GOVERNOR FERRER MEMORIAL INTEGRATED NATIONAL HIGH

SCHOOL
Brgy. Pinagtipunan, General Trias City, Cavite

PRACTICAL RESEARCH 2
(QUANTITATIVE RESEARCH)

Subject Teacher: JOSEPHINE M. RIVERA

Designation: Teacher II

Grade Level: 12 Quarter: 1st School Year: 2023-2024

Strand: HUMSS Section: Harford

Leader/s: Gelito, Judeandry, T.

Members:
· Pacion, Clariden T.
· Tambor, Vincent
· Navarro, Rex Matthew M.
Pinlac, Eric F.

A QUANTITATIVE STUDY: RELATIONSHIP IN READING

COMPREHENSION TO ACADEMIC PERFORMANCE AMONG GRADE
12 HUMSS STUDENTS OF LAFNHS

CHAPTER 1: BACKGROUND OF THE STUDY

INTRODUCTION: school systems are often challenged to meet the needs of
students who are not performing at grade level expectations and provide
support services to help those students to close the achievement gap
(Cimmiyotti, 2013). Since reading is a skill utilized in every academic
subject area, it is a logical domain to examine for a correlational
relationship with the academic performance. The ability to read is an
essential skill for students to master because information is presented in
text throughout the world. According to Widdowson (1979) reading is an
interactive process that goes on between the reader and the text, resulting
in comprehension. Reading is therefore seen as the combination of textual
information with the information the reader brings to the text resulting to
comprehension of the text. Anderson (2000) notes out that reading is a
mental process, not getting from print but engaging the reader‘s mind to
decode meaning. Reading requires thinking; it is not just speaking the
words and symbols but rather thinking and speaking. December 2013, The
NSO's 2010 Census of Population and Housing (CPH) showed that of the
71.5 million individuals who are 10 years old and above,97.5 precentor
69.8 million were literate or could read and write. This is higher compared
to the literacy rate of92.3 percent recorded in the 2000 CPH.97.5% literacy
rate is quite an impressive figure but if we will take a look at the result of
the National Achievement Test (NAT) ON 2012, Grade 3 students got a
Mean Percentage Score of 54.42% in English reading Comprehension and
58.61% in Filipino (Edutopia.com). In this study, data was collected on
students reading comprehension level and academic performance at the
school site of study. The data was then assigned to performance levels and
an average performance level was determined for each student in reading
comprehension and academic performance. Finally, the performance levels
for each student were analyzed to determine if a correlation existed
between student reading comprehension to academic performance of
Grade 12 students of Luis A. Ferrer National High School.

STATEMENT OF THE PROBLEM:

This study aimed to determine the reading comprehension to academic

performance of Grade 12 students of Luis A. Ferrer National High School.
Specifically, it sought to answer the following questions:
1.What is the reading comprehension of the respondents?
2.What is the academic performance of the respondents?
3.Is there a significant relationship between reading comprehension level
and academic performance of the respondents?
RESEARCH OBJECTIVES:

 To investigate the students' perception of their own reading

comprehension skills and the strategies they employ to improve their

reading comprehension.

 To offer insights and suggestions for educators, administrators, and

policymakers at LAFNHS to better support students in improving their

reading comprehension and overall academic success.

SIGNIFICANCE OF THE STUDY:

Results of the study can be beneficial to the following:

SCHOOL: This will be used to identify under performing students and
provide them with early intervention opportunities in order to boost their
performance. Teacher. The result from this study will give them information
they needed when planning for the teaching strategy or method to be more
effective in the classroom.

STUDENTS: This study will help them evaluate their reading

comprehension skill and its effect to their academic performance.

FUTURE RESEARCHERS: This study can be used as reference of their

study. Provides additional evidence to support the findings that a
relationship between reading comprehension level and academic
performance exists and that it changes over time depending upon the age
level being examined. Scope and Limitation of Study This descriptive
correlational research aimed to determine the significant relationship in
reading comprehension level to academic performance of Grade 12
students of Luis A. Ferrer National High School.
SCOPE AND DELIMITATION OF THE STUDY:

This study is conducted in S.Y 2023 – 2024 of Luis A Ferrer National High
School. The selected respondents of this study are the Grade 12 HUMSS,
mainly focusing on their reading comprehension level and academic
performance. The study did not include students from the other strand and
also outside the campus.

RESEARCH QUESTIONS:

These questions are directly related to the research objectives and guide the

study's data collection and analysis. RELATIONSHIP IN READING COMPREHENSION TO

ACADEMIC PERFORMANCE AMONG GRADE 12 HUMSS STUDENTS OF LAFNHS:

1.Do Grade 12 HUMSS students with lower reading comprehension skills

generally exhibit lower academic performance?
2.Can the performance of your reading comprehension predict your
academic achievements?
3.Do higher levels of reading comprehension correlate with better
academic performance among Grade 12 HUMSS students?
4.Do you believe that higher levels of reading comprehension positively
impact your grades in Grade 12 HUMSS subjects?
5.Can the levels of reading comprehension be used as an indicator for the
academic success of Grade 12 HUMSS students?
6.Are Grade 12 HUMSS students with higher reading comprehension
levels more likely to achieve higher grades in their academic subjects?
7.Are Grade 12 HUMSS students with lower reading comprehension levels
prone to experiencing challenges in their academic performance?
8.Do Grade 12 HUMSS students with advanced reading comprehension
skills consistently outperform their peers in academic assessments?
9.Do Grade 12 HUMSS students with similar levels of reading
comprehension tend to have comparable academic performance?
10.Do Grade 12 HUMSS students with lower reading comprehension skills
consistently face challenges in achieving higher academic grades?
HYPOTHESIS:

There is no significant relationship between reading

comprehension to academic performance.

CONCEPTUAL FRAMEWORK:

Reading Comprehension

GRADE 12 STUDENTS
Academic Performance

DEFINITION OF TERMS: For better understanding of the

study, the following were conceptually and operationally defined.
Academic Performance. A frequently defined in terms of
examination performance (Cambridge University Reporter, 2003).
The state or relation of being correlated; specifically, a relation
existing between phenomena or things or between mathematical
or statistical variables which tend to vary, be associated, or occur
together in a way not expected on the basis of chance alone
(Merriam Dictionary). In this study correlation refers to the
relationship in reading Comprehension to the Academic
Performance of the student. Reading Comprehension. The level
of understanding of a text or message (Rayner, 2001). In this
study reading comprehension refers to the intellectual processes
that are happening in the mind of the student while reading the
text.