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Chapter 1

THE PROBLEM AND ITS SETTING

Introduction
Reading requires the use of eyes to see and perceived written symbols thereby,

getting meaning from the relayed data. Lyon (2013) defines reading as a fundamental

process a learner shall adapt to acquire current learning. Moreover, Juel (2012) opined

that as a process, reading extracts meaning from written symbols in order to put

information in the form of codes to derived meaning into an understanding of complex

ideas. The ability to perceive a written word is one way of catching attention, thus

widening in learner’s ability to comprehend a text is a must.

In the study of Linane (2012), 2 out of 3 students struggle in identifying ideas or

themes when they read. Findings reflected that the struggles of students when reading

affect proficiency when they read. Jaua (2017) identified the causes including, poor

construction of sentences, pronouncing of words and understanding what has been

read. Until this word level reading is mastered, most effort is exerted in simply decoding

words, and insufficient attention can be given to making meaning of these words

(Rasinski, 2011). According to Protacio et al. (2013), reading practices in a public and

the English classroom is limited to code breaking such as chunking of words or sound-

letter relationships and their pronunciation of words and documents in which give lesser

opportunities to the students’ contact in reading. It was stated by Martohardjono et al.

(2009) that difficulties in reading frequently arise towards learners to gain knowledge in

life because they did not master English strong causing them to commit mistakes and

failure while reading sentences, especially sentences that are foreign or their second

language like English.

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According to Cada (2016), written ideas improve learners’ creative ability, while

communication skills both written and spoken and exposure to reading exercises

enhance reading skills thereby creating worthwhile interaction and the belief that

encouraging circumstances provide fulfilling and fruitful growth to the learner.

Cimmiyotti (2013) suggests that one who is unable to comprehend and

communicate well in any form is deprived of a wonderful learning experience in life. In

this ambiance, condition must have a judgment picked out from the primary minister of

need theory. The judgment on the printed materials or sheet of papers on learner’s

comprehension level has made cautious items pointed mostly on the internal structure

of one’s person and to the degree of organization in one’s thoughts (Cada, 2016).

Accordingly, schools teach the children to do these things rightly, however, several

variables affect the degree of learning and the extent to what should be learned.

In between reading and understanding, there exists a relationship. With this

relationship, readers keep impressive talent toward usual words. Acquiring capability to

read and comprehend is the primary knowledge that affects readers learning

background and achievement in the institution. Learners who act determined during the

time of readers about reading judgment are more likely to be talented in other subject

areas. Kong (2012) describes learners as those who do not develop lesson

reading accomplishments at the time of elementary education are at risk of bounded

academic development and of narrow budgetary and good fortunes in life. Lyon (2013)

added that persistent reading failure leads to frustration, as it was seen that juvenile

offenders have reading problems, since they were unable to read and write. The findings

implied that there is a close relationship between illiteracy and crime. Thus, strong

reading skills have been linked to many personal, social and economic benefits.
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In school, reading is the important subject area to be learned by the learners for

this is the utmost and vital thing in education. As well as it is the major foundation upon

which educational instruction procedures are well attractively formed. In the classroom

setting, most of the pupils who have good oral communication skills are mostly

performing well in their academics. However, it should be noted that communication is

just a part of the total abilities to be developed in the learners.

Considering that comprehension in reading is one of the ways in acquiring ideas,

and significant success in this learning area, place reading teachers in the Philippine

schools in a seemingly unpleasant situation because of the complaint coming from the

external stakeholders. This perplexed the researcher, who is also a reading teacher and

coordinator in one of the schools in Eulogio Rodriguez Sr, Elementary School in Quezon

City to conduct an inquiry on the developmental aspect of reading program to help

improve skills in reading and comprehension among non-readers and slow readers, to

make them productive learners and showcase excellence in the future.

Hence, this study determined factors affecting the reading proficiency level of the

learners both in silent and oral reading. Most importantly, this research wanted to

determine which of the four factors affect the reading comprehension of the students.

These four factors are the parent factor, home factor, pupil factor, and teacher factor.

Consequently, it identifies which of these four factors are relevant to the improvement of

learners’ reading skills and reading comprehension. Furthermore, the results would

provide the teachers with thorough knowledge on what intervention plans can be

developed to address the deficiencies.

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Theoretical Framework

The theoretical basis of this study is anchored on theories, assumptions and

concepts formulated by notable psychologists and authorities relative to performance of

learners. For instance, Skinner’s Theory of Learning, as cited by Estrada (2011) states

that, the behavior of the learner is affected by the environment and that learning occurs

when response Is reinforced. The teacher plays an important role in education, ensuring

that he has unique mission of guiding the learners in their effort to attain intellectual and

emotional maturity. Physical and mental health, and good moral characters.

Thorndike’s Connectionism Theory of Learning, as discussed by Gregorio

(2012), indicates that learning occurs through a change in the connection between a

particular stimulus and response. Thus, this theory regards a connection as a key in

understanding the learning process. The law of exercise or use is a constant factor and

almost sole reliance of the teacher in causing the child to learn how to read properly.

Moreover, the quality of learning attained by the pupil, is related to the quality of teaching

done by the teachers as Slavin (2013) said that “better teaching will always bring about

better learning and better learning will always show better teaching”. Maslow’s Theory of

the Hierarchy of Needs is one of the relevant theories in this study. Basic to Maslow’s

theory of needs is the assumption that one’s motivation, which is extended to one’s

satisfaction as shown on the person’s performance. In other words, a person is greatly

motivated if his basic needs are first actualized and if it will be realized.

In relation to this study, given the aforementioned theories of Thorndike and

Maslow, the research included Learner, Teacher, Home and Parent-related factors to

have probable impact on the learner’s level of reading comprehension. Moreover,

looking closer into these factors enabled the researcher to establish interrelated
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relationship between and among reading comprehension variates as inputs in the

development of an intervention plan to address reading issues.

Moreover, the Theory of Human Relation is related to this study because of the

variables mentioned in this study, like the teachers, parents, and students’ factors.

Barnes (2009) stressed that personal characteristics serve as fundamental building

block of every organization, especially to maintain school climate. Successful learner of

a language must be psychology prepared to adopt various aspects of behaviors which

characterize members of a psychologically linguistic group. This means that a person

who acquires communicative competence acquired both knowledge and ability to

manifest appropriate behavior and actions towards a particular subject (Cada, 2016)

McCausland and Steward as cited by (Fabula, 2018) posited the view that

learners’ learning differences are not solely tied to ability factors, rather having

properties that influence their thinking and guiding intellect, citing students who learn

best alone, while others prefer to learn in small groups and share information.

Accordingly, some students exhibit on task persistence, whereas, others feel bored while

studying at home. The learner, therefore shapes and takes actions in the learning

episodes. These acts, whether physical or mental, elicit information which the students

seek for the purpose of guiding consequent thinking and acting. Sarmiento (2016) posits

that a less active role by the student in the instructional phase of learning can bring

about lower levels of academic achievement.

Observational learning has particular classroom relevance, since children do not

do what adults tell them to do, but rather what they see adults do. Teachers can be a

potent force in shaping the behavior of the students with the teaching behavior they

demonstrate in class. Children from varied cultures learn and develop by observing
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experiences of people engaged in culturally important activities. In this way teachers and

parents help students adapt to new situations and in their problem-solving attempts, and

then guide them to accept responsibility for their behavior. Barnes (2009) added that

teachers need to be aware of this during the teaching and learning process and in

creating instructional materials. According to Hartman (as mentioned by Merillo, 2018),

students who are actively engaged in learning process will be more likely to achieve

success. This means that once students are actively engaged in their own learning

process, they begin to feel empowered and their personal achievement and self-

direction rise

In the field of special education, involvement of parents in the education of

learners seems to be influenced by their educational attainment. Hess and Croft (as

mentioned by Merillo, 2018) opines that parents with limited education fear the teacher

because they might be asked for information or help, they are unable or unwilling to give.

On this premise, it could be said then that this kind of parents would not involve

themselves so much in school activities. On the other hand, Cruz (as cited by Sarmiento,

2016) has the same idea that many parents are so engrossed in earning a living while

the education of their children are left to schools. Conversely, Al-Mutairi (2011)

concluded that parents who are professionals are aware of the importance of parents’

involvement in educating their children.

Creating a positive learning environment is expected of teachers who show care

for students by providing support, structure and appropriate expectations. Parkay and

Stanford (2010) states that teachers should be aware that successful classroom

management prevent problems before they occur. Differences on how students are

viewed by the teachers result in different student self-concept, level of motivation and

aspiration. Teachers who are conscious of the impact of their expectations can monitor
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and adjust them in ways that can result in enhanced students’ performance. The quality

of educational process depends upon the level of education and professional training to

teachers; the nature of their method of teaching; the materials and equipment they used

and their pupils have in their disposal; the scope and balance of the curriculum of

school; and advisory services that can be drawn upon by teachers to help them in their

classroom work (UNESCO, 2012).

Conceptual Framework

This study delved into the relationship between learners-related factors and

learners reading comprehension level of the Grade 6 learners.

An attempt was made to show if there is a significant relationship between the

factors identified in terms of parent’s factors, home factors, learner’s factors, and

teacher’s factors and the Grade 6 learners’ level of reading comprehension measured

through the Phil-IRI test result.

It is then presumed that from the results of the assessment a reading intervention

plan could be developed for Grade 6 learners which will possibly enhance reading

comprehension of students, improve classroom instruction and consequently obtain the

desired goals in the educative process. The schema in Figure 1 shows the concepts of

the study.

The first box represents the independent variables which includes the reading

comprehension level of Grade 6 Learners and the factors deemed affecting the reading

comprehension level and identified as parent factor, home factor, learner’s factor, and

teachers’ factor.

The second box represents the dependent variables which include the reading

comprehension level of grade 6 learners as per results of the study in three preferred

elementary schools in the District of Tanza, Cavite.

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Figure 1. Conceptual Paradigm of the Study

Independent Variables Dependent Variable

Factors affecting the

Reading Comprehension
level in terms of:

 Parent Factor Reading Comprehension

Level
 Home Factor

 Learner Factor

 Teacher Factor
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Statement of the Problem

This research analyzed the factors affecting the reading comprehension level of

Grade 6 learners of selected elementary schools in the district of Tanza, Cavite in the

school year-2018-2019.

Specifically, it sought answers to the following;

1. What are the reading comprehension levels of Grade 6 learners based on the

Phil.-IRI test?

2. What are the factors that affect the reading comprehension levels of Grade 6

learners in terms of;

2.1 parent factor,

2.2 home factor,

2.3 learner factor; and

2.4 teacher factor?

3. Is there any significant relationship between the reading comprehension

levels of Grade 6 learners and the following factors;

3.1 parent,

3.2 home,

3.3 learner, and

3.4 teacher?
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Hypothesis

There is no significant relationship between the reading comprehension level of

grade 6 learners and the factors namely; parent, home, learner and the teacher factors.

Scope and Limitations of the Study

This research focused on the factors affecting the reading comprehension level

limited to English of grade six learners of selected elementary schools in Tanza, District

in the school year 2018-2019.

Specifically, it included the factors affecting the reading skills of grade 6 learners

described in terms of parent factor, home factor, learners’ factor and teacher factor`

together with the reading levels namely dependent, instructional, and frustration levels.

The respondents of the study are limited to grade six pupils of selected elementary

schools in the District of Tanza, Cavite, in their English classes.

Significance of the Study

This research is significant to the following:

Department of Education. Findings of this research will serve as a guide in

planning a reading program that will help the schools experiencing low proficiency in

reading and may also serve as a basis to develop an effective reading program and

resources.

School Administrators. The findings serve as guide in choosing the proper

reading materials that will help develop readers in becoming independent readers. This

will also serve as a guide in formulating an effective approach in reading remediation.

Teachers. The findings of the study will greatly help the teachers in formulating

their activities to suit the students’ needs in developing their reading skills, and this will
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also help the teachers in formulating an approach in handling the slow readers/non-

readers.

Learners. This study may provide clues in understanding the obstacles that

hinder the students from becoming effective readers and will serve as a guide in

developing their least mastered language and improve their reading proficiency and their

performance in school.

Parents. Findings of this research will allow learners’ parents and guardians to

understand the learners’ reading development, will help them in assisting the student's

needs in developing their reading skills, and will foster a strong teacher-parent

cooperation.

Future Researcher. This study will serve as cornerstones for creating and

developing reading strategies and instructional materials necessary in promoting

students’ interest in reading proficiency; future researches may help to identify solutions

to provide quality learning outcomes.

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Definition of Terms

The following terms are defined as used in the study.

Reading Comprehension. This refers to the ability to process texts, understand its

meaning and to integrate with what the reader already knows. In this study, it is

based on the Phil-IRI result of reading assessment.

Home. This pertains to the provisions for the study needs of the school children at

home.

Learner Factor. This refers to the proper motivation to read the printed page, the pre-

reading preparation and the ability to cope and understand the lessons presented

in reading. Being the respondents and the beneficiary of the study, they are to be

further valued and prioritized.

Parent Factor. This refers to the sufficient educational support from parents to their

children like being supportive or not with their studies and considered as one of

the factors used in the study.

Teacher Factor. This belongs to the motivation and inspiration of teachers to step-up

the reading proficiency of the pupils in school.

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Chapter 2

REVIEW OF LITERATURE AND STUDIES

This chapter discusses some relevant literature and studies which are closely

related to the present study, for the researcher to be properly guided in formulating

problems and hypotheses based on the studies conducted locally and internationally.

Reading Comprehension in Context

Literacy is described as the skills and knowledge necessary to unravel learning.

Phonological awareness, listening, speaking and writing are the common factors that

show literacy. The capability to master reading is “a foundation skill that affects the

learning experiences and student’s performance on reading test.” This test measures the

reading comprehension test in a particular language (Stoffelma, 2014, p. 14).

Being proficient in reading requires some underlying cognitive skills. A reader

should have a room of working memory that remembers what is being read; good

attention skills that attend carefully to the sound each letter represents; the ability to

sequence letters into words and grammatical endings and words into sentences; and the

ability to process speed and accuracy or the ability to process meaning to information.

Burns (2012) said that students with the aforementioned skills are not born good

readers, but are to be taught. Therefore, teachers should identify the presence or the

lack of skills of their students and help them meet the desired skills to be called

proficient.

Cromley, (2009) showed that a positive relationship existed between reading

proficiency and factors affecting it. This is not surprising considering the fact that reading

proficiency has been mooted to influence the performance of students across different
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reading levels. Minimum level refers to the capacity to get a handle on straightforwardly,

without interpreting the significance of basic, non-specialized writing aside from an

incidental word. Good level refers to the capacity to peruse with quick cognizance,

writing and verse of a normal trouble and developed substance. Superior level refers to

the capacity to peruse practically as effectively as in the first language, material of

significant trouble, for example, exposition and abstract feedback.

Comprehension is a major part of reading, and is an important thing to develop in

remedial readers. It is usually easier to start with a TV show or sports program before

introducing comprehension exercises to short stories. Comprehension should include

how to summarize, predict, contextualize and monitor. Summarizing can be done by

asking students to retell a story in just a few sentences, while predicting can be started

by asking the student what they think might happen next. Context is especially useful for

students who often find words they do not know. Teaching students how to use context

clues (words and pictures) is a great skill. Monitoring stops the problem of reading a

whole story and not knowing what happened. Students can learn to stop reading and

check to make sure they understand what they just read. If not, it is a good time to re-

read the sentence or passage

The Philippine Statistics Authority (PSA) in 2010 tallied the total number of

people living in the Philippines showed that of 71.5 million individuals who are 10 years

and above 97.5 percent or 69.9 million were literate.

The skillfulness which is learning based just like all the elements that support it,

and as such, it can be taught explicitly. The teacher can help the students develop an

appreciation for the different types of reading comprehension (literal, inferential,

evaluative, etc.) and the different types of text (expository, narrative, formal, informal,

etc.) and can introduce the child to different literary genres. The learners can be
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encouraged to move from a mastery of oral reading proficiency that is very much

efficient and mature silent reading, and along with the teaching and learning techniques

to enhance understanding; the teacher can help the child to monitor his own

comprehension in reading. Frustration level is when a learner scores 58% below in word

recognition in the level of understanding. Listening capacity level is when a learner

scores 75% level of understanding in the written symbols or materials used in reading.

Independent level means 80-100% of proficiency and understanding, in reading the

highest level at which a pupil can read independently and without the assistance or

inputs of the teacher. Instruction level means 59-79 % of proficiency and understanding

of which the pupil can earn command from the facilitator. When learners speaking ability

in reading and rhythmical with conversational tone and correct interpretation is reached

the pupil scores 90-96% in word recognition and 59-79% in comprehension.

There are some factors that affect the student’s proficiency such as engagement

by the students towards the text and learners’ behavior about their abilities and their

illustration of success and failure. These barriers are mainly intrinsic factors that will

affect the motivation of the learners in reading. Similarly, Andermay (2013) mentioned

that development factors and students’ reading perceptions about their abilities play a

greater role to involve themselves of the knowledge process in education especially at

the very young age of the students. Teachers should emphasize the importance of

reading and teach the students the basic skills before reaching middle age. The findings

show that there is a weak connection between reading comprehension and interpretation

in wisdom which could be traced to the fact that the sciences also require mathematical

skills. However, the positive correlation shows the importance of reading

comprehension in any subject and that it affects the academic performance of the

students regardless of their grade level in school.

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Moreover, Christie et al. (2012) emphasized that reading words and enhancing

vocabularies are a crucial part of reading comprehension. The research further stated

that reading at the basic knowledge and grasping meaning must be practiced for in the

present time, the ability to read will affect the whole being of a person especially in his

day to day activities. That is why reading is one of the necessary skills that should be

accomplished at an early age of the student.

Treptow et al. (2013) examined the effects of reading activities of students

towards their reading proficiency level. She further explained that it is important to

examine the level of the readers to help the teachers in providing intervention plans.

These intervention plans will help the students’ involvement in reading, to provide

mediation and to improve their current level.

Additionally, Tschirner (2012) relates his study by also examining the relationship

of the comprehension level of the learners. He added that if there is immobility of the

development of learners it will become a contributory factor that will become a barrier in

the automaticity of the students. Automaticity is the automatic recognition of words

without any attention or effort at sounding out letters. Furthermore, this can be used to

clarify the enhancement and the ability to speak clearly used three elements of the

reading procedure: decoding, understanding, and attention.

According to Araim (2016), automaticity is associated with reading proficiency in

determining the student’s growth or development. Teachers will have the ability to

identify the automaticity when learners are going to read. Thus, the way they recognize

sounds, letters, and words, accuracy and fluency are the representation of automaticity

in reading.

In the Philippines, it was mentioned by Cabasan (2011) that reading, as one of

the basic skills should be emphasized since “nobody could translate one’s vision of a
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nation free from illiteracy without the basic skill”. The judgment on the reading

knowledge understanding levels of the learners found out that if students belong to

frustration level, children in the public schools are found to be weak to withstand the

challenges in the 21st century.

Estrada (2011) said that if the students belong to the frustration level, the

academic achievement will be affected and will surely affect the teachers and the school

which denotes that learners who have low reading proficiency if not prevented or given

attention will become a contributory factor that will affect education in the Philippines.

For this reason, teachers and other persons involved in this matter should think of

strategies, teaching techniques and activities to be more creative in order to enhance

the reading proficiency of the students.

Researchers have analyzed oral reading errors in a variety of ways. It was

mentioned by Jaua (2017) that the ability to read, understand, and comprehend and to

distinguish needed information is vital in reading. With the unlimited knowledge and the

advancement of present studies, it is a must that an individual need to have the ability

and the underlying skills in reading, to understand, integrate, and combine ideas that are

coming from different facets of life.

Weijnman (2013) further stated that the first step in understanding a particular

text is to decode. When reading, it usually happens wherein the stored knowledge of a

reader connects to what he or she is currently reading.

Significantly, Sheriff (2012) affirms that when reading, if a reader has a limited

amount of attention, it will be a problem in constructing meaning. Students who perform

the lower level task they are expected to focus on the meaning of texts and can commit

errors in the reading process, either in silent or oral reading.

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Abosnan (2016) found out that readers who have limited information in the

semantic process, the orthography and analyzing the grammatical units in the context

that includes understanding the meaning will have instances to miscue or to correct the

reading mistakes immediately without waiting until the end of the sentence.

The instances to miscue or to commit errors or a mistake is as an observed

response in the reading process that does not match the expected response. He further

stated that if a person does not usually practice reading, he or she is expected to commit

miscue or errors. With this, it is important to know the strategy and skills when reading

the text to help to overcome the possible errors (Cada, 2016)

Huszti (2019) mentioned that students who mispronounce and misread some

words and usually commit errors during oral reading likely belong to lower levels. These

students should have additional support since reading do not just do error-free

production of text but also to understand what is being read.

In the Philippines, Batas (2017) asserts that students learn in different ways and

have different needs pertaining to receive information upon reading. Struggling readers

are believed to have instructional and additional needs that are different among other

peers who are reading at or above grade level (Hall et al., 2011). In addition, the reading

errors of readers during oral reading will help the teachers in determining proper

techniques and strategies that will meet the needs in improving the students.

In the school where classes are taught with good atmosphere and conducive to

the learning environment is free from destruction, so that majority of the learners will be

good readers, both oral and silent reading and the performance of each pupil in the

academic becomes more efficient and effective. However, it should be well-known that

oral language is just a part of the whole capability to enhance the pupil's progress.
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Nowadays, reading is not just only composed of combining letters and words but

readers must also remember that comprehending what is decoded to truly grasp the

meaning of a text is important; an individual should be able to connect the written text

and give meaning to it. It was mentioned by Larsen (2016) that reading is meaning-

making and as well as giving meaning to others by sharing needed information from

what is being read. In this modern word of time, people are dependent on the knowledge

and information that are being provided by books, newspapers, magazines, modern

communication, and the availability of internet connections everywhere that influenced

the people. The exposure to this material is believed to have an effect to the

development of reading upon grasping information from the sources, it is important to

discern or to know which is the needed information to what is not. That is why reading is

known as an essential part of learning.

On Home Factors

Small families result in economic and social disadvantages for the child’s

learning development. Home is the place where a person lives with his family together

with the children. It is where he is protected and is the center of attraction. Cada (2016)

suggests that undue pressures create and intensify emotional problems and great

impact from crisis within the family. Moreover, large families with a large number of

children, cause little opportunity for overprotection of any one child.

Hess and Croft (as mentioned by Merillo, 2018) both agree that the number of

children in the family usually determines the amount of time and attention parents give to

each child. The more children may mean less time and attention for each child.

Moreover, they contend that a big family is also a reason for parents to work more in

order to support the family. This leaves even lesser time and attention for the children
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and their education. It has also been a popular belief that the lesser the number of

children in the family, the more attention the parents give.

Reading forms part of the functional knowledge one needs to master. The

research emphasizes area-concrete conditions of active learning education as it is

important to the characteristics of a particular area, having different parts working

together to participate in the success of programs (Owada, et al., 2019). Simple basic

needs like clean drinking water and clean toilets or houses with plumbing, or houses with

running water – all these basic human needs should be addressed by the government

as well if they want to make headway into assuring reading comprehension efficiency

among students of all levels.

On Parent Factors

The school as a social institution needs the assistance of everybody for the

attainment of its goal and objectives. Involving the parents in all school programs and

projects has been the practice of school managers. This practice brings the home and

school closer and enables parents and teachers to cooperate more effectively in the

physical, mental and over-all educational development of their children.

Sarmiento (2016) said that the development of quality education is not a

monopoly of the school. Hand in hand with the school is the parent, each one

complementing and supplementing the other for the maximum development of the child.

Merillo (2018), on parent’s participation in the education of their children

maintained that this gives them far great opportunity to understand the complexities of

the formal learning process in school. It enables them to experience at first hand the

frustrations and complicated issues that can arise in the school environment and by
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being well-informed on school activities, this would make them more supportive of their

role in education and the activities of their local school.

Vijaykumar (2019) concluded in his Integrative Review on Pupils Drop-out in the

Primary Schools, a lukewarm attitude of the parents to school activities is demonstrated

and further pointed out that such attitude is related to non-involvement of parents in

organization, planning, implementation and evaluation of school programs and projects.

In the study conducted by Rhodes (2013) on the relationship between socio-

economic status and the academic achievement of 6th Graders, it was discovered that

majority of the low academic achievers were with parents having low educational

attainment. The economic deprivation perspective has been enormous attention by

researchers of African American family processes, specifically with regards to

parenthood. The proponents of the economic deprivation perspective argued that the

potential effects of single parenthood are the absence of the economic resources

generated by the absent parent. Fielder (as mentioned by Sarmiento, 2016) argued that

parents who experienced income loss become more resentful of their children and that

their children were at risk of developing feelings of inadequacy associated with parental

rejection.

Cada (2016) revealed that parent’s positive attitude towards school and the child

demonstrated in their close monitoring of pupil’s progress and their assistance and

supervision of pupil’s works. Parallel to this, it may be stated that parents with positive

attitude towards school affairs would involve themselves in the same school activities.

Children’s transition to proper reading and text comprehension begins at home.

Parents often model tasks of teaching children to spread simple words. The findings

would be very beneficial to parents who would be better informed of the aspects of

behavior disorders of their children. Parents would be in better position to cooperate

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more effectively with the school in facilitating optimum growth and development of their

children. They could provide appropriate parental guidance through proper advice and a

supportive home environment.

Furthermore, Cromley (2019) study revealed that female pupils are children of

government and private employees. Majority of boys are not good readers. In terms of

paragraph meaning, both the male and female pupils differ significantly. It is concluded

that that females were good readers as compared to the males. Male learners’ level of

reading skills in word, sentence meaning, reading rate, comprehension and paragraph

meaning were low. Female word meaning, reading weight and paragraph were average

while sentence and comprehension were low. Male and female pupils significantly

differed in their skills in paragraph meaning unlike the rest of the reading skill. There is a

significant relation between educational background of parents in the pupils’ level of

reading skills.

Parental participation in their children's education is a crucial intercessor. The

access to educational opportunities at a higher level does not have correlation between

family background and academic achievement. In their children's lives, educated

oldsters will assess a son or daughter's educational strengths depend on whether they

have a direct impact on children's quality of school attendance, education and

weaknesses to improve his/her overall educational performance. The educated parent

conjointly sets expectations of educational performance that propel students forward in

their accomplishment levels.

The supply of education varies by country. Restrictions on education for women

square measure supported gender bias rife with the culture. Some cultures can permit

education for women however limit the content of the education or skew the education to
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organize them for a restricted range of social roles. Within this, limitation the supply of

education to women expanded to become integrated in most faculties inside the

twentieth century. Whereas race is not a predictor of how well a student can perform in

class, African Yankee students have trailed behind European Yankee students in

reading and arithmetic. This development might occur less due to race and a lot more as

a result of family financial gain level. The No Kid Left Behind Act of 2002 seeks to boost

educational performance for college students.

These previous researches have similarities to the present study conducted

because they all deal with the reading skills of Grade Five pupils. Differences were

based on the factors in which the former included the parent-pupil factors while the latter

was about the pupil factor. The respondents were 878 learners in selected Elementary

School of the District of Tanza, Cavite divided into a descriptive level of comprehension,

proficiency and the factors affecting it. Bahlool (2013) explored the use of outgrowth

difference imperative system on enhancing grade six learners. The exploration of skills

and learning outcomes of the two different instruments, a questionnaire to identify the

stage of significance in printed text and understanding skillfulness in accomplishments

of the test results. The respondents of the consisted of 272 learners from the three (3)

selected elementary schools in the district of Tanza, Cavite. The results unveiled that

there was no purport , purport meaning on the diversity between the mean scores

attained to enhance skills and understand the printed symbols as perceived by the eyes.

On Learner Factors

Traditional teacher-student interaction is moving on to a student-centered

learning environment. This transformation recognizes a philosophy that values the

uniqueness of each child (Fabula, 2018). Research and practice in the area of learning
 24

style has clearly indicated that people learn new and difficult information differently. Self-

structures, motivated students need minimal guidance to complete the work while the

less motivated learner needs structures to work on one part at a time and receive

frequent feedbacks as they proceed.

Differences in how students are viewed by the teacher result in different student

self-concepts, level of motivation and aspiration. Good (as mentioned by Merillo, 2018)

opined that teachers who are conscious of the impact of their expectations can monitor

and adjust them in ways that can result in enhanced student’s performance. Suppose a

student with low reading comprehension volunteers to read a text and is recognized; if

he stumbles at the beginning, it is concluded that his difficulty results from a poor

reading skill. The student is either assisted by giving clues or calling someone else, or

praising students for volunteering.

Another aspect of student’s factors is marginality among students. It is a

condition where students find difficulty relating to an educational environment and

profiting from it. If a student is marginal with respect to a particular environment, say

reading class/lesson, educational productivity for the student is likely to be depressed.

Thus, a wholesome environment should be adopted to the student’s characteristics so

that learning will increase and his learning environment will grow.

In Preschool, the knowledge gained or skill by studying, practicing of being

taught to prepare a set of instruction, accordingly to the geographical area, is the age or

level when adolescents can reply applicable to the atmosphere of the school and the

classroom. The competence replies properly to these surroundings is compulsory for

immature kids to partake in teacher-innovate knowledge learned in the specific task both

inside and outside of the classroom.

 25

Likewise, it signifies that primary education was answered. “The intellectual

capacity of a child is most acceptable to the development in early childhood, particularly

in a favorable environment. It was found out that with stimulating conducive

surroundings and challenging activities, the intellectual development of the increase at

about 2.5 I.Q. points as compared to the 0.4 points per year usual increase of I.Q., from

the eighth to the seventeenth years of life. There is a close correlation between

intelligence and reading achievement. Those with high I.Q. will acquire higher reading

skill faster than those with lower I.Q.” (Lyon, 2017). In relation to the previous study, the

said factors revealed no relationship with the ability of the pupils in reading. Furthermore,

the study has shown several of the most common ideas as represented with the emotion

of reading performance with learners such as I.Q.

Interestingly, the importance of one’s peers has helped in the academic

achievement of fellow students, including in reading comprehension of this study.

(Bergey et al., 2019). Although this study was done on first-year university students – it

is instructive that this program can also be applicable to younger students, specifically

Grade 6 students who are the respondents of this study. Using one’s peers, in this case,

fellow Grade 6 students to teach their classmates who are weak in reading

comprehension can be helpful especially that it can also affect the academic

achievement of the student of this study extend the arguments of teacher’s importance

and the interventions programs of students.

This study extends the argument of the teacher’s importance in the reading

intervention of their students.

 26

On Teacher Factors

Teachers are expected to focus on outcomes or the results of consequences of

their teaching. They must realize that the quality of their teaching depends on what

students can do and not on what they know, Parkay et al. (2010) assert that to create a

positive learning environment, teachers should show care for students through providing

support, structure and appropriate expectation.

According to Lavoie (2015), an effective teacher must be mindful of the simple

fact that children go to school for a living. School becomes their job, their livelihood and

their identity. Therefore, the critical role that school plays in the child’s social

development and self-concept must be recognized. Shapiro (2009) suggests that

children when given positive relationship with teachers do better in school, acquire better

self-image thus, becoming more resilient with life’s inevitable challenges.

A teacher may have acquired the best education preparation with theories

thoroughly embedded in his views but his performance in the classroom can be

miserable This pointed out to teachers to be well informed, capable and are willing to

take the risk to learn and try to make learning effective. Tainero (2013), stressed that the

teacher’s field of specialization influences the pupil’s performance.

To understand a competent reading teacher, one has to see to what extent can

s/he apply an integrated knowledge in planning and implementing reading strategies and

technological aids as measures of an educator’s knowledge and skills in teaching

reading (Sidiquie, 2010).

Powell (2012) studied teachers’ competence and their perception on early related

learning skills and its effect to the learner’s academic achievement. Results showed that
 27

a being committed to the educational system, teamwork with colleagues, strong teaching

motivation and working out things with children enhances teachers’ competence.

Abu-Hamda (2010) found out that the training needs of teachers were significant

in all areas, most notably on the use of teaching aids and activities. On the other hand,

Alarigi (2012) indicated that poor teaching qualification, management skills and curricular

facilities and equipment are the top problems teachers are facing these days.

According to Cada (2016), there is no significant evidence that teacher’s

scholastic aptitude has impact on increasing student’s achievement. However, Darling-

Hammond (as cited by Sarmiento, 2018) presented that there is a positive effect

between teacher’s preparation and qualification to student’s achievement in reading.

Furthermore, according to Barnet (as mentioned by Merillo, 2018) that better educated

teachers have more positive, sensitive, and responsive interaction with children, as a

result better cognitive and non-cognitive development for the child. Morevover, Cada

(2016) disclosed that teachers’ attitude towards parent involvement has positive impact

on the level of parent’s participation in their children’s education, thus, intensifying the

academic performance of their children. Based on the findings, if level of parent’s

participation in their children’s education is associated to an increase in student’s

academic achievement, then it could be inferred that factors related to teaching

effectiveness may also be determined by the level of parent’s participation.

 28

Synthesis of the Reviewed Literature and Studies

This study hoped to unlock significant factors related to student’s success in

reading and their level of reading comprehension. Related researches found out that

most of the learners are preferably congenital pupils and females were the most inclined

in reading or the most intellects. This study on the other hand employed majority of the

learners in the selected three elementary schools in the District of Tanza, Cavite who are

in the moderate level in their reading understanding capacity.

Moreover, this study likewise presented the concepts of reading comprehension,

the benefits of reading and its possible effects on students' academic performance.

Sources and past studies interconnected to this research, which sought to determine the

reading difficulties of learners, were cited and discussed. The areas of concern are the

different reading levels skills namely: independent, dependent and frustration levels. The

assessment on reading comprehension levels of the learners dig mostly on the internal

structure of one’s persons and to the degree of organization in one’s ideas (Peterson &

Taylor, 2012)
 29

Chapter 3

METHODOLOGY

This chapter presents the research method, population, sample size, sampling

techniques, description of the respondents, instrumentation, data gathering procedure

and statistical data treatment of data.

Method of Research

The descriptive method of research was used in the study. This method of

research aims to describe the results of the investigation based on survey questionnaire

used in gathering data (Best & Khan, 2013). Moreover, this study determines the extent

to which predetermined factors affect the reading comprehension level of Grade 6

learners in selected elementary schools in the District of Tanza, Cavite during the school

year 2018-2019.

Population Sample Size and Sampling Technique

This study involved a total of 264 randomly selected Grade 6 learners from three

selected elementary schools in the District of Tanza in Cavite from school year 2018-

2019 being the inclusive period of the study.

Slovin’s formula was used to determine the sample size among the 776-total

number of population with respect to a 5% margin of error and stratified random

sampling was used for the selection of learners.

 30

Table 1

Population and Sample Size Distribution of Respondents by School

Schools Population Sample Size

Punta Elementary School 271 92

Sanja Major Elementary School 268 91

Florentino Joya Elementary School 237 81

Total 776 264

Description of Respondents

Table 1 presents the number of respondents per group from the grade six

learners enrolled in the school year 2018-2019 in the 3 selected elementary schools in

the District of Tanza, Cavite. With the total population of 264 grade six learners. The

sample size of Punta Elementary School is 92 or 33.94%; followed by Sanja Mayor

Elementary School with sample size of 91 or 33.96%, while Florentino Foja Elementary

School is 81 or 34.18% sample size as distributed equally using the statistical tool

formula by Slovin’s.

The Slovin’s formula used in computing properly and accurately distribution of

the statistical data is as follows.

𝑁
𝑛 = 1+ 𝑁𝑒²

Where: 𝑛 = no of samples
𝑁 = total num. of population
𝑒 = margin of error
Therefore: 𝑛 = 776/1+776 x 0.05²
𝑛 = 776/1+776 x 0.0025
 31

𝑛 = 776/2.94
𝑛= 264

This study involved randomly selected Grade 6 pupils and Grade 6 teachers in

selected Elementary Schools in the District of Tanza, Cavite School year 2018-2019

which is the inclusive period of the study. Three schools were selected due to their

accessibility to the researcher and they have big population among other schools, the

convenience of retrieving the survey questionnaire and was very easy to collect

compared to other schools.

This study collected data among 264 respondents from the total population of

776 of Punta Elementary School, Sanja Mayor Elementary School, Florentino Joya

Elementary School who were officially enrolled in Grade 6 for the school year 2018-

2019. These participants were selected through stratified random sampling so that each

member of the population had an equal chance of becoming a research participant.

Random sampling is a strategy used which attempts to confine the achievable

variables the test to those which are “farthermost” to guarantee that whole parts of a

particular people in the group that lives are portray in the sample in order to step-up the

effectiveness (that is to decreased the mistakes in the assessment.)

Research Instrument

The instrument used in this study is a teacher-made passage and the Phil-IRI

test, consisting of 7-item multiple choice type of test to determine reading

comprehension score of the respondents.

The test questionnaire was used in sequence to measure the comprehension

stages of learners. Researcher-made questionnaire measured the reading

 32

comprehension level of the respondents which determines the reading levels classified

as Independent level, Instructional level and Frustration level.

The questionnaire was validated by an English Coordinator, School Principal and

a District Supervisor. The Reading Comprehension tool contributes quantity amount

data around the learners’ reading capability. Measurable data reflects the reading stages

particularly: frustration level, instructional level and independent level.

The survey has two parts, Part one for the socioeconomic profile and score in

reading comprehension test are limited to elementary school english grade six Phil-IRI

Test results which showed the reading comprehension ability of the respondents in

terms of their Reading levels namely Dependent, Instructional, Frustration levels. The

second part is the determination of assessment level of learners in the parent-home-

learner –teacher factors.

In interpreting the result, the following arbitrary scale and adjectival Interpretation

were used.

Scale Arbitrary Scale Adjectival interpretations

5 4.5 - 5.00 To a Very Great extent
4 3.5 – 4.49 To a Great Extent
3 2.5 - 3.49 To a Moderate Extent
2 1.50 – 2.49 To a Slight Extent
1 Below 1.5 Not at all

Data Gathering Procedures

The researcher sought permission from the district supervisor of Tanza District,

Cavite followed by the permit from school principal to formally distribute of survey

questionnaire to their respective respondents of the three (3) selected Elementary

Schools in the District of Tanza, Cavite.

 33

The researcher upon the approval of the principal personally administered the

questionnaires to the target respondents of the selected schools.

After administering the tests, the researcher retrieved the questionnaire from the

students and properly examined it.

Statistical Treatment of Data

The facts gathered through the questionnaires and were treated statistically

using the following statistical tools:

1. Comprehension Level. To compute for the comprehension level, the researcher

affirmed formula proposed by Johnson, Kress and Pikulski (as cited by Cada, 2016)

as shown below.

𝑀
𝐶= × 100 = % 𝑜𝑓 𝑀
𝑁

where: C = Comprehension level

M = Number of Major Miscue

N = Number of words in the passage
2. Mean was used in getting the factors affecting reading of understanding stages of the

learners and its difference as compared to socio economic profile of the

respondents.

∑ 𝑓𝑥
𝑋=
𝑁

Where: Wx= Weighted mean

∑fx = summation of the products to the
frequencies and mean
N = total number of respondents
Whole = the total number of respondents or responses
 34

3. The Pearson correlation had been used to determine the significant relationships of

the reading comprehension scores of the student with the PHIL- IRI Test in Reading

Comprehension, English and the assessment level on the (parent-

home-learner-teacher) factors

NƩxy- (Ʃx)(Ʃy)
r=
ඥ𝐍Ʃ2 − (Ʃ𝐱 )2] 𝐍Ʃ𝐲 2 -(Ʃ𝐲 )2]

Where:
N = number of pairs of scores

Ʃxy = some of the product of the peer scores

Ʃx = sum of x scores

Ʃy = sum of y scores

Ʃx 2 = sum of squared x scores

Ʃy 2 = sum of squared y scores

The Pearson r correlation coefficient, often referred to as the Pearson r test, is a

statistical formula that measures the strength between variables and relationships. To

determine the extent of relationship between two variables, the researcher employed

coefficient values ranging between -1.00 and +1.00.

 35

Chapter 4

RESULTS AND DISCUSSION

This chapter presents the results, analysis and interpretation of data gathered

among the Grade 6 learners of Tanza District Cavite, on their level of reading

comprehension and extent of the predetermined factors on their reading comprehension.

Furthermore, the results are presented according to the objectives that directed the

study.

Table 2

Reading Comprehension Level of Grade 6 Learners

Raw Score in Reading

score in Reading Number
Percent Comprehensio Percent
Reading of Pupils
( In Percent) n level

2 29.00 2 0.8

3 43.00 8 3.0

4 57.00 29 11.0 Frustration 32.6

5 71.00 47 17.8

6 86.00 107 40.5 Instructional 40.5

7 100.00 71 26.9 Independent 26.9

Total 264 100 100

Table 2 discloses the respondents’ reading comprehension scores using the

PHIL-IRI Test in English of selected Elementary Schools in the District of Tanza, Cavite

Divisions of Trece Martires for the Academic Year 2018-2019. As reflected in the table,
 36

among the 264 respondents; 32.60% or 86 pupils were identified belonging to frustration

level of reading comprehension comprising of two (2) respondents or 0.8% who attained

a score of 29%, 8 or 3% who got a score of 43%, 29 or 11% scored 57% reading score

and 47 or 17.8% received 71% score in reading; 40.50% of the total respondents were

identified belonging to the instructional level of reading comprehension comprising of

107 pupils who scored 86% in the reading test, and 26.9% of the total respondents were

identified belonging to an independent level of reading comprehension comprising 71

pupils who got perfect reading score. The data shows that majority of the 6th graders

who have undergone the Phil-IRI test belong to an independent level of reading

comprehension, while a quarter of them are independent readers. This means that

reading comprehension level is apparently being affected by learners (Sullivan, 2013).

This result support the findings made by Sheriff (2012), that students who perform the

lower level task they are expected to focus on the meaning of texts and can commit

errors in the reading process, either in silent and oral reading. A similar scenario was

seen in the study of Burn (2013) in which less than 50% were learners under frustration

level of reading comprehension.

 37

Table 3

Extent of Parent-Related Factors on the Reading Comprehension Level

of Grade 6 Learners

Adjectival
My Parent… Mean
Interpretation
1.Gives sufficient educational support and concern
3.56 To a great extent
from parent

2.Provides proper nourishment needed for their

3.52 To a great extent
studies

3.Obtains the needed physical needs for me. 3.44 To a moderate extent

4.Rewards their children whenever they obtain high

3.35 To a moderate extent
grades

5.Keeps children away from family problems and

frequent quarrels which directly and indirectly affect 3.37 To a moderate extent
their studies

6.Gives praises for whatever success their children

3.54 To a great extent
obtain from school

7.Listens to children’s explanations before scolding

3.41 To a great extent
and beating them

8.Involve themselves to improve the reading

3.60 To a great extent
deficiencies of their children

9.Assists or help their children in preparing homework 3.41 To a great extent

10.Have regular communication with their children as To a moderate

3.37
regards their studies Extent

11.Does not allow their children to go to any place

3.27 To a moderate extent
around instead of studying their lessons at home

12.Attends to their children’s emotional, social,

3.49 To a moderate extent
intellectual, and health needs.

Grand mean 3.44 To a Moderate Extent

Legend: 1) below 1.5 not at all 2) 1.50-2.49 to a slight extent 3) 2.5-3.49 moderate extent
4) 3.5-4.49 to a great extent 5) 4.5-5.00 to very great extent
 38

Table 3 exhibits the respondents’ answers to the twelve items of the first reading

comprehension factor: the parent-factor. As shown in the table, half of the items or 6

items were rated “To a great extent”, while the remaining half or 6 were rated “To a

moderate extent”. An overall rating of 3.44 were adjectively interpreted as “To great

extent” on the extent of relatedness of parent factors to the level of reading

comprehension of the respondents. It can be noted that the following items were greater

than the grand mean value; “My parents involve themselves to improve the reading

deficiencies of their children” with mean of 3.60, “My parents gave sufficient educational

support and concern from parent” with mean of 3.56, “My parents gave praises for

whatever success their children obtain from school” with mean of 3.54, “ My parents

provide proper nourishment needed for their studies” with mean of 3.52, and “My parents

attend to their children’s emotional, social, intellectual, and health needs” with mean of

3.49. This finding affirms Cada (2016) conjecture that parent’s positive attitude towards

school and the child demonstrated in their close monitoring of pupil’s progress

assistance and supervision of pupils’ works.

Table 4

Extent of Home-Related Factors on the Reading Comprehension Level

of Grade 6 Learners

Adjectival
The Home… Mean
interpretation
Provides for the study needs of the children 3.49 To Moderate Extent

Have provisions for tables, chairs, lights, and To Moderate Extent

ventilation to encourage their children to do their 3.36
homework and study their lessons
Is free from too much noise and disturbances 3.15 To Moderate Extent

Is near the school and very accessible to reach the 3.29 To Moderate Extent
place
3.31 To Moderate Extent
Small family size allowing no disturbance on children’s

Legend: 1) below 1.5 not at all 2) 1.50-2.49 to a slight extent 3) 2.5-3.49

moderate extent 4) 3.5-4.49 to a great extent 5) 4.5-5.00 to very great
extent
 39

studies

Average Mean 3.32 To Moderate Extent

Table 4 displays the mean and adjectival interpretation to the five items under the

third component of related factors on the reading comprehension level of Grade 6

learners: the home factor. All the items were interpreted as “To Moderate Extent”. The

highest assessment level of pupils on their home environment is on “The home provides

the study needs if the children” with mean score of 3.49 belongs to adjectival rating of “to

a moderately extent” (ME) and the least is that “The home is free from too much noise

and disturbance” with a mean score of 3.15 still under “to moderate extent of

relatedness”. This means that the home serves as a good place for the study needs of

the children.

Table 5

Extent of Learner-Related Factors on the Reading Comprehension Level

of Grade 6 Learners

Adjectival
I am/ Have… Mean
interpretation

To a great
Interested in studying particularly in reading 3.56
extent

Moderate
Provide the proper motivation to read the printed page 3.41
extent

Can cope and understand the lessons presented in To a great

3.54
Reading extent
Prepared before engaging in beginning reading Moderate
3.35
activities extent

Moderate
Have enough low level materials for reading practice 3.32
extent

Legend: 1) below 1.5 not at all 2) 1.50-2.49 to a slight extent 3) 2.5-3.49 moderate extent
4) 3.5-4.49 to a great extent 5) 4.5-5.00 to very great extent
 40

To a Moderate
Overall Weighted mean 3.43
Extent

Table 5 shows the extent of learner-related factors on the reading

comprehension level of Grade 6 learners. An overall mean score of 3.43 was reflected

on the learners-related factors, interpreted as “to a moderate extent” of relatedness. The

item stating “I (the learner) am interested in studying specially in reading” got the highest

assessment with a mean of 3.56 interpreted as “to a very great extent”, followed by the

item stating “I can cope and understand the lessons presented in Reading” with a mean

of 3.54 likewise interpreted as “to a very great extent”. While the lowest assessment

states that “I have enough low level of materials for reading practice” which belongs “to

moderately extent”. Moore et al (1999) emphasized that young learners accessing the

mature world in the 21st century learners will need to read and write more than any other

moment, occasion in human being history.

Table 6

Extent of Teacher-Related Factors on the Reading Comprehension Level

of Grade 6 Learners

Adjectival
My Teacher… Mean
Interpretation
Have time to supervise me reading with reading To a Moderate
3.40
problems. Extent

To a Moderate
Have enough materials for me with reading disabilities 3.33
Extent

To a Moderate
Is focus on the regular work loads 3.43
Extent

To a Moderate
Employs/utilizes different methods/strategies of teaching 3.45
Extent

Have patience to handle pupils with reading difficulties 3.41 To a Moderate

 41

and disabilities Extent

Have enough trainings in handling pupils with varied To a Moderate

3.47
reading disabilities Extent

To a Moderate
Grand Mean 3.41
Extent

Table 6 presents the mean and adjectival interpretation to the six items under the

fifth component of related factors on the reading comprehension level of Grade 6

learners: the teacher factor. All six items were generally interpreted as “To a moderate

extent” of relatedness to the Grade 6 learners’ level of reading comprehension.

Furthermore, data reveal that the respondents’ highest assessment belongs to the item

stating “My teachers have enough trainings in handling pupils with varied reading

disabilities” with a mean rating of 3.47. While the item stating that” My teachers have

enough materials for me with reading disabilities” got the lowest assessment mean score

of 3.33 still under the “To Moderate Extent” adjectival interpretation. It can be inferred

that teachers must recommend good reading related lessons that will trigger pupils’

interest in the class aside from the regular lessons related to reading activities.

Table 7

Summary Table on the Grade 6 Learners Level of Reading Comprehension and the
Related Factors among Grade 6 Learners in Tanza District, Cavite

Summary on the Phil-IRI

Performance of Grade 6 learners Adjectival
and Related Factors to Level of N Mean
Interpretation
Reading Comprehension of Grade
VI Learners
71 26.9% Independent
Comprehension level 107 40.5% Instructional
86 32.6% Frustration
Adjectival
Factors Highest Lowest
Interpretation
 42

My Parent… 3.60 3.27 To a moderate extent

The Home… 3.59 3.15 To a moderate extent

I am/ Have… 3.56 3.52 To a moderate extent

My Teacher… 3.47 3.33 To a moderate extent

Table 7 presents the summary table showing the Grade 6 learners’ level of

reading comprehension; 71 or 26.90% of the respondents comprise the independent

readers, while 40.5% or 107 respondents were instructional readers, and 86 or 32.6%

were frustrated readers. Adjacent to this are the factors related to the level of reading

comprehension, all four (4) related factors for an adjectival rating of “To a moderate

extent” of relatedness. This implies that Grade 6 students have an average level of

reading comprehension. It is in consonance with the findings made by Clark and

Douglas (2011) that personal interest has to be considered to manifest interest for

reading.

Table 8

Correlation of the Student’s Reading Comprehension levels to Related Factors

Pearson Level of
Factors p-value Interpretation
Correlation Association
My Parent… 0.260 Weak 0.00 Significant

The Home… 0.157 Negligible 0.011 Significant

I am/ Have… 0.144 Negligible 0.019 Significant

My Teacher… 0.133 Negligible 0.031 Significant

Table 8 shows that all the four identified factors were significantly related to

reading comprehension level of Grade 6 learners of selected elementary schools in the

 43

District of Tanza, Cavite, since all the computed p-values are lower than .05 level of

significance. This further shows that the higher the support from the parent, the higher

the reading comprehension of the learners as shown in the Pearson- r at 0.260.

This result is consonance with the findings of Shapiro (2009) who suggested that

children when given positive relationship with teachers and parents do better in school,

acquire better self-image thus, become more resilient with life’s inevitable challenges.

Mc Kinnon and Blair (2019) showed in their study that the relationship between the

teacher and the student is very important as any conflict between them can adversely

affect not only the emotional faculties but also the students’ reading achievement.

Travors and Rebore (as mentioned by Merillo, 2018), indicated that successful teachers

and those who are considered effective are humans in the fullest sense of the world.

These findings imply that there is a need to provide necessary support system

coming from all the stakeholders to ensure that the learners will learn to read better and

comprehend text the fastest way possible. Due to this, there is a need to craft an

intervention scheme that will relate schools external and internal stakeholders altogether

in a move to allow students to learn at a regular pace.

 44

Chapter 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presented the summary of findings, conclusions and

recommendations based on the data gathered, analyzed and interpreted.

Summary of Findings

This study determined the reading comprehension levels and extent of factors

related to the reading comprehension level of Grade 6 learners enrolled during the

school year 2018–2019 among the selected three elementary schools in the District of

Tanza, Cavite.

The researcher employed descriptive research using Phil-IRI passage test

material and a survey questionnaire among the 264 identified respondents coming from

the three selected schools determined through stratified random sampling technique and

Slovin formula. The data gathered were analyzed through percentage, mean, arbitrary

scale and its corresponding adjectival interpretation, and Pearson product moment of

correlation. The singular hypothesis was tested at 0.05 level of significance.

Findings of this study include;

1. Seventy-one or 26.90% of the respondents comprise the independent readers,

while 40.5% or 107 respondents were instructional readers, and 86 or 32.6% were

frustrated readers.

2. The parent, home, learner, and teacher and related factors gained mean scores

of 3.44, 3.32, 3.43, and 3.41, respectively which were all interpreted as there is a

“moderate extent” of relatedness affecting learners’ reading comprehension, and

3. There is a significant relationship between the factors and the level of reading

comprehension of Grade 6 students among the selected elementary schools in the

 45

District of Tanza, Cavite of the school year 2018-2019. Moreover, the following were

revealed by the test of hypothesis made: (a) Parent-factor was related to learners’ level

of reading comprehension as evidenced by the r value of 0.260, (b) Home-factor is also

related to their reading comprehension as evidenced by the r value of 0.157, (c) Learner-

factor is also positively related as evidenced by the r value of 0.144, and (d) Teacher-

factor was also significantly related as evidenced by the r value of 0.133.

Conclusions

In the light of the findings derived from the study, the following conclusions were

drawn.

1. Majority of the Grade 6 learners comprised the instructional level of reading

comprehension.

2. All of the four factors namely; parent, learner, teacher and home factors were

all moderately related to learners’ reading comprehension

3. All of the four factors namely; parent, learner, teacher and home factors are all

significantly related to learners’ reading comprehension.

Recommendations

Based on the conclusions made in this study, the researcher recommends the

following.

1. Reading/English teachers and school managers must expose students with

variety of reading materials so it can positively affect learners’ level of reading

comprehension.
 46

2. External and stakeholders must be informed on the relevance of reading

activities at school and at home to ensure that learners will be molded holistically

3. Due to the limitations of this study, a thorough investigation on the correlation of

specific factors concerning school stakeholders should be made using demographic

characteristics with a larger population in order to provide and contribute consistent

results of the variables under investigation.

4. Other researches related to reading proficiency may be conducted to address

other recurring problems in reading.

 47

Reading Comprehension and Intervention Plan for the three (3) Selected
Elementary Schools in the District of Tanza Cavite School Year 2018-2019

Developed by: Amado M. Cadiong

Teacher – I (Punta Elementary School)
Punta II Tanza, Cavite
Rationale

The Department of Education has initiated programs to address the reading

problems of children. The release of DepEd Order No. 12 s. 2015 envisions the

expansion related to the enhancement that requires special education and trainings,

skills component of a particular profession of the program Guidelines on the Early

Language Literacy, and Numeracy Program Professional Development Plan or Every

Child A Reader Program (ECARP) promulgated in 2017 through DepEd order no. 18

which aims to develop in Filipino learners in the elementary level, the literacy and

numeracy skills and attitudes, which will contribute to lifelong learning.

Enclosure to the DepEd Order no.16, s. 2017 states that the governance of Basic

Education Act of 2011(RA 9155) mandates that the Philippines educational system helps

improve the literacy and numeracy, cleverness and mastery of learners from

kindergarten to Grade Six learners with the implementation curriculum by establishing a

sustainable cost that every child will be a reader by the time they finish Grade 1. Several

intervention and remediation programs had been conducted by teachers to address the

call of the DepEd. However, data showed that most of the pupils reaching Grades 6 and

above still have difficulties in their reading skills and enact policies and mechanisms

through which the delivery of quality basic education maybe continuously improved.
 48

The prior research activity conducted reflects a result that transpires a dismal

level of reading comprehension of kinder to the following Grade 6 to Grade 7 pupils

especially within the three (3) selected elementary schools in the District of Tanza

Cavite. Thus, this reading intervention program was developed.

In this regard, a reading intervention program is developed in order to address

the declining reading comprehension levels of the pupils.

As a general thrust, the researcher would like that at the end of three to six

months in implementing this reading intervention programs, the school will be able to:

Objectives:

1. Move Kindergarten to Grade 1 and to higher Grade Level learners from

frustration level into mostly in the instructional and independent levels of reading

comprehension.

2. Enhance the comprehension of Grades 1 to 6 with speed and accuracy to any

written and spoken language and can translate this into one’s personal point of

view.

3. Improve the overall reading comprehension level of Grades 1 to 6 pupils and

into the higher-grade levels.

Source of Funds

The funding requirements for this reading intervention program is very minimal

since most of the activities are solely related to one-on-one peer tutoring and one-on-

one tutoring by teacher’s educational philosophies.

Communication speech used and understood by a particular group of people of a

particular feeling and thought plays a vital and strategic purpose in keeping them
 49

productive for the entire period of children’s learning who will participate those in

sociable and popular life and to affiance in argument, to a very proficient extent of

comprehension ability. As mentioned by several educational, cognitive and

developmental psychologists, language development is necessary for understanding

one another (Concepcion, et. al., 2012).

Quality of education begins when there is a common understanding of the things

being taught with the things being learned. In this sense, speech and communication is

definitely the central message and compassionate comprehension not just inside the

four walls of the classroom but also outside the school setting. The use of familiar

language to teach and facilitates systems of beginning literacy programs through written

symbols.

Methodology

The following methodologies are to be used in order to increase the reading

comprehension of Grades 6 learners and to enhance the comprehension skills of those

pupils who belong to independent and frustration level:

1. Peer Tutoring Learning Strategies (PTLS). Strategies in which learners work in

pairs, taking turns as teacher and learner, to learn a structured sequence of literacy

skills, such as phonemic awareness, phonics, sound blending, passage reading,

numeracy and story retelling.

2. Intervention Strategies. A one-to-one tutoring model in which classroom teachers

work individually with struggling readers for 15 minutes a day. The one-on-one session

focuses on teaching reading ability (2 min.), word work (6 min.), and guided oral reading

(7 min.).
 50

3. Quick Reads. A supplementary program designed to increase fluency, build

vocabulary and background knowledge, and improve comprehension.

4. Cooperative Integrated Reading and Strategies in Reading. This kind of strategic

learning program is design to help students develop meta cognitive and metacognitive

strategies for understanding report story and expositive and interpretative with a written

symbol.

5. Compass Learning. Deliver and distribute deep set of evaluation in which learners

covenant to their level of standard of interpretation and contribute learners’ activities

planned order primarily to fill in gaps in their knowledge.

Persons Involved

Persons involved in this intervention program will be the following:

1. Reading Teacher will facilitate in identifying pupils who are in the frustration level and

providing interventions based on the different intervention methodologies.

2. Pupils will be the target of this intervention program – both those in the frustration,

instructional and independent levels. Pupils in the frustration level will serve as receiver

while those independent will be the purveyor.

3. School head will monitor every conduct of activity and will document for whatever

successes/failures that had been found for future improvements.

Timeframe

The application of the different methodologies as interventions in reading must

be regularly used in order to have consistency and constant practice in reading. This will

develop proper training, coordination and enhance the reading proficiency of the pupils.
 51

Materials

1. Phil-IRI Materials

2. Reading Materials

3. Tables

4. Chairs

5. Books and notebook

6. TV, Laptop

7. Journal, Magazines, Newspapers, Manila papers, Pentel pen, hound out.

 52

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 58

APPENDICES
 59

APPENDIX 1
GRADE 6 LEVEL PASSAGE RATING SHEET

Name:_______________________________ Grade & Section: _____________

Score ________Date:___________
School Name: __________________________

Lost at Sea

The weather was fine. The day was bright and the sea was calm. Father and Ben
went fishing. Father prepared his fishing rod, reel and boat. They rowed the boat until
they were at the middle of the sea.

But in the afternoon, rain poured down. The wind was getting stronger. It pushed
their boat farther and farther out to sea. It was difficult for them to go back to the shore.
The great waves carried their boat to the other side of the island. They could not find
their way back. They were lost at sea.

Mother was now worried. She asked the help of their neighbors. The men
searched for the lost boat. Later, they found the boat hiding behind a big rock.

Grade VI
No. of words: 131

Direction: Read the passage silently. Record your reading time as soon as you finish
reading. Read the questions carefully and write the letter of the correct answer on the
space before each number.

_____ 1. What is the story about?

a. fishing
b. farming
 60

c. hunting
d. gardening

_______2. What was the weather like when the story began?

a. dry
b. wet
c. fine
d. stormy

________3. What happened in the afternoon?

a. It became foggy.
b. It started to rain
c. The boat turned over
d. The sun shone brightly

________4.Why was it difficult for Father and Ben to go back?

a. Because the thunder roared

b. Because the fog was getting thicker
c. Because the great waves were too high
d. Because the strong wind pushed their boat to the sea

________5.How did Mother feel about Father and Ben’s situation?

a. She felt sad.

b. She felt lonely
c. She was worried.
 61

d. She was discouraged.

_________6. How did the weather affect Father and Ben’s life?

a. The weather taught them to sail.

b. The weather set them free from danger.
c. The weather gave them time for each other.
d. The weather caused the dangers in their lives.

_________7. What does the story prove about weather? _____

a. It is merciful.
b. It is constant.
c. It is a part of life.
d. It is unpredictable.

Amado M. Cadiong
Researcher
 62

APPENDIX 2
SURVEY QUESTIONNAIRE

“Factor Affecting the Reading Comprehension Level of Grade 6 Learners of

Selected Elementary School in the District of Tanza, Cavite”

Name: ___________________________________ Grade & Section:_____________

School:___________________________________ Date: _____________________

Reading Comprehension Score:_____________________

Part I. Socio-Economic Profile of the Respondents

Instruction: Please Supply the needed information by putting a check mark on the
space that correspondents to your answer:

1.1 Gender : _______

1.2 Grade Point Average in English in 3rd grading period:________

1.3 Father Highest Educational Attainment : ________________

1.5 Mother Highest Educational Attainment:_________________

1.4 What is the monthly income of your family?____________________

1.6 Birth Order : ____1st ____2nd ____3rd ____4th ____5th

6th & above______

1.7 Number of Sibling : ___________

Instruction: Please put a checkmark (/) in the column provided opposite each item to
learners factors signify how supportive your parents, use the scale as follows:

5 very great extent 4 great extent

3 moderate extent 2 slight extent
1 not at all
 63

My Parent… 5 4 3 2 1

1. Gives sufficient educational support and concern

from parent
2. Provides proper nourishment needed for their
studies
3. Obtains the needed physical needs for me.
4. Rewards their children whenever they obtain high
grades
5. Keeps children away from family problems and
frequent quarrels which directly and indirectly
affect their studies
6. Gives praises for whatever success their children
obtain from school
7. Listens to children’s explanations before scolding
and beating them
8. Involve themselves to improve the reading
deficiencies of their children
9. Assists or help their children in preparing
homework
10. Have regular communication with their children as
regards their studies
11. Does not allow their children to go to any place
around instead of studying their lessons at home

12. Attends to their children’s emotional, social,

intellectual, and health needs.

Please put a checkmark (/) in the column provided opposite each item to signify
how supportive your HOME …

The Home… 5 4 3 2 1

1. Provides for the study needs of the children

2. Have provisions for tables, chairs, lights, and
ventilation to encourage their children to do their
homework and study their lessons
3. Is free from too much noise and disturbances
4. Is near the school and very accessible to reach
the place
5. Small family size allowing no disturbance on
children’s studies
 64

LEARNER FACTOR I am/ Have… 5 4 3 2 1

1. Interested in studying particularly in reading

2. Provide the proper motivation to read the printed
page
3. Can cope and understand the lessons presented
in Reading
4. Prepared before engaging in beginning reading
activities
5. Have enough low level materials for reading
practice
My Teacher… 5 4 3 2 1

1. Have time to supervise me reading with reading

problems.
2. Have enough materials for me with reading
disabilities
3. Is focus on the regular work loads
4. Employs/utilizes different methods/strategies of
teaching
5. Have patience to handle pupils with reading
difficulties and disabilities
6. Have enough trainings in handling pupils with
varied reading disabilities

Thank you

AMADO M. CADIONG
Researcher

APPENDIX 3
VALIDATION OF SURVEY QUESTIONNAIRE

They Survey questionnaire entitled “ Factors Affecting The Reading

Comprehension Level of Grade Six Learners of Selected Elementary School in the

District of Tanza, Cavite”

 65

[ ] The survey questionnaire is acceptable as it is, without needed for any further

refinements

[ ] The survey questionnaire is acceptable after some refinements are done

[ ] The survey questionnaire is acceptable after some editing.

[ ] There are parts of the survey questionnaire that needs elaboration and network/

rewriting.

[ ] There are seem to be missing data. Some more field work experimentation are

Needed before the survey questionnaire can be reworks/rewritten (Please

specify the missing data)

AMADO M. CADIONG
Student Researcher

Evaluator: ___________________________________
(Signature over Printed Name)
Position: ___________________________________
Date: __________________________________
 66

Appendix 4
REQUEST LETTER OF PERMISSION TO CONDUCT THE STUDY

January 28, 2019

Ma. JOVY P. LEGASPI
District Supervisor
Tanza, District
Division of Cavite
Department of Education
Tanza, Cavite 4108

Ma’am:

Greetings!

The undersigned is presently on the last stage on his schooling to the degree
(Master in Educational Management (MEM). He is enrolled in Thesis writing and
doing a research entitled: “FACTORS AFFECTING THE READING
COMPREHENSION LEVEL OF GRADE 6 LEARNERS OF SELECTEDELEMENTARY
SCHOOLS IN DISTRICT OF TANZA CAVITE”, in partial fulfillment. In Master in
Educational Management (MEM) at Polytechnic University of the Philippines, Sta. Mesa
Manila.

In this connection, the researcher would like to request permission to field his
research instruments in your district. Rest assures that all data collected will be held in
strict confidentiality and will be solely used for the purpose of this study

May this request merit your most benevolent consideration and approval. Thank
you and more power.

Very respectfully yours,

AMADO M. CADIONG
Student Research
 67

Appendix 5
REQUEST LETTER OF PERMISSION TO CONDUCT THE STUDY

January 28, 2019

Ms, CHERRY LOU DE MESA REPEA

School Division Superintendent
Division of Cavite
Department of Education
Trece Martires City, Cavite 4109

Ma’am:

Greetings!

The undersigned is presently on the last stage on his schooling to the degree
(Master in Educational Management (MEM). He is enrolled in Thesis writing and
doing a research entitled: “FACTORS AFFECTING THE READING
COMPREHENSION LEVEL OF GRADE 6 LEARNERS OF SELECTEDELEMENTARY
SCHOOLS IN DISTRICT OF TANZA CAVITE”, in partial fulfillment. In Master in
Educational Management (MEM) at Polytechnic University of the Philippines, Sta. Mesa
Manila.

In this connection, the researcher would like to request permission to field his
research instruments in your division. Rest assures that all data collected will be held in
strict confidentiality and will be solely used for the purpose of this study

May this request merit your most benevolent consideration and approval. Thank
you and more power.

Very respectfully yours,

AMADO M. CADIONG
Student Researcher
 68

Appendix 6
REQUEST LETTER OF PERMISSION TO CONDUCT THE STUD

January 28, 2019

The Principal
Sanja Mayor Elementary School
Mrs. Pricilla Villalon
Sanja Mayor Tanza, Cavite 4108

Dear Colleague:

Greetings of Love and Peace!

The undersigned is presently on the last stage on his schooling to the

degree (Master in Educational Management (MEM). He is enrolled in Thesis writing
and doing a research entitled: “FACTORS AFFECTING THE READING
COMPREHENSION LEVEL OF GRADE 6 LEARNERS OF SELECTEDELEMENTARY
SCHOOLS IN DISTRICT OF TANZA CAVITE”, in partial fulfillment. In Master in
Educational Management (MEM) at Polytechnic University of the Philippines, Sta. Mesa
Manila.

In this connection, the researcher would like to request permission to field his
research instruments in your school. Rest assures that all data collected will be held in
strict confidentiality and will be solely used for the purpose of this study

May this request merit your most benevolent consideration and approval. Thank
you and more power.

Very respectfully yours

AMADO M. CADIONG
Student Researcher
 69

Appendix 7

REQUEST LETTER OF PERMISSION TO CONDUCT THE STUDY

January 28, 2019

The Principal
Sanja Mayor Elementary School
Mrs. Pricilla Villalon
Sanja Mayor Tanza, Cavite 4108

Dear Colleague:

Greetings of Love and Peace!

The undersigned is presently on the last stage on his schooling to the

degree (Master in Educational Management (MEM). He is enrolled in Thesis writing
and doing a research entitled: “FACTORS AFFECTING THE READING
COMPREHENSION LEVEL OF GRADE 6 LEARNERS OF SELECTEDELEMENTARY
SCHOOLS IN DISTRICT OF TANZA CAVITE”, in partial fulfillment. In Master in
Educational Management (MEM) at Polytechnic University of the Philippines, Sta. Mesa
Manila.

In this connection, the researcher would like to request permission to field his
research instruments in your school. Rest assures that all data collected will be held in
strict confidentiality and will be solely used for the purpose of this study

May this request merit your most benevolent consideration and approval. Thank
you and more power.

Very respectfully yours

AMADO M. CADIONG
Student Researcher
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Appendix 8

REQUEST LETTER OF PERMISSION TO CONDUCT THE STUDY

January 28, 2019

The Principal
Punta Elementary School
Gloria R. Casiano Ed.D.
Punta 2 Tanza, Cavite 4108

Dear Colleague:

Greetings of Love and Peace!

The undersigned is presently on the last stage on his schooling to the

degree (Master in Educational Management (MEM). He is enrolled in Thesis writing
and doing a research entitled: “FACTORS AFFECTING THE READING
COMPREHENSION LEVEL OF GRADE 6 LEARNERS OF SELECTEDELEMENTARY
SCHOOLS IN DISTRICT OF TANZA CAVITE”, in partial fulfillment. In Master in
Educational Management (MEM) at Polytechnic University of the Philippines, Sta. Mesa
Manila.

In this connection, the researcher would like to request permission to field his
research instruments in your school. Rest assures that all data collected will be held in
strict confidentiality and will be solely used for the purpose of this study

May this request merit your most benevolent consideration and approval. Thank
you and more power.

Very respectfully yours,

AMADO M. CADIONG
Student Researcher
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Appendix 9
CERTIFICATION FROM THE STATISTICIAN

REPUBLIC OF THE PHILIPPINES

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE EXECUTIVE VICE PRESIDENT
OPEN UNIVERSITY SYSTEM
STA. MESA MANILA

May 3, 2019

CERTIFICATION

To Whom It My Concern:

This is to certify that the proponent, AMADO M. CADIONG whose thesis entitled

“FACTORS AFFECTING THE READING COMPREHENSION LEVEL OF GRADE 6

LEARNERS OF SELECTEDELEMENTARY SCHOOLS IN DISTRICT OF TANZA

CAVITE”, availed services for statistical treatment and tabular presentation of the data

of his thesis by the undersigned.

Assoc. Professor CASIANA SALUD PAYUMO

Statistician
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Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
Office of the Vice President for Research, Extension, and Development
RESEARCH PUBLICATION OFFICE

Appendix 10

CERTIFICATION

The thesis entitled Factors Affecting the Reading Comprehension

Level of 6 Learners of Selected Elementary School in the District of Tanza,
Cavite by Amado M. Cadiong was proofread/edited by the undersigned.

This certification is issued on August 27, 2019 upon the researcher’s

request for whatever legal purpose it may serve.

Rm 317 South Wing PUP A. Mabini Campus,Anonas Street, Sta. Mesa Manila Phone: (Direct Line) 7166256
(Trunk line) 3351777 (Local) 224/232: www.pup.educ.ph email publication office @gmail.com

“THE COUNTREY’S 1ST POLYTRECHNICU”

 73

Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
Office of the Vice President for Research, Extension, and Development
RESEARCH PUBLICATION OFFICE

Appendix 11

CERTIFICATION
This is to certify that the researcher with the title Factors Affecting the
Reading Comprehension Level of 6 Learners of Selected Elementary
School in the District of Tanza, Cavite by Amado M. Cadiong submitted to the
Polytechnic University of the Philippines, has passed the originality Check as
endorsed by Dr. Carmencita L. Castolo, with a detected text0-matching similarity
of 9% using the University approved Plagiarism Detection System.

Date: August 27, 2019

Rm 317 South Wing PUP A. Mabini Campus,Anonas Street, Sta. Mesa Manila Phone: (Direct Line) 7166256
(Trunk line) 3351777 (Local) 224/232: www.pup.educ.ph email publication office @gmail.com

“THE COUNTREY’S 1ST POLYTRECHNICU”

 74

Appendix 11

BIOGRAPHICAL STATEMENT

The researcher, AMADO M. CADIONG, graduated Bachelor in Elementary

Education at Eastern Samar State University on March 23, 2013, took and passed the

Licensure Examination last January 26, 2014. He also graduated a 2-year computer

Science in the same university in the year 1996-1997. After graduating 2 years in

computer he worked as office assistant in the different renewed offices in Makati City

and currently finishing his Master in Education Management program at the Open

University Program of the Polytechnic University of the Philippines. His teaching

experience include, teaching in Eulogio Rodriguez Sr. Elementary School where he

taught sections 1 and 2 in EPP 5, Araling Panlipunan 5 and EPP/TLE 6 in all Section in

grade 6. The school is located at 159 Ermin Garcia St., Brgy. E. Rodriguez Cubao

Quezon City. He was awarded certificates of appreciation and recognition for the

services he rendered such as CIP Team Leader and coordinatorship in EPP/TLE

subject. He attended seminars and conferences on teaching strategies, OBE, research

and other education-related seminars.

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Currently he is working as an Elementary Teacher 1 at Punta Elementary School

of Tanza District Cavite.