1

Factors Associated with the Reading Performance of Grade Five

Pupils in Kauswagan Central School

A Thesis

Master of Arts in Education

Major in Educational Management

Southern de Oro Philippines College

Cagayan de Oro City

BITUIN HERMOSO

November 2022
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Approval Sheet

This thesis entitled, “Factors Associated with the Reading Performance of

Grade Five Pupils in Kauswagan Central School”, prepared and submitted by

Bituin Hermoso, in partial fulfillment for the degree of Master of Arts in

Education Major in Educational Management, has been examined and

recommended for acceptance and approval for Oral Examination.

AZEL M. VALLE, EdD

Adviser

________________________________________________________________

PANEL OF EXAMINERS

Approved by the Committee on Oral Examination with a grade of

________.

INGRID G. RACOMA, PhD

Chairman

RICHARD M. OCO, PhD LOREBINA C.CARRASCO, PhD

Member Member

JINKY M. ARNEJO, PhD. NICK C. PAŇARES, PhD

Member Member

________________________________________________________________

Accepted and approved in partial fulfillment of the requirements for the

degree of Master of Arts in Education Major in Educational Administration.

Comprehensive Examination passed on _______________________.

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MARTINA A. BROBO, EdD

Dean, Graduate Studies
Contents

Title Page--------------------------------------------------------------------------------------------1

Approval Sheet-------------------------------------------------------------------------------------2

Acknowledgment-----------------------------------------------------------------------------------3

Dedication--------------------------------------------------------------------------------------------4

Abstract-----------------------------------------------------------------------------------------------5

Tables-------------------------------------------------------------------------------------------------6

Figures------------------------------------------------------------------------------------------------7

Chapter 1---------------------------------------------------------------------------------------------8

Theoretical/Conceptual Framework-------------------------------------------------

11

Statement of the Problem-------------------------------------------------------------12

Hypothesis--------------------------------------------------------------------------------13

Significance of the Study---------------------------------------------------------------

14

Scope and Limitation--------------------------------------------------------------------

15

Definition of Terms----------------------------------------------------------------------16

Chapter 2-------------------------------------------------------------------------------------------17

Main Topic 1------------------------------------------------------------------------------17

Sub -Topic 1----------------------------------------------------------------------

18
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Sub -Topic 2----------------------------------------------------------------------

19

Sub-Topic 3----------------------------------------------------------------------20

Main Topic 2------------------------------------------------------------------------------21

Sub-Topic 1----------------------------------------------------------------------22

Sub-Topic 2----------------------------------------------------------------------23

Chapter 3-------------------------------------------------------------------------------------------24

Design--------------------------------------------------------------------------------------25

Setting--------------------------------------------------------------------------------------25

Respondents and Sampling Procedure--------------------------------------------26

Instrument and Data Gathering Procedure----------------------------------------

28

Validity--------------------------------------------------------------------------------------

29

Reliability----------------------------------------------------------------------------------29

Categorization of Variables-----------------------------------------------------------30

Statistical Treatment--------------------------------------------------------------------30

Reference List-------------------------------------------------------------------------------------37

Appendix

A Letter of Request to Conduct the Study--------------------------------------

B Consent Letter------------------------------------------------------------------------

C Survey Questionnaire--------------------------------------------------------------
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Curriculum

Vitae--------------------------------------------------------------------------------------

Chapter 1

Factors Associated with the Reading Performance of Grade Five

Pupils in Kauswagan Central School

Reading is a gateway to learning anything about everything. It helps

people to discover new things and educate him in any area of life he is interested

in. It is a complex process involving word recognition, comprehension, fluency,

and motivation. Likewise, it is an active process because the reader visualizes

what he reads. When someone entirely engaged in reading, an image may take

place in his mind about what he is reading. Moreover, reading is an active

process in which the reader constructs meaning from a text. Because readers
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bring differing experiences and knowledge to a reading experience, each reader

will construct a different interpretation of a text.

Furthermore, reading is a kind of passport to the development of

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

(Domingue, 2021). In a similar way, Palani (2012) as cited by (Bamidele, 2017)

reading is an essential and important aspect for creating a literate society in this

world. It shapes the personality of individuals, and it helps them to develop

proper thinking methods, and creates new ideas. More so, he pointed out that

effective reading is important avenue of effective learning and reading is

interrelated with the total educational process and hence, educational success

requires successful reading habit.

The ability to read can be influenced by several factors. Learning to read

is a slow and progressive process. It requires that many cognitive and

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

important factors that influenced reading is motivation. Motivation is a strong

drive that influence individual to engage in specific activity. Therefore, learners

who have strong motivation to do reading can spend their time so much in
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reading activity. Meanwhile, students who lack motivation to do reading will try to

avoid reading activity.

Moreover, another important factor that has an effect to the reading

performance is the reading strategy of the reader. Effective learning of English

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

learners can play in the process of language learning. Likewise, Ravindran

(2016) suggested that learners should adopt various learning approaches,

methods, and modes to make their English learning more effective. More so,

understanding of learners regarding their learning strategies can help students to

learn more successfully and develop their learning autonomy.

For the first time, the Philippines joined the Program for International

Student Assessment (PISA) of the Organization for Economic Cooperation and

Development (OECD) in 2018, as part of the Quality Basic Education reform plan

and a step towards globalizing the quality of Philippine basic education. By

participating in PISA, the country will be able to establish baseline information in

relation to global standards and benchmark the effectiveness of the country’s

reforms moving forward. The PISA results, along with the country’s own

assessments and studies, will aid in policy formulation, planning and

programming.
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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

countries (DepEd, 2018).

Subsequently, fifth grade students in the Philippines are falling behind

their counterparts in some Southeast Asian countries in reading, writing and

mathematics, with a significant percentage of students still performing at levels

expected in early years of primary education, a regional study showed. A study

conducted by the Southeast Asian Ministers of Education Organization and the

United Nations Children’s Fund (UNICEF), with the technical support from the

Australian Council for Educational Research assessed the performance of Grade

5 learners from selected schools in six countries- Cambodia, Laos, Myanmar, the

Philippines, Vietnam, and Malaysia- in three learning domains: reading, writing,

and mathematics. Majority of Grade 5 students in the Philippines had a reading

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

opinions and begin to engage with their meanings (Baclig, 2020).

The aforementioned data is somewhat similar to the situation in

Kauswagan Central School wherein some Grade V pupils’ reading proficiency

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
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Kauswagan Elementary School and appropriate measures may be conducted to

improve their reading performance of the pupils. Thus, this study is

conceptualized.

Theoretical and Conceptual Framework

The study will be anchored on the Reinforcement Theory of Skinner.

Reinforcement theory says that behavior is driven by its consequences. As such,

positive behaviors should be rewarded positively. Negative behaviors should not

be rewarded or should be punished (Gordon, 2022). The theory provides four

interventions that can be used to modify one’s behavior. First, positive

reinforcement used to increase desired behavior. It consists of making certain

that positive behaviors are reinforced with positive rewards. Second, negative

reinforcement used to increase the desired behavior. This involves placing

negative consequences on failure to perform the desired behavior. If the desired

behavior is performed, the negative consequences are removed. The main

problem with this approach is that negative consequences may lead to

unexpected behaviors and may fail to stimulate the desired behavior.

The third is extinction used to reduce undesirable behavior. This involves

not providing any form of reinforcement for a behavior. The result is that the

individual stops doing the unnecessary or undesired behavior. Lastly,

punishment used to reduce undesirable behavior. This method uses negative

consequences if an undesirable behavior occurs. This theory leads to the

concept of extrinsic motivation. Extrinsic motivation is a motivation that is driven

by external rewards. These can be tangible, such as money or grades, or

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intangible, such as praise or fame. Unlike intrinsic motivation, which arises from

within the individual, extrinsic motivation is focused purely on outside rewards.

In like manner, extrinsic motivation is positively associated with reading

grades it is less likely to positively influence reading comprehension (Wigfield, et

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

of motivation emphasizes external need to urge students to participate in learning

activities like assignment, grade, or performing something that pleases teachers.

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.

Another underpinning of the study is the Interactive Reading Model by

Rumelhart. This reading model recognizes the interaction of bottom-up and top-

down processes simultaneously throughout the reading process. The IRM is

based on the idea that readers do not just read words and sentences but also

make predictions. This prediction process involves both bottom-up processing,

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

and cues to make sense of new information (Arambala, 2022).

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Furthermore, the model stated that reading is at once a perceptional and

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

its proponents acknowledge the importance of attending explicitly to the skills of

decoding and word recognition that bottom-up models treat as integral to

comprehension (Abosnan, 2016). Research findings have demonstrated that

effective learning of English language depends upon the attitude, interest,

attention and learning strategies of learners. Zare (2012) as cited by Teevno and

Raisani (2017) emphasized that second language acquisition has repeatedly

verified the significant role that learners can play in the process of language

learning.

Likewise, Ravindran (2016) suggested that learners should adopt various

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

always thinking about the text while they are reading.

In this study the variables are categorized into independent and

dependent. The independent variables include the level reading motivation in

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terms of intrinsic and extrinsic. Another independent variable is the level of

reading strategies in terms of problem-solving strategies, support reading

strategies, and global reading strategies. On the other hand, the dependent

variable is the reading performance in terms of frustration, instructional and

independent level. The schematic presentation on the next page illustrates the

relationship between the independent and dependent variables.

Schematic Presentation

Independent Variables Dependent Variable

Level of Reading
Motivation in terms
of:
 Intrinsic
Reading
 Extrinsic
Performance in
terms of:
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Figure 1

The Schematic Presentation of the Relationship of the Independent and

Dependent Variables

Statement of the Problem

This study aims to investigate the factors associated with the reading

profile of the pupils in Kauswagan Central School. Specifically, it will endeavor

to answer the following questions:

1. What is the level of reading motivation of the pupils in terms of:

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1.1 intrinsic; and

1.2 extrinsic?

2. What is the level of reading strategies of the pupils in terms of:

2.1 problem solving;

2.2 support reading strategies; and

2.3 global reading strategies?

3. What is the reading level of the pupils?

4. Is there a significant relationship between the reading level and the

level of reading motivation and strategies of the pupils?

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

level of reading motivation and strategies of the pupils.

Significance of the Study

School Administrators. The results of this study will provide some

insights and baseline data on the reading performance of Grade V-pupils in

Kauswagan Central School. This will help in the improvement of the reading

performance of the learners.

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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

design and implement appropriate measures on how to improve the reading

performance of the pupils.

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

can extend to improve the reading performance of their child.

Pupils. The results of this study will give more motivation to the learners.

This will further enhance their performance in reading comprehension in English.

Scope and Limitations of the Study

This study will focus only on the reading performance in English of

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

also delimited to the hypothesized significant difference in the respondent

reading performances when associated with parents’ demographic profile,

parental involvement, and motivation in reading.

Definition of Terms

To facilitate in understanding this study the following terms are defined

operationally:
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Extrinsic Motivation. This variable refers to the inner drive of the pupils

to read the text.

Global Strategies. This variable refers to intentional, carefully planned

techniques such as having a purpose in mind when reading, previewing the text

length and organization.

Intrinsic Motivation. This variable refers to the external factor that urge

the pupils to read the text such as reward and grade.

Factors. This variable refers to the condition that affects the reading

performance of the Grade V pupils at Kauswagan Elementary School.

Problem Solving Strategies. This variable refers to the actions and

procedures to comprehend the text, such as adjusting reading speed and

guessing the meaning of unknown words.

Reading Performance. This variable refers to the PHIL-IRI reading

assessment results of the Grade V pupils in which they are categorized into

independent, instructional, frustration, and non-readers.

Support Strategies. Refer to the use of resources or methods to aid

reading, such as looking up a word in the dictionary, taking notes.

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Chapter 2

Review of Related Literature and Studies

This chapter presents the review of related literature and studies from

books, unpublished studies, journals, and websites which are relevant to the

present study and considered as a frame of reference. The reviewed materials

include reading motivation, reading strategies, and reading performance.

The Philippine Informal Reading Inventory Manual 2018

In adherence to DepEd Order no. 14, s.2018 on Policy Guidelines on the

administration of the Revised Philippine Informal Reading Inventory (Phil-Iri). The

(PHIL-IRI) used as a classroom-based assessment tool aims to measure and

describe the learners’ reading performance in both English and Filipino

languages in oral reading, silent reading and listening comprehension. These

three types of assessment aim to determine the learner’s independent,

instructional and frustration levels.

Moreover, the Philippine Informal Reading Inventory (Phil-IRI) is an

initiative of the Bureau of Learning Delivery, Department of Education that

directly addresses its thrust to make every Filipino child a reader. It is anchored

on the flagship program of the Department: “Every Child A Reader Program,”

which aims to make every Filipino child a reader and a writer at his/her grade

level. The Phil-IRI is an informal reading inventory composed of graded

passages designed to determine the individual student's performance in oral

reading, silent reading and listening comprehension. These three types of

assessments aim to find the student’s independent, instructional and frustration

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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

reading performance of the students; it only provides an approximation of the

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,

designing/redesigning the reading programs or activities in the school to improve

the overall school reading performance (Phil-Iri Manual, 2018).

Reading Motivation

Learning is self-initiated, but it must be aided by motives so that the

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)

stressed that reading is complex and consist of several components. These

components cannot be taught in isolation but are interlocking components that

depend on one another. When one or more component is missing the

interlocking system of reading is weakened and unable to function for lifelong

use.

Researchers have identified several factors important to reading

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

Marinak, 2016). In addition, reading is one of the four main competences

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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

student’s reading motivation. In like manner, motivation can be defined as a

reason or reasons which leads an individual to act in a certain way. The

phenomenon of motivation is not limited to just humans and occurs in every

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

types intrinsic motivation and extrinsic motivation.

Intrinsic Motivation

Intrinsic motivation refers to the stimulation that drives adopting or

changing behavior for personal satisfaction or fulfillment. Such motivation drives

an individual to perform an activity for internal reasons that are personally

satisfying, as opposed to being motivated extrinsically that is, by the prospect of

obtaining some external reward, such as money. In other words, with intrinsic

motivation, the incentive for engaging in a behavior or completing a task is

performing the task itself (CFI Team, 2022).

In like manner, intrinsic motivation refers to actions that are driven by

internal rewards. The motivation to engage in a behavior arises from within

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

of intrinsic motivation are autonomy, purpose, and mastery. People are

intrinsically motivated when they can act independently, feel that their efforts
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matter, and gain satisfaction from becoming more skilled. In addition, Group

Centered Protection (2022) stressed that motivation is the driving force that

explains student behavior in the classroom, especially how a student approaches

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

motivation produces better long-term outcomes and classroom performance,

better grades, better test scores, and a stronger desire to learn.

Weinstein (2021) conducted a study to investigate the impact of intrinsic

motivation on the reading achievement and reading attitudes of first grade

students. The measurement tool used to measure reading attitudes was the

Elementary Reading Attitude Survey, and the measurement tool used to

measure reading achievement was the Pioneer Valley Running Record

Assessment. The results of the study indicated there was no significant

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

reading level on the Pioneer Valley Running Records assessment.

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

the students in the intrinsic motivation group showed improvement in their

reading accuracy, self- correction rate, fluency, and/or comprehension scores

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when compared to their pre-assessment. In like manner, the study of Weigfield,

et al (2016) pointed out that student’s intrinsic motivation correlates positively

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

improve their reading skills and fluency.

Extrinsic Motivation

Extrinsic motivation is a motivation that is driven by external rewards.

These can be tangible, such as money or grades, or intangible, such as praise or

fame. According to Morin (2022), people who are extrinsically motivated will

continue to perform a task even though it might not be in and of itself

rewarding. In like manner, Lekovick (2022) stressed that extrinsic motivation

describes any situation where someone’s desire to act occurs due to external

factors, such as a potential reward, a potential punishment, certain short- and

long-term consequences What people find extrinsically motivating can depend on

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

extrinsic motivation because they do not value their academic performance.

However, they might dislike the prospect of repeating the school year if they fail,

which may motivate them.

Additionally, extrinsic motivation arises from outside the individual or

socially created reason to perform an action. Legault (2017) pointed out that

extrinsic motivators such as money or other rewards can produce extrinsic

motivation because they generate desire for the consequence of the activity; they
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do not produce desire to engage in the activity for its own sake. When people

engage in activities for extrinsic rewards, their motivation is entrenched in the

environment rather than within themselves.

Extrinsic motivation is a form of reinforcement which can improve

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

helpful to develop appropriate behaviors towards learning. For instance, rather

than being disruptive they engage in completing tasks in the classroom. In

reading, extrinsic motivation are external factors or reasons behind reading. In

other words, extrinsically motivated readers engage in reading due to reasons

external to reading Legault, (2017).

Reading Strategies

Learning to read is challenging for many learners and is even more so

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.

Strategies that improve decoding and reading comprehension skills benefit every

student, but are essential for beginning readers, struggling readers, and English

Language Learners. Within the last two decades, significant progress has been

made in determining the most effective strategies for reading instruction

(Reading Horizons, 2022).

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Furthermore, learning how to read is one of life's greatest pleasures.

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

strategies and techniques can help students to become excellent readers during

any school year. Through active reading and other methods, children can

increase their vocabulary and proficiency. Reading techniques benefit struggling

students and offer them constructive ways to get a better grasp on learning how

to read. 

Arden outlined effective reading strategies designed to boost students'

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

another way to deepen their reading comprehension. Second, inferencing— when

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

— students combine new information with their prior knowledge to formulate a

new thought or idea.

Problem Solving Strategies

Problem Solving Strategies are the actions and procedures to

comprehend
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the text, such as adjusting reading speed and guessing the meaning of unknown

words. This reading strategy is also known as critical reading strategies.

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.

Karbalaei (2010) as cited by Jusoh, Z. and Abdullay, L. (2016). replicated

the study of the English as a Foreign Language (EFL) (Iranian) and the English

as a Second Language (ESL) (Indian) college students. The findings indicated

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.

Support Reading Strategies

Support reading strategies are the actions and procedures to comprehend

the text, such as adjusting reading speed and guessing the meaning of unknown

words. Gaytos, et al. (2019) conducted a study on Reading Comprehension

Profile Among Intermediate Pupils as Basis for an Intervention Program. The

results showed that the pupils understood easily the sentences when they read it

slowly.
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Zhang & Wu (2009) as cited by Cabinda (2016) reported the use of three

categories of strategies, global, support, and problem solving at a high-frequency

level where high-proficiency students outperformed the intermediate and the low-

proficiency ones in two categories of reading strategies (global and problem

solving) but no statistically significant difference was found among the three

categories of students when using support strategies.

Parrish (2020) emphasized some support strategies in reading such as

discussing or activating prior knowledge, developing questions while reading,

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

be beneficial not just to reading comprehension but also to writing.

Global Reading Strategies

Global reading strategies refer to intentional, carefully planned techniques

such as having a purpose in mind when reading, previewing the text length and

organization. The global reading strategies is closely related to metacognition,

simply put, is the thinking about thinking. It refers to the awareness and

understanding of one’s cognitive processes. According to Van Kraayenoord

(2010) as cited by Zhang and Zheng (2020) metacognition in reading often

includes metacognitive awareness and metacognitive regulation.

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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

words, headings and subheadings, and summaries.

In addition, according to Primary English Teaching Association of Australia

(n.d.) skilled readers are extremely active when they read. They draw on and

integrate a range of comprehension strategies that may include making

connections to prior knowledge, predicting, visualizing, asking, and answering

questions, inferring, retelling, paraphrasing, summarizing, identifying the author's

purpose, evaluating, re-reading and reaching conclusions, to name a few. In

addition, students use strategies at word level to assist with decoding the

meaning of unknown vocabulary, and to develop fluency and accuracy of reading

both in reading aloud and in silent reading.

Reading Performance

Fifth grade pupils in the Philippines are falling behind their counterparts in

some Southeast Asian countries in reading, writing and mathematics, with a

significant percentage of students still performing at levels expected in early

years of primary education, a regional study showed. Further, the data from the
 27

Southeast Asia Primary Learning Metrics (SEA-PLM) 2019 showed the

percentage of Grade 5 Filipino students who achieved minimum proficiency in

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

Myanmar (Balinbin, 2020).

In like manner, the study of Estremera (2018) disclosed that in oral

reading 71% of the Grade VI pupils are under the frustration level of reading

comprehension while 24% of the pupils are classified as instructional readers.

Pupils show withdrawal from reading situations crying or refusing to read. They

commit errors in reading such as reversal, repetition, substitution, insertion,

mispronunciation, and inability to interpret punctuation marks. More so, pupils’

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

the content of the selections they have read.

Another study on reading was conducted by Manaois (2021) the results

showed that there was a significant relationship between the extent of factors

affecting the reading performance of grade VI pupils in terms of pupil factor,

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.
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In addition, Wu, et al. (2019) conducted a study on the Factors Associated

with Reading Comprehension of Secondary School Students. The results

disclosed that student’s gender, reading motivation, and household income were

related to reading comprehension. Moreover, the research indicates that

motivation plays a significant role in how well students learn to read and in how

much they read (Toste, et al., 2020).

Further, student’s intrinsic motivation correlates positively with their

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

although extrinsic motivation is positively associated with reading grades it is less

likely to positively influence reading comprehension.

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).
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Chapter 3

Research Methodology

This chapter deals with the research design, research setting, research

respondents, research instrument, reliability of the instrument, scoring procedure,

data gathering procedures, and statistical treatment of data.

Design

The study utilized the correlational research design with content analysis.

A correlational study is a type of research design where a researcher seeks to

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

the reading performance of the pupils (Indeed Editorial Team, 2021).

Setting

The study will be conducted at Kauswagan Central School located in

Kauswagan, Cagayan de Oro City, 9000 Misamis Oriental. Manage by DepEd

and with the outstanding school Principal Dr.Paraida Datudacula-Orangot. The

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

awarded as Level II of School-Based Management (SBM) Standards 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

pupil population and 69 teachers.

Source: https://mapsus.net/PH/kauswagan-central-school-1416

Figure 1

Location Map of Kauswagan

Respondents and Sampling Procedure

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

selecting the participants of the study. In a stratified sample, researcher divide a

population into homogeneous subpopulations called strata based on specific

characteristics. Every member of the population studied should be in exactly one

stratum. Each stratum is then sampled using another probability sampling

 32

method, such as cluster or simple random sampling, allowing researchers to

estimate statistical measures for each sub-population (Arnab, 2017).

Slovin Formula:

n = N/1+Ne 2

Table A

Distribution of the Respondents

Gender Population Sample Size Percentage

Male 162 93 55.36
Female 130 75 44.64
Total 292 168 100

Research Instrument

The main instrument to be utilized to generate the necessary data to

answer the specific questions will be a questionnaire checklist. The research

instrument is divided into three parts. Part I will try to find out the pupils’ level of

motivation in reading. The questionnaire is modified from the Reading Motivation

Questionnaire. Part II will attempt to ascertain the level of reading strategies 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

the questionnaires will be submitted to a statistician to ascertain the Cronbach’s

 33

Alpha. For the reading level the data will be secured from the reading coordinator

or from the teacher in charge.

Scoring Procedure

Level of Reading Motivation

Scale Range Description Interpretation

5 4.21 – 5.00 Strongly Agree Very High

4 3.41 – 4.20 Agree High

3 2.61 - 3.40 Undecided Moderately High

2 1.50 – 2.60 Disagree Low

1 1.00 – 1.49 Strongly Disagree Very Low

Level of Reading Strategies

Score Range Description Interpretation

5 4.50 - 5.0 Strongly Agree Very High

4 3.50 – 4.49 Agree High

3 2.50 - 3.49 Undecided Moderately High

2 1.50 – 2.49 Disagree Low

1 1.00 – 1.49 Strongly Very Low

Disagree

Data Gathering Procedures

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

addressed to the School Division Superintendent asking permission to conduct

the study. Upon approval of the School Division Superintendent, another letter
 34

will be made addressed to the school administrator of Kauswagan Central School

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

consent. The retrieved questionnaires will be submitted to a statistician for data

processing afterward these will be kept and after six months the questionnaires

will be destroyed to prevent leakage of information. The reading performance of

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

level of reading motivation, level of reading strategies, and level of reading

performance. Pearson Product-Moment Correlation will be utilized for Problem 4

to find out the relationship between the dependent and independent variables.

Multiple Regression will be employed for Problem 5 to establish which of the

independent variable/s singly or in combination influence/s the reading level of

the pupils.
 36

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Appendix A
Consent

Dear Respondents,

Good day!

The undersigned is currently conducting a research study entitled

“Factors Associated with the Reading Performance of Grade Five Pupils in
Kauswagan Central School.” Thus, I would like to ask your cooperation by
answering the questionnaire. Any information gathered during this study will
remain confidential and will be used solely for the purpose of the study.

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

“Factors Associated with the Reading Performance of Grade Five

Pupils in Kauswagan Central School”

Part I. Level of Reading Motivation (Modified from the Reading Motivation

Questionnaire)

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.

7. If the teacher discusses something

interesting, I might read more about it.
8. I read because it is fun to get lost in a
story
9. I love reading because I learn a lot of
new things.
10. I read for fun and relaxation.

11. I read materials that caught my

interest.
Extrinsic Motivation
1. I read to get better grades in school.

2. I read because I know that my friends

also read a lot.
3. I read because it is important to me to
understand things better than other
students.
4. I read because it is important to me to
 45

be among the best students.

5. I read because I want to perform better
than others in my class.
6. I read because it helps me do better in
school.
7. I read because it helps me do well in
some subjects.
8. I read because I like it when other
people think I am a good reader.
9. I read because my parents think it is
important that I read a lot.
10. I read because it is important to me
always to be the best at reading.
11. I read because other people say it is
good for me to read a lot.

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

2. I think about what I know to help me

understand what I read.
3. I take an overall view of the text to see
what it is about before reading it.
4. I think about whether the content of the
text fits my reading purpose.
5. I review the text first by noting its
length and organizations.
6. When reading, I decide what to read
closely and what to ignore.
7. I use tables, figures, and pictures in
text to increase my understanding.
8. I use context clues to help me better
understand what I am reading
9. I use typographical features like
boldface and italics to identify key
information.
10. I critically analyze and evaluate the
information presented in the text.
11. I check my understanding when I
come across new information
12. I try to guess what the content of the
text is about when I read.
13. I check to see if my guesses about
the text are right or wrong.
Support Strategies
14. I take notes while reading to help me
understand what I read.
15. When text becomes difficult, I read
aloud to help me understand what I read.
16.I underline or circle information in the
text to help me remember
17. I use reference materials (e.g., a
dictionary) to help me understand what I
 47

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