Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

A person who lacks skill in reading and comprehending find its life so hard. We live

along with different information to understand other things. Our wild mind always wants to

discover like there are no other time. In this generation, reading is vital for information

nowadays is mostly can be found through text.

In any interaction with a text, the text is pretty much useless unless the reader can

comprehend the meaning of that text. Since narrative, expository, and poetic texts all have

different reasons for being written, and different forms of presenting the text, different strategies

are needed to comprehend these texts. There are also many reading strategies that can be used for

all of these types of texts.

To describe strategies to help develop activities that facilitate comprehension of narrative,

expository, and poetic texts one must first understand what comprehension means, they then

need a better understanding of how the human brain works. “Comprehension is a creative,

multifaceted thinking process in which students engage with the text,” Irwin (1991) defines

comprehension as a reading process of using prior experiences and the author’s text to construct

meaning that’s useful to that reader for a specific purpose.” (Tompkins, 2010) One amazing

things that reading gives us is, it let us see the world through understanding. But seems like there

are still countless of students usually in a higher grade now still cannot manage to read or they

can read but they cannot understand what they are reading. Sad but true, parents become so

unaware with their children now

According to Linde (2016), when students read, they need to be able to understand text on all

these levels. Sometimes they are reading for literal information, such as a recipe or directions.

Other times, they may need to get deeper than surface area knowledge and ask questions about

what the author may mean, using interpretive skills. They may also need to read with a critical

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eye, fact-checking information. Finally, some reading calls for students to be creative in their

understanding and make judgments about their thinking in relation to the author's writing.

Moreover, good reading comprehension comes only with practice. The basic aspects of

reading, such as word recognition, phonetics and fluency, can be mastered in just a few years.

However, throughout this process reading comprehension must be emphasized. Students may be

able to eloquently repeat the words that the see on a page all day, but without reading

comprehension skills, they're unable to fully understand the content, predict what will happen

next, recognize characters, gain insight or understanding to build upon, or relate what they are

reading to their own life's experience (Education Corner, 2019)

Comprehension strategies work together like a finely tuned machine. The reader begins

to construct meaning by selecting and previewing the text. During reading, comprehension builds

through predicting, inferring, synthesizing, and seeking answers to questions that arise. After

reading, deeper meaning is constructed through reviewing, rereading portions of the text,

discussion, and thoughtful reflection. During each of these phases, the reader relates the text to

his own life experiences. Comprehension is powerful because the ability to construct meaning

comes from the mind of the reader. Therefore, specific comprehension instruction—modeling

during read-aloud and shared reading, targeted mini-lessons, and varied opportunities for

practice during small-group and independent reading—is crucial to the development of strategic,

effective readers (David 2018)

On the 7th Grade of San Francisco National High School as freshmen of this school year,

the researchers wanted to determine on this research study the comprehending skills and their

understanding after reading. Some teachers were observed having a hard time on their students

who has reading difficulties at their grade.

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 Conceptual Framework of the Study

Schematic Diagram

This study focused in determining the Level of Adequacy on Reading Comprehension

among the Grade 7 Students of San Francisco National High School, San Francisco, Surigao Del

Norte.

Figure 1. Conceptual Paradigm

Student’s

Profile of the comprehension in terms

respondents in terms of: of:

1.1 Age 2.1 Literal

1.2 Gender 2.2 Inferential

2.3 Evaluative

2.4 Applied

The first box which contains the profile of the respondents describe in terms of a.) Age- the

length of time a person has lived or a thing that has existed and b.) Gender- the state of being male or

female (typically used with reference to social and cultural differences rather than the biological ones)

The second box, on the other hand, contains the student’s comprehension in terms of a.) Literal—

the understanding of information and facts directly stated in the text. It is recognized as the

first and most basic level of comprehension in reading. While b.) Inferential—requires the

reader/viewer to draw on their prior knowledge of a topic and identify relevant text clues (words,

images, sounds) to make an inference. Inferential comprehension is often referred to as ‘between

the lines’ or ‘think and search’ comprehension. c.) Evaluative—requires the reader to move

beyond the text to consider what they think and believe in relation to the message in the text.

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And d.) Applied—concerns with why the author says what he or she says. This high level of

comprehension requires the reader to use some external criteria from his/her own experience to

evaluate the quality, values of the writing, the author’s reasoning, simplifications, and

generalizations.

And lastly, the third box contains recommendation on what recommendations or solution

may be given to the said problem in the study. It aims to determine the Grade 7 students of San

Francisco National High School’s level of adequacy on their reading comprehension and their

level of understanding.

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 Statement of the Problem

This study aims to determine the level of adequacy on reading comprehension among the

Grade 7 Students of San Francisco National High School, San Francisco, Surigao Del Norte.

Moreover, this study aims to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 Age; and

1.2 Gender?

2. What is the level of adequacy on reading comprehension in terms of:

2.1 Literal Understanding;

2.2 Inferential Understanding;

2.3 Evaluative Understanding; and

2.4 Applied Understanding?

3. Based on the findings of the study, what recommendations may be given?

Significance of the Study

This research study is beneficial to the following for this will provide them essential and

relevant information aiming to identify the student’s level of their understanding or

comprehending in a text:

Students. This study will surely give them the awareness with regards on their personal

skill in comprehending and will help them be more aware in terms of reading. They may be able

to determine their reading performance and may evaluate their strengths and weaknesses on

reading.

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 Teacher. They may be guided on their teaching methodologies of teaching reading which

should not stress on accuracy of reading aloud but which fit to students’ abilities and skills; they

may be helped in promoting reading as a process of acquiring meaning from text and may foster

a flexible response to difficulties that their learners might encounter in reading.

Parents. They are the most responsible one for their children. They may be able to help

their children develop reading skills by constant monitoring of their ability and spending time to

have reading discussion at home and helping the teachers in enhancing their children with

intellectual development

Future Researchers. The content and result of the study will help them and will serve as

their guide and references. They can acquire techniques and ideas that will help their research.

Scope and Limitations of the Study

The study entitled Level of Adequacy on Reading Comprehension among Grade 7

Students of San Francisco National High School focused on determining the students’ level of

understanding and comprehending. The participants are randomly selected Grade 7 students who

participated, patiently.

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 Chapter 2
REVIEW OF THE RELATED LITERATURE

“The more you read the more things you know. The more that you learn, the more places

you’ll go,” - Dr. Suess

Not all students have the readiness to learn to use the alphabetic code on reading and

writing. The international literature has shown that 10 to 18% of students may have some

difficulty learning to read and write. The problems manifested by children with reading and

writing difficulties can result from failures at different stages of linguistic information

processing. The latest studies on reading comprehension deficits investigate possible causes and

predictive components of these manifestations; longitudinal and interventional methods of ability

pairing are used on this type of investigation. Thus, researchers are able to characterize the

performance of distinct populations (children with specific comprehension or specific decoding

deficits) and, separately, the skills developed in along reading acquisition Scielo (2011)

According to Krashen & Terrel (2014) reading contributes to overall competence, to all

four skills. It can be analyzed that reading can influence another skill. Without reading, we are

lack of the background knowledge to support our idea. Reading is process to get information and

to understand the meaning of the some words from the text. Most people will agree that reading

without meaning and comprehension is not reading. Comprehension means understanding. It is

the ability to get the meaning of the something. Reading comprehension is the first goal in

reading. Duke and Pearson (2001:423) stated that reading is comprehension. Comprehension is

reading all about. Explain without comprehension is simple word barking being able to articulate

the word correctly without understanding its meaning.

Montgomery (2017) stated that reading is a skill many people take for granted, but the act

of reading and properly comprehending a text is a complex and interactive process. It requires

several different brain functions to work together and most often requires one to puzzle through

multiple layers of context and meaning. Because reading comprehension is so complicated, we

can often find ourselves understanding the most basic interpretation of a text but missing the

emotional core or the “big picture.” Or we might just find our brains spinning with no clue

at all as to what a text is attempting to convey. But luckily for everyone who struggles in English

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classes, on standardized tests, or in daily life, reading comprehension can be improved upon (and

it’s never too late to start!).

Reading is how we discover new things and how we develop a positive self-image. The

ability to read is a vital skill in being able to function today. Reading is important because it

helps to expand the mind and develops the imagination. A person who knows how to read can

educate themselves in any area of life they see fit. People who don’t read or are poor readers

often have low opinions of themselves and their capabilities. They mostly feel isolated and

behavior problems surface. As we live in an age abundant with information, reading is the only

way to become informed. Reading forces you to use your brain; helping you to reason things out

which are unfamiliar. O.W.L. understands that reading is one of the most enjoyable hobbies a

person can have. However, it's sad to think that most people are not introduced to the fabulous

world of reading. Most people don’t realize that when reading a book, you are focused and

concentrating, thereby enhancing the critical skills of concentration and focus. Making time to

read is something we all feel that we should do, but only few of us schedule actual reading time

every day. Adding reading to your daily schedule improves discipline. When you are well read,

people will look to you for answers which also build self-confidence and self-worth. Reading

about diversity of life and revealing yourself to new ideas and more information helps to widen

the creative side of the brain as it promotes advancement into your thinking process. When you

are reading books, particularly demanding ones, you will probably find yourself exposed to

many new words. As you read you find the importance of words by reading the context of those

same words in a sentence. Continue reading and you will continue learning (One World Literacy

Foundation 2013).

Reading is a fluid construct, shifting over time from a focus on discrete skills necessary

for working with language in both written and spoken forms, to those more complex

combinations of skills associated with decoding, and finally to comprehension—a construct in

which all prior literacy skills are called upon in the act of reading. Reading assessment typically

follows this general progression as well (Reading First, 2006). Assessments of emerging literacy

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Skills evaluate student mastery of the alphabetic principle. These tests measure students’ ability

to correctly identify and/or produce letters and the sounds associated with them. They measure

students’ ability to manipulate individual phonemes (sound units) within words, when, for

example, students are asked to blend a list of phonemes into a word, segment a word into its

corresponding phonemes, or identify the sounds which begin or end a word (Ritchey & Speece,

2006) as student reading skill progresses, it is necessary to use different reading measures to be

able to continue to track the progress students are making as developing readers. Oral reading

fluency, which measures a combination of students’ sight vocabulary and their ability to decode

novel words rapidly and accurately, is consistently identified in the literature as one of the best

predictors of student reading comprehension in the early grades (Graves, Plasencia-Peinado,

Deno, & Johnson, 2005; Hasbrouck & Tindal, 2005). Eventually, however, the information

provided by measures of oral reading fluency plateaus. Readers attain a fluency threshold that

enables them to attend to comprehension rather than decoding (Ehri, 1991, 2005).

Understanding what the words on a page are communicating is the main goal of reading.

The Thinking through Reading program will introduce children to a variety of reading

comprehension strategies that will help them to improve their comprehension of books and other

texts. Not only will our strategies help children to think their way through books, our reading

comprehension strategies will train them to use a variety of thought processes that can be applied

to other areas of their life. Children will learn how to use inferential thinking, ask meaningful

questions and learn to communicate their thoughts clearly and effectively Mackenzie (2011).

Similar to this, Hirsch E.D (2003) states that factors that affect reading include but are

not limited to: rate of comprehension and retention, bad spelling, hyperactivity, poor self-esteem

and lack of coping skills. Intellectual and developmental learning disabilities are often seen in

students while learning how to read, and symptoms progressively get worse without appropriate

resources. A person affected by learning disabilities may also be intimidated to write or speak up

and may be slow at processing, experience difficulty trying to balance, experience coordination

gaps, and exhibit poor handwriting. There are resources to assist students with learning

disabilities, including evaluation, additional help with appropriately trained teachers, and

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tutoring within, before or after the school day. But the disadvantages of illiteracy include

employment-related hurdles such as the inability to create a resume, search classified ads or

complete job applications; quality of life concerns such as being unable to read road signs,

restaurant menus and store signage; and psychological impact such as low self-esteem, self-

confidence issues, isolation and an underlying sense of shame. Being unable to enjoy literature,

to experience important non-fiction work, and to read influential public opinion pieces,

groundbreaking news articles and compelling interviews places severe limitations on an

individual's ability to expand his consciousness, as well as effectively participate in society.

Illiteracy can complicate simple, everyday affairs, such as not being able to read or write an

important note, reminder or phone message; being unable to review and make sense of the day's

mail; and the frustration involved in trying to follow a recipe, fill out an entry blank or survey

card, or assemble an item per written instructions. Illiteracy can also be much more perilous. A

patient unable to read medication instructions is in danger of an incorrect dosage; others who are

too fearful might opt to skip their medication altogether, also a risky proposition. A worker who

can't follow written safety instructions, or who has difficulty reading warning and hazard signs,

is a danger to himself and his co-workers.

Comprehension understands what is being said or read. When it comes to reading, it is an

active process that must be developed if a learner is to become a proficient reader. Effective

reading skill development is further accomplished when the learner becomes proficient in literal,

inferential and critical comprehensive reading (as cited at Owlcation 2019).

Having excellent reading comprehension skills is crucial. It increases the enjoyment and

effectiveness of reading and helps not only academically, but professionally, and in a person's

personal life. Imagine being given a document by your boss. You can read the document, but you

cannot understand what it is fully asking, or maybe you are applying to jobs and do not

understand a question that is being asked. Being able to understand the meaning behind the text

helps children develop intellectually, socially, and professionally (Rutzler 2017)

Classrooms across the nation are interspersed with students who experience the same

type of frustration every day. They do not possess adequate reading comprehension skills to do

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what is expected of them. Without comprehension, reading is simply following words on a page

from left to right while sounding them out. The words on the page have no meaning. And while

people read for many different reasons, the chief goal is to derive some understanding of what

the writer is trying to convey and make use of that information – whether for fact gathering,

learning a new skill, or for pleasure. That’s why reading comprehension skills are so important.

Without them the reader cannot gather any information and use it to efficiently function and

enjoy the richness of life stated at K12 Reading Instruction Resources (2016). Reading is a

multifaceted process that develops only with practice. There are certain aspects of reading, such

as fluency and word recognition, which can be learned in a few years. These basics must be

mastered but at the same time reading comprehension should be emphasized in the process.

Students can parrot words on a page all day long but if they don’t have the necessary

comprehension skills they will not be able to make predictions about what will happen next,

monitor their understanding of content, sequence or characters, clarify confusing parts of the

text, or connect what they’re reading to their own experience or prior knowledge. And that is

what true comprehension is all about.

To build comprehension skills, students need to know how to evaluate important

information that they read. Students can make judgments about information based off of prior

knowledge and experience, their cultural values, and their purpose for reading. When students

evaluate information, they confirm, extend, or change their personal views based on the topic of

the reading. It is important for students to explain when they do not agree with information in a

text (LiteracyOnline,2010). As students develop evaluating skills, they learn to recognize

relevant and valid information, interpret it, and evaluate it in terms of usefulness or reliability.

Some students may also evaluate a writer’s style, including their choice of words and other text

features (Literacy Online, 2010). Reading is not a passive activity. It is an activity that requires

the brain to fully engage and think in order to comprehend the words on the page. When you

begin to read, your brain naturally begins to use a variety of reading comprehension strategies to

make meaning of the text. The reading comprehension strategies that you use have been

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developed through years of reading practice. You were either taught them in school or developed

the strategies on your own to problem solve your way through the often-tricky task of reading.

Moreover, Timberth (2019) states that reading comprehension is a learned skill that is

dependent upon several factors. While there are certain factors that significantly aid reading

comprehension, there are also factors that affect reading comprehension. Not every child or adult

will glean the same amount out of a given text, for several underlying reasons. Aside from a

learning disability, there are some more common factors that affect reading comprehension, such

as focused attention span, experience, vocabulary level, and ability to make connections. A

learning disability (such as Dyslexia) will severely hamper your ability to comprehend that

which you read, but if there is not a disability present, the next major factor contributing to

reading comprehension is focused attention span. A short attention span will severely cramp your

ability to understand what you are reading. As you read, if you are not able to follow along with

each word, you will eventually drift off topic and interest will not have been sustained. Reading

requires focused attention, and you have to be able to make sense of each word and sentence.

Written works typically follow a progression, and if you are not attending to it while reading, it

will become easy to succumb to distractions. This is a major factor that affects reading

comprehension.

On the other hand, Heyman (2012) states that reading comprehension is one of the pillars

of the act of reading, when a person reads a text he engages in a complex array of cognitive

processes. He is simultaneously using his awareness and understanding of phonemes (individual

sound “pieces” in language), phonics (connection between letters and sounds and the relationship

between sounds, letters and words) and ability to comprehend or construct meaning from the

text. This last component of the act of reading is reading comprehension. It cannot occur

independent of the other two elements of the process. At the same time, it is the most difficult

and most important of the three Reading comprehension should not be confused with “reading

ability”. Reading ability, as it is commonly understood, means the ability to read the words on a

page, but does not necessarily mean that what is read is understood. Being able to “decode” or to

read words on a page is an essential part of reading, but can often be misleading, as some

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children are able to read words with great accuracy and sound very much like “adults,” but are

unaware of the meaning attached to the sounds they have produced. Reading fluency (the ability

to recognize words quickly and effortlessly) plays an important role in reading comprehension

because if word recognition is difficult, the child will use too much of his processing capacity

reading individual word and this in turn interferes with the ability to comprehend what is read.

Reading comprehension is the understanding of what a text means and the ideas the

author is attempting to convey, both textual and sub textual. To read any text, your brain must

process not only the literal words of the piece, but also their relationship with one another, the

context behind the words, how subtle language and vocabulary usage can impact emotion and

meaning behind the text, and how the text comes together as a larger, coherent whole. For

instance, let's look at the first line from Jane Austen's novel, Pride and Prejudice: "It is a truth

universally acknowledged that a man in possession of a good fortune must be in want of a wife."

Now, a completely literal interpretation of the text, just based on word-meaning, would have us

believe that 'all rich men want wives.' But the context, word choice, and phrasing of the text belie

that interpretation. By using the phrases "universally acknowledged" and "must be in want of"

(emphasis ours), the text is conveying a subtle sarcasm to the words. Instead of it being an

actual truth that 'rich men want wives,' this one sentence instantly tells us that we're reading

about a society preoccupied with marriage, while also implying that the opening statement is

something people in that society may believe, but that isn't necessarily true. In just a few short

words, Austen conveys several ideas to the reader about one of the main themes of the story, the

setting, and what the culture and people are like. And she does so all the while seeming to

contradict the literal words of the piece. Without practice in reading comprehension, nuances like

these can become lost. And so, it can happen that someone may find themselves reading, but not

truly comprehending the full meaning of a text. As you can see, reading comprehension involves

many processes happening in your brain at once, and thus it can be easy for some aspects of a

text to get lost in the muddle. But the good news for anyone who struggles is that reading

comprehension is a skill just like any other. It must be learned through practice, focus, and

diligence, but it absolutely CAN be learned. Proper reading comprehension can be difficult, so

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why bother? Even though learning how to properly read and comprehend texts is a complicated

process, it is a necessary skill to master, both for work and for pleasure. You will need to know

how to read and interpret all kinds of different texts—both on the basic, literal level and on a

more in-depth level—throughout your schooling, in college, and in the working world (as well as

in your recreation time!). If we think about "reading" just as a literal or surface understanding of

a piece and "reading comprehension" as the complete understanding, a person can only get by in

the world on pure "reading" for so long. The process of comprehending text begins before

children can read, when someone reads a picture book to them. They listen to the words, see the

pictures in the book, and may start to associate the words on the page with the words they are

hearing and the ideas they represent. Read Naturally (2019)

Literal Comprehension

Literal comprehension is the understanding of information and facts directly stated in

the text. It is recognized as the first and most basic level of comprehension in reading. Students

can employ literal comprehension skills (keywords, skim reading and scanning) to better locate

information efficiently. (as cited in NSW Government, 2017) The first key to comprehending a

written passage is to understand it from a literal point of view. Literal comprehension is the

understanding of the written meaning of a passage: the definition of words, the context of the

writing, the main idea of the passage, and the sequence of thought chosen by the author. Literal

comprehension reserves studying author interpretation until after a student understands the basic

message of a written passage. A dictionary is an important tool for literal comprehension, but

alone, it may not be enough. Researching the definition of words, to form a literal

comprehension, begins with studying the definitions of words, but also requires a little

experience with the way the author used the word during the time of the writing. Beyond the

dictionary definition, review the cultural and political ideals present in the world where the

author wrote the passage. While each word in a passage has a specific definition, each word is

also defined by the words surrounding it in a sentence. A contextual analysis of a word involves

looking at these surrounding words for clues about the meaning, or alternate meaning, of

unfamiliar words. To form a contextual understanding a word, identify the definition of

14
surrounding words and review how the surrounding words affect the definition of the original

word Hammond (2019).

Victoria State Government (2018) stated that literal comprehension occurs at the surface

level when a reader/viewer acknowledges what they can see and hear. The details are stated and

clear for anyone to identify. Literal comprehension is often referred to as ‘on the page’ or ‘right

there’ comprehension. This is the simplest form of comprehension.

Australian Literacy Academy (2014) Literal comprehension involves what the author is

saying. The reader needs to understand ideas and information explicitly stated in the reading

material. Some of this information is in the form of recognizing and recalling facts, identifying

the main idea, supporting details, categorizing, outlining, and summarizing. The reader is also

locating information, using context clues to supply meaning, following specific directions,

following a sequence, identifying stated conclusion, and identifying explicitly stated

relationships and organizational patterns. These organizational patterns can include cause and

effect as well as comparison and contrast.

Literal comprehension involves what the author is saying. The reader needs to understand

ideas and information explicitly stated in the reading material. Some of this information is in the

form of recognizing and recalling facts, identifying the main idea, supporting details,

categorizing, outlining, and summarizing. The reader is trying to better understand what is

happening within the text. The reader is also locating information, using context clues to supply

meaning, following specific directions, following a sequence, identifying the stated conclusion,

and identifying explicitly stated relationships and organizational patterns. These organizational

patterns can include cause and effect as well as comparison and contrast (Owlcation, 2019)

Inferential Comprehension

Inferential comprehension requires the reader/viewer to draw on their prior knowledge of

a topic and identify relevant text clues (words, images, sounds) to make an inference. Inferential

comprehension is often referred to as ‘between the lines’ or ‘think and search’ comprehension.

This level of comprehension requires more skill but can be achieved by young children (van den

Brock, Kindeou, Kremer, Lynch, Butler, White and Pugzles Lorch, 2005).

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 Inferential comprehension deals with what the author means by what is said. The reader

must simply read between the lines and make inferences about things not directly stated. Again,

these inferences are made in the main idea, supporting details, sequence, and cause and effect

relationships. Inferential comprehension could also involve interpreting figurative language,

drawing conclusions, predicting outcomes, determining the mood, and judging the author’s point

of view Australian Literacy Academy (2014)

Inferential comprehension is the ability to understand a text when things are not so

obvious. A reader must use their experiences to gain a deeper understanding of what is

happening in the text. Inferential questions require answers that require context clues. Inferential

questions are tougher to answer because they can have more than one correct answer. In reading

comprehension exercises, answers to inferential questions cannot be found in the text, but they

are supported be evidence in the text. Answers to inferential questions shed light on why and

how. It is important to consider what can be inferred from the facts because you can learn so

much more through closer inspection Gomez (2018) Inferential comprehension requires the

reader/viewer to draw on their prior knowledge of a topic and identify relevant text clues (words,

images, sounds) to make an inference. Inferential comprehension is often referred to as ‘between

the lines’ or ‘think and search’ comprehension. This level of comprehension requires more skill

but can be achieved by young children (van den Brock, Kindeou, Kremer, Lynch, Butler, White

and Pugzles Lorch, 2005).

Evaluative Comprehension

Evaluative comprehension requires the reader to move beyond the text to consider what

they think and believe in relation to the message in the text. It is at this point that readers/viewers

are required to justify their opinions, argue for a viewpoint, critically analyses the content and

determine the position of the author. Evaluative comprehension is often referred to as ‘beyond

the text’ and includes ‘big picture’ comprehension. Often there is no right or wrong answer but

rather justification for thinking in a way (as cited at Victoria State Government, 2018)

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 Evaluative comprehension requires the reader to move beyond the text to consider what

they think and believe in relation to the message in the text. It is at this point that readers/viewers

are required to justify their opinions, argue for a view point, critically analyze the content and

determine the position of the author. Evaluative comprehension is often referred to as ‘beyond

the text’ and includes ‘big picture’ comprehension. Often there is no right or wrong answer but

rather justification for thinking in a way (Victoria State Gov 2019)

Applied Comprehension

Applied comprehension concerns itself with why the author says what he or she

says. This high level of comprehension requires the reader to use some external criteria from

his/her own experience to evaluate the quality, values of the writing, the author’s reasoning,

simplifications, and generalizations. The reader will react emotionally and intellectually with the

material.

With applied comprehension, the reader uses background information to form opinions.

When readers understand the emotional and social aspects of a story, they are utilizing affective

comprehension. Without this type of comprehension, readers can easily get lost in the words and

fail to understand the plot Reference (2019)

Literal, Inferential and Evaluative Questions Literal, Inferential and Evaluative questions

are the three main sections of a comprehension task. It is regularly used to assess the level of a

person's comprehension skill. Literal is mainly the easiest group, Inferential is the medium level

and the Evaluative is the difficult part. However, some people do not consider these as these

levels. It depends on their comprehension skills The Quickly Round Up (2019). Literal - A

question that can be answered directly from the text. The answer is already there. It is just if you

can identify it. Sometimes you would need to word it. Inferential - A question that cannot be

answered straight from the text. You will need to think about it and read over the text to see. The

text only tells you hints and clues. Sometimes you would need to word it. Evaluative - Evaluative

questions are very similar to Inferential Questions. However, Evaluative sort of sums up the text

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and ask you to judge something of the text such as; the meaning, truth, answer, opinion etc.

Sometimes you would need to word it.

To conclude, literal, inferential and applied comprehension is what makes a skilled,

strong reader. This skill must be learned and developed. It does not just happen. With that

thought in mind, it has also been shown that strong readers make good writers. Sustained

exposure to the English language does allow for an expanded vocabulary and knowledge of

correct grammar usage. When this is combined with literal, inferential and applied

comprehension, it enables writers to better express themselves.

Synthesis of the Review

In this study, the researchers are focused on determining Grade 7 students of San

Francisco National High School’s level of adequacy on reading comprehension; the literal

comprehension, inferential, evaluative and applied, which is the main goal of the study, to point

and addressed if needed.

Many can read, but few only understand on what they are reading. Many are skillful in

reading, but few only had understood its value. Reading is not only all about having the ability in

pronunciation, not only about having the ability to read fluently but reading mean

comprehending, means understanding what you are reading.

What exactly the effects lacking the skills to comprehend or understand a text? What

advantages as well? Lacking skills in this field is not a problem, everybody believes that

“practice makes perfect” anyone can learn, and anyone must learn. Its significance is

immeasurable for it will provide help a lot to all people, it is a vital skill in our society for we can

lean on it whenever we go, it expands our mind and develop imagination.

Miami University (2010) pointed out that, reading comprehension skills increase the

pleasure and effectiveness of reading. Strong reading comprehension skills help in all the other

subjects and in the personal and professional lives. The high-stake tests that control advancement

18
through elementary, middle, and high school and that determine entrance to college are in large

parts, a measure of reading comprehension skills. And while there are test preparation courses

which will provide a few short-cuts to improve test-taking strategies, these standardized tests

tend to be very effective in measuring readers reading comprehension skills. In short, building

reading comprehension skills requires a long-term strategy in which all the reading skills areas

(phonics, fluency, and vocabulary) will contribute to success. If you are like most parents, you

have forgotten that you had to develop reading comprehension skill. Much like learning to drive,

reading comprehension becomes automatic and skilled readers forget that they had to develop

their reading comprehension skill. The key to teaching reading comprehension is developing the

habit of "interacting" with the text and monitoring one’s understanding. By "learning to read",

most parents mean that the child is decoding words. But understanding what you read, "reading

comprehension," comes from developing a set of skills distinct from phonics "word decoding"

skills. In fact, children should start building comprehension skills when they are still having

others read to them. Learning reading comprehension requires a strategy where lesson plans

progressively develop and reinforce reading comprehension skill.

As we live, we need to discover, and reading are helpful. Most people agree that reading

without meaning and comprehension is not reading. Comprehension means understanding. It is

the ability to get the meaning of the something and through this; we can learn and discover

things on our minds.

19
 Chapter 3

METHOD

Since this study aims to determine the level of adequacy of reading comprehension, this

chapter contains the study’s research design, participants, instrument, data gathering procedure

and data analysis of this study.

At the same time, concerns about increasing the reliability, ease of use, and cost-

effectiveness of the researchers’ measures prompted us to use multiple choice question types.

In this section, the underlying principles on the use of research design, the conditions for

the sample selections, reliability and validity of the instrument, data gathering procedure, basis

for employing the different statistical techniques in the treatment of data and ethics in research

are discussed.

Research Design

The researchers used the descriptive approach because it is suitable for the purposes of

the plan and helped carry out the study. First, the researchers gathered a story that was used as

the basis for the test. Then, they made use of the test items associated with the story.

Participants

Researchers randomly gathered 141 out of 239 Grade 7 students of San Francisco

National High School, San Francisco, Surigao Del Norte who were enrolled during the school

year 2019-2020 in the institution. The sample size was determined using Slovin’s formula and

random sampling in getting the participants.

Instrument

A story was used by the researchers and a researchers-made questionnaire was employed

containing the question about the story and was divided into four sections namely, the literal,

inferential, evaluative and applied levels of comprehension.

20
 Data Gathering Procedure

Through a letter, the researchers asked permission to the School Head and a validation

for the chosen teachers. The researchers asked consent to manage the questionnaire for the

students. Upon the approval, the researchers personally distributed the questionnaires to the

students-participants by conducting classroom visitation. The data were gathered, tabulated,

analyzed and interpreted. And to ensure the protection of every participant in the study, the

researchers took some important considerations at the time of collecting the data collection.

Data Analysis Plan

The following tools were utilized in analyzing the Data:

Frequency Count and Percentage Distribution—these tools were used that described the

distribution of the participants’ frequency and percentage in terms f of their age and gender.

Weighted Mean and Standard Deviation—this tool was also utilized that determined

student’s level of adequacy on reading comprehension, on how far can they understand or

comprehend the text they are reading.

21
 CHAPTER 4

RESULTS AND DISCUSSIONS

In this chapter, the result of the study is presented. The presentations and discussions of

data follow the sequence of the research problem.

Table 1. Profile of the Respondents

PROFILE FREQUENCY PERCENTAGE

 Gender

Male
73 52%
Female
68 48%
TOTAL
141 100%
 Age

12-13 131 93%

14-15 7 5%
16-17 3 2%
TOTAL 141 100%

The Table 1 shows the respondents’ frequency and its percentage in gender and age. In

the respondents’ gender, 73 out of 141 or 52 percent of the total respondents are male while 68

out of 141 or 48 percent are female.

On the other hand, 131 out of 141 respondents which is equivalent to 92 percent are

respondents who aged 12 to 13, out of 141 respondents, 7 or 5 percent are those who aged 14 to

15 and 3 only or 2 percent of the respondents aged 16 to 17 years old.

This implies that majority of the respondents are male and those respondents that aged 12

to 13 years of their age.

22
Table 2. Level of Adequacy on Reading Comprehension

STANDARD VERBAL QUALITATIVE

FREQUENCY MEAN DEVIATION INTERPRETATION DESCRIPTION

Literal Moderately Adequate Satisfactory

3.73 1.38

Inferential 2.47 Adequate Fair

1.57

Evaluative 1.78 Adequate Fair

1.31
Applied 1.90 Adequate Fair
1.29

GENERAL 2.48 Adequate Fair

AVERAGE 1.38

Legend: VI QD
3.75—5.00 Highly Adequate Very Satisfactory
2.50—3.74 Moderately Adequate Satisfactory
1.25—2.49 Adequate Fair
0—1.24 Less Adequate Poor

As reflected in the table above, literal level (M=3.73, SD=1.38) is verbally interpreted as

Moderately Adequate or Satisfactory in qualitative description. From this, it implies that most of

the participants were able to comprehend the information from the questionnaire in literal

section. This requires that the child understands the subject matter and the language used to

convey it. As social creatures, we often engage in story-telling practices in our homes and so the

ability to understand a story is usually a naturally developing skill. Remembering, organizing

and expressing this understanding (i.e., re-telling a story), however, is practiced and learned. It

is considered more abstract than any of the other levels because personality, likes and dislikes

can affect this level. Creation need not necessarily be writing an original story, but could include

activities like creating a commercial, writing a play, writing a poem from the perspective of a

character, etc. (Heyman 2012). The child is required to apply what he has learned from reading

to real life events or situations. You can encourage this kind of interaction with texts by either

23
asking your child what kind of connections they see (i.e., text to text, text to world, text to self,

etc.) or by encouraging them to act based on the application they see. These forces the student to

build his or her understanding of the subject matter by using the facts presented to read between

the lines for the true meaning of what was meant.

The inferential level (M=2.47, SD=1.57), verbally interpreted as Adequate and

qualitatively described as Fair. This implies that some of the participants were not able to infer

what is being asked to some reading materials. According to Rognlie (2017), as you make

inferences, you are drawing conclusions and continually readjusting your thinking as new

information is gained. Consciously using these skills will enable you to better comprehend what

you are reading. Hirsch, E.D. (2003) implies that inferences are the conclusions we draw based

on what one already knows and judgments we make based on given information. This strategy

helps students make connections between their personal experiences and their comprehension of

a text. Rather than stopping students during the reading process to comment on specific points,

this strategy focuses on their thinking and how new information reshapes their prior knowledge.

Inferential reading can be taught using a variety of reading material beyond assigned textbooks

(i.e. cartoons and bumper stickers can be used to help students think about what authors imply).

Evaluative level (M=1.8, SD= 1.31), verbally interpreted as Adequate or qualitative

described as Fair, just only mean that in this level of comprehension, most of the students are not

that good in evaluating the text that they had read. It is at this point that readers/viewers are

required to justify their opinions, argue for a viewpoint, critically analyze the content and

determine the position of the author. Evaluative comprehension is often referred to as ‘beyond

the text’ and includes ‘big picture’ comprehension. Often there is no right or wrong answer but

rather justification for thinking in a way.

And lastly, the applied level (M=1.90, SD=1.29) is verbally interpreted as Adequate or

fair also, same with the three previous levels. In general average, the mean is 2.48 with the

standard deviation of 1.38, verbally interpreted as Adequate and qualitatively described as fair.

24
This simply indicates that students in the 7th grade of San Francisco National High School are

required to improve more skills in reading for learning application.

Table 3. Distribution of the Respondents in Terms of their Levels of Comprehension

Levels of Very
Satisfactory Satisfactory Fair Poor
Comprehension

Literal 89 21 18 13
Inferential 41 32 28 40
Evaluative 17 21 38 65

Applied 16 27 43 55

In this table, it shows the distribution of the respondents in terms of their level of

comprehension; literal, inferential, evaluative and applied comprehension.

Out of 141 respondents, there were 89 students who are qualitatively described as very

satisfactory in literal comprehension, 21 who under satisfactory in qualitative description, 18 in

fair and there were 13 students who are qualitative described as poor.

While in inferential level, 41 students are in under very satisfactory, 32 satisfactory, 28

fair and 40 students who are poor in qualitative description. In evaluative level, 17 students are

very satisfactory, 21 satisfactory, 38 fair and 65 are described qualitatively as poor. Lastly, in

applied level there are 16 students who are qualitative described as very satisfactory, 27

satisfactory, 43 fair and 55 students who are qualitative described as poor.

Therefore, remediation for the students are needed, mostly good in literal level having

more students who are qualitatively described as very satisfactory but not in evaluative level

having a greater number of students who are qualitatively described as poor in their level of

comprehension.

25
 Chapter 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, conclusions and recommendations based on the

results of the study. This chapter also includes the synoptic presentation, implication of research

based on the result gathered.

Summary

The study generally determined the students’ level of adequacy in the four levels of

comprehensions; literal, inferential, evaluative and applied in San Francisco National High

School, San Francisco, Surigao del Norte in the school year 2019-2020. The descriptive research

design was used in establishing data from the participants; there were 141 students who

participated in gathering the data needed for this study.

Overall, number of measures provided evidences that were analyzed according to the

Seventh Grade’s Level of Adequacy on Reading Comprehension of the students in literal,

inferential, evaluative and applied.

In the gathering of data, the researchers made use of researcher-made questionnaire. The

statistical tools were employed in the study such as the frequency count and percentage

distribution and the average.

Upon administering the questionnaire, the researchers asked permission to the principal

and teachers of San Francisco National High School. They had retrieved and administered

themselves the data gathered that was statistically, tabulated, analyzed and interpreted.

26
 Findings

The findings in the study are the following:

1. From the result of the students’ profile in terms of age and gender, there are 73 males or

51.8 percent and 68 female or 48.2 percent respondents in overall. There are 131

respondents whose age is 12 to 13 years of old, 7 respondents with 14 to 15 years of aged

and 3 respondents whose age is at 16 to 17.

2. And in terms in the result of the average score from the questionnaire, students are found

moderately adequate in understanding literal comprehension (with an average of 3.73);

this level has the highest average score among the other levels of comprehension. The

inferential comprehension as the second highest (with 2.47), applied comprehension

(with 1.90 average) in the score and evaluative comprehension with 1.80 average or the

level who has the lowest average from the result of the test.

3. In general, after summing up the results of the four levels, it was found out that student’s

level of comprehension is only 2.48 which are adequate only when it will be

interpretative verbally or fair in qualitative description.

4. Students in the 7th grade of San Francisco National High School need improvements in

reading.

Conclusions

After the determining the results, following conclusions are drawn from the study:

1. Based on the students’ profile, majority of males with 73 and 68 of female respondents

and most of the respondents the aged 12-13 years.

2. The participants are moderately adequate in literal level but still needs improvement in

evaluating having the lowest mean; they are adequate or fair in this level.

3. Participants need practice in reading for comprehending and to help gather more

information.

27
 Recommendations

According to the results of this study, the researcher recommends the following:

1. Students and Teachers at the same time should enhance the awareness of how to

overcome and reduce the impact of the difficulties that seventh grade students face in

comprehensive reading skills for English curricula.

2. Teachers must draw attention for they are responsible of the importance of

comprehensive reading skill for English curricula.

3. Draw the attention of English language curriculum members and reading teachers to

provide the seventh-grade teachers with modern reading concepts, theories and models that

explain how this reading process is happened and to call for the balance in the Reading

Education between the output and the process.

4. Enhance students' attitudes toward comprehensive reading, encourage students to read

comprehensively and develop the comprehensive reading skills.

5. Parents must encourage their children to push themselves to fulfill their lacking skills

in comprehension.

28
 REFERENCES

 Adele Keyser, (2013): Importance of Reading

https://www.worksheetcloud.com/blog/why-is-reading-important/

 K12Reader, 2008: The Importance of Reading Comprehension

https://www.k12reader.com/the-importance-of-reading-comprehension/

 Scielo, 2011: Fluency and reading comprehension in students with reading difficulties

http://www.scielo.br/scielo.php?pid=S2179-

64912011000400008&script=sci_arttext&tlng=en

 Nikki Heyman, 2012: Reading Comprehension http://nikkiheyman.co.za/reading-

comprehension/

 Krystin Hammond, (2011): Literal Comprehension Strategies

https://penandthepad.com/literal-comprehension-strategies-4501.html

 Victoria State Government, (2016): Comprehension

https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/lit

eracy/readingviewing/Pages/litfocuscomprehension.aspx

 Tompkins, 2010: Reading Comprehension https://www.123helpme.com/reading-

comprehension-preview.asp?id=216078

 Education Corner, (2018): Improving Reading Comprehension

https://www.educationcorner.com/reading-comprehension.html

 Benchmark Education, (2010): Comprehension Skills, Strategies, and Best Practices

https://benchmarkeducation.com/best-practices-library/comprehension-strategies.html

 Reading Strategy Instruction: Its Effects on Comprehension and Word Inferences ability.

Online ERIC.ED.506765 https://www.educationcorner.com/reading-comprehension.html

 Bench Education (2008) Understanding Cultural and Cultivating thinking: Simultaneous

Instruction of Metacognitive Strategies for Reading Comprehension

https://benchmarkeducation.com/best-practices-library/comprehension-strategies.html

29
 Nasr, Ali Hamdan, (2003), the balance between teaching reading for fourth and seventh

grades of primary education in Jordan and proposed developed educational model, King

Saud University magazine, 16

http://www.iiste.org/conference/reading.seventhgrades-conferences-call-for-paper/

 Betty, E. A. (2009) Reading Strategy Instruction: Its Effects on Comprehension and

Word Inferences ability. Online ERIC.ED.506765

 Nikki Heyman (2012): Reading comprehension http://nikkiheyman.co.za/reading-

comprehension/

 Kristyn Hammond (2010): Pen and the pad, Literal Comprehension Strategies

https://penandthepad.com/literal-comprehension-strategies-4501.html

 Amy Rognlie (2017): Pen and the Pad, Comprehension Skills and Strategies

https://penandthepad.com/comprehension-skills-strategies-6494.html

 Hirsch, E.D. (2003). Reading comprehension requires knowledge-of words and the

world: Scientific insights into the fourth-grade slump and the nations stagnant reading

comprehension scores. American Educator http://www.adlit.org/strategies/23355/

30
 APPENDIX A
Letter for the Validation of the Questionnaire

Republic of the Philippines

Department of Education
CARAGA Administrative Region
Province of Surigao Del Norte
San Francisco National High School
Poblacion, San Francisco, Surigao Del Norte

August 5, 2019

MELANIE P. BOTEROS
Master Teacher I

Ma’am,

Greetings of Peace!

The undersigned are undertaking a study entitled “LEVEL OF ADEQUACY ON READING

COMPREHENSION AMONG GRADE 7 STUDENTS OF SAN FRANCISCO
NATIONAL HIGH SCHOOL”, in partial fulfillment of the subject Practical Research II.

With this, your expertise on validation of our research instrument is sincerely requested and
appreciated. Your comments and suggestions are important for the improvement of such
material. A copy of the statement problem is also attached for your reference.

Thank you very much and God Bless!

Respectfully yours,

CRISTINE JOY M. ESTRELLA

Team Leader

Noted by:

JAY MARK FULGARINAS

Subject Teacher

31
 APPENDIX C
Instrument
San Francisco National High School
Poblacion, San Francisco, Surigao del Norte

THE NEEDLE TREE

by Deboshree Bhattacharjee

There were once two brothers who lived on the edge of a forest. The elder brother was very
mean to his younger brother and ate up all the food and took all his good clothes. One day, the
elder brother went into the forest to find some firewood to sell in the market.

As he went around chopping the branches of a tree after tree, he came upon a magical
tree. The tree said to him, ‘‘Oh kind sir, please do not cut my branches. If you spare me, I will
give you my golden apples’’. The elder brother agreed but was disappointed with the number of
apples the tree gave him. Greed overcame him, and he threatened to cut the entire trunk if the
tree didn’t give him more apples. The magical tree instead showered upon the elder brother
hundreds upon hundreds of tiny needles. The elder brother lay on the ground crying in pain as
the sun began to lower down the horizon.

The younger brother grew worried and went in search of his elder brother. He found him
with hundreds of needles on his skin. He rushed to his brother and removed each needle with
painstaking love. After he finished, the elder brother apologized for treating him badly and
promised to be better. The tree saw the change in the elder brother’s heart and gave them all the
golden apples they could ever need.

LEVEL OF ADEQUACY ON READING COMPREHENSION AMONG

GRADE 7 STUDENTS OF SAN FRANCISCO NATIONAL HIGH SCHOOL

Profile of the Respondents

Name: _______________________
Gender:

⃝ Males ⃝ Female

Age:
⃝ 12-13 ⃝14-15 ⃝16-17

II. Directions:
Encircle the letter of the best answer.

32
LITERAL COMPREHENSION
1. The elder brother went into the forest to find some ________to sell in the market.
a. gold b. animals c. firewood d. pebbles
2. Where did the two brothers live?
a. in the edge of the forest b. in the city c. in the market d. in the cave
3. As he went around chopping the branches of a tree after tree, he came upon what?
a. a magical tree b. river c. a magical palace d. a park
4. What did the elder brother feel after the tree gave him some only numbers of apples?
a. happy b. mad c. contented d. disappointed
5. What did the younger brother found on the skin of his older brother?
a. rashes b. needles
c. fruits d. paint

INFERENTIAL COMPREHENSION
6. What do you think is the possible changes of the elder brother after the needle tree set him
free?
a. He is still unkind. b. The elder brother will become a better person.
c. His attitude became worse. d. He will become crazy.
7. Did the magical tree deserve to be spare from cutting its branches?
a. The magical tree deserves to be spared because of its kindness.
b. Cutting the magical tree is good because of its greediness.
c. The magical tree is useless, he deserves it all.
d. None of the above.
8. What are the differences between the elder brother and the needle tree’s personality?
a. The elder brother is honest while the needle tree is liar.
b. The elder brother is lazy while the needle tree is hardworking man.
c. The elder brother is disrespectful while the needle tree is so kind
d. They have the same personality
9. How did elder brother feel after expecting that the magical tree will give him plenty of apples?
a. He was thankful for the apples
b. He felt disappointed and threatened to cut the entire trunk of the apple tree
c. He was sad d. He went home
10. Why did the elder brother act so disrespectful to the needle tree?
a. Because he needs firewood for their daily needs.
b. Because he is making fun of the needle tree.
c. Because he is tired.
d. All of the above.

33
EVALUATIVE COMPREHENSION
11. How did you feel about the elder brother’s attitude towards the needle tree?
a. I feel pity for him because he deserves to be punished.
b. I am happy for him because he is so brave.
c. I am mad at him, he is rude.
d. I don’t care about them.
12. Did the elder brother deserve the punishment of the magical tree?
a. The elder brother deserved the punishment to learn from his mistake.
b. The elder brother only wants firewood, so he doesn’t deserve to be needled by the tree.
c. He deserved to be needled because he is greedy.
d. All of the above.
13. After the elder brother threatened the magical tree, is it still good to shower the elder brother
hundreds of needle instead of golden apples?
a. It is good for the elder brother, because of his unkindness to the needle tree.
b. It is good, because he didn’t cut the branches of the magical tree.
c. It is bad, because the magical tree did not shower golden apples.
d. It is fair for the both of them.
14. What do you think of the elder brother’s personality?
a. He is lazy, because he only collects firewood.
b. He is honest to his younger brother.
c. He is joyful.
d. He is greedy and disrespectful to his brother and to the magical tree.
15. Did the elder brother have to apologize for what he has done to the magical tree?
a. The tree deserves to be treated like that because the tree doesn’t give enough magic apples.
b. The tree deserves the apology for the bad treatment of the elder brother.
c. The elder deserves the apology.
d. None of the above.

APPLIED COMPREHENSION
16. What is the author’s main point of the story?
a. People are not contented.
b. People are greedy.
c. Everyone should be kind to all creatures, learn and accept our mistakes.
d. Everyone should work in order to live.
17. If you were on the magical tree’s situation, what will you do?
a. I will do the same thing as the needle tree did, I will punish him to learn from his mistakes.
b. I will give him all he wants.
c. I will help the elder brother become rich through my golden apples.

34
d. I will wish to be a human, so I could have golden apples too.
18. What lesson can you learn from this story?
a. Let other work for you to live.
b. Be kind. Real wealth cannot be found at any material but can be found in our heart.
c. Pain is just temporary just smile.
d. Hardworking people are the best.
19. How would you feel if you were on the magical trees’ situation, treated by unkind people like
the elder brother did?
a. I will just understand some people like the elder brother.
b. I will punish people like him more heavy punishment.
c. I will do nothing.
d. All the above.
20. What suggestions will you give to the people like the needle tree?
a. Never take advantage to the things or people when you do not it anyway.
b. Never underestimate others capability of doing something.
c. Be kind at all.
d. Respect your siblings always.

Thank you for your Cooperation!

35
 CURRICULUM VITAE

PERSONAL DATA

Name: Estrella, Cristine Joy M.

Age: 17

Birthdate: December 23, 2001

Birthplace: Barangay Linongganan, San Francisco, Surigao del Norte

Status: Single

EDUCATIONAL ATTAINMENT

Elementary: Linongganan Elementary School

Linongganan, San Francisco, Surigao del Norte

S. Y 2008-2013

Secondary

Junior High School: Balite National High School

Balite, San Francisco, Surigao del Norte

S. Y. 2012-2017

Senior High School: San Francisco National High School

Poblacion, San Francisco, Surigao del Norte

S. Y. 2017-2020

36
 CURRICULUM VITAE

PERSONAL DATA

Name: Liga, Lyka Jade E.

Age: 17
Birthdate: December 31, 2001
Birthplace: Barangay Linongganan, San Francisco, Surigao del Norte
Status: Single

EDUCATIONAL ATTAINMENT

Elementary: Linongganan Elementary School

Linongganan, San Francisco, Surigao del Norte
S. Y 2008-2013

Secondary
Junior High School: San Pedro Relocation Center National High School
Binan, San Pedro, Laguna
S. Y. 2012-2017

Senior High School: San Francisco National High School

Poblacion, San Francisco, Surigao del Norte
S. Y. 2017-2020

37
 CURRICULUM VITAE

PERSONAL DATA

Name: Bantilan, Nick Mar A.

Age: 18
Birthdate: April 29, 2001
Birthplace: Barangay Linongganan, San Francisco, Surigao del Norte
Status: Single

EDUCATIONAL ATTAINMENT

Elementary: Linongganan Elementary School

Linongganan, San Francisco, Surigao del Norte
S. Y 2008-2013

Secondary
Junior High School: San Francisco National High School
Poblacion, San Francisco, Surigao del Norte
S. Y. 2012-2017

Senior High School: San Francisco National High School

Poblacion, San Francisco, Surigao del Norte
S. Y. 2017-2020

38
 CURRICULUM VITAE

PERSONAL DATA

Name: Elpa, Danford Dave E.

Age: 18
Birthdate: January 21, 2001
Birthplace: Barangay Linongganan, San Francisco, Surigao del Norte
Status: Single

EDUCATIONAL ATTAINMENT

Elementary: Linongganan Elementary School

Linongganan, San Francisco, Surigao del Norte
S. Y 2008-2013

Secondary
Junior High School: San Nicolas High School
Poblacion, San Francisco, Surigao del Norte
S. Y. 2012-2017

Senior High School: San Francisco National High School

Poblacion, San Francisco, Surigao del Norte
S. Y. 2017-2020

39
 CURRICULUM VITAE

PERSONAL DATA

Name: Ocbian, Erwin Q.

Age: 17
Birthdate: February 14, 2002
Birthplace: Barangay Amontay, San Francisco, Surigao del Norte
Status: Single

EDUCATIONAL ATTAINMENT

Elementary: Amontay Elementary School

Amontay, San Francisco, Surigao del Norte
S. Y 2008-2013

Secondary
Junior High School: San Francisco National High School
Poblacion, San Francisco, Surigao del Norte
S. Y. 2012-2017

Senior High School: San Francisco National High School

Poblacion, San Francisco, Surigao del Norte
S. Y. 2017-2020

40
 CURRICULUM VITAE

PERSONAL DATA

Name: Dumale, Marriane

Age: 20
Birthdate: October 1, 1998
Birthplace: Barangay Magtangale, San Francisco, Surigao del Norte
Status: Single

EDUCATIONAL ATTAINMENT

Elementary: Magtangale Elementary School

Magtangale, San Francisco, Surigao del Norte
S. Y 2008-2013

Secondary
Junior High School: San Francisco National High School
Poblacion, San Francisco, Surigao del Norte
S. Y. 2012-2017

Senior High School: San Francisco National High School

Poblacion, San Francisco, Surigao del Norte
S. Y. 2017-2020

41
 CURRICULUM VITAE

PERSONAL DATA

Name: Betita, John Wilver B.

Age: 18
Birthdate: November 13, 2000
Birthplace: Barangay Poblacion, San Francisco, Surigao del Norte
Status: Single

EDUCATIONAL ATTAINMENT

Elementary: Anao-aon Cental Elementary School

Poblacion, San Francisco, Surigao del Norte
S. Y 2008-2013

Secondary
Junior High School: San Francisco National High School
Poblacion, San Francisco, Surigao del Norte
S. Y. 2012-2017

Senior High School: San Francisco National High School

Poblacion, San Francisco, Surigao del Norte
S. Y. 2017-2020

42
 CURRICULUM VITAE

PERSONAL DATA

Name: Tiambong, Mia

Age: 18
Birthdate: June 19, 2000
Birthplace: Barangay Magtangale, San Francisco, Surigao del Norte
Status: Single

EDUCATIONAL ATTAINMENT

Elementary: Magtangale Elementary School

Magtangale, San Francisco, Surigao del Norte
S. Y 2008-2013

Secondary
Junior High School: San Francisco National High School
Poblacion, San Francisco, Surigao del Norte
S. Y. 2012-2017

Senior High School: San Francisco National High School

Poblacion, San Francisco, Surigao del Norte
S. Y. 2017-2020

43