Professional Documents
Culture Documents
STATE UNIVERSITY
NORMAE C. ECIJA
Naval¸ Biliran
Researchers
Axcell Delis Belleza
HUMSS 12 – A
students develop the knowledge, skills, and experiences they must have if they are to
Robinson in his book “Effective Study” in year 1948. There are a lot of theories about
reading since that this is an extremely complex process that no one can explain
since that it will hinder student’s good academic performance according to (Fuchs,
2002) he also observed that a large number of students enter high school with
significant reading deficits, he even concluded that lack of reading skills is a hindrance
performance. Villa (2008) found out that reading skills are correlated to the students
grades in mathematics but these correlations are not strong as one may think. Much
earlier, Muola (1990), carried out a study among standard eight pupils to determine the
relationship between performance in an English language test and a mathematics test.
language test and their performance in the mathematics test. Further, Delton (2009)
reported that the poor performance in class in some primary schools could be attributed
to the lack of mastery of English language skills among the pupils. Lastly,(Jayanthi and
Vimala 1991)stated that International research also suggests that there is a positive
The gap in knowledge of the related studies shows that there is a positive
between the two variables are not that really strong. It also shows that deficiency in
reading can hinder student’s good academic performance since that reading is the
foundational skill on which academic success depends. There is also a gap that the
previous researchers did not distinguish which other subject areas reading
researchers to bridge the gap in knowledge, they will focus on the Final Average
Grades in the 1st Semester of the Grade 11 Senior High Students from HUMSS of Naval
And with research proving that reading is the one of most important aspect in our
receive low grades and students with high comprehension receive high grades.
Although, the concept is still not sure because the previous researchers did not really
distinguish all subject areas reading comprehension is positively or negatively
correlated. Therefore, through help of research regarding this certain research topic, the
comprehension and the academic Performance of the Grade Eleven HUMSS Students
in order for them to determine the relationship between these two variables, and also in
1.1 sex;
of:
This section presents the Theoretical framework and Conceptual framework of the
study.
Menneghetti, Carretti and De Beni’s were used as the theoretical bases for the
relationship between levels of reading and academic performance. There are 5 tasks
description. First is the Characters, Time, and Events (CTE), the purpose of this task is
to measure the students capacity to identify and understand the characters of the story,
the events and the place where the story take place as well as the period of events. The
task requires the participants to recognize the characters names and let them identify if
they are real likely are fantastic and link the relationship between them. Second
description is the Events and Sequences (ES), this aims to measure the students ability
in distinguishing the main events and the logical and sequential order, how the
characters believe in the story and their internal response to external events. This task
requires the participants to familiarize the sequence of events to reconstruct the order of
the facts and their logical flow. Third is the Syntactic Structure (SS), this tasks goal is to
measure the students capability in figuring out the texts primarily focusing on the
syntactic 1elements of the tests. For example to decode the different meaning of
sentences in relation to the punctuations position, the articles roles, the nature of
hypothetical sentences, the distinction between passive and active sentences as well as
the direct and indirect discourse. Fourth is the Connections between parts of the text
(CON), the purpose of this task is to measure the ability of students if there is a relation
between different information in the test on the basis semantic and logical criterion in
order to create a consistent a structure meaning. The respondents are ask to put in co-
referential close or far elements of the text connect similar words that are related to the
same character. Lastly, the Inferences (INF), this will measure the ability of students to
make inferences from the text. Inferences, is the idea that is drawn from evidence and
reasoning and the interaction between the readers knowledge and the information in the
text. The participants in his task will guess the meaning of unfamiliar words on the basis
of the content and figure out about the meaning of a sentence using their own
knowledge.
CTE
ES Basic
SS Aspects
CON
INF
Conceptual Framework. The main parameter of the study was mainly on the intention of
paper.
Age
Sex
Reading Comprehension
Level Academic Performance
CTE
ES
SS
CON
INF
The findings obtained from this study may serve as baseline data for the
relationship of reading comprehension levels and academic performance, and also for
the improvement of the academic performance of the Students of the target strand.
Likewise, the results will give insights to the following who shall serve as primary
Administrators. The result of this study are hopefully of value to school administrators
who can encourage other teachers in the school to try employing the library as a regular
part of English class so that their students can read different books during English time
and in order for them to help their students to enhance their reading skills.
Teachers. Mentors in all levels both private and public schools can be provided with
correlated. Also, they will be able to do their share and perform their roles by helping
their students to be more active in reading and surpassing the Academic Grades of their
students
Students. With the help of this study, they will learn if their academic performance is
develop direct new knowledge and be equipped with different abilities in the academic
fields.
Future Researchers. The results of this research would be very useful to teachers,
students, and to the future researchers precisely because it could provide them with the
necessary data and information that directly answers the question regarding the
grades. Not just in Naval State University but in the province and the Philippines as a
whole. And also this study offers important information and data for other researchers
This study is conducted in S.Y 2018 - 2019 of Naval State University. The
selected respondents of this study are the Grade 11 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.
Definition of Terms
To make the presentation study findings and other pertinent information of this
Reading Comprehension. Ability to understand the meaning of the text to integrate with
Academic performance. Is the extent to which a student attained their educational goals
work. The inspiration to conduct a particular piece of research is born out of reading and
reviewing research which has been carried out in one’s broader area of interest. This
methodologies and others. Those that were included in this chapter helps in
familiarizing information that are relevant and similar to the present study.
Reading Comprehension
Reading comprehension is a complex interaction among automatic and strategic
cognitive processes that enables the reader to create a mental representation of the text
(Van Den Broek & Espin, 2012). Comprehension depends not only on characteristics of
the reader, such as prior knowledge and working memory, but also on language
mature in their comprehension skills, they are able to progress efficiently from the stage
of learning to read to the ultimate goal of reading to learn (Yovanoff, Duesbery, Alonzo,
interactions between readers and what they bring to the text, particularly this refers to
the previous knowledge and strategy used as well as the variables related to the text
itself regarding understanding in text types. Brassell and Rasinski (2008), also stated
that reading comprehension helps the readers to take important information from written
Reading and academic performance are essential for teachers and educationists
to know that every child whether he or she is gifted, average, normal or backward etc,
should be educated in his or her own way but if he or she possesses good study habits,
he or she can perform well in academics and in every situation. It is the reading habits
and good academic performance which help the learner with learning disabilities in
(2012), reading is an essential and important aspect for creating a literate society in this
world. It shapes the personality of individuals and it helps them to develop proper
indicator of his reading comprehension ability. However, data covering more detailed
Anggraini (2017) found out that the correlation analysis between student's
reading comprehension and academic performance showed that the regression level
between the two variables was (.236), therefore he concluded that reading
(2018) also found out that there is a negatively high correlation on the academic
performance of the Grade 8 pupils of Biliran Science High School who belong in
frustration level reading comprehension with correlation coefficient of -.597. It was also
found out that the correlation is significant in 1% level of significance. It implies that
reading comprehension of the students greatly affect their academic performance. She
also found out that there is a significant relationship between the academic performance
and reading comprehension level of the grade 8 pupils who belong to the independent
of .440 as moderately small positive correlation. The findings of the studies seem to
imply that students still need to comprehend the reading text because it influenced their
academic achievement. The findings can also have implications for students that the
better their reading comprehension, is the better their academic performance will be.
Anggraini (2017) believes that in order for the teachers to help their students
enhance their Academic Performance and Reading Comprehension, the lectures should
use suitable learning strategies because comprehension in reading text might influence
and improve the student's academic achievement. He also added that the student's
should be aware and realize that students in particular who increase their amount of
reading can improve their academic achievement. Cook (2006) also believes that a
student success program to meet the needs unique to students could be developed to
complement the university academic assistance program for students. This could be
modeled after programs currently used in education programs that have experienced
high attrition rates. The program, based on academic difficulties that stem from reading
programs, study skill classes, test-taking workshops, and faculty and peer-tutoring
specific reading comprehension skills. Admission practices for some nursing programs
include assessments, while students are completing prerequisites for enrolment in the
nursing programs. Often cited as being significant has been a higher grade point
average throughout the course of studies. Again, early identification and remediation of
risk factors for academic challenges can result in an applicant pool with improved
potential for successful completion of the nursing program and entry into professional
The aforementioned literature and studies are related to this investigation in the
sense that they identified the relationship between reading comprehension and
academic performance. However, the dimensions taken into consideration differ from
those which highlights this research. Thus, this study does not purport to duplicate the
METHODOLOGY
This chapter presents the methods of the study. It consists of research design,
Research Design
correlational research design in order for the researchers to determine whether there is
performance. To generate the data, a reading comprehension test was used to elicit the
included the respondents profile, reading comprehension score and their general
average for the first semester of S.Y 2018 – 2019 which yield to the presumed output.
Research Locale
The venue of the study was mainly concentrated at the Naval State University-
Laboratory High School (NSU-LHS). The School is located at the P.I Garcia Street
Capital town of Naval in the Province of Biliran with coordinates 11°35’N 124°27’E. The
researchers chose the NSU-LHS as their research locale since that this is the only
Senior High School in Naval that offers the course of Humanities and Social Sciences
Figure 3. Research Locale, (Google Map, 2019)
Research Respondents
The respondents of this study were the Senior High School Students from Grade
Eleven Humanities and Social Sciences that are officially enrolled at Naval State
University for the School Year 2018- 2019.The researchers chose HUMSS 11 students
because subjects taken in HUMSS requires the skill of reading comprehension in terms
of understanding plain, average and complicated thoughts, words and text. There are
Research Instrument
The instrument used for this study was a researcher made reading
comprehension test to gather the needed data for this study. The RCT includes the
students profile and their levels of reading comprehension. The reading comprehension
test was drawn base on the variables of the study (the age and sex of the grade eleven
HUMSS students and also the average in the first semester of the school year 2018-
2019). The researchers consulted it’s validity to the English experts and English
teachers from Naval State University and Biliran Central School. The researchers used
the split half test to determine the internal reliability of the instrument with the correlation
The researchers wrote a letter to the Dean to ask permission to have the master list and
to administer a reading comprehension test to the grade eleven HUMSS of Naval State
University. Second, a reading comprehension test were provided for each students to
answer. Each student were provided 45 minutes to answer the reading comprehension
test. When the time is up, the researchers takes the answered test and thanked the
Data Scoring
The following rating scales will be used in determining the relationship between
1. Correlation Coefficient
The value of r ranges from +1 to -1. If the value of r is exactly +1, then the
variables has a perfect positive correlation. If it is exactly equal to -1, then the
negative correlation.
Table 1. Correlation Coefficient
No Correlation 0
2. Reading Comprehension
The researchers used the fluency instruction levels as the bases for the verbal
the University of Utah (2018) Frustration reading levels include text for which a reader
does not have adequate background level for a topic and/or cannot meet criteria for
instructional levels of accuracy, the score percentage mean of Frustration level is 50%
below. Instructional reading level is the high level at which a reader is not independent,
but has adequate background knowledge for a topic, and can access text quickly and
with no or few errors with a score percentage mean of 51% to 89 %. Lastly Independent
reading level is the highest level at which a reader has adequate background
knowledge for the topic, and can access text very quickly and with very few errors with a
Score
Frustration Level 1 to 38
Instructional Level 39 to 68
Independent Level 69 to 75
The following formula were used to transform the data gathered into statistical
data.
Formula:
% = f / N x 100
Where:
% = percentage
F = frequency
N= number of cases
100 = constant
respondentsamplepopulation
x 100=%
overallsamplepopulation
Where n is the population of male or female divided by N which is the overall sample
populationof 17 yearolds
x 100=%
overallsamplepopulation
Where n is the population of student’s age from 16 to 18 years old divided by N which is
'
population of studen t s first semester academic grade
x 100=%
overall sample population
Where n is the population of student’s first semester academic grade ranging from 85 to
Formula:
Where:
This chapter represents the analysis and interpretation of the data gathered
from the study and thorough discussion about the research problem. The results were
based on the profile and the reading comprehension test scores of the respondents.
This data were then analyzed to be presented, discussed, and interpreted to serve as
Demographics
Figure 4. (a) The biological sex of the respondents (b) The age of the respondents
biological sex, age of the respondents and the first semester average grades for S.Y
the results revealed that 67.5% (36) are female while 32.5% (18) are male in the
overall sample population of 54 participants only. For the ages of the respondents,
1.85% (1) of the respondent is 24 years old, 12.96% (7) of the respondents are 18
years old. 55.5% (30) of the respondents are 17 years old and the 29.6% (16) are 16
4 12 2
5
7
2 8
7
6
10
95% 94% 93% 92% 91% 90% 89% 88% 87% 85% 84%
years old.
Figure 5. The number of the respondents academic grades in the first semester of the
S.Y 2018 – 2019.
Lastly, the first semester average grades of the respondents of S.Y 2018–
2019 consisted of 3.7% (2) with an average grade of 95%, another 3.7% (2) with an
average grade of 94%, 9.25% (5) with an average grade of 93%, 14.81% (8) with an
average grade of 92%, 11.11%(6) with an average grade of 91%, 18.51% (10) with
average grade of 90%, 12.96% (7) with an average grade 89%, 3.70% (2) with an
average grade of 88%,another 12.96% (7) with an average grade of 87%, 7.40% (4)
with an average grade of 85% and 3.7% (1) with an average grade of 84%.
Reading Comprehension
The data collected from the (54) respondents were gathered through the reading
47
1 to 38 39 to 68 69 to 75
Figure 6. The levels of reading comprehension obtained by the respondents from the
The result shows that 12.96% (7) of the respondents reading comprehension
level belongs to the Frustration Level with the score range of 1 – 38 while 87.03%(47) of
the respondents reading comprehension level belongs to the Instructional Level with the
score range of 39 to 68. Although none of the students from HUMSS 11 was able to
obtain the highest level of reading comprehension which is the Independent level with a
score range of 68 – 75. Therefore, the 12.96% of the respondents from HUMSS 11
does not have adequate background level for a topic and/or cannot meet criteria for
independent in reading, but has adequate background knowledge for a topic, and can
access text quickly and with no or few errors since that their reading comprehension
Table 3. The mean percentage of the five aspects and the levels of reading
Table 3 shows the mean percentage of the overall sample population’s reading
comprehension test scores. The result revealed that in the aspect of Characters, Time
and Events the reading comprehension level of the respondents belongs to the
Instructional Level with a mean percentage of 81.48%, in the aspect of Events and
Sequences the reading comprehension level of the respondents also belongs to the
Instructional Level since the percentage mean of their score is 79.75%, in the aspect of
Syntactic Structure the respondents were not able to reach the Instructional Level since
that the average mean of their score is 45.92%, in the aspect of Connections between
parts of the text the respondents reading comprehension level once again belongs to
the Instructional Level for the reason they obtained the mean percentage of 62.34%,
and in the final aspect which is the Inferences, the reading comprehension level of the
respondents belongs to the Frustration level since that the percentage mean of their
score is 34.69%. And finally, the overall percentage mean average of the aspects of the
reading comprehension level of the respondents belongs to the Instructional level with
the HUMSS 11 Students of NSU-LHS denotes that they have adequate background
knowledge for reading, and can access text quickly and with few errors only.
Value of r 0.37
Note: There is a weak positive correlation between levels of reading comprehension and
reading comprehension and academic grades among the Grade 11 HUMSS students of
Naval State University. This implies that if there is an increase or decrease in reading
the students, although the relationship between the two variables are weak. The
findings of this study was similar to the results obtained by Anggraini (2017) and
Gelizon (2018), since that their study also reported that there is a weak positive
This chapter presents the summary of the study, findings or interpretation of data
Summary
The study was carried out to determine the relationship between levels of reading
Naval State University. The sample population involved all of the (54) students of
HUMSS 11 and were provided with a reading comprehension test comprised of (5)
aspects and passages each with 15 item questionnaire. The participants of the research
were given 45 minutes to answer the reading comprehension test. Results showed that
33.5% of the sample population are male while the 67.5% are female. Out of the (5)
aspects, it is revealed that the respondents obtained their highest score in the aspect of
Characters, Time and Events with a mean percentage of 81.48% (Instructional Level)
and the respondents obtained their lowest score in the aspect of Inferences with a mean
percentage of 34.69% (Frustration Level). The result also showed that the (5) aspects
overall mean percentage of the respondents were 60.836% (Instructional Level). Lastly,
the result revealed that there is a weak positive correlation between levels of reading
The researchers concludes that the Grade 11 HUMSS students of Naval State
University -Laboratory High School are more acquainted in the aspect of Characters,
Times and Events since that they obtained their highest score from this aspect.
knowledge for this certain aspect and this also means that the respondents can access
the text very quickly and with very few errors and they have the capacity to identify and
understand the characters of the story, the events and the place where the story take
place as well as the period of events are. The researchers also concludes that the
grade 11 HUMSS students of NSU-LHS are impotent in the aspect of Inferences since
that respondents obtained their lowest score from this aspect. Therefore, the
respondents does not have adequate background level for this aspect and they cannot
meet the criteria for the nornal level of accuracy to guess the meaning of unfamiliar
words on the basis of the content and figure out about the meaning of a sentence using
Lastly, the findings obtained from the results and discussion also showed that
the two variables which is the levels of reading comprehension and academic
performance have shown that there is a weak positive correlation between these two
Base on the findings and conclusions drawn from this study, the researchers
therefore, would recommend the following recommendations that are hereby offered for
considerations
2. The researchers suggest that this study can be improved by adding variables
since that the researchers did not include other factors such as the whole
strand and whole grade level of Naval State University- Laboratory High
School. Therefore, in order for the future researchers to obtain better assay
and more solid results they should conduct the study with a wider range of
academic levels can be included for the improvement of the future research.
3. The tool used in this study which is the reading comprehension test can be
use by future research as long as the level of the test are in-line with the
that would help their students enhance their reading and vocabulary skills.
Literature Cited
Anggraini, S. (2017) " The correlation between reading comprehension and academic
Palembang".
Brassell, D., & Rasinski, T. (2008). Comprehension that works: Taking students beyond
England: Longman.
Delton, L. (2009). “Language proficiency and reading ability in first and second
language learners”
Fuchs, L. (2002). “Oral reading fluency as an indicator of reading competence: a
doi: 10.1207/S1532799XSSR0503_3
Gelizon, MJ. ( 2018) " Effects of Reading Comprehension to the Academic Performance
31:191-201
Texas Education Agency (2015). “What research tell us about reading comprehension,
Van den Broek, P., & Espin, C. A. (2012). Connecting cognitive theory and
Yin, T., & Burger, C. (2003). Predictors of NCLEX-RN success of associate degree
http://www.specialconnections.ku.edu/?q=instruction/reading_comprehension
http://www.readingrockets.org/article/what-research-tells-us-about-reading-
comprehension-and-comprehension-instruction
APPENDIX
Republic of the Philippines
Biliran Province State University
COLLEGE OF EDUCATION
Naval, Biliran
Reading Comprehension
However, he perceived now that it did not greatly matter what kind of soldiers he was going to
fight, so long as they fought, which fact no one disputed. There was a more serious problem. He
lay in his bunk pondering upon it. He tried to mathematically prove to himself that he would not
run from a battle. Previously he had never felt obliged to wrestle too seriously with this question.
In his life he had taken certain things for granted, never challenging his belief in ultimate
success, and bothering little about means and roads. But here he was confronted with a thing of
moment. It had suddenly appeared to him that perhaps in a battle he might run. He was forced to
admit that as far as war was concerned he knew nothing of himself.
A sufficient time before he would have allowed the problem to kick its heels at the outer portals
of his mind, but now he felt compelled to give serious attention to it. A little panic-fear grew in
his mind. As his imagination went forward to a fight, he saw hideous possibilities. He
contemplated the lurking menaces of the future, and fails in an effort to see himself standing
stoutly in the midst of them. He recalled his visions of broken-bladed glory, but in the shadow of
the impending tumult he suspected them to be impossible pictures.
He sprang from the bunk and began to pace
nervously to and fro. "Good Lord, what's th' A. In the backyard
matter with me?" he said aloud. He felt that B. In the bunk
in this crisis his laws of life were useless. C. In the seashore
Whatever he had learned of himself was D. In the bus
here of no avail. He was an unknown
quantity. He saw that he would again be 5. What did the character did as he lay?
obliged to experiment as he had in early
youth. He must accumulate information of A. He’s reminiscing about his past
himself, and meanwhile he resolved to experience
remain close upon his guard lest those B. He’s sleeping
qualities of which he knew nothing should C. He’s thinking about a serious
everlastingly disgrace him. "Good Lord!" he problem
repeated in dismay. D. He’s playing games
QUESTIONS:
A. Pisa A. Spyglass
B. England B. Thermometer
C. Daegu C. Magnifying glass
D. New Zealand D. Pendulums
A. 6
A. “Goodbye“ he said
B. “Goodbye” said the fox
C. I love you, Goodbye 11-12. Do the Author used Figurative
Languages in the story? If there is give
7. “I ladled the Caterpillars”. What example then explain why Author used
Article does the Author used in that Figurative Languages?
phrase?
A. Indefinite Article
B. Definite Article
C. Article before an Adjective
13-15. Do you easily understand the
8. “People have forgotten this truth”. structure of the sentences in there passage?
What Article does the Author used in Explain your answer.
that phase?
A. Definite Article
B. Indefinite Article
C. Article before an Adjective
A. Dawdling
3. Alice heard the White Rabbit
B. Crawling
murmuring to itself, "The Duchess!
C. Dashing
The Duchess! Oh my dear paws! Oh
2. The White Rabbit was anxious while my fur whiskers! She'll get me
finding the fan and the pair of kid-
executed..." According to the rabbit, following best describes how Alice
what will the Duchess do to it? feels about her situation?
A. Dispatch it A. Scared
B. Salvage it B. Exhausted
C. Lecture it C. Glad
4. Alice came upon a neat little house. 9. Alice is worried about what will
Which of the following describes happen to her next because she can't
how the house looks like? stop growing. How does she feel?
A. Messy and large
B. Untidy and small A. Unwearied
C. Tidy and tiny B. Unconcerned
C. Bothered
5. Alice was in great fear of meeting
the real Mary Ann. Which of the
following best describes Alice's
feeling?
10. How does Alice look like before
A. Calm
drinking the bottle?
B. Frightful
C. Mad
A. Dwarfish
B. Gigantic
6. When Alice was about to leave, she
C. Voluminous
saw a bottle then uncorked it. What
did Alice do to the bottle? 11. She hastily put down the bottle
remarking" That's quite enough I
A. She smothered it.
hope I shan't grow anymore. What
B. She constrained it.
C. She loosened it. did Alice do to the bottle?
TEST V. Inferences
Christopher Columbus set sail from Palo’s, Spain, with less than a hundred crew members to
discover a new route to Asia. After spending a difficult time at sea, the party sited land early on
the morning of October 12, 1492. They set foot on an island in the Bahamas which they named
Al Salvador. Columbus presumed that the indigenous people were Native Indians as he was
under the mistaken belief that he had set foot on Indian soil. Probably some ten million
American Indians were natives to the land before the large scale in habitation by Europeans and
subsequent annihilation of Native Americans started. However, it took more than a hundred
years after Columbus discovered America for the Europeans to finally take the momentous
decision to make the New World their home. The Native American actually welcomed the pale-
skinned visitors primarily out of curiosity than anything else. They were fascinated by the steel
knives and swords, fire spewing cannons, brass and copper tensile, etc. that these visitors brought
with them. Eventually, cultural differences erupted. The native could not stomach the arrogance
of the newcomers and the scan respect they paid to nature. The Europeans settlers viewed every
resource- plants, animals and people as something to be commercially exploited. The Native
Indians were vastly outnumbered in the wars that ensued. The resistance they put up never
proved enough to stop the European settlers the nomadic lifestyle of the Indians, the relatively
unsophisticated weapons at their disposal, the unwillingness of some of their own people to
defend themselves in the diseases brought by the Europeans from their overcrowded cities that
decimated the native’s were: small pox, plague, measles, cholera, typhoid, and malaria. These
deadly diseases, to which most natives had developed no resistance, devastated many tribes
between 1775 and 1850. America was named after an Italian navigator, Amerigo Vespucci, who
explored the Northern parts of South America in 1499 and 1500 and later announced to the world
about the discovery of a new continent.
QUESTIONS:
1. Native Americans welcomed the C. The disease brought by white
pale-skinned visitors primary out man
of something what is it? D. The ignorance of Indians
A. Glory
B. Fascination 5. From the passage we can infer
C. Glamour that in comparison to the
D. Curiosity Europeans, Native Americans
were.
2. The nomadic lifestyle of the A. Careless about their
Indians infers that they have less environment
in weapons. What do you think B. A very unhealthy lot
was the result of their war against C. More respectful of nature
the Spaniards? D. Very ignorant when it comes to
A. They were victorious sanitation
B. There was no war 6. What can be inferred in the third
C. They lost the war paragraph?
D. They cherish the victory A. The Native Americans did not
have any weapons with which to
3. The primary purpose of the defend themselves
passage is to. B. The Native Americans
A. Disprove the notion that probably attached to a lot of
America was named after importance and respect to the
Columbus nature
B. Provide a snapshot of the C. The Native Americans did not
discovery of America and the know how to use natural
early years of settlements resources
C. Explain how the Europeans D. The early settlers became
eliminated the native Americans arrogant as they could
in their own land commercially exploit resources
D. Discuss how the process of 7. The last paragraph stresses
colonization of America started America Vespucci.
A. Italian navigator
B. Who explored the northern part
4. The following are the reasons of of the South America
why Indians have not stopped the C. Great person
European settlers except. D. A contributor of something
A. The unwillingness of some to
defend themselves 8. What if the Europeans have not
B. Unsophisticated weapons at come in America, what do you
their disposal
think the kind of life that Indians
have nowadays?
A. Self-sufficient
B. Dependent
C. Prosperous
D. Poor
9. Based on the information in the
passage, which of the following
cannot be inferred?
I. Alien diseases wiped out a
large proportion of certain
Native American tribes.
II. The early settlers totally
eliminated the early
Americans.
III. To the early settlers, even
people were resources to be
exploited commercially.
A. Only I
B. Only II
C. I and II
D. Only III
46