LEVEL OF READING

COMPREHENSION IN FACE -TO-

FACE CLASSES OF UMINGAN
NATIONAL HIGH SCHOOL OF
GRADE 12 HUMSS
 CHAPTER I

BACKGROUND OF THE STUDY

English is the world language where it is the channel of communication. Learning

English subject is not easy, we need to understand, to study and most especially to
learn. Nowadays, English subject is present in every corner of the world. Most
especially in school where in teachers taught the students how to read and enhance
their reading comprehension. Reading comprehension is one of the best ways to
improve the level of proficiency of the students. Through reading comprehension,
students will know what they are reading all about and also reading comprehension
can give a big impact to the students most especially in their grades for they will gain
more knowledge of what they’ve learned Reading Comprehension can help the
Academic Achievement of the students in English subject.

According to (Cullinan in 2000) “Reading can be explained as cognitive activity in

which readers takes part in a convention with the author through text.” In reading the
readers can get the main idea of what authors message on the text. It is very important
for us to learn the technique on how to read most especially reading comprehension in
order to reach or to improve the level of proficiency most especially to improve
academic achievement in English. But nowadays most of the will keep reading of
different text without an understanding of what is it all about. According to Lorraine
Grahan and Ann Bellert (2009) students with learning disabilities after experiencing
poor comprehension due to their failure to read strategically and spontaneously
monitor their understanding while reading. The students with have this poor reading
comprehension because of the law strategically and spontaneously monitor of their
understandings get more information and knowledge (Banidell, 2017).

According to UNESCO Institute for Statistics (2022), the estimated population of

adults and youths in the Philippines who are able to read and write are 70,679,148
persons or 96.29%. Literacy rate for the adult male population is 95.78% (34,841,856
persons). 1,535,867 are illiterate. Literacy rate for the adult female population is
96.79% (35,837,292 persons). 1,188,529 are illiterate. Youth literacy rates are 96.98%
and 98.94% for males and females accordingly. The overall youth literacy rate is
97.94%. Youth literacy rate definition covers the population between the ages of 15 to
24 years.

According to Dorothy Brandon (2021), comprehension refers to the ability to

understand written words. It is different from the ability to recognize words.
Recognizing words on a page but not knowing what they mean does not fulfill the
purpose or goal of reading, which is comprehension. Reading is not just spelling and
pronunciation, but it is also a source of knowledge. Reading comprehension involves
various factors such as reading materials, support from family and peers, attention,
environmental conditions, cognitive processing, health-related, and grammar. The
first factor is the reading materials, where students cannot afford this as they are
economically disadvantaged and the price of the materials is so high that the learners
do not engage themselves in improving their reading comprehension. The second
factor is the support from family and peers. Many students are not being supported by
their families and peers—financially, emotionally, and socially—and that greatly
affects their reading comprehension. The third factor is attention. Information
processing depends heavily on attention. It must be working properly for the proper
development of sophisticated cognitive talents and consistent academic advancement.
Reading, writing, and math difficulties are common in children with attention issues.
The fourth factor is the environmental conditions. Reading disabilities are linked to
environmental variables. Each environment has a significant impact on a student's
motivation and capacity for learning as they live and develop in it. Environments
include the student’s home environment, school environment, social environment, and
cultural environment. Each of these settings has the potential to impact a student's
reading. Cognitive processing that supports the process of decoding such as visual
discrimination that must be automatic for successful reading. Many struggling readers
are deficient in these skills. Health-related and grammar are also factors affecting the
reading comprehension of the learners.

The level of reading comprehension refers to the type of mental representation that
is made of the written text. The reader builds a mental model in which he can
integrate explicit and implicit data from the text, experiences, and previous
knowledge (Kucer, 2016; Broek et al., 2016). There are three (3) common levels of
reading comprehension and these are beginners, intermediate, and excellent. The
alphabet's letters can be named, and many of their sounds can be identified by a
beginning reader. Once they start to understand a few meanings from the text or from
a list, once they have a basic understanding of what a "word" is. When trying to spell,
it is starting to symbolize the very first and maybe final sound of a word. Readers may
comprehend material presented in straightforward, predictable, loosely related texts at
the Intermediate level. Contextual cues are very important to readers. If the text's
format is familiar to them, as it is in a weather forecast or a social announcement, they
will be able to comprehend it the easiest. The relationships amongst terms and their
meanings are known to be excellent readers. They do this by referring to their
personal encounters with the ideas and objects described in a written work. An
excellent reader will also take note of extraneous details that aid in understanding the
content. They might see, for instance, how a type of literature is being applied.

STATEMENT OF THE PROBLEM

This study aims to identify the contributing factors that affect reading
comprehension and the level of reading comprehension among Grade 12 in face-to-
face classes. As well as the relationship between reading comprehension and the
possible causes affecting learners. Hence, this study seeks to answer the following
questions:

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

1.1. strand

2.) What are the factors that affect the reading comprehension of the students?

3.) What is the level of reading comprehension of during face-to-face classes?

4.) Is there any significant relationship between the demographic profile of the
respondents and the level of their reading comprehension?

5.) Based on the findings of the study, what program may be proposed?
HYPOTHESIS

 The researcher suspects that the reading comprehension of high school

students studying in the Umingan National High School has medium-level
reading comprehension.
 Students with higher reading comprehension are likely to have higher grades
than students who have lower reading comprehension.
 Students who have higher reading comprehension are unlikely to have higher
grades than the student who have lower reading comprehension

SCOPE AND DELIMITATION

This research study will focus on assessing the level of reading comprehension
among the students of Umingan National High School who are attending face-to-face
classes. The scope of this study is limited to students from Grade 12, covering a
sample size of approximately 50 students. The research will only analyze the reading
comprehension level of the students and will not include any factors that affect their
academic performance. The study will be limited to the use of a standardized reading
comprehension test as the primary tool for evaluating the reading skills of the
students, and no other assessment tools will be utilized. Furthermore, this research
will not take into account the prior knowledge or reading history of the students,
which may have an impact on their reading comprehension abilities.

SIGNIFICANCE OF THE STUDY

This, study may be important to students knowing their reading abilities; they have
the opportunity to improve their reading comprehension skills and plan for a better
instructional strategies to improve their reading disabilities. It is also important to
teachers, since through the findings they could give priority concern to the
 improvement of reading abilities of their students as well as their strategies.
Curriculum planners may also consider the felt need in the secondary schools of the
establishment of a reading program that is realistic. It is hoped that they will set new
guidelines to improve to meet the reading needs of first year high school students
today. Further, school administrators may gain insight on the problems affecting the
reading skills of the students and for them and the teachers to make logical plans in
the improvement of their student’s reading skills. This study may serve as a related
study for future researchers specially in reading.

PARADIGM OF THE STUDY

INPUT PROCESS OUTPUT

 Reading  Conduct interviews or

comprehension surveys with teachers to
assessment scores of  Report on the level of reading
gather information on
students in face-to-face comprehension in face-to-face
their teaching methods
classes at Umingan classes at Umingan National High
and materials used.
National High School School, including any trends or
 Observe students in the
 Demographic data of patterns observed.
students classroom to assess their
 Identify areas for improvement in
- age reading comprehension
the curriculum, teaching methods,
- gender skills.
and materials used to teach reading
- grade level  Tabulation of data
comprehension.
 Teacher observation collected from the
 Provide recommendations for
and feedback on respondents
improving reading comprehension
students' reading  Analysis of the results
comprehension abilities skills among students, including
 Interpretation of the
interventions that can be
results.
 Curriculum and implemented in the classroom.
 Identify any correlations
teaching materials used  Contribute to the body of research
between teaching
in the reading on reading comprehension and its
methods, curriculum,
comprehension lessons impact on student success.
and student
performance.
THEORETICAL FRAMEWORK

This research was based on the study of Gilakjani and Sabouri (2016) entitled "A
Study of Factors Affecting EFL Learners’ Reading Comprehension Skill and the
Strategies for Improvement", wherein it entails the different contributing factors that
affect the reading comprehension of the learners as well as the different strategies that
were used in improving learners' reading comprehension skill. Gilakjani and Sabouri
(2016) states that reading comprehension is a significant skill that furthers the
development of learners’ various academic tasks. It helps them decoding a text,
analyzing, explaining, and expressing their own ideas about written materials.
Learners should develop a strong ability to understand written materials to struggle
with the academic tasks that their teachers deal with them. A primary objective of
reading comprehension is to aid learners improve skills and comprehension of texts if
they want to be skilled readers. Koda (2007) said that there are various variables that
impact learners’ reading comprehension. Some of these variables involve vocabulary
knowledge, prior knowledge, metacognitive information, and reading strategies.
Trehearne and Doctorow (2005) expressed that there are other factors that affect
learners’ reading comprehension skills. These factors are learners’ reading attitudes,
useful teaching on comprehension methods, versatility, text form.

The theory is relevant to the study as the researchers are focusing on level of
comprehension of the students, it involves the levels of comprehension of the Grade
12 students of Umingan National High School. The next theory is Schema theory by
Frederic Bartlett, a British psychologist who became the first professor who did
experimental psychology at the University of Cambridge, this theory was later
developed by Richard Anderson in the 70's, upon conducting this theory Bartlett has
clearly seen that an information is much more understood when a person has a prior
knowledge with the text is based on the belief that "every act of comprehension
involves one's knowledge of the world as well (Anderson et al. in Carrell and
Eisterhold 1983:73), which means that for people to comprehend something it is
needed to include other forms of knowledge to fully understand a topic or lesson.
Same goes with the reading comprehension, it takes a background knowledge about
what we are reading even if it is a story, novel, or any literary plece that is about to
read requires a prior knowledge for deeper understanding of what the text requires
readers.
 CHAPTER II

REVIEW RELATED LITERATURE

The purpose of this literature review is to provide the reader with information and
a general overview of the level of reading comprehension and the factors affecting it.
The first part of this discussion is all about the local references that have relevance to
this study. Next are the international references that are vital and fundamental to this
study. And lastly, the insights from this literature review are crucial to the study. This
chapter includes the ideas, finished thesis, generalizations or conclusions,
methodologies, and others. Those that were included in this chapter help in
familiarizing one with information that is relevant and similar to the present study.

LOCAL LITERATURE

Nowadays, reading comprehension is a skill that every student needs to acquire.

Reading skills refer to a person's ability to read, understand, analyze, and decipher
written languages and writings. Despite the reading techniques and strategies teachers
have given their students to help them improve their reading comprehension, there are
still certain kids who don't reach the competency level. For successful studying,
living, and working, students build and apply competencies, which are combinations
of information, skills, and attitudes. They accentuate features of learning that are
relevant to all academic areas and across them. The results collected showed that the
education students' general reading comprehension is satisfactory and has a moderate
descriptive degree. This indicates that the children need less guidance to comprehend
challenging reading material at the literal, interpretative, evaluative, and creative
levels.(Bilbao, 2016).

In accordance with Cayubit (2012), a Filipino child needs to develop higher-order

skills and functional literacy. It is a given that any Filipino child with sufficient
reading skills would have greater chances of success in school compared to a child
whose reading skills are manifested by poor comprehension and wrong pronunciation,
among other things. if no proper intervention is administered early. It could affect the
academic, social, and psychological development of the child. This study shows that
students in grades 3 and 4 are weak readers. They wrote a test using the Filipino
language so that the children could understand it. This study also took into
consideration the concept of bilingualism and its possible effects on the reading
achievement of Filipinos, given that English is not their mother tongue. It is also
understandable if one is familiar with various cognitive processes, as current models
suggest that such processes play a significant role in comprehension skills.

Differentiated instruction has long been a popular concept in the Philippines.

Theseguidelines—which are important for helping learners recognize and
comprehend new words—are acknowledged at all academic levels and in all fields of
study. The ability to read and comprehend has been essential for students to survive
and understand how society works. Because most information is promoted through
that, educators utilize differentiated instruction in teaching to maximize and meet the
expanded learning outcomes. There are also some learning contexts in which students
share the same entity. It shows the ability to understand words contained within a
document and make use of the knowledge for personal and professional development.
Reading Comprehension: The importance of understanding the character of effective
reading instruction within the primary grades can't be overstated (Suson et al., 2020).

As stated by Velasco (2022), Filipino learners must undertake research to enhance

and validate a reading comprehension screening tool appropriate for Filipino learners
with a substantial degree of feasibility that can be used in the classroom to determine
what reading and comprehension type a student relates to. This research highlighted a
tool for assessing secondary reading comprehension desire. Reading comprehension
thereby gives what is read context. When the words on a page contain not just new
words but also thoughts and ideas, reading comprehension happens.

FOREIGN LITERATURE
Reading comprehension skills are significant and essential skills that everyone
should obtain. Each individual can employ a wide range of reading techniques,
including direct phonic instructions self-questioning reading strategies, whole
language instructions, books, and vocabulary. These strategies are efficacious and
beneficial in improving one’s skill in terms of reading comprehension. Moreover,
there are a plethora of reform principles in education that are accommodating to every
individual, and some of these are accountability, flexibility and local control,
resources for reform, and expanded parental options. These principles are crucial and
fundamental, and they have an interconnection with reading comprehension skills
(Baier, 2005).
According to Alghonaim (2020), reading comprehension is recognized as an
essential aspect of reading since it allows readers to effectively extrapolate meaning
from the written material. Considering the fact that effective reading techniques are
well acknowledged, language instructors must also be cognizant of the significance of
reading engagement. It has been implied that reading satisfaction precedes the
development of concentration in learners, which eventually leads to improved reading
comprehension performance. It is essential to balance attention, self-regulation,
motivation, reading attitude, and engagement with the text when assessing readers'
involvement because the context of engagement focuses upon maintaining the
reader’s attention in an intellectually and behaviorally active state. In that, the
findings indicated that the reading involvement that is associated with the assigned
reading improves the comprehension levels of EFL learners.
It is possible to demonstrate that extensive reading has a great positive effect on
students’ reading comprehension and that an intensive reading strategy is most
frequently used by the learners. So, while teachers play their roles in these issues, they
must incorporate more diverse texts, such as short stories, novels, poems, and others,
into teaching reading comprehension in an EFL classroom context, and they must
encourage and make students aware of the importance of using extensive reading
strategies in classrooms for better reading comprehension improvement. As a result,
to improve the quality of teaching and learning processes in reading in the research
setting, the indicator of improvement was that the teaching and learning processes got
a good response after following an extensive reading activity program (Lolamo,
2019).
As shown by Yildiz (2017), effective reading requires sustained attention. It is
seen as giving the utmost attention to a subject and concentrating completely on a
specific objective for an extended period of time. It's crucial to improve learners'
attention in order to help them develop their reading skills and reading speed.
Furthermore, vocabulary knowledge is essential for enhancing one's reading
comprehension. Without these components, satisfactory reading is unattainable
because they are required for the readers to proactively prepare themselves. With that,
learners will be more likely to express themselves and understand what they read if
these contributors are used.
Based on the study by Duke (2021), teaching word reading and bridging skills,
building vocabulary and knowledge, and teaching text structures and features support
reading comprehension development, as it is not automatic even when fluency is
strong. Students’ comprehension can benefit from participating in discussions. A
meta-analysis found that many conversation strategies were beneficial in improving
students’ literal or inferential comprehension. The students’ high-level comprehension
of text was most strongly impacted by the reading for information strategies.
Therefore, reading comprehension relies on the ability to read most or all of the words
in a text. Word reading is a necessary, although not sufficient, condition for reading
comprehension.
Lastly, reading is a process of interaction between the reader and the material, in
which all schematic knowledge interacts with all social and contextual knowledge.
Student attitudes about goals for reading also affect their ability to read. The
student’s ability to determine or identify focus information, which includes sentence
focus information and main ideas contained in each paragraph, and information or
important things in the discourses The ability to apply reading techniques to the
purposes and conditions of reading The reading techniques are read-select, read-skip,
skim-read, and face-to-face. As a result, it requires technique or strategy so that these
activities run effectively and efficiently. Effective and efficient reading
comprehension is a reading activity that does not only consider or pay attention to the
speed at which it is read. Reading effectively and efficiently, in other words, must
include the principles of effectiveness, namely understanding the content of the
reading, and efficiency, namely saving time, energy, and thoughts. (Dana, 2021).
The following studies and literature have similarities and differences with the
study being conducted. They provided enough information about the reading
comprehension that the researchers tend to study. The relevant literature and studies
are crucial as they act as a solid foundation in determining the level of reading
comprehension and the factors affecting it.
 CHAPTER III

RESEARCH DESIGN
Our research design aims to explore the levels of reading comprehension
among students attending face-to-face classes at Umingan National High School.
Reading comprehension is a fundamental skill that every student needs to develop in
order to succeed academically. Despite the efforts of teachers to provide reading
instructions and strategies to enhance students' reading comprehension, there are still
individuals who struggle to reach the desired proficiency level. Therefore, our study
seeks to delve deeper into this issue and identify the factors that may contribute to the
varying levels of reading comprehension among students. By conducting a thorough
analysis of the instructional methods, classroom environment, and individual
characteristics of the students, we hope to gain valuable insights that can be used to
improve reading instruction and support strategies. Ultimately, our research design
aims to bridge the gap in reading comprehension performance and foster a more
effective learning experience for all students at Umingan National High School.

SAMPLING
The study employed a robust sampling technique known as Availability
Sampling. Availability Sampling is a non-probability sampling where respondents are
selected not because they meet some statistical criteria, but because they are readily
available. In this particular study, the researchers aimed to collect a systematic sample
of 25 individuals from a population of Senior High students enrolled at Umingan
National High School.

RESEARCH INSTRUMENT
A well-constructed and self-developed survey questionnaire titled Level of
Reading Comprehension in Face-to-face Classes of Umingan National High School in
GrADE 12 HUMSS association with the Student's indicated their Level of Reading
Comprehension was used to get the desired information from the students. The survey
questionnaire was divided into two sections A and B. Section A was for collection of
information on personal data of respondents while Section B consisted of questions
that elicited responses from the respondents with response options.

DATA COLLECTION PROCEDURE

In the conduct of this study, the following procedures were undertaken. First,
the researcher asked permission from the Teachers of each section of Grade 12 and
Grade HUMSS strands. Second, after the permission was granted, the researcher
administered personally the questionnaires to the respondents.Third, the
questionnaires was floated to the respondents and each of them was given ample time
to accomplish the questionnaires in their vacant periods. All data was collated,
tabulated and interpreted using statistical instrument of this study.

DATA ANALYSIS PROCEDURE

Responses from the questionnaire were analyzed using the descriptive statistics
of frequency counts and percentage, and inferential statistics of Percentage Frequency
Distribution. Descriptive statistics of frequency counts and percentages were used in
analyzing demographic variables and research questions.
 CHAPTER 1V
RESULT AND DISCUSSION

This chapter comprises the presentation, analysis and the discussion of findings
of the study. These are presented according to the research questions raised to guide
the study. The chapter has been divided into two. The first part of the chapter focused
on the background information of the respondents. The second aspect concentrated on
the presentation and discussion of the main findings of the study.
PART 11: FACTORS AFFECTING READING COMPREHENSION
Indicator frequency Percentage
A. Reading Materials
1. I like reading academic and creative books.
2. I like previewing the appropriateness and content
of a book before starting.
3. I like organizing my reading materials from
easy to hard.
4. I like using an outside source such as a dictionary
When reading to avoid misinterpretation.
5. I like to highlight important information while
reading and make connections to prior knowledge.

B. Support from family and peers

1. I am being encouraged by my family to be
engaged in reading.
2. I enjoy reading the material more when I
work with others.
3. I like brainstorming with my peers.
4. I like developing my reading techniques with my family.
5. I like to be guided by my family and peers whenever
I encounter difficult words.
C. Attention
1. I like reading for a long period of time.
2. I like reading when my mind is rested and not wandering.
3. I like paying attention to small details. Sometimes
4 . I like to concentrate when the book I read is getting complex.
6. I can maintain my attention on what I am reading even
when there are distractions around me.

D. Environmental Conditions
1. I like reading in a quiet place.
2. I like reading in a bright place.
3. I like reading in a small place.
4. I like setting up my reading area.
5. I like being alone when reading.

E. Cognitive processing
1. I like to comprehend the text that is written in the textbook.
2. I like formulating a mental picture of what I learned.
3. I like combining information.
4. I like to fill in the gaps in the text I read.
5. I like retelling in my own words what I understood in the text.