Effects of COVID-19 Pandemic in Reading Comprehension of the

Grade 12 Humanities and Social Sciences students in

Capas Senior High School

prove their reading and writing skills.

Andrada, Khatline

Aquino, Jhared

Calma, Francis Jude

Guinto, Charles

Macale, Mark Adrian

Malonzo, Carla Jane

Mayuyu, Justin

Rivera, Theyle

Sicat, Natalie

Tuagi, Maryrose

Capas National High School Senior High School

January 2024
 1. Introduction
This paper analyzes the effects of COVIS-19 Pandemic on reading comprehension of the

students. On 26 March 2021, a new study was released by the UN cultural agency, reveals that

more than 100 million children are falling behind the minimum proficiency level in reading, due

to COVID-related school closures. These numbers are higher than the expected numbers of

children lacking in basic reading skills.

1.1. Background of the Study

According to the study from the UN Educational, Scientific and Cultural

Organization (UNESCO) One year into COVID; Prioritizing education recovery to avoid

a generational catastrophe, even before the pandemic the number of children lacking

basic reading skills was on a downward curve. In 2020, instead of 460 million children

experiencing reading difficulties, that number jumped to 584 million. The rise of more

than 20 percent wiped out two decades of education gains, the agency said.

On 27 November 2022 Phil star global released a headline stating, “Government

urge to boost learnings’ reading proficiency.” MANILA, Philippines – The government

should prioritize programs and interventions that would improve Filipino learners’

proficiency in reading, amid the celebration of National Book Week from Nov. 24 to 30,

Sen. Sherwin Gatchalian said.

It was also mentioned that in the 2018 Program for International Student

Assessment (PISA), the Philippines scored lowest in Reading out of 79 countries that

participated. Results of the PISA further showed that only one out of five Filipino

learners aged 15 achieved at least the minimum proficiency level in Overall Reading

Literacy. The results of the 2019 Southeast Asia Primary Learning Metrics, on the other

hand, showed that only 10 percent of the country’s Grade 5 learners achieved the

minimum proficiency at the end of primary education.

1.2. Purpose of the Study

 The Researchers decided to do this study to disseminate knowledge about the status of

the student’s ability to understand and create literature since the COVID-19 Pandemic. It also

emphasized the importance of continues and face to face learning. The researchers would also

like to find and suggest some alternative strategies to the readers to improve their reading and

writing skills.

1.3. Research Problem

Loss of structure and routine: School closures and disruptions to regular schedules have

caused a loss of structure and routine in students' lives. These changes can make it challenging

for students to establish consistent reading habits and maintain their reading comprehension

abilities.

1.4. Research Objectives

Objective 1. To determine the impact of the COVID-19 pandemic on students reading

comprehension skills.

Objective 2. to determine the change in the number of students lacking basic reading

skills before and after the pandemic.

Objective 3. To aim insights into the status of students reading comprehension and

contributing to the development of effective strategies and support systems for students in

the context of the pandemic.

1.5. Research Questions

Question 1. What are the problems faced by the students in reading comprehension

during the pandemic?

Question 2. How has pandemic impacted the number of students who lack basic reading

comprehension skills?

Question 3. What challenges have students cope-up in developing their reading

comprehension abilities?
 2. Preliminary Literature Review

Provide a theoretical framework, at least five (5) major related literature, and a brief

synthesis of the reviewed literature and studies.

3. Methodology

This section of the research will focus on the respondents, research instruments to be

used, data collection process, and data analysis.

3.1. Respondents

The study will sample the 10 students in every section of Grade 12 Humanities and

Social Sciences Students of Capas Senior High School.

3.2. Research Instruments

The study intends to do a descriptive survey design using a printed questionnaire as an

instrument administered to the students in determining the levels of the students on reading

comprehension.

3.3. Data Collection

The study will collect both primary and secondary data, and the quantitative data

generated will be analyzed using descriptive statistics which will include percentage distribution,

mean and the frequency counts.

3.4. Data Analysis

The quantitative data from the study will undergo transcription and report in themes and

sub-themes. The relationship between the independent and dependent variables will be explained

through multiple regression.

4. Timeline

This section provides the duration of the tasks needed to complete the study. Therefore,

the study is expected to be completed within 13 weeks (about 3 months).

10/16 10/20 10/24 11/01 11/03 11/08 12/03 01/08 01/13

/23- /23- /23- /23- /23- /23- /23- /24- /24-
 10/20 10/24 11/01 11/03 11/08 12/03 01/08 01/13 01/15
/23 /23 /23 /23 /23 /23 /24 /24 /24
1.Timeline
2.Introduction
3.Preliminary Literature
Review
4.Statement of the
Problem
5.Methodology
6.Data gathering and
analysis
7.Data interpretation and
discussion
8.Summary, conclusion,
and recommendations
9.Review for final
submission

Gantt Chart Tutorial link: https://www.youtube.com/watch?v=7bYnpdQPGvM.

Use the following task in your timeline.

 Title

 Introduction

 Preliminary Literature Review

 Statement of the Problem

 Methodology

 Data gathering and analysis

 Data interpretation and discussion

 Summary, conclusion, and recommendations

 Review for final submission

5. References

Provide the list of books, journals, and other resources cited in your paper using APA

style citation. See the example APA style citation below and make sure the first line is hanging.
Porter, M. E. (2011). Competitive advantage of nations: creating and sustaining superior

performance. Simon and Schuster.

Namada, J. M. (2018). Organizational learning and competitive advantage. In Handbook

of Research on Knowledge Management for Contemporary Business

Environments (pp. 86-104). IGI Global.