Republic of the Philippines

Inter-Global College Foundation Inc.

Brgy.Bocohan, Lucena City

ASSESSMENT ON READING COMPREHENSION OF SELECTED SENIOR

HIGH SCHOOL STUDENTS OF INTER-GLOBAL COLLEGE
FOUNDATION INC. ACADEMIC YEAR 2019-2020

A Quantitative Research Presented to the Faculty of Senior High School Department

Inter-Global College Foundation Inc.

Lucena, City

In Partial Fulfillment of the Requirement for The

Academic Track STEM Strand and The Subject

Research in Daily Life 2

By:
Darang, Catheleen Kaye
Gilbuena, Geraldine Kate R.
Gonzales, Jhon Andrie
Lopez, John Marro
Ramos, Neil Carlos P.
Viñas, Nica Genessi G.

September 2019
 Assessment on Reading Comprehension of Selected Senior High School

Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020

CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

Reading is one of the aspects that a person needed to learn. Reading is the

complex cognitive process of decoding symbol to derive meaning; it is a form of

language processing. Reading is a means for language acquisition communication and

sharing information and ideas (Favonian 2019). It is needed because people needed to

read and learn reading. It will also help the students to understand things and will help

everyone to have more information. Reading is one of the most needed to learn by a

person because things are always written like the supplies in your house that you would

buy, the instruction in exams. Reading is essential in today’s society, and teaching

children to become proficient readers is one of the main goals of primary education.

Reading consists of many different processes at different levels that need to be

coordinated, including abilities, strategies and knowledge. Many people do not become

avid readers and they struggle with reading throughout school.

The main purpose of reading is to understand the written message of a book, story

and etc. Through reading the student won’t misunderstand the function of things and the

meaning of every word. The student will develop creativity and critical analysis which

the student can use in their daily lives, it will promote deep exploration of text during the

students own interpretation. Reading can be difficult especially if the critical thinking of

the respondent is not enough especially to the stories or poems with hidden meanings that

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 Assessment on Reading Comprehension of Selected Senior High School

Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020

can only understand through right reading comprehension. Analyzing is one of the

difficulties of reading that a student can encounter although the students keep reading.

Purposes of reading can differ in each person due to their skills in reading.

The researchers would like to identify the assessment on reading comprehension

of selected Senior High School student where the researchers will assess the ability of the

student to process text and understand its meaning. Reading Comprehension is still

important although there are many years that the respondents is reading there are some

cases where students don’t understand the things that the students read especially stories

about literature with deep meanings. The student will be assessed by letting them read

short stories and let them answer the question given. It will help the student to have

vocabulary and understand the passages they read. Since reading is a problem-solving

process, an analysis of reading strategies can provide insights as to how readers interact

with the text, and how their choice or use of strategies influences their comprehension of

the text.

Statement of the Problem

The main problem of this study is to assess the reading comprehension of selected

Senior High School Student of Inter-Global College Foundation Inc. This will be a

support in the making of booklet about reading comprehension.

1. What is the demographic profile of the respondent in terms of:

1.1. Sex

1.2. Age

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 Assessment on Reading Comprehension of Selected Senior High School

Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020

1.3. Grade Level

1.4. Strand

2. What is the most common difficulties that the respondent face?

3. What are the factors that affect the reading comprehension of the respondents, In

terms of:

3.1 Interest

3.2 Perceptual span

3.3 Practice

4. What is the proficiency level of respondents in reading comprehension?

Significance of the Study

This study was designed to know the assessment on reading comprehension on

the selected Senior High School Students of Inter-Global College Foundation Inc.

Academic Year 2019 – 2020. It is significant to gather facts base on the result to come up

with a booklet for reading comprehension to help the respondents in their reading

comprehension entitled “The Ways for Better Reading Comprehension.”

The outcomes of the findings in this study are also beneficial to the following:

To The Students,

This study will help them improve their reading comprehension and improve their

critical thinking and vocabulary.

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Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020

To The Teachers,

This study will help them identify which problem in reading comprehension that

their students need to address to come up with new planned activities for added

information or practice for leading comprehension.

To The English Department,

This study will be a guide for a reference in making reading activities to improve

student reading comprehension.

To The Future Researchers,

This study will serve as a reference or guide for new on related studies in

assessing the reading comprehension of selected Senior High School students.

Conceptual Framework

According to the study of Gilakjani (2016), reading strategies have a great impact

on the students’ reading comprehension ability. Students are not just passive receivers of

information but they are active makers of meaning. Successful readers try to apply

numerous skills to grasp meaning from the texts. Readers should be involved in the

reading process by using different strategies to monitor their meaning, it emphasized the

idea that comprehension processes are influenced by a lot of strategies.

In addition, the person’s way of processing his own reading comprehension can

make a message of story wrong in his own understanding and may tell wrong information

to the others.

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Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020

Students who receive support and involvement at home from their parents have

higher reading comprehension scores than those of their peers without such support.

Further research that would continue to identify factors that make parent support

programs effective is recommended. Results of such studies could be helpful for

educators as they strive to improve home-school collaboration and increase student

achievement in a variety of subjects, (Stone, 2016).

In fact, Comprehension of language entails understanding of individual words but

also active engagement with the content to create a mental representation. Successful

comprehension requires coordination of skills at many levels to extract and construct

meaning, (Elwer, 2015).

Moreover, to have a better comprehension there are many strategies and skills that

is needed to learn and use to have better reading comprehension. Motivation is one of the

key to success to have better reading comprehension that may from family, friend and

other love ones.

Theoretical Framework

The main purpose for reading is to comprehend the ideas in the material. Without

comprehension, reading would be empty and meaningless. Providing a basis for this

study is the existing theory of Thomas G. Gunning, the Schema Theory. Gunning (1996)

defines the Schema Theory as the organized knowledge that one already has about

people, places, things and events. “Schema” is known as the existing knowledge that a

person has about the people, places, things and events around them. As such, the schema

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Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020

theory argues that meaning is made when connections are made between the text and the

reader's existing knowledge.

The theory above says that readers has own organized and existing knowledge

that can help the reader to understand the meaning of the text or story.

Another theory that exists, which is connected to the study is Thomas G.

Gunning’s the Mental Model Theory. It seemingly rely the heaviest on the Spatial

Intelligence area in Gardner’s Multiple Intelligences theory (Armstrong 1994). Therefore,

this model may not be as affective for non-spatial learners. Teaching the process of how a

mental picture is formed could develop this skill. Taking information about the main

character as it comes through the readings and writing descriptive pieces on that character

would be a way to improve this skill and work towards increasing comprehension.

The Mental Model Theory explains that the readers understand one’s physical

characteristics through imagining the characters with the words describe by the writer and

can help the reader’s comprehension skill to improve.

There is similar theory that is relevant to the study is the Propositional Theory.

This involves the reader constructing a main idea or macrostructure as they process the

text. These main ideas are organized in a hierarchical fashion with the most important

things given the highest priority to be memorized (Gunning, 1996). The Proposition

theory works hand in hand with Organizational strategies such as remembering only the

relevant information, or identifying the main idea. These are skills widely taught

throughout schools as well as seen on standardized tests.

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Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020

This theory supports the theories above. David S. Katims (1997) stated that

learning strategies are techniques, or routines that enable students to learn to solve

problems and complete tasks independently. A strategy is an individual’s approach to a

task.

Conceptual Paradigm

Input rocess
Process Output

1. The Demographic profile Evaluation of Booklet about

of the respondents in terms Research Reading
of: questionnaire. Comprehension
entitled The Ways
1.1 Sex
for Better Reading
1.2 Age Comprehension.

1.3 Grade level

1.4 Strand
2. The most common
difficulties faced by the
respondents.
3. The factors that affects the
reading comprehension of the
respondents in terms of:
3.1 Interest
3.2 Perceptual Plan
3.3 Practice
4. The proficiency level of
respondents in reading
comprehension.

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 Assessment on Reading Comprehension of Selected Senior High School

Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020

Figure 1 Conceptual Paradigm for Assessment on Reading Comprehension of

Selected Senior High School Students of Inter-Global College Foundation Inc.
Figure 1 shows the Input, process and output. The input contains, the

demographic profile of the respondents in terms of sex, age, grade level and strand.

Second, the most common difficulties faced by the respondents. Third, the factors that

affects the reading comprehension of the respondents in terms of interest, perceptual plan

and practice. Lastly, the proficiency level of respondents in reading comprehension.

Then, the process which is evaluation of research questionnaires that will help the

researchers achieve the output which is a booklet for reading comprehension.

Scope and Limitations

The study will focus only on the Assessment on Reading comprehension of

Selected Senior High School Students of Inter-Global College Foundation Inc.

Academic Year 2019-2020, including the factors that may affect the respondents

reading comprehension. The respondents of the study are limited only in Senior High

Department of Inter-Global College Foundation Inc.

The Researchers will interview fifty-five (55) chosen students from Senior High

School of Inter-Global College Foundation Inc. in Lucena, City, Quezon. Through

questionnaires and quota sampling, the researchers will be able to gather information

pertaining to the researchers study.

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 Assessment on Reading Comprehension of Selected Senior High School

Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020

Definition of Terms

The following words have been defined operationally or conceptually for better

understanding of the study.

Assessment – the act of making a judgment about something: the act of assessing

something (Merriam Webster, 2018)

Comprehension – the act or fact of comprehending, perception or understanding;

capacity of mind to understand (Oxford Dictionary,2017)

Critical Thinking – the objective analysis and evaluation of an issue in order to form a

judgment (Oxford Dictionary,2017)

Hierarchical – relating to, or arranged in hierarchy (Merriam Webster, 2018)

Perceptual Span – the way a person think or understand what they see or read

(Merriam Webster, 2018)

Reading – the action or practice of one who reads; ability to read: the oral

interpretation of written language (Oxford Dictionary, 2017)

Vocabulary – the words that make up a language; all of the words a person know and

used by a person

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Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes the related literature and studies which the researchers have

examine to reveal insight on the topic of the study.

Related Literature

The Simple View of Reading is a formula demonstrating the widely accepted

view that reading has two basic components: word recognition (decoding) and language

comprehension. The student’s reading comprehension score can be predicted if decoding

skills and language comprehension abilities are known.( Farell et al, 2019; “The Simple

View of Reading”)

In addition to explicit phonics instruction, teachers need to support students'

ability to understand complex text and build background knowledge. Teachers also

deserve access to high-quality curriculum materials — a thoughtfully arranged,

comprehensive, sequential curriculum that embeds standards, the science of reading, and

key instructional shifts ( Pimentel , 2018).

However, Inferential comprehension requires both emotional intelligence and

cognitive skills, however instructional comprehension strategies typically

underemphasize the emotional contribution (McTigue ,2015).

The ability to monitor one's own reading comprehension is a critical skill for

deriving meaning from text. Self-questioning during reading is a strategy that enables

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Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020

students to monitor their reading comprehension and increases their ability to learn

independently (Joseph et al, 2015).

In fact, Research on inferences in discourse processing has long been

characterized by whether they are made online or offline. The underlying process

involved in inferences fall into one of two broad categories: two those that become

available to the reader through passive or automatic activation of casual inferential

information (Cook and O’Brien, 2015).

Comprehension is the ultimate goal of reading and because comprehension

failures can lead to school failures, this is a serious concern. Some may blame this poor

performance of today's students on too much time playing on their electronic devices, but

it is not just today's students (Keenan, 2016).

According to Silva & Cain, (2015), Successful reading comprehenders have good

word-reading skills, robust vocabulary knowledge, an understanding of the grammatical

rules that govern their language, and the integrative and inference-making skills that

enable them to construct a mental model of what they read. There is strong empirical

support for the view that, over and above word-reading ability, word-, sentence-, and

passage-level language skills each contribute to reading comprehension outcomes:

Vocabulary, grammar, and integrative and inference skills explain unique variance in the

longitudinal prediction of reading comprehension in the beginning stages of reading

development.

According to Daniel Willingham (2018), professor of cognitive psychology at the

University of Virginia, suggests that reading comprehension strategies are better thought

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Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020

of as tricks, rather than as skill-builders. They work because they make plain to readers

that it’s a good idea to monitor whether they understand as they read.

Reading comprehension in English is a key to achievement in academic studies in

many countries around the world (The path to reading comprehension through

intercultural competence in the multicultural EFL classroom Thus, difficulty with reading

comprehension can pose a challenge in an EFL (English as a Foreign Language)

classroom (Hellerstein-Yehezkel, 2017).

In a suitable context, comprehension of vocabulary becomes difficult, and

vocabulary may be forgotten easily suggest that students learn vocabulary deeply when

they read in particular contexts (Wolsey, et al. , 2015).

Lots of studies show that vocabulary knowledge is related to reading

comprehension in the long-term and school success. Wright & Peltier, study entitled

“Reading & Writing Quarterly”, published on 2016

According to the study of Gilakjani (2016), the study showed that reading

strategies have a great impact on the students’ reading comprehension ability. Students

are not just passive receivers of information but they are active makers of meaning.

Successful readers try to apply numerous skills to grasp meaning from the texts. Readers

should be involved in the reading process by using different strategies to monitor their

meaning. This study emphasized the idea that comprehension processes are influenced by

a lot of strategies.

Additionally, Purba ,(2017) said that reading comprehension is not a single step or

easily acquired skill. It is a very complex process that teachers find difficult to teach. The

foundation of reading comprehension is word identification and decoding. As individuals

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Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020

get better at these skills and are able to read words, they have to move into decoding. As

individuals get better at these skills and are able to words, they have to move into

learning the actual meanings of the words they are reading. Knowing and understanding

what is being read is the key to comprehension. Reading is one of the ways to get new

knowledge and to read the students’ more see understand the contents of the reading can

even find problems and the idea of the reading.

The ability to communicate clearly and effectively forms the foundation of

modern life. Students that can’t read effectively fail to grasp important concepts, score

poorly on tests and ultimately, fail to meet educational milestones. Reading and writing

skills allow students to seek out information, explore subjects in-depth and gain a deeper

understanding of the world around them. When they cannot read well, they become

discouraged and frustrated by school. This might result in high school drop outs, poor

performance on standardized tests, increased truancy and other negative reactions, all of

which can have major and long lasting repercussions (Mudzielwana , 2017).

Moreover, It was deduced that the reading fluency of the respondents are

frustrated while the reading comprehension is poor in the evaluative level but good in the

literal level and fair to interpretive and applicative levels. The questions under the

evaluative level had responses that are directly stated, induced, or require other

information. This proved that currently, the students are slow readers with poor

comprehension when it comes to critical reading. Moreover, their vocabulary competence

level is average. This means that the students have enough vocabulary that enables them

to read with comprehension and fluency (Ventic, 2016).

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Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020

Vocabulary mastery is the activity of mastering or the ability to understand and

use words contained in the language, both oral and written. Mastery of vocabulary is very

necessary because the more vocabulary a person, the easier it is to convey and receive

information, and even vocabulary can be used as a measure of one's intelligence.

Vocabulary mastery is one of linguistic features, which influences the communicative

competence. Vocabulary is all of word used in English; we must be mastery the English

vocabulary for easy use in English, whether it is making sentences or conversations.,

(Tang et. al, 2019)

According to Meniado, (2016) Reading Comprehension is one of the most

essential study skills in higher education. Academic and even technical courses demand

substantial readings, so there is a need for students to be able to comprehend what they

read in order to succeed in their academic life and beyond.

In addition, Cui et.al (2017) said that to read and comprehend the human

languages are challenging tasks for the machines, which requires that the understanding

of natural languages and the ability to do reasoning over various clues. Reading

comprehension is a general problem in the real world, which aims to read and

comprehend a given article or context, and answer the questions based on it.

Issues concerning the reading fluency level, comprehension level, and vocabulary

competence level can be minimized if not totally be eliminated. It will, however, take

time, money, and a combined effort on the part of many individuals involved in the

process (Ventic, 2016).In addition, Sanopao, (2017) stress that every teacher dreams for

students to succeed in all areas of their life through literacy. In order for them to be

literate they must know how to read and comprehend to be globally competitive. Students

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Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020

learn reading and comprehension at varying rates. As educators, we are given the

challenge to help them succeed.

Students use a variety of reading strategies to analyze and comprehend what they

are reading, which include summarization, inference, and prediction. Reading strategies

allow struggling readers to actively engage with the text and aid in comprehension read

(Sanford 2015).

In the Philippine context wherein English is considered the second language,

reading and comprehension level does not match with the figures released in the press.

stresses that despite the supposedly high literacy rate; many Filipinos can barely and

write. Many Filipinos do not have the reading habit required in learning. As she noted;

the problem of non- reading lies at the heart of why the Philippines is so uncompetitive in

the world economy and why so many of our people continue to live in poverty or barely

escape it. Sanopao, (2016).

Reading abilities have different components. According to the Reading Panel

(2015) , phonemic awareness, phonics, fluency and vocabulary are factors that may affect

reading comprehension of a person. Phonemic awareness is the knowledge that words are

made up of a combination of individual sounds. It also includes the ability to hold on to

those sounds, blend them successfully into words and take them apart again. Phonics is

the relationship between a specific letter and its sound, only as it relates to the written

word. Phonics has a special significance in opaque orthographies like English where a

person have to learn the spelling of different words.

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Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020

Related Studies

According to the study of Hite (2015) in her study “Improving Problem

Solving by Improving Reading Skills” revealed that some individuals improve on their

abilities to focus on and solve word problems by implementing reading strategies.

In addition, Luna et.al (2017) found out that content literacy strategies (using

reading strategies) had improve students’ performance in chemistry. Although there were

few studies regarding the effectiveness of content reading strategies.

Moreover, in the study of Meniado, (2016), he examined the relationship between

students’ reading motivation and reading comprehension in the Malaysian context with

inclusion of expanded motivational multiplicity as the scope of investigation in order to

come up with broader identification of reading comprehension growth predictors. In their

study they included motivation constructs (interest, perceived control, collaboration,

involvement, efficacy), text genres, specific versus general contexts, and the self-versus

other evidence sources about motivation as multiple components under investigation.

Using qualitative research, they found out that reading motivation has a positive impact

on reading comprehension. Students with higher motivation can scorehigher in reading

comprehension tests.

In a study conducted by Meniando, (2016) , they investigated the Saudi EFL

teacher-college students’ reading interests in English, their difficulties in reading, the

persons and factors that affect their reading behaviors. Using quantitative research, they

found out that students are very much interested to read stories, novels, and plays

covering such topics as adventures, religion, technology, current events, computers, and

sports. However, they have such problems as inaccessibility of the library and other
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Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020

reading materials, time constraints, negative beliefs and attitudes towards reading, and

lack of reading support from the family.

As stated by Calloway (2019) Participants with more reading experience and

more interest read passages more quickly. Participants across both comprehension goal

conditions showed evidence of activating bridging inferences during reading and

listening comprehension tasks; however, only participants with high interest showed

evidence of activating predictive inferences during reading. Finally, reader-based

standards of coherence predicted participants’ interest in the passages they comprehended

only in more difficult comprehension situations.

Less-skilled readers report lower enjoyment—a component of engagement—

during reading, which may lower their situation-based standards of coherence threshold

and negatively affect comprehension. Interest can be limited to particular texts, some

texts are more interesting than others, or specific to individuals, people are interested in

different topics. (Crossley, Skalicky, Dascalu, McNamara, & Kyle, 2017)

Skilled readers may not have made predictive inferences because sentence

beginnings allow for multiple possible continuations and predictions are likely to be

inaccurate and word predictability is lower at sentence beginnings than endings. Thus,

more-skilled readers may have used sentence boundaries as cues to inhibit predictive

inference generation more than less-skilled readers. Overall, studies of individual

differences in reading demonstrate that both text-based factors and reading

comprehension skills affect inference generation. (Luke & Christiansan, 2016).

In addition, Motivation is one of the important factors which impacts greatly on

language learning. One of the most important factors which receives the special focus in

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Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020

foreign language teaching is reading motivation. More recently, studies on reading

motivation have also gained much interest. Ahmadi study entitled “The Impact of

Motivation on Reading comprehension” published 2017

In addition to supported word learning, adults with more reading experience re-

read words less frequently, have shorter refixation durations, and skip more words during

reading (Taylor & Perfetti, 2016).

As stated by Alico, (2017) had the same result indicating that the participants’

degree of text familiarity affected significantly their test performance.

When students struggle to read, reading becomes a motivating and students avoid

reading. Reading comprehension is hindered when students lose interest and disengage

from reading. Many students begin to dislike reading because they struggle to gain

meaning from what they read (Sanford 2015).

Some studies indicate, however, that integrated reading and writing instruction of

persuasive text have a significant effect on writing quality, but not on reading recall .

Similar results have been reported for transfer from discussion to writing and reading,

i.e., effects were observed for persuasive writing but not for recall of text. In the present

study, however, the integrated writing mode is closely connected to the reading analysis

and takes the form of analytical response writing. Similarly, the discussions aim at a

mutual and deepened understanding of the argumentative structure in the texts that the

students read. Thus, our anticipation is that writing and discussion in this setting may

contribute to levels of comprehension rather than recall (Scheller and Tengberg, 2016).

According to the study of Mirafuentes (2017) entitled “ School Age Gender Gap

in Reading Comprehension”, One possible explanation for the superiority of the male
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Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020

students in the study us that males and females may not been equally matched in their

interest to the reading text. The male students seem to have more proficient readers than

their female counterparts. Therefore, teachers can make use of reading materials that suit

to the needs and genders, which consequently reinforce students’ attitudes and practices

towards reading.

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Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020

CHAPTER III

METHODOLOGY

In this chapter, the research design, the respondents of the study, the research

locale, the research instrument, the data gathering procedure of the study, and the

statistical treatment were discussed.

Research Design

The researcher will utilize the descriptive method in tallying the responses of the

respondents, analyzing and interpreting the gathered data. The purpose of this study is the

Assessment on Reading Comprehension of Selected Senior High School Students of

Inter-Global College Foundation Inc. Academic Year 2019-2020. The researchers will

use this study to provide necessary actions to recommend in the assessment on reading

comprehension.

Respondents of the Study

The respondents in this study will be fifty-five (55) Senior High School Students

of Inter-Global College Foundation Inc. in any grade level and in any sections from

Grade 11 to Grade 12. The researchers will use cluster method to come up with the

desired number of respondents to answer the questionnaire. The researchers will assess

five(5) students per section of Inter-Global College Foundation Inc. Senior High School

Department such as from Grade 11, STEM – Equator, PBM – Compass and Pelorus,

ABM – Proprietorship, and TVL – Anchor. In Grade 12 the researchers will gather

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Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020

respondents from STEM – ECDIS, PBM – Celestial, Terrestrial, Coastal, ABM –

Corporation and from TVL – Radar.

Research Locale

This study will be conducted in Inter-Global College Foundation Inc. located at

Brgy.Bocohan Lucena City, Quezon. This location was chosen because the researchers

are also studying in Inter-Global College Foundation Inc. and the collection of data will

be easily gathered. Inter-Global College Foundation Inc. is first built as Marine School

that is the cause why the shape of the school is a ship but eventually Inter-Global College

Foundation Inc. expanded and offered more College Courses such as BS Customs

Administration and BS Hospitality Management and when K-12 starts Inter-Global

College Foundation Inc. expanded again and offer Senior High School which offers

strands such as STEM and ABM but last year on the school year 2018-2019 Inter-Global

College Foundation offer the strand for the aspiring Maritime students named Pre-

Baccalaureate Maritime (PBM) and TVL – Maritime.

Research Instrument

The researchers will use the Examination and Checklist type of questionnaire,

which means the respondents, will encircle the corresponding number that corresponds to

his/her answer and means that the respondent will choose an answer from four choices on

every number from 1-50 that they think is the right answer. The part 1 of the checklist

type of questionnaire contains information of the respondents in their demographic

profile in terms of Sex, Age, Grade Level, and Strand. The Part 2 of Checklist Type

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Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020

Questionnaire will show questions about the respondents Interest, Perceptual Span and

practice that has 30 questions in total. The part 3 of the of the questionnaire is to

determine the Assessment on Reading Comprehension of Selected Senior High School

Students of Inter-Global College Foundation Inc. that contains fifty (50) questions based

on the story that the researchers will be given in the form of multiple choice. The

questionnaire will be validated by the faculty of senior high school department.

Data Gathering Procedure

The researchers will use the Examination and Checklist type of questionnaire to

determine the Assessment on Reading Comprehension of Selected Senior High School

Students of Inter-Global College Foundation Inc. The researchers will request permission

to the senior high school principal by means of an authorized letter signed by the

researchers’ adviser to conduct this study. The researchers will give the respondents time

to answer the questionnaire. After the administration of the questionnaires the researchers

will tabulate, compute and interpret the data gathered.

Statistical Treatment

After the researchers gathered of the pertinent data, different kinds of statistical

treatment will be used to determine the Assessment on Reading Comprehension of

Selected Senior High School Students of Inter-Global College Foundation Inc. Academic

Year 2019-2020.

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Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020

1. Percentage Method will be use in part 1 to measure the demographic profile

of the respondents in terms of their Sex, Age, Grade Level, and Strand.

Formula:

𝑓
𝑷 = 𝑁 𝑥 100

Where:

P = is the total percentage

f = is the total frequency, and

N = is the total number of respondents

2. Weighted Mean Method – The weighted mean was used to measure the

Assessment on Reading Comprehension of Selected Senior High School

Students of Inter-Global College Foundation Inc.

Formula:

4f+3f+2f+1f
𝑴𝑾 = 𝑛

Where:

f = frequency

n = number of respondents

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Student s of Inter-Global College Foundation Inc. Academic Year 2019-2020

3. Scale Method For Checklist Type of Questionnaire – this rating will use to

determine the factors that affect the reading comprehension of the selected

Senior High School Department.

Scale Range Interval Quantitative Description

4 3.25 – 4.00 Always Observed

3 2.50 – 3.24 Observed

2 1.75 – 2.49 Sometimes Observed

1 1.00 -1.74 Never

4. Scale Method for Examination Questionnaire – this rating will use to

determine the Assessment on Reading Comprehension of Selected Senior High

School Students.

Scale Range Interval Quantitative Description

5 41-50 Excellent

4 31 – 40 Above Average

3 21 – 30 Average

2 11 – 20 Below Average

1 0 – 10 Poor

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