“LEVEL OF READING COMPREHENSION SKILLS:
ITS EFFECTS ON THE ACADEMIC PERFORMANCE
OF GRADE 4 PUPILS AFTER THE PANDEMIC ”
Name of Researchers
Bachelor of Elementary Education
Binnor Pangandaman Integrated College, Inc.
RATIONALE
The study examined and determined the previous and current level of
reading comprehension skills and its effects on the academic
performance of grade 4 pupils after the pandemic. Additionally, it
explored the different strategies and tools employed by the teachers to
increase level of reading comprehension skills since the COVID-19
pandemic has had a drastic effect on the educational system, with
classes being moved online and in-person instruction becoming
limited. This has caused a noticeable decline in the reading
comprehension levels of students, and its impact on their academic
performance has become increasingly apparent.
Research Paradigm
Independent Variable Dependent variable
Academic Performance
Reading Comprehension • GPA
• Oral Word Recognition • Phil- IRI Result
• Listening Comprehension
Statement of the Problem
The study aimed to investigate the level of reading comprehension skills: Its effects on the
academic performance of Grade 4 pupils after the pandemic.
Specifically, it sought to answer the following research questions:
1. What is the level of reading comprehension skills of Grade 4 pupils in Kinura
Elementary School before the pandemic?
2. What are the current levels of reading comprehension skills of Grade 4 pupils in Kinura
Elementary School after the pandemic?
3. What are the effects of current level of reading comprehension skills on the Academic
Performance of Grade 4 pupils in Kinura Elementary School after the pandemic?
4. What are the strategies and tools employed by the teachers to enhance reading
comprehension skills of Grade 4 pupils in Kinura Elementary School?
Research Setting
The study was conducted at
Kinura Elementary School
located at Purok 4, Kinura,
Kalilangan, Bukidnon. A public Research Respondents
primary school under
Kalilangan East District of The participants of the study were
Department of Education the Grade 4 pupils of Kinura
(DepEd). Elementary school. The
respondents were officially
enrolled Grade 4 learners in the
school year 2022-2023 and were
tested within the third grading
period
Presentation of the Results
Table 4.1 Grade 4 Pupils Phil-IRI result before the Pandemic
Region Division Grade Enrollment Pupils Tested ORAL READING WORD RECOGNITION
Level
FRUS INS IND
Pre Post Pre Post Pre Post Pre Post
X Bukidnon IV 40 40 40 5 0 15 5 20 35
Total 40 40 40 5 0 15 5 20 35
READING COMPREHENSION READING LEVEL NON-READER
FRUS INS IND FRU INS IND
PRE POST PRE POST PRE POST PRE POST PRE POST PRE POST PRE POST
5 0 20 20 15 20 5 0 35 25 0 15 0 0
5 0 20 20 15 20 5 0 35 25 0 15 0 0
Legend:
Level Descriptive Interpretation
Frus Frustration Readers
Ins Instructional Readers
Ind Independent Readers
Table 4.2 Phil- IRI result after the Pandemic School Year 2021-2022
Region Division Grade Enrollment Pupils Reading Comprehension level
Level Tested
FRUS INS IND
Pre Post Pre Post Pre Post
Pre Post
REGION Bukidnon IV 39 39 18 11 10
X
Total 39 39 18 11 10
Legend:
Level Descriptive Interpretation
Frus Frustration Readers
Ins Instructional Readers
Ind Independent Readers
Table 4.3 Academic Performance of KES Grade 4 Pupils After the Pandemic
# of Respondents Reading Academic Percentage
Comprehension Performance/GPA
Level
10 Independent 88.41 25.64%
11 Instructional 84.83 28.21%
18 Frustration 80.37 46.15%
TOTAL: 39 STUDENTS
Table 4.4 Strategies and Tools employed by the Teacher to enhance
Reading Comprehension Skills of KES Grade 4 Pupils
Statement Mean Interpretation
1. Parents assist their children in their reading materials given by the teacher. 4.75 PC
2. School has summer reading programs for reading comprehension skills. 4.60 PC
3. Teachers conduct remedial classes to enhance reading comprehension skills. 4.75 PC
4. The teacher integrate technology during reading comprehension activities. 4.75 PC
5. There is enough availability of resources to support reading comprehension. 4.86 PC
6. Teacher makes inferences, challenges students to make predictions and seek answers to 4.61 PC
questions they have about what they are reading.
7.Teacher applies differentiated instruction to give focus on frustration readers. 4.86 PC
8.Teacher encourages students to practice reading at home. 5.00 PC
9. Teacher uses creative instructional materials to improve reading comprehension. 4.75 PC
Over all total mean 4.77 PC
Legend:
Rating Scale Descriptive Rating Qualitative Interpretation
5 4.51-5.00 Strongly Agree Highly Positive (HP)
4 3.51-4.50 Agree Positive (P)
3 2.51-3.50 Undecided Fair (F)
2 1.51-2.50 Disagree Negative (N)
1 1.00-1.50 Strongly Disagree Highly Negative (HN)
Problem 1 Objective Hypothesis Statistical Findings Conclusion
Treatment
1. What is the To determine (Descriptive Document The overall Grade 4 pupils
level of the level of in nature; Analysis percentage in are more
reading reading hypothesis- terms of the Post likely
comprehension comprehension free) Phil IRI reading understands
skills of Grade skills of Grade comprehension the words with
4 pupils in 4 pupils in level before the comprehensio
Kinura Kinura pandemic n before the
Elementary Elementary reached to 50% pandemic.
School before School before for instructional
the pandemic? the COVID- 19 readers; 50% for
pandemic by independent
utilizing the readers and 0%
result of Phil- for frustration
IRI. readers.
Problem 2 Objective Hypothesis Statistical Findings Conclusion
Treatment
2.What are the To determine (Descriptive Document The overall Based on the
current levels the current in nature; Analysis percentage of the Phil-IRI result,
of reading level of hypothesis- learners the grade 4
comprehension reading free) identified as pupils 'level of
skills of Grade comprehension Independent reading
4 pupils in skills of Grade Readers is only comprehensio
Kinura 4 pupils in 25.64%; n skills
Elementary Kinura Instructional decreased after
School after Elementary Readers 28.21%; the pandemic.
the pandemic? School after and frustration
. the Pandemic readers reached
by utilizing the 46.15%.
result of Phil-
IRI.
Problem 2 Objective Hypothesis Statistical Findings Conclusion
Treatment
3. What are the To determine (Descriptive Descriptive The result shows After the
effects of the effects of in nature; statistics such that 25.64% of pandemic,
current level of reading hypothesis- as frequency, Independent under certain
reading comprehension free) mean and readers have a circumstances,
comprehension level on the percentile. mean GPA of good reading
skills on the academic 88.41; 28.21% of comprehension
Academic performance of Instructional level is more
Performance of Grade 4 pupils readers have likely
Grade 4 pupils in Kinura 84.83; and associated with
in Kinura Elementary 46.15% have good academic
Elementary School after the 81.21 mean of performance
School after the COVID-19 their GPA’s. and the low
pandemic? Pandemic by level is to
collecting their poorer
GPA. academic
performance.
Problem 2 Objective Hypothesis Statistical Findings Conclusion
Treatment
4. What are the To explore the (Descriptive Descriptive The overall mean Students
strategies and strategies and in nature; statistics such score of the strongly
tools tools hypothesis- as frequency, Strategies and agreed under
employed by employed by free) mean and Tools employed given
the teachers to the teachers to standard by the teacher to strategies and
enhance enhance deviation enhance Reading tools
reading reading Comprehension employed by
comprehension comprehension Skills of KES the teachers to
skills of Grade skills of Grade Grade 4 Pupils is enhance their
4 pupils in 4 pupils in 4.77. reading
Kinura Kinura comprehensio
Elementary Elementary n levels.
School? School by
using survey
questionnaire.
Research Limitations
• The study utilized 39 participants, and results were solely dependent on
the participants’ responses and experiences. The scarcity of participants
limits the results. A greater number of participants may be considered
more accurate to determine if the identified effects on the academic
performance of elementary pupils were evident.
• The study only collected the “Beginning of the School Year” (BOSY) Phil-
IRI result since the Department of Education (DepEd) administers the
the end of the school year (EOSY) after the final grading period and our
study only covers the 2nd & 3rd grading period.
Recommendations
The results and findings of the study led to a lot of recommendation for further research and action. The
Pandemic suggests that it has a significant impact on the reading comprehension levels of elementary pupils.
Future Researchers: Future researchers may further study both the beginning of the school year (BOSY)
and end of the school year (EOSY) Phil-IRI result and may delve deeper into the qualitative/quantitative
research to further validate the reading comprehension skills and its effects on the academic performance of
elementary pupils . A greater number of participants may be considered more accurate to determine if the
identified effects on the academic performance of elementary pupils were evident.
Parents: This study suggests that parents may be better to be consistently aware of the status of their
children in terms of reading comprehension skills that is very vital to students’ development of learning and
that their consistent support and monitoring are needed to meet goals which is to achieve better academic
performance.
Teachers: This refer to the elementary school teachers. They play crucial role in developing reading skills
especially in listening and oral comprehension. The study suggests to innovate strategies utilizing the
techniques suitable for this modern world.
Pupils: The researchers of the study recommend to have the pupils take the Phil IRI seriously and may
practice more on reading at home with the support of their parents. It is important to set up a regular reading
THANK YOU and GOD BLESS!!!
