Chapter 1 3
Chapter 1 3
Chapter 1 3
A Thesis
BITUIN HERMOSO
November 2022
2
Approval Sheet
________________________________________________________________
PANEL OF EXAMINERS
________.
________________________________________________________________
Title Page--------------------------------------------------------------------------------------------1
Approval Sheet-------------------------------------------------------------------------------------2
Acknowledgment-----------------------------------------------------------------------------------3
Dedication--------------------------------------------------------------------------------------------4
Abstract-----------------------------------------------------------------------------------------------5
Tables-------------------------------------------------------------------------------------------------6
Figures------------------------------------------------------------------------------------------------7
Chapter 1---------------------------------------------------------------------------------------------8
Theoretical/Conceptual Framework-------------------------------------------------
11
Hypothesis--------------------------------------------------------------------------------13
14
15
Definition of Terms----------------------------------------------------------------------16
Chapter 2-------------------------------------------------------------------------------------------17
18
4
19
Sub-Topic 3----------------------------------------------------------------------20
Sub-Topic 1----------------------------------------------------------------------22
Sub-Topic 2----------------------------------------------------------------------23
Chapter 3-------------------------------------------------------------------------------------------24
Design--------------------------------------------------------------------------------------25
Setting--------------------------------------------------------------------------------------25
28
Validity--------------------------------------------------------------------------------------
29
Reliability----------------------------------------------------------------------------------29
Categorization of Variables-----------------------------------------------------------30
Statistical Treatment--------------------------------------------------------------------30
Reference List-------------------------------------------------------------------------------------37
Appendix
B Consent Letter------------------------------------------------------------------------
C Survey Questionnaire--------------------------------------------------------------
5
Curriculum
Vitae--------------------------------------------------------------------------------------
Chapter 1
people to discover new things and educate him in any area of life he is interested
what he reads. When someone entirely engaged in reading, an image may take
process in which the reader constructs meaning from a text. Because readers
6
academic skills across all disciplines. If a learner cannot read effectively by third
grade or so, they are unlikely to be able to access content in their other courses
reading is an essential and important aspect for creating a literate society in this
proper thinking methods, and creates new ideas. More so, he pointed out that
interrelated with the total educational process and hence, educational success
extralinguistic abilities be put into practice. Nevertheless, there are many factors
that have a direct or indirect influence on the acquisition of the ability. This is
especially true with children. Learning to read should not only be adaptive but
also interactive and fun (Exploring Yourmind, 2018). In addition, interest and
motivation are crucial factors in reading. According to Alhamdu (2016) one of the
who have strong motivation to do reading can spend their time so much in
7
reading activity. Meanwhile, students who lack motivation to do reading will try to
language depends upon the attitude, interest, attention and learning strategies of
learners. Zare (2012) as cited by Teevno and Raisani (2017) the opinion that
second language acquisition has repeatedly verified the significant role that
methods, and modes to make their English learning more effective. More so,
For the first time, the Philippines joined the Program for International
Development (OECD) in 2018, as part of the Quality Basic Education reform plan
reforms moving forward. The PISA results, along with the country’s own
programming.
8
The PISA results revealed that the Philippines scored 353 in Mathematics, 357 in
science, and 340 in Reading, all below the average of participating OECD
United Nations Children’s Fund (UNICEF), with the technical support from the
5 learners from selected schools in six countries- Cambodia, Laos, Myanmar, the
proficiency level equivalent to that in the first years of primary school, with 27% of
the students still at the level (the lowest in band scale of 2 and below to 6 and
above) where they can only match single words to an image of a familiar object
or concept. Only 29% of grade 5 learners in the country are at the level where
they can read a range of everyday texts, such as simple narratives and personal
are in Grade IV. This prompted the researcher to conduct this study to find out
the factors associated with the reading performance of the Grade 5 pupils at
9
conceptualized.
that positive behaviors are reinforced with positive rewards. Second, negative
not providing any form of reinforcement for a behavior. The result is that the
intangible, such as praise or fame. Unlike intrinsic motivation, which arises from
al., 2016). More so, Arnold (2000) cited by Ahmadi (2017) pointed out that
extrinsic motivation is a desire to obtain a reward and stop punishment. This kind
He further stressed that extrinsic motivation has a negative effect on the learners
because they do not learn with their strong intention, but they learn because they
are pushed by the concern in the rewards or the punishment. When learners
learn something due to the rewards, they will have the high motivation to enter
their classes and will also easily get the aim that are set for them.
Rumelhart. This reading model recognizes the interaction of bottom-up and top-
based on the idea that readers do not just read words and sentences but also
where readers attempt to determine the text’s meaning based on their knowledge
of individual letters and how they are arranged into words, and top-down
processing, where readers rely on their past experiences with similar situations
cognitive process in which the reader employs codes and background knowledge
of the text to produce meaning. This model differs from top-down models in that
attention and learning strategies of learners. Zare (2012) as cited by Teevno and
verified the significant role that learners can play in the process of language
learning.
learning approaches, methods, and modes to make their English learning more
effective. Reading has several layers to it, which requires children to apply
different strategies for comprehension depending on the text that is being read.
Learning to read and processing text on a page is the first step, in which children
make sense of the relationship between letters, words, and sound. Further,
readers usually develop metacognitive thinkers once the foundation has been
laid. This means that that they become aware of what they are reading and
strategies, and global reading strategies. On the other hand, the dependent
independent level. The schematic presentation on the next page illustrates the
Schematic Presentation
Level of Reading
Motivation in terms
of:
Intrinsic
Reading
Extrinsic
Performance in
terms of:
13
Figure 1
Dependent Variables
This study aims to investigate the factors associated with the reading
1.2 extrinsic?
Hypothesis
The null hypothesis is stated below and will be tested at 0.05 level of
significance.
Ho: There is no significant relationship between the reading level and the
Kauswagan Central School. This will help in the improvement of the reading
Teachers: The results of this study will provide more insights to the
teachers on the reading performance of the learner in English thus, they can
Parents. This study could also help the parents by giving them feedback
on their child’s performance in terms of reading and what kind of assistance they
Pupils. The results of this study will give more motivation to the learners.
selected Grade V pupils. Only fifty percent of the population of Grade V pupils
was the subjects of the study. The instruments used were ASER and Phil-IRI
reading tools. The results of the reading comprehension tests used as sources of
data. The reading comprehension of the Grade V pupils focused. This study was
Definition of Terms
operationally:
16
Extrinsic Motivation. This variable refers to the inner drive of the pupils
techniques such as having a purpose in mind when reading, previewing the text
Intrinsic Motivation. This variable refers to the external factor that urge
Factors. This variable refers to the condition that affects the reading
assessment results of the Grade V pupils in which they are categorized into
Chapter 2
This chapter presents the review of related literature and studies from
books, unpublished studies, journals, and websites which are relevant to the
directly addresses its thrust to make every Filipino child a reader. It is anchored
which aims to make every Filipino child a reader and a writer at his/her grade
levels. The data from these measures could be used to design or adjust
classroom, small group, or individualized instruction to fit the students’ needs and
abilities. The Phil-IRI is not the sole assessment tool that provides the holistic
students' abilities and could be used in combination with other reliable tools of
assessment. The data shall also serve as one of the bases in planning,
Reading Motivation
learner will persist in the learning activity. According to Mondal (2021) a definite
motive is valuable in all work, as motives make for readiness. The greater the
readiness, the greater will be the attention given to the work on hand and the
sooner will the desired result be achieved. More so, Wisdom-Advices (2021)
use.
motivation including self-concept and value of reading, choice; time spent talking
about books, types of text available, and the use of incentives (Gambrell and
students should achieve throughout their personal school career. To make sure
that one can improve his or her reading competence, it is important to evoke the
organism living. The reasons might not always be the same between two
individuals acting in a certain way, but almost every action is directed by certain
motivation (Shrestha, 2017). Motivation can be further divided into two different
Intrinsic Motivation
obtaining some external reward, such as money. In other words, with intrinsic
because of the inherent satisfaction of the activity rather than the desire for a
reward or specific outcome. Cherry (2022) pointed out the three main elements
intrinsically motivated when they can act independently, feel that their efforts
20
matter, and gain satisfaction from becoming more skilled. In addition, Group
Centered Protection (2022) stressed that motivation is the driving force that
trying to learn something new like reading. Motivation can be intrinsic (internal)
or extrinsic (rewards). Intrinsic motivation can involve the student’s internal desire
to explore a new topic, to try to learn something even though it may be hard, to
want to learn, to keep trying and to try again in the face of failure. Intrinsic
students. The measurement tool used to measure reading attitudes was the
difference between the reading attitudes of students who received the intrinsic
motivation strategy and students who did not receive the intrinsic motivation
strategy. Students in the control group were significantly more likely to move up a
Although the students in the intrinsic motivation group were less likely to
move up a reading level on the Pioneer Valley Running Records Assessment, all
with their reading achievement and predicts their reading achievement over time.
This entails that if the learners are intrinsically motivated they are more likely to
Extrinsic Motivation
fame. According to Morin (2022), people who are extrinsically motivated will
describes any situation where someone’s desire to act occurs due to external
their wants, needs, and values. For example, a student who does not care about
their grades will not find the thought of getting a low grade a good source of
However, they might dislike the prospect of repeating the school year if they fail,
socially created reason to perform an action. Legault (2017) pointed out that
motivation because they generate desire for the consequence of the activity; they
22
do not produce desire to engage in the activity for its own sake. When people
students’ performance while they strive for learning. It can spark enthusiasm of
students whose motivation level is low. At the same time, extrinsic motivation is
Reading Strategies
when the process is unclear. Without effective reading strategies, many students
struggle, and a large percentage will be left behind when they are unable to
acquire the skills. Reading strategies is a broad term used to describe the
planned and explicit actions that help readers translate print to meaning.
student, but are essential for beginning readers, struggling readers, and English
Language Learners. Within the last two decades, significant progress has been
Students need this important skill to advance through each grade and eventually
into college or the workplace. In the long run, they will develop a love for reading
that benefits them throughout their entire lives (Arden, 2021). Moreover, reading
any school year. Through active reading and other methods, children can
students and offer them constructive ways to get a better grasp on learning how
to read.
understanding of the written word: First, making connections — connect new words
with students’ prior knowledge and favorite hobbies, activities or places they
have visited. Use texts that relate to world issues to provide students with
reading the text, students take their past knowledge and arrive at a conclusion
based on the clues they receive from what they have read. Lastly, synthesizing
comprehend
24
the text, such as adjusting reading speed and guessing the meaning of unknown
According to Edsys (2020), critical reading of a text means to read from one’s
own perspective, apart from what the writer has painted it for somebody. So, this
rational way of reading can be considered as the beginning of true learning and
personal development.
the study of the English as a Foreign Language (EFL) (Iranian) and the English
that both groups demonstrated similar patterns of strategy usage. Both groups
reported to use problem solving strategies at the most. Furthermore, the students
are all users of strategies and field of studies has no bearing on the type of
overall strategies preferred. However, significant difference was found for support
strategies.
the text, such as adjusting reading speed and guessing the meaning of unknown
results showed that the pupils understood easily the sentences when they read it
slowly.
25
Zhang & Wu (2009) as cited by Cabinda (2016) reported the use of three
level where high-proficiency students outperformed the intermediate and the low-
solving) but no statistically significant difference was found among the three
connecting what the learners are reading to another text, something they have
seen, or something they have experienced, visualizing or picturing what they are
reading, making predictions about what will come next in the text, and looking
back for keywords and rereading to clarify or answer questions. Students can
learn and then use the strategies that work best for them depending on the text
they are reading. Pulling deeper meaning out of text using thinking strategies can
such as having a purpose in mind when reading, previewing the text length and
simply put, is the thinking about thinking. It refers to the awareness and
More so, The Black Sheep Community (2022) emphasized that proficient
readers plan before reading, and to accomplish this task pupils must first learn
the steps needed. Through modeling and practice, learn to: think about the text’s
topic,
think about how text features can help in understanding the topic, read the title
and author, front and back cover blurbs, and table of contents, study illustrations,
photos, and graphics, including labels and captions, and skim for boldfaced
(n.d.) skilled readers are extremely active when they read. They draw on and
addition, students use strategies at word level to assist with decoding the
Reading Performance
Fifth grade pupils in the Philippines are falling behind their counterparts in
years of primary education, a regional study showed. Further, the data from the
27
reading, writing and mathematics was significantly lower than Vietnam and
Malaysia. Fifth graders in the Philippines were at par or sometimes even worse
than those in Cambodia but performed slightly better than those in Laos and
reading 71% of the Grade VI pupils are under the frustration level of reading
Pupils show withdrawal from reading situations crying or refusing to read. They
score range are 89% and below in word recognition and 59 to 79% in
comprehension. The instructional readers are those who could do simple recall of
showed that there was a significant relationship between the extent of factors
language factor, home factor and community factor and reading performance. On
the other hand, the data showed that there was no significant relationship
between the extent of factors affecting the reading performance of the grade VI
pupils in terms of teacher factor, school head factor and school factor and
reading performance.
28
disclosed that student’s gender, reading motivation, and household income were
motivation plays a significant role in how well students learn to read and in how
reading achievement and predicts their reading achievement over time (Wigfield,
et al., 2016). On the other hand, they found that students’ extrinsic motivation
related to the use of surface strategies for reading and the desire to complete a
task for a grade rather than to understand the task. These findings suggest that
The reviewed literature and studies showed that motivation and reading
strategies are potential factors that may influence the reading performance of the
learners (Estremera, 2018; Manaois, 2021; Wu, et al., 2019 & Toste, et al.,
2020).
29
30
Chapter 3
Research Methodology
This chapter deals with the research design, research setting, research
Design
The study utilized the correlational research design with content analysis.
understand what kind of relationships naturally occurring variables have with one
another. In simple terms, correlational research seeks to figure out if two or more
variables are related and, if so, in what way (Katzukov, 2020). It will also use
content analysis the results of the PHIL-IRI assessment will be used to determine
Setting
school is the 5th competing school in Cagayan de Oro City, they recently won in
Brigada Eskwela Jingle Contest, the Best Reading Program Implementer and
Practices in the Cagayan de Oro and a Regional Golden Seal of Excellence. The
31
academic institution has given far beyond its vision in building steps towards the
dreams and goals of the Filipino youth. Currently the school has a total of 2463
Source: https://mapsus.net/PH/kauswagan-central-school-1416
Figure 1
The respondents of the study will be the 168 Grade 5 pupils from the total
population of 292. The researcher will use the stratified random sampling in
Slovin Formula:
n = N/1+Ne 2
Table A
Research Instrument
instrument is divided into three parts. Part I will try to find out the pupils’ level of
the pupils. The questionnaire is adapted from the work of Zhang and Zheng
(2021). Since the questionnaires are adapted from the foreign setting it will be
tried out to thirty (30) respondents who will not be included in the final
administration of the questionnaire to determine the reliability. After the try out
Alpha. For the reading level the data will be secured from the reading coordinator
Scoring Procedure
The researcher will seek permission from Dean of the Graduate School to
conduct the study. Upon approval of the dean another letter will be made
the study. Upon approval of the School Division Superintendent, another letter
34
seeking permission to float the questionnaire to the Grade 5 pupils. After the
approval of the principal the researcher will ask consent from the parents and the
pupils to participate in the study. The researcher will personally approach the
target learners and explained the purpose, risks, and benefits of the study. They
will be guaranteed that the study will not affect their grade. Likewise, they will be
assured that utmost confidentiality will be observed strictly and the data will only
be used solely for this study. However, if there is an opportunity to present and
publish the paper, then this are the reasons that the results can be shared.
Moreover, it will also be emphasized that they are free to refuse and discontinue
or withdraw their participation in the research and are free to decline to answer
any item in the questionnaire. The participants will be given 15-20 minutes to
answer the items in the questionnaire, after which the answered questionnaires
will be retrieved personally by the researcher with their signature on the informed
processing afterward these will be kept and after six months the questionnaires
the pupils will be secured from the reading coordinator or from the teacher in
charge.
Statistical Techniques
The statistical tools to be used in the analyses of the data are the
following:
35
Mean and Standard Deviation will be used for Problems 1-3 to determine the
to find out the relationship between the dependent and independent variables.
the pupils.
36
Reference List
https://1library.net/document/yr4w3dpq-teaching-reading-english-foreign-
language-libyan-universities-methods.html
%20interactive%20reading%
20model%2C%20or%20IRM%2C%20is%20a,read%20words%20and%20
sentences%20but%20also%20make%20predictions.
Arden, Melanie. (2021). Top 7 Reading Strategies & Techniques To Use in Class
https://www.prodigygame.com/main-en/blog/reading-strategies
https://www.sciencedirect.com/topics/mathematics/stratified-sampling
assessment.https://globalnation.inquirer.net/192443/seameo-unicef-to-
release-results-of-a-new-learning-assessment#ixzz7ioMn2vQd
Balinbin, Arjay. (2020). Filipino students falling behind in reading, writing levels in
SoutheastAsia.https://www.bworldonline.com/editors- picks/2020/12/03/
331914/filipino-students-falling-behind-in-reading-writing-levels-in-
southeast-asia/
37
Mozambique.https://www.researchgate.net/publication/322981239_
Purported_use_and_selfawareness_of_cognitive_and_metacognitive_fore
ign_language_reading_strategies_in_tertiary_education_in_Mozambique
com/resources/management/intrinsic-motivation/
https://www.verywellmind.com/what-is-extrinsic-motivation-2795164
https://www.deped.gov.ph/wp-content/uploads/2019/12/PISA-2018-
Philippine-National-Report.pdf
news/benjamin-w-domingue-changing-patterns-growth-oral-reading-
https://www.researchgate.net/publication/361431957
38
https://exploringyourmind.com/learning-to-read-factors-and-influences/
https://thebusinessprofessor.com/en_US/management-leadership-
organizational-behavior/reinforcement-theory-of-motivation
blog/tutoring-hint-7-intrinsic-motivation-is-better-than-extrinsic-rewards
development/causal-research
https://askinglot.com/what-is-a-descriptive-correlational-studydesign #:~:
text=Correlational%20designs%20involve%20the%20systematic
%20investigation%20of%20the,relationships%20that%20occur%20natural
ly%20 between%20and%20among%20them.
39
https://www.researchgate.
net/publication/311692691_Intrinsic_and_Extrinsic_Motivation
newstoday.com/articles/extrinsic-motivation#definition
0664
com/what-is-extrinsic-motivation-2795164
https://www.yourarticlelibrary.com/motivation/importance-of-motivation-in-
learning-657-words/5998
Parrish, Nina. (2020). 5 Ways to Support Students Who Struggle With Reading
Comprehension.https://www.edutopia.org/article/5-ways-support-students-
who-struggle-reading-comprehension
https://petaa.edu.au/litportal/litportal/Resources-for-Curriculum/Lower-
primary/Reading/Comprehension/Metacognition_Comprehension.aspx
readinghorizons.com/reading-strategies/
https://www.scribd.com/document/564413566/RMQ-Fillable-Form-1
Schaffner, Ellen and Schiefele, Ulrich. The Contributions of Intrinsic and Extrinsic
02702711.2015.1133465
motivation.
Teevno, R. and Raisani, R. (2017). English Reading Strategies and their Impact
https://www.semanticscholar.org/paper/English-Reading-Strategies-and-
41
their-Impact-on-in-TeevnoRaisani/13da8f424cb816b4b5b 14faee6092ad9
cc1f6e89
strategies/
Toste, J. R., Didion, L., Peng, P., Filderman, M. J., & McClelland, A. M. (2020). A
org/handle/11603/21467
Wigfield, A., Gladstone, J., and Turci, L. (2016). Beyond Cognition: Reading
gov/pmc/articles/PMC5014370/pdf/nihms779058.pdf
https://wisdom-advices.com/what-do-you-mean-by-reading-is-a-complex-
process/#:~:text=A%20complex%20process%20is%20a%20system%20of
%20separate,active%20process%20because%20we%20visualize%20wh
at%20we%20read.
Wu, L., Van Keer, H., & Valcke, M. (2019). Factors Associated with Reading
net/publication/338012981
42
348310564_Investigating_the_Theoretical_Structure_of_the_Survey_of_R
eading_Strategies
Appendix A
Consent
Dear Respondents,
Good day!
I assure you that your participation in the study will not cause any risks on
your part. Your cooperation in this study is voluntary. You are free to refuse and
discontinue your participation in this research. Likewise, you are also free not to
answer any question in the research questionnaire.
Your cooperation to this request will be highly appreciated. Thank you and
God bless!
Sincerely yours,
BITUIN HERMOSO
Researcher
________________________________________________________________
RESPONDENT’S CONSENT
I have fully read and understand the above information and freely agree to
participate in this study.
43
___________________________ ______________
Respondent’s Signature Date
APPENDIX B
SURVEY QUESTIONNAIRE
QUESTIONNAIRE ON
Directions: Please put a check mark on the column which corresponds to your
answer. Use the scale below:
Description Interpretation
5 – strongly agree Very High
4 – agree Highly
3 – undecided Moderately High
2 – disagree Low
1 – strongly disagree Very Low
44
Indicators 5 4 3 2 1
Intrinsic Motivation
1. I read because books and stories often
are fascinating.
2. I read because sometimes I can forget
everything around me.
3. I read because it is exciting to see
what happens to the main character in a
story.
4. I read because that is how I can learn
something new.
5. I read because that is how I can learn
more about interesting things.
6. I read because it is fun.
Part II. Level of Reading Strategies (Modified from the work of Zhang and
Zheng, 2021)
Directions: Please put a check mark on the column which corresponds to
your answer. Use the scale below:
Description Interpretation
5 – strongly agree Very High
4 – agree Highly
3 – undecided Moderately High
2 – disagree Low
1 – strongly disagree Very Low
Indicators 5 4 3 2 1
Global Reading Strategies
1. I have a purpose in mind when I read
English text related to my content area.
46
read.
18. I paraphrase or restate ideas in
Visayan to better understand what I read.
19. I go back and forth in the text to find
relationships among ideas in it.
20.I ask myself questions I like to have
answered in the text.
21. When reading, I translate from
English into Visayan.
22. When reading, I think about
information in both English and Visayan.
Problem Solving Strategies
23. I read slowly but carefully to be sure I
understand what I’m reading.
24. I try to get back on track when I lose
concentration.
25. I adjust my reading speed according
to what I am reading.
26. When text becomes difficult, I pay
closer attention to what I am reading.
27. I stop from time to time and think
about what I am reading.
28. I try to picture or visualize information
to help remember what I read.
29. When text becomes difficult, I reread
it to increase my understanding.
30. When I read, I guess the meaning of
unknown words or phrases.
48
Appendix C
Curriculum Vitae