading is one of the

indication of understanding an individual (Stayter & Allington, 1991).

The National Reading Panel (2002) articulated three important themes in the field of

reading. Firstly, reading complex cognitive processes where both vocabulary development and

instruction are considered paramount. Secondly, comprehension of a text is an active process

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which often involves the tapping of one's prior knowledge. Thirdly, teachers should guide

learners in using strategies that result in reading success. Without these, we don't have a guide

on how we will give an instructions. It will help us to build our understanding in the process of

guiding by the teachers or More Knowledgeable Others (MKO) that we can understand a text

easily.

Goodman (1967, p. 1) defined reading as a "psycholinguistic guessing game" or "a process

in which the reader picks and chooses from the available information only enough to select and

predict a language structure which is decodable (1969, p. 17). Moreover, comprehending

words, sentences, and entire texts need not only linguistic knowledge but also includes one's

knowledge of the world (Anderson, Schallert, & Goetz, 1977, p. 369). Coady (1979) also

supported the need for interest and background knowledge for enabling students to

comprehend and involve themselves in the text despite their syntactic difficulties.

Consequently, a problem can occur when English Secondary Language/English as Foreign

Language students to 90+ have sufficient knowledge of vocabulary, grammar, background

knowledge and motivation, which affects their comprehension.

The reading comprehension process is about understanding the opinions or messages

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

is not all about reading the text but to understand what is the hidden message that the author

wants to convey to the readers. It is a process on how you will understand a text. For example;

previewing, scanning the text, skimming the text, using context clues, make predictions, etc.

These are the ways on how you will understand a certain text.
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Statement of the Problem

This study aims to determine the Level of Importance in Reading Comprehension Techniques of Grade

10 Students in San Blas Academy , Inc. for the School Year 2018-2019. Specifically, it sought answers to

the following questions:

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1. What is the level of importance in reading comprehension techniques of Grade 10 students according

to their:

a. age

b. sex

2. Is there a significant difference in the level of importance in reading comprehension techniques when

grouped according to their:

a. age

b. sex'

Hypotheses

1. There is no significant difference in the level of importance in reading comprehension techniques of

Grade 10 students for the School Year of 2018-2019 according to their:

a. age

b. sex

2. There is no significant difference in the level of importance in reading comprehension techniques of

Grade 10 students for the School Year of 2018-2019 when grouped according to their:

a. age

b. sex

Theoretical Background and Review of Related Literature

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This study was anchored on the Schema Theory which explains on how readers use prior

knowledge to comprehend and learn from text (Rumelhart, 1980).

The fundamental principle of the schema theory assumes that written text does not carry meaning

by itself rather, a text only provides directions for readers as to how they should retrieve or construct

meaning from their own previously acquired knowledge (An, 2013). The readers are the creator of the

meaning of the text and the text is just the guidance of the reader to its path. That the reader must use

his critical thinking to understand what the author really wants to convey to us. According to schema

theory, comprehending a text is an interactive process between the reader background knowledge and

the text. Efficient comprehension requires the abilities to relate the textual material to one's own

knowledge. As Anderson (1977 , p.369) point out, "every act of comprehension involves one's

knowledge of the world as well". Reading comprehension operates in two directions, from bottom up to

the top and from the top bottom 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 are occurring simultaneously and interactively, which adds to the concept

of interaction or comprehension between bottom-up and top-down processes (Carrell and Eisterhold,

1983. Cited in An, 2013). Schemata ("the building blocks of cognition") present our personal simplified

view over reality derived from our experience and prior knowledge, they enable us to recall modify our

behavior, concentrate attention on key information, or try to predict most likely outcomes of events

according to David Rumelhart. It means that our understanding is based on our prior knowledge, it gives

us information about something. Tompkins and McGee (1993) define schema as "a mental bundle of

knowledge that holds everything we know about a topic". When learning occurs, schemata is modified

as new knowledge is stored in the brain. In other words, learning occurs when schemata grow and

change.
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Schema (plural schemata) is an abstract framework that organizes knowledge into long term

memory by putting information into what might be considered slots, with each slot containing related

information. As knowledge is stored into these slots, these structures set up expectations for the learner

when new knowledge is stored into these slots, these structures set up expectations for the learner

when new knowledge is encountered for interpretations. Within this framework are clusters of related

knowledge, experiences, feelings, and ideas that guide learner interpretations, inferences, expectations,

and attention as ideas are comprehended (Roe, Stoodt-Hill, & Burns, 2007). This theory asserts that

learners comprehend a text or new situation when they bring to mind a schema that illustrates the ideas

in the message. Schema is internalized in the brain and that guides and controls a learner's as use of

subsequent information and response to experiences. Without schemata to guide comprehension,

learners could make little sense out of text or new information. Schemata aid learners in making

connections to their prior knowledge. Learners comprehend a message when they are able to bring to

mind a schema that gives a good account of the jobs objects and events described in the message.

Comprehension is a matter of activating this schema and their constructing a new schema that provides

a coherent explanation of these new ideas. (Anderson, 1994).

The original concept of schema was introduced in 1932 by British psychologist, Sir Frederic Bartlett.

This seminal work in reconstructive memory demonstrated that long-term memories are neither fixed

nor immutable but are constantly being adjusted as schemata evolves through experience. The theory

was further developed through Brewer and Treyens (1981), building on Bartlett's ideas. They state that

new information that falls within a learner's schema can be easily remembered and incorporated into

his or her worldview. In other cases, when new information is perceived that does not fit into schema,

then learners either ignore or forget it. When this information can't be ignored, existing schemata must

be changed and a new schema is formed.

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Originally, cognitive theoreticians saw the child as a "tabula-rasa", a blank slate not yet affected by

knowledge or impressions gained by experience. In the 1970's, a new focus on schema theory evolved as

a result of work by computers scientist Marvin Minsky (1975). Through his work with computers and

their corresponding human-like abilities, such as perceiving and understanding the world, Minsky

concluded that humans were using their stored knowledge about the world to carry out many of the

processes that he saw trying to emulate in his computers. Through transition of thought processes,

cognitive psychologists now see that young minds are a set of empty shelves or slots that are filled,

modified or expanded by learning. These slots constitute the schemata by which child organizes

information.

Minsky's work impacted the field of cognitive psychology, through cognitive psychologist David

Rumelhart (1980) work on mental representation of complex knowledge. In the 1990's,Richard

Anderson's work on schemata theory in education provided an account for how prior knowledge might

influence the acquisition of new knowledge. The term schema originated with Piaget in 1926 and was

expanded by Anderson's work. Anderson(1994) state that what teachers need to do to activate and

enhance schema is : to teach general knowledge and generic concepts, to strengthen connections

between schemata and new ideas, through discussion songs, role play, illustration aids and explanations

about how a piece if knowledge applies;and to help learners build prior knowledge. In 1988, schema

theory shifted to incorporate what is called "purpose sensitive schema". The idea that knowledge is

stored in slots has involved to include the storage of chunks of information are more complex in nature

than singular points. These chunks, when paired with new knowledge, from more complex schemata.

Purpose-sensitive schema accounts for more effective problem-solving and construction of meaning and

for the assembling of new knowledge that goes far beyond the original and more simplistic hierarchical

model presented by Rumelhart (Ruddell & Unrau, 1994).

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According to Ruddell and Unrau (1994), schema appear to function by way if the following

properties:

1. Presenting procedural information allows schema to become activated

2. Schema can acquire knowledge from higher-level schema.

3. Schema inferences can be triggered by text.

4. Schema is stored hierarchically

This schema-theoretic perspective of comprehension works on the premise that what learners

know about a topic - their prior knowledge - affect the ease or difficulty in understanding new

knowledge. Pearson and Johnson (1978) state that the process of activating and building

schemata into long-term memory build bridges between new and prior knowledge.

Underdeveloped schemata - a lack of prior knowledge - result in learner's inability to

understand. Bereiter and Scardamalia (1982) assert that by the time learners reach school age,

they have learned the schemata common to conversation; they have less schemata concerning

written composition.

There are several schemata types: content or conceptual schema, textual, intertextual,

and linguistic content or conceptual schemata are based on world knowledge. When learners

have prior knowledge of a subject, the bring schemata of that given topic to new information.

Leaner's schema, or their organized knowledge of the world, provides much of the basis for

comprehending, learning and remembering the ideas in stories and texts (Anderson, 1994).This

schemata represents a wide range of experiences and understanding that have been acquired

both in and out of school. Content schema also includes system of factual knowledge, value and
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cultural conventions. Life experiences can also impact interpretation. As Ruddell and Unrau

(1994) point out, "Meaning that is understood from text is not in the text itself, but in the

learner, in his or her schematic knowledge" (p. 1056).

In textual schemata (the rhetorical structure of different modes of texts), learners have

prior knowledge of the structural characteristics of written language. This schemata of prior

knowledge of the structural characteristics of texts help student to anticipate, follow and

organize information and enable learners to find important information in a new text. For

example, once learners activate schemata, they can anticipate ideas and information and make

inference about content. Learners can understand a text, based on past schematic

understandings of that type of text. Once learners have experience with poetry, they have

developed a mental schemata of poetry and can apply this understanding when experiencing

new poetry (Roe, Stoodt-Hill & Burns, 2007). Narrative text structure is called story grammar,

and relates to setting, character, plot structure, climax and resolution.

Intertextual schemata occur when there appears to be links between ideas discovered

and in one text that can be applied to another. Comprehension occurs when knowledge of

ideas in one text aid in student's understanding of ideas in another. Linguistic schemata are

schemata by which we produce and comprehend language rules. Innate language capacity must

be stimulated and supported by new knowledge about language that learners acquire over

time. These linguistic schemata include sentence structure and grammar.

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Schematic Diagram
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Level of A Questionnaire of
Remedial
Importance in Level of
Importance in Reading
Reading
Reading
Comprehension
Comprehension
Techniques
Techniques of
Grade 10

*Sex

*Age

Figure 1: Schematic Diagram of the Study

Scope and Limitation

This study was designed to determine the level of importance in reading comprehension

of Grade 10 students in San Blas Academy, Inc. The participants were the Grade 10 students

enrolled at San Blas Academy, Inc. for the School Year 2018-2019 under the sections of St. John

Baptist De La Salle and St. Augustine.

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The results of the study was used as a basis for the proposed reading remedial class for

the level of importance in reading comprehension designed for Grade 10 students.

Significance of the Study

This research is beneficial to the following:

Teachers. The findings of the study will be used to develop reading materials that are

similar to the product used by the teachers to further enhance their assessments.

Students. The findings of the study will help the students to determine and to enhance

their reading comprehension.

Parents. The findings of the study will help them improve there children's reading

comprehension by giving a reading material to there child to develop their reading

comprehension before they will sleep at night or after they wake up in the morning.

Future researchers. The findings of the study may serve as the basis for future studies

regarding reading comprehension remediation leading to fluency.

Definition of Terms:

To facilitate a better understanding of the study, the researcher presents the conceptual

and operational meaning of terms used.

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Age. Conceptually speaking, defines how old or young a particular person was (Riza,

2011).

As used in this study, this term is referred to the age of the Grade 10 students.

Background knowledge. Conceptually speaking, is a significant contributor to

comprehension, as is vocabulary (Cromley and Azevedo, 2007).

As used in this study, it is the prior knowledge of the Grade 10 students to understand the

text.

Comprehension. Conceptually speaking, is the essence of reading and the active process

of constructing meaning from text (Durkin, 1993).

As used in this study, comprehension is the understanding of the Grade 10 students in a

text.

Reading. Conceptually speaking, defined as an essential activity in the process of learning

(Palani, 2011).

As used in this study, reading means comprehending meaning from the text.

Reading comprehension. Conceptually speaking, it refers to the process of constructing

meaning from text. It involves decoding the writer's words and then using background

knowledge to construct an approximate understanding of the writer's message (The University

of Kansas, school of Education, 2017).

As used in the study, this term refers to the understanding of the printed text.
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Sex. Conceptually speaking, it refers to the fact of belonging to either male or female

gender(Oxford Dictionary).

As used in this study, this term is referred to the male and female gender of grade 10

students of San Blas Academy, Inc.

Chapter 2

METHODOLOGY
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This section discusses the research design used in the study, the participants, instruments,

and the procedures of the data.

Research Design

This study used descriptive quantitative design to gather quantifiable information to

determine the level of importance reading comprehension techniques of grade 10 students in a

test questionnaire method.

The descriptive research describes the characteristics of a population or phenomenon

being studied (Anierdes, 2015). Thus, this design was appropriate considering that the study

illustrates the level of importance in reading comprehension techniques.

Participants

The participants of the study were the Grade 10 students of the San Blas Academy, Inc.

who were enrolled for the School Year 2018-2019. The total population of the students is 59,

where 25 of whom are male and 34 of whom are female.

Table 1

Participants of the Study

Sections N

St. John Baptist de la Salle 29

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Sections N

St. Augustine 30

Total 59

The researchers chose the Grade 10 students because they believe that they have already

read a lot of reading materials such as books, magazines, search papers, etc. That means they

have prior knowledge than the other Grade levels such as the Grades 7, 8, and 9.

Instruments

The instrument was from The Reading Comprehension Test of The Effect of Differentiated

Instruction Strategy on Developing Ninth Grader's English Comprehension Skills at GAZA

UNRWA School, research of Mr. Ahmed Ataalah Bhlool. The questionnaire consist of two parts:

Part 1 contains the Personal Information of the participants which includes of their name

(optional), sex, section, parent's name (optional), and highest educational attainment of there

parent. The Part 2 is the Level of Importance in Reading Comprehension Techniques

Questionnaire with twenty-five (25) items was used in this study in order to rate the degree of

importance of the reading comprehension skills. Respondents were asked to rate each item of

the level of importance in reading comprehension techniques as follows: One (1) = very

important, two (2) = important, three (3) = slightly important.

Description of the questionnaire:

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A questionnaire of 25 items was used in this study in order to rate the degree of importance of

the reading comprehension skills. Respondents were asked to rate each item of the reading

comprehension skills as follows: (1) = very important, (2) = important, (3) = slightly important.

Validity of the questionnaire

The Referee Validity / The Content Validity To test

the validity of the questionnaire, the researcher administered this tool to a group of specialists

to be refereed; including professors of teaching methodology, supervisors of English language

and highly qualified and long experienced ninth grade teachers taking their valuable notes into

consideration. Once the panel of referees agreed that the questionnaire was a valid instrument,

the researcher applied it.

The application of the questionnaire The

questionnaire was applied on a group of English Language professors , supervisors and expert

teachers to rate the degree of importance of the reading comprehension skills for the ninth

grade. After that, relative weight was calculated and the most important skills were chosen

which got (more than 85%) in order to be included in the achievement test. The most important

skills according to the results of the questionnaire were:

Table (2)

The most important skills

No. Skills Relative Weight

1 skimming (reading for general 95%

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No. Skills Relative Weight

understanding)

2 scanning (reading for specific 90%

information)

3 Making inferences about 96%

reading text

4 Guessing meaning from 87%

context

5 Making predictions about 90%

reading text

Achievement test. (Pre & post test)

A timed pre-post achievement test was prepared by the researcher to measure the students'

achievement in reading comprehension skills. It was used as a pre test, applied before the

experiment and as a post test, applied after the experiment. It was timed test. As the

researcher thorough review of literature of the subject , he realized that many studies assure

that there is a strong relation between reading comprehension and time pressure . It is

important to say that the sub-skills under investigation were skimming, scanning, make

inferences about reading text, guessing meaning from context and make predictions about

reading text. Thus, the researcher after consulting many professors decided to put a timed test.
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In order to find exactly the effectiveness of differentiated instruction on developing reading

comprehension skills.

The general aim of the test:

The test aimed at measuring the effectiveness of using differentiated instruction strategy on

developing ninth graders' English reading comprehension skills at Gaza UNRWA schools.

The specific objective of the test: Here are

some specific objectives of the test which all aims at developing the following reading skills:

1- skimming (reading for general understanding) 2. scanning (reading for specific information

3. Make inferences about reading text. 4. Guessing meaning from context 5. Make predictions

about reading text

The Source of Constructing the Test: The researcher depended on some resources to construct

the test such as: his own experience as a teacher of English for more than ten years, and as a

deputy school principal for ten years ,the review of literature, supervisors and expert teachers'

opinions, the results of the analysis of the reading comprehension lessons in the textbook and

the result of reading comprehension skills questionnaire.

The items of the test:

One reading comprehension passage was used in the test. The passage was selected from grade

nine Students' Book (English For Palestine 9), which is taught in the Palestinian schools .The

passage talks about the Importance of Plant Life. It was selected from the reading text in Unit 9,
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Lesson 3&4 page 54. The text has 180 words. Students didn't study this text and they didn't

have prior knowledge or feedback about it. The items used in each question were equal in

weight. These questions were constructed according to the table of specification which was

designed according to the general objectives of teaching reading comprehension skills and the

relative weight of the skills in the degree of importance Questionnaire. The concentration was

on the skills which took more than 85% in the relative weight. The same test was carried out

after the six week intervention. Results of the pre and post test were recorded, statistically

analyzed and compared. The items of the test are distributed as follows: Question 1 is a

multiple-choice exercise in which students choose the right answer from (a – b – c). It consists

of two items. The purpose was to measure the students' ability to predict the events

throughout reading ( Prediction).

Question 2 is a matching exercise where students are asked to read the passage and match the

sentences with the right paragraph. It consists of six items . It was designed to measure

students' ability of scanning through out reading ( skimming ).

Question 3 is miscellaneous one where students were asked to scan the text for different

purposes The question has six items. It was designed to measure students' ability to make

inferences about reading text throughout reading (scanning).

Question 4 is a multiple-choice exercise in which students choose the right answer from (a – b –

c). The question consists of three items( Guessing meaning from context ). Question 5 is a

multiple-choice exercise in which students choose to Infere meaning from context ).

Instructions of the Test (for students)

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The instructions were given to students by their teacher. They had to tell students that the test

was designed for a scientific research purpose and it had nothing to do with their marks.

The pilot study :

The test was applied on a random sample of (34) students; from New Gaza Prep Boys School.

The results were recorded and statistically analyzed to measure its validity and reliability.

Moreover, it was used to define the suitable time for each question. The items of the test were

modified in the light of the statistic results.

The Experimentation of the Test:

The test was applied on a random sample of (34) students; from New Gaza Prep. "C" Boys'

School. The results were recorded and statistically analyzed to measure its validity and

reliability. The items of the test were modified in the light of the statistic results. The clarity of

the questions was checked. The misleading items were also modified. Moreover , the test was

applied on a random sample of (34) students to decide the time suitable for each question. As

the researcher mentioned before , he puts assigned time for each question .The researcher put

every question of the test in a sheet of paper and told the students of the definite time for each

question. With a stop watch, whenever the time for each question is finished, students turn

over the next page. Moreover, this trial application helped in estimating the time needed for

answering the questions.

Table (3)

The skills and the suitable time for every question:

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Question Major Skill Number of Items Marks Suitable Time

Number

1 Prediction 2 2 5

2 Skimming 6 6 13

3 Scanning 6 6 14

4 Guessing 3 3 11

meaning from

context

5 Inference 3 3 9

Total 20 20 52 minutes

Item Analysis of the Test:

This step aimed to check both the validity and the reliability of the test according to the trial

application. The following steps were adopted for that:

Validity of the Test:

Meckey and Gass ( 2005:107) states " Content validity refers to the representativeness of our

measurement regarding the phenomenon about which we want information". Al Agha (1996:

104) states that valid test is the test that measures what it is designed to measure. The study

used the content validity and the internal consistency validity.

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The Content Validity:

The researcher used the content validity , the test was introduced to a group of specialists

including professors of teaching methodology, supervisors of English language in addition to

highly qualified and long experienced ninth grade teachers. Taking their valuable remarks into

consideration, the items of the test were modified according to their recommendations.

The internal consistency validity

Al Agha (1996: 121) mentioned that the internal consistency validity indicates the correlation of

the average of the domains with the test as a whole. This validity was calculated by using

( Pearson Formula). According to Table (4), the correlation coefficient of each item of the test

with the test as a whole was significant at levels (0.01) and (0.05). According to the following

tables, it can be concluded that the test is highly consistent and valid as a tool for the study.

Table (4)

Correlation coefficients of the items of the test with total mark

Item Correlation with Domain Sig

1 0.603 0.000

2 0.528 0.001

3 0.484 0.004

4 0.460 0.006
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Item Correlation with Domain Sig

5 0.630 0.000

6 0.795 0.000

7 0.495 0.000

8 0.550 0.001

9 0.640 0.000

10 0.590 0.000

11 0.543 0.001

12 0.083 0.003

13 0.416 0.014

14 0.690 0.000

15 0.556 0.001

16 0.476 0.004

17 0.660 0.000

18 0.414 0.015

19 0.528 0.001

20 0.670 0.000
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Item Correlation with Domain Sig

*Correlation Coefficient (r) is significant <0.05

**Correlation coefficient (r) is significant <0.01

As shown in table (4 ) all of the items had good levels of validity. Correlation Coefficient for the

items ranged between(0.414, 0.670 ) and significant at (0.05). So, it can be concluded that the

test is highly valid to be used as a tool for the study.

Table (5) Correlation coefficients of the items of the test with domain

Domain Item Correlational with Sig

Domain

Making prediction 1 0.720** 0.000

about reading text

2 0.654** 0.000

Skimming (reading for 1 0.407* 0.017

general
2 0.612** 0.000
understanding
3 0.583** 0.000

4 0.382* 0.026

5 0.507* 0.000
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Domain Item Correlational with Sig

Domain

6 0.881** 0.000

Scanning (reading for 1 0.891** 0.000

specific information)
2 0.390* 0.022

3 0.397* 0.020

4 0.494* 0.003

5 0.631** 0.000

6 0.720** 0.000

Guessing meaning 1 0.540** 0.000

from Context
2 0.837** 0.000

3 0.508** 0.002

Making Inference 1 0.540** 0.001

about reading text

2 0.601** 0.000

3 0.755** 0.000

* Correlation Coefficient (r) is significant <0.05

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** Correlation Coefficient (r) is significant <0.01

As shown in table (5) all of the items had good levels of validity. Correlation Coefficient for the

the skills ranged between(0.382 , 0.891 ) and significant at (0.05). So, it can be concluded that

the test is highly valid to be used as a tool for the study. Structural consistency

In addition, the researcher estimates the correlation coefficient between each skill and the total

mark of the test as shown in table(2).

Table (6)

Correlation Matrix between each domain and the Total Marks

Question Mayor Skil Number of Items Correlation of Sig

Number domains with

the test

1 Prediction 2 0.422* 0.015

2 Skimming 6 0.589** 0.000

3 Scanning 6 0.451* 0.001

4 Guessing 3 0.660** 0.000

meaning from

context
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Question Mayor Skil Number of Items Correlation of Sig

Number domains with

the test

5 Inference 3 0.647** 0.000

Total 20

*Correlation coefficient (r) is significant < 0.05

** Correlation coefficient (r) is significant < 0.01

According to Table (6), all of the skills had a good degree of Structural consistency validity with

total score .The correlation coefficient of each skill ranged from (0.422 ) to ( 0.660) and

significant at (0.01) and (0.05) .So, it can be concluded that the test is highly consistent and

valid to be used as a tool of the study.

Reliability of the test :

Meckey & Gass (2005:366) states that reliability is the degree to which there is consistency of

scores students would receive on alternate forms of the same test. In other words, the test is

reliable when it gives the same results if it is reapplied in the same conditions. The reliability of

the test was measured by the Spilt-half and (KR20) Techniques. (Meckey & Gass, 2005: 364) A

test is regarded reliable when it gives similar results if it is administered twice within similar

conditions The researcher computed the reliability of the test by the following : Kuder-

Richardson (K_R20):
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(K_R20) depends on calculating the percentages of the correct answers to the test items, and

also on the variance of every item.

Split Half Method:

It depends on splitting the test into two parts, and calculating the correlation between the

parts, then making a correction for the correlation coefficient by Spearman–Brown Prophecy

Formula . Table (7) describes (K_R20) and split half coefficients for the test domains:

Table (7)

(K_R20) and split half coefficients for the test domains:

Test Domains Number of items K_R20 coefficient Split Half Spearman Brown

coefficient

Making 2 0.673 0.540 0.701

predictions

about reading

text

Skimming 6 0.760 0.518 0.682

( reading for

general

understanding )

Scanning 6 0.840 0.530 0.692

( reading for
 34

Test Domains Number of items K_R20 coefficient Split Half Spearman Brown

coefficient

specific

information )

Guessing 3 0.673 0.526 0.698

meaning from

context

Making 3 0.735 0.433 0.604

inferences about

reading text

* Gutmann equation used (unequal - length ).

It seems from table ( 7 ) that the 20 items of the test where the value of (K-20) was (0.728)

which indicates that the test was highly reliable to be used as a tool in the study. Moreover the

value of Split Half coefficient (0.640) and Spearman-Brown (0.780) is high and that strengthen

the reliability of the test.

Procedures

Data gathering. In gathering the data of the study, the researchers sent a letter to the

principal of San Blas Academy, Inc. It was passed to the Academic Coordinator seeking
 35

permission regarding the conduct of the study among the Grade 10 students and have access to

their records specifically the class lists.

After the permission was obtained, the researchers administered the survey among the

students from the St. John Baptist de la Salle and St. Augustine. The test were personally

administered to the grade 10 students within the one ( 1 ) hour allotted time by the

administrator.The researchers clarified the purpose of the study, gave clear instructions on how

to deal with the questionnaire that their answers will be written on the booklet provided and

assured them of the confidentiality of the data to be derived from the test. Responses of

participants were compiled after the analysis, and they were checked; scores were encoded.

The data were gave to the statistician for the statistical treatment and the results and finding.

Data Analysis. The quantitative data gathered in the level of importance in reading

comprehension techniques was analyzed in San Blas Academy, Inc.

For problem no. 1 , which sought to answer the level of importance in reading

comprehension techniques of Grade 10 students in San Blas Academy, Inc. when grouped

according to sex and age, descriptive analysis was used.

For problem no. 2, which sought to determine significant differences in the level of

importance in reading comprehension techniques when grouped according to sex and age,

comparative analysis was used.

 36

Statistical Treatment. For problem 1 which sought to determine the level of importance

in reading comprehension techniques in San Blas Academy, Inc. of Grade 10 students when

according to sex and age , Mean and Standard Deviation were used.

For problem 2 which sought to determine the significant difference in the level of

importance in reading comprehension skills in San Blas Academy, Inc. of Grade 10 students

when grouped according to sex and age, Mean and Standard Deviation were used.

Chapter 3

RESULTS AND DISCUSSION AND IMPLICATION

This chapter presents the findings of the study, the implications, the analysis and the

interpretation of the descriptive data collected from the study, "Level of Importance in Reading

Comprehension Techniques of Grade 10 Students in San Blas Academy, Inc. for the School Year

2018 - 2019."

Results and Discussion

 37

This section presents the descriptive and inferential results of the statistical treatment.

Table 8

Level of Importance in Reading Comprehension Techniques of Grade 10 Students

Variables M SD Interpretation

Sex

Male (n=20) 12.85 32.60 Very Important

Female (n=30) 15.37 31.01 Important

Age

15 (n=13) 5.64 9.86 Very Important

16 (n=27) 15.72 11.40 Important

17 (n=8) 3.32 23.49 Important

18 (n=2) 1.32 5.51 Very Important

Total 8.21 17.31 Important

Note: *scale of the interpretation of Reading Comprehension Skills - 1 (Very Important), 2 (Important), 3 (Slightly
Important)

Table 8 shows the level of importance in reading comprehension techniques of Grade 10

students in San Blas Academy, Inc. when taken as a whole and grouped according to sex and
 38

age. The data revealed that when taken collectively, the level of importance in reading

comprehension techniques of Grade 10 students in San Blas Academy, Inc. was considered as

very important the result is M= 8.21, SD= 17.31. When the Grade 10 students in San Blas

Academy, Inc. were grouped according to sex, male students has a result of M= 12.85, SD=

32.60 while the female participants has a result of M= 15.37, SD= 31.01 It showed differently

the level of importance in reading comprehension techniques in the sexes of the participant.

The male shows that the level of importance in reading comprehension techniques is very

important while the female present that the level of importance in reading comprehension

techniques is important for them. In addition to, when participants were grouped according to

age, 15 years old students say that the level of importance in reading comprehension is very

important, the result is M= 5.64, SD=9.86 while 16 years old participants says that the level of

importance in reading comprehension techniques is important, the result is M= 15.72, SD=

11.40. The 17 years old participant say that the level of importance in reading comprehension

techniques is important, the result is M= 3.32, SD= 8.01 while the 18 years old participant say

that the level of importance in reading comprehension techniques is very important, the result

is M= 0.28, SD= 5.70.

When taken as a whole, the Grade 10 students of San Blas Academy, Inc. found reading

comprehension techniques as important. It was supported by the study of Tizon (2010) which

found out that more than the majority of the students were important in their overall reading

comprehension skills. It implies that the students says that the skills in the questionnaire is

important. It needs to be reinforced so that they can understand clearly the content. Their

critical thinking should be improved (Tizon, 2010). Regarding the variable sex, the male and
 39

female are different in there interpretation. The male shows that it is very important for them

to identify the characters, plot, etc. in the story to find out what the story means so the

techniques are very important for them while the female says it is important for them that the

techniques in the questionnaire to explain the happenings in the story. Contrary, to the study of

Cabardo (2015) which results reflected that majority of the males are less proficient in reading

compared to females.

Implications

The results of the study revealed that the overall reading level of importance in reading

comprehension techniques of Grade 10 students of San Blas Academy, Inc. are important which

implies that the techniques are important for them to help to identify the ideas in a story. This

likewise means that the administration should provide a sustainable reading remedial program

so that they will administer the techniques when they are reading a story.

Chapter 4

CONCLUSION AND RECOMMENDATION

 40

This section present the conclusion and recommendations based on the results of the

study and the formulated recommendations of the researchers.

Conclusions

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

the level of importance in reading comprehension techniques of Grade 10 students, the

researchers have drawn the following conclusions:

The level of importance in reading comprehension techniques of Grade 10 students as a

whole is important. Therefore, the reading comprehension of Grade 10 students had been

already used. The results of the study also concludes that the level of importance in reading

comprehension of Grade 10 students has a significant and positive influence towards improving

students' reading comprehension. Thus, the reading remedial should really manifested and

implemented by the administration so that they will apply all the techniques to understand the

context in the reading remedial program.

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

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

female. When arranged according to age, 15 years old respondents look at reading techniques

as very important while the 16 years old looks at it as Important. The 17 years old thinks it is

important while the 18 years old shows it is Important. Therefore, there is a big difference

between the sex and the age of the respondents. In addition, to help and to manifest the

techniques, the administration should provide a program so that they will apply the techniques

in reading comprehension and also they will understand the text clearly.
 41

Recommendations

Based on the results of the study, the following recommendations were raised:

The school administrator's may implement a reading remedial program that will enhance

and improve the reading comprehension of the students, who are lacking in understanding the

text and failed to pass the reading subject.

The reading teachers can exert more effort and attention on the students in there reading

techniques so that they will understand the text clearly or they can give a reading materials so

that the students will manifest all the techniques that had been said above. Likewise, the

teachers must observed all of his/her students who always failed in understanding the text.

Therefore, the teacher must help the student who always failed and teach them on how they

will understand the reading material.

Through the results of the study, the students can be informed of their proficiency in

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

before or after they will sleep. As such, they can participate in reading-related activities of the

school so that it might help them to be more proficient in reading.

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

aware of the performance of their children by monitoring their learning progress in school,

cooperating with facilitating teachers and encourage their children to involve actively in reading
 42

to improve reading comprehension skills and performance and by giving their children the

reading materials so that they can take impact in their children.

The future researchers and likewise encouraged to conduct similar studies and consider

other variables that can influence the level of importance in reading comprehension techniques

of the students.

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Meckey, S. and Gass, R. (2005). Modern Statics for Researchers. Alexandria, VA: ASCD. Pg. 366.

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Appendices

APPENDIX A: Letter
 45

San Blas Academy, Inc.

Payao, Binalbagan

Negros Occidental

February 26, 2019

Mrs. Mila Rose T. Andas

Principal

San Blas Academy, Inc.

Payao, Binalbagan, Negros Occidental

Dear Mrs. Andas:

We, the Grade 11 students of San Blas Academy, Inc. are conducting a study entitled, "Level of
Importance in Reading Comprehension Techniques of Grade 10 Students in San Blas Academy,
Inc. for the School Year 2018 - 2019" as a partial fulfillment in the requirements for the Course
in Practical Research 1.

As such, we would like to ask for your permission to conduct our testing and data gathering
among your Grade 10 students under sections of St. John Baptist de la Salle and St. Augustine.
The questionnaire, a 25-item level of importance in reading comprehension test, will be
administered within an hour under ICL class or any subject that you advice.

Likewise, we request that we will be allowed to access to the numbers of Grade 10 -

participants in their regular class.

We assure you that all information that we can gather from your students will be treated
purposefully for research, thus, with utmost confidentiality.

Thank you very much!

Respectfully yours, Received by:

 46

Joebert S. Buenaviles Mila Rose T. Andas

Group Representative School Principal

Noted by:

Harold A. Pagad, LPT

Practical Research 1 Instructor

APPENDIX B: Survey Questionnaire

San Blas Academy, Inc

 47

Payao, Binalbagan, Negros Occidental

Practical Research

Level of Importance in Reading Comprehension Techniques of Grade 10 Students in San Blas Academy,

Inc. for the School Year 2018-2019

The purpose of this survey questionnaire is to determine the level of importance in reading

comprehension techniques of the Grade 10 students of San Blas Academy, Inc. for the Sxhool Year 2018-

2019.

Part I. Personal Information

Directions: Fill out the information below. Check(/) the box that corresponds to your answer.

Name(optional):____________________ Section:__________ Age:________

Sex: Male [ ] Female [ ]

Part II. Survey Questionnaire

Directions: Put a check(/) on the corresponding degree of importance in every statement, 1 as

the highest and 3 as the lowest. Please answer honestly.

 48

No. Items Degree of Importance

1 2 3

1 Skimming (reading for general understanding)

2 Scanning (reading for specific information)

3 Understanding different types of letters

4 Identifying supporting details

5 Identifying the main idea of reading text

6 Developing awareness of semantic fields (word mapping)

7 Identifying the topic sentence

8 Distinguishing between facts and opinions

9 Using a dictionary

10 Summarizing a reading text

11 Predicting and guessing of the meaning of words through

context

12 Generating questions about reading texts

13 Making inferences about reading text, reading between the

lines to get information that the writer did not express

 49

directly.

14 Making predictions about reading text

15 Reading familiar material with correct pronunciation and

intonation

16 Answering factual, inferential, judgment or evaluation

questions

17 Deducing the meaning

18 Sequencing

19 Analyzing components of text such as setting, theme,

characters

20 Skimming for gist or general impression of text or graphics

21 Distinguishing main ideas from supporting details

22 Relating word meaning in to sentence meaning

23 Relating sentence meaning in to general understanding of a

text

24 Summarizing reading text

25 Comparing and contrast

 50

APPENDIX C: Researcher's Curriculum Vitae

BUENAVILES, JOEBERT S.

Sitio Pucatod, Brgy. Payao, Binalbagan,

 51

Negros Occidental

09303309184

buenavilesj21@gmail.com

______________________________________________________________________

Personal Data

Date of Birth March 21, 2001

Place of Birth Bacolod City

Citizenship Filipino

Civil Status Single

Religion Roman Catholic

Father Hilbert Jugos Buenaviles

Mother Lalaine Salditos Buenaviles

Educational Background

Elementary Level

Payao Elementary School

Brgy. Payao, Binalbagan, Negros Occidental

 52

2008 - 2014

Junior High School Level

San Blas Academy, Inc.

Brgy. Payao, Binalbagan, Negros Occidental

2014 - 2018

Senior High School Level

San Blas Academy, Inc.

Brgy. Payao, Binalbagan, Negros Occidental

2018 - 2020

BIANTAN, ANALIE L.

Sitio Elenita, Brgy. Biao, Binalbagan, Negros Occidental

09433112076

emem@gmail.com
 53

______________________________________________________________________

Personal Data

Date of Birth March 25, 1998

Place of Birth Victorias City

Citizenship Filipino

Civil Status Single

Religion Roman Catholic

Father Loreto Morales Biantan

Mother Anita Layton Biantan

Educational Background

Elementary Level

Elementary School

Biao Elementary School

Brgy. Biao, Binalbagan, Negros Occidental

2008 - 2014

Junior High School Level

 54

San Blas Academy, Inc.

Brgy. Payao, Binalbagan, Negros Occidental

2014 - 2018

Senior High School Level

San Blas Academy, Inc.

Brgy. Payao, Binalbagan, Negros Occidental

2018 - 2020

BINAY, LYKA JANE G.

Purok Santan, Brgy. Payao, Binalbagan,

Negros Occidental

09499104710
 55

binaylykajane@gmail.com

______________________________________________________________________

Personal Data

Date of Birth July 31, 2000

Place of Birth Himamaylan Memorial Hospital

Citizenship Filipino

Civil Status Single

Religion Roman Catholic

Father Edgar Elican Binay

Mother Mary Ann Genobatin Binay

Educational Background

Elementary Level

Payao Elementary School

Brgy. Payao, Binalbagan, Negros Occidental

2008 - 2014

Junior High School Level

 56

San Blas Academy, Inc.

Brgy. Payao, Binalbagan, Negros Occidental

2014 - 2018

Senior High School Level

San Blas Academy, Inc.

Brgy. Payao, Binalbagan, Negros Occidental

2018 - 2020

JALANDO-ON, JOB A.

Brgy. Libacao, Himaymaylan City, Negros Occidental

______________________________________________________________________

Personal Data
 57

Date of Birth September 17, 2001

Place of Birth Brgy. Libacao

Citizenship Filipino

Civil Status Single

Religion Roman Catholic

Father Alan Pejaño Jalando-on

Mother Loida Argenal Jalando-on

Educational Background

Elementary Level

Libacao Elementary School

Brgy. Libacao Himamaylan City Negros Occidental

2008 - 2014

Junior High School Level

San Blas Academy, Inc.

Brgy. Payao, Binalbagan, Negros Occidental

2014 - 2018
 58

Senior High School Level

San Blas Academy, Inc.

Brgy. Payao, Binalbagan, Negros Occidental

2018 - 2020

JABONGAN, JOHN LOYD T.

Sitio Juaning, Brgy. Payao, Binalbagan,

Negros Occidental

______________________________________________________________________

Personal Data
 59

Date of Birth September 23, 2001

Place of Birth Manila City

Citizenship Filipino

Civil Status Single

Religion Roman Catholic

Father John Bandiola Jabongan

Mother Alma Tiquio Jabongan

Educational Background

Elementary Level

Pucatod Elementary School

Sitio Pucatod, Brgy. Payao, Binalbagan, Negros Occidental

2008 - 2014

Junior High School Level

San Blas Academy, Inc.

Brgy. Payao, Binalbagan, Negros Occidental

2014 - 2018
 60

Senior High School Level

San Blas Academy, Inc.

Brgy. Payao, Binalbagan, Negros Occidental

2018 - 2020