PERCEPTIONS OF TEACHERS AND PARENTS ON THE DEPARTMENT OF

EDUCATION’S "NO READ, NO PASS" POLICY

________________

A Bachelor’s Thesis

Presented to

The Committee of Oral Examiners

JOSEFINA H. CERILLES STATE COLLEGE

DUMINGAG CAMPUS

SOMINOT EXTENSION CLASS

Sominot, Zamboanga del Sur

________________

In Partial Fulfillment

of the Requirements for the Degree

BACHELOR OF ELEMENTARY EDUCATION

Major in General Education

________________

by

JALAL M. DIMASANGCAY

CRISTINE PONCE

AINIEZEL S. TORREON

August, 2023
 ii

APPROVAL SHEET

This Bachelor’s thesis titled, “PERCEPTIONS OF

TEACHERS AND PARENTS ON THE DEPARTMENT OF EDUCATION’S "NO
READ, NO PASS" POLICY,” prepared and submitted by JALAL
M. DIMASANGCAY, CRISTINE PONCE, and AINIEZEL S. TORREON,
in partial fulfilment of the requirements for the degree,
Bachelor of Elementary Education, has been examined and
is hereby recommended for Oral Examination.

_________ JOVELYN S. ESTAÑERO, Ed.D

Date Adviser

Approved by the Committee on Oral Examiners on

August 25, 2023, with a rating of ______.

BENJAMIN B. MANGILA, MAEd

Chairperson

JESSA JANE L.ECHAVEZ,MSStat ISMAIL M. DIMASANGCAY,MAEd

Member Member

Accepted and approved in partial fulfillment of the

requirements for the degree, Bachelor of Elementary
Education.

_________ BENJAMIN B. MANGILA, MAEd

Date BEED Chairperson

 iii

ACKNOWLEDGMENT

The researchers would like to acknowledge the ways

which other people helped throughout this procedure.

We would like to show appreciation to the

Chairperson Mr. Benjamin B. Mangila together with the

Public Schools District Supervisor Mrs. Evangeline C.

Lamayo for allowing us researchers to conduct a study and

utilized the teachers and parents as the participants of

the study; Our thesis adviser, Mr. Jerkin R. Espanol and

Mrs. Jovelyn S. Estanero has been a source of supervision

and support to us from the beginning of this research

scrutiny.

The panel members, Mr. Ismail M. Dimasangcay, Mrs.

Jessa Jane L. Echavez, and Mrs. Mitchelle C. Codeniera

who have helped us to improve the quality of our research

study by giving their enlightening thoughts, comments and

suggestions on our study and for the approval of the

manuscript.

Above all, to our almighty Father, his wisdom

guidance and support have helped us to continue amidst

the struggles and trials in our studies more especially

in this research study.

Jalal

Cristine

Ainiezel
 iv

DEDICATION

This research work is humbly dedicated to our

beloved parents: Mr. and Mrs. Dimasangcay, Mr. and Mrs.

Ponce and Mr. and Mrs. Torreon for supporting us

financially, emotionally and morally. Also to our family

and friends who have been a big part of the success of

our research.

Jalal

Cristine

Ainiezel
 v

ABSTRACT

DIMASANGCAY, J.M., PONCE, C., TORREON, A.S.,(2023)

Bachelor in Elementary Education, J.H. Cerilles State
College- Dumingag Campus, Sominot Extension Class,
Poblacion, Sominot Zamboanga Del Sur, August 2023.
PERCEPTIONS OF TEACHERS AND PARENTS ON THE DEPARTMENT OF
EDUCATION’S "NO READ, NO PASS" POLICY. An unpublished
Bachelor’s Thesis.
Adviser: JOVELYN S. ESTANERO, EdD.

The decline in the pupils' literacy skills and

academic performance has become a nation's problem.
Hence, the Department of Education implemented the "No
Read, No Pass" policy. Previous research showed the
severity of the issue through worldwide comparison.
Studies also said that the implementation of the policy
had an impact on teachers' and parents' engagement, which
is also a significant determinant of pupils' literacy
skills. The researchers of this study used this data to
explore the perceptions of the teachers and parents of
pupils studying in chosen elementary schools of Sominot,
Zamboanga del Sur. Twenty teachers and sixty parents were
selected as the key respondents of the study. This study
utilized the descriptive research design and a
questionnaire checklist (in English and Bisaya) as an
instrument to gather data. It was found that teachers and
parents have positive sentiments toward the "No Read, No
Pass" policy. The perceptions of teacher and parent-
participants on DepEd’s “No Read, No Pass” policy do not
significantly differ. The teachers thought it would
improve the pupils' reading skills, while the parents
trusted the policy to assist their children in becoming
better readers. The findings of this study will be useful
for the education sector in refining the policy's
implementation process and for future researchers who
choose to investigate related fields.

Keywords: Perception, No Read, No Pass policy, Literacy

skills, DepEd
 vi

TABLE OF CONTENTS

Page

TITLE PAGE........................................ i

APPROVAL SHEET.................................... ii

ACKNOWLEDGEMENT................................... iii

DEDICATION........................................ iv

ABSTRACT.......................................... v

TABLE OF CONTENTS................................. vi

LIST OF TABLES.................................... viii

LIST OF FIGURES................................... ix

CHAPTER

1 INTRODUCTION

Background of the Study................... 1

Statement of the Problem.................. 4
Hypothesis................................ 5
Significance of the Study................. 5
Theoretical Framework..................... 6
Conceptual Framework...................... 8
Scope and Delimitation of the Study....... 10
Definition of Terms and Other Variables... 10

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature........................ 13
Related Studies........................... 18

3 RESEACH METHODOLOGY

Research Design........................... 27
Research Setting.......................... 28
Research Participants..................... 28
Research Instrument....................... 29
Data Gathering Procedure.................. 30
Ethical Considerations.................... 31
Data Analysis Procedure................... 32

4 PRESENTATION, ANALYSIS, AND INTERPRETATION

OF DATA
 vii

Perceptions of the Teacher-Participants... 34

on DepEd’s “No Read, No Pass” Policy
Perceptions of the Parent-Participants.... 36
on DepEd’s “No Read, No Pass” Policy

Significance of the Difference Between.... 39

The Teachers and
Parent-Participants’ Perceptions on DepEd “No
Read, No Pass” Policy

5 SUMMARY OF FINDINGS, CONCLUSION, AND

RECOMMENDATION

Findings........................................ 41
Conclusions..................................... 42
Recommendations................................. 42

LITERATURE CITED 42
APPENDICES

A Request permission to conduct research........ 45

B The Research Instrument Survey Tool........... 51
C Raw Data...................................... 56

CURRICULUM VITAE................................... 58
 viii

LIST OF TABLES

Page
Table

1 Perceptions of the Teacher-Participants... 26

on DepEd's "No Read, No Pass" Policy

2 Perceptions of the Parent-Participants.... 29

on DepEd's "No Read, No Pass" Policy

3 Significance of the Difference Between.... 32

the Teachers and Parent-Participants’

Perceptions on DepEd “No Read, No Pass”

Policy
 ix

LIST OF FIGURES

Figure Page

1 The Schematic Diagram of the Study....... 8

 1

Chapter 1

INTRODUCTION

This chapter presents the background of the study,

statement of the problem, hypothesis, significance of the

study, theoretical framework, conceptual framework, scope

and delimitation of the study, and definition of terms.

Background of the Study

On September 11, 2002, the Department of Education

issued a DepEd directive, the DO No. 45 s. 2002 - Reading

Literacy Program in the Elementary Schools, which put the

Every Child a Reader policy into effect starting 2002–

2003 school year. It indicates that one pupil can only

advance to a higher level if they have mastered the

fundamental literacy skills required for that grade

level. It suggests that a student will study reading and

reading comprehension in English and Filipino.

Elementary schools, some of which are in the

National Capital Region (NCR), have shown compliance with

the earlier DO. The "No Read, No Pass" policy, which

forbids students who cannot read in Filipino from being

advanced to grade three (3) and those who cannot read in

Filipino and English to grades three and higher, has been

officially put into effect, according to the DepEd-NCR

 2

Memorandum 067 s. 2014. Pursuant to the memorandum,

students are taught how to comprehend and analyze what

they read since "reading without comprehension is not

reading at all." Teachers who break any such instructions

are subject to repercussions to ensure compliance. The

same is being employed as well in other parts of the

country, notably the Cordillera Administrative Region

(CAR) and the Zamboanga Peninsula (Region IX) (Sunstar,

2020).

This initiative by the DepEd is intended to deal

with the problem of the learners' reading difficulties

and how they contribute to academic success. Poor

pronunciation, word-by-word reading, repetition, and a

sluggish reading pace were shown to be signs of oral

reading problems. Due to insufficient vocabulary

knowledge, a failure to grasp the fundamentals of

reading, and a lack of a reading culture, learners were

found to have poor comprehension (Decena, 2021; Tomas et

al., 2021). Caraig and Quimbo (n.d.) revealed that only

7% of the 115 pupils studied in Calamba City were

identified as Mastery Level readers, with the remaining

pupils being classed as near- and poor Mastery Level

readers.

In support of this, the 2018 PISA results for the

Programme for International Student Assessment (PISA)

disclose that Filipino students had a mean score of 340

 3

on the Overall Reading Literacy scale, which is much

lower than the standard and falls under Proficiency Level

1a. This indicates that Filipino pupils can understand

the literal meanings of words and brief phrases as well

as identify the main subject. However, Filipino pupils

struggle to pinpoint the key theme and connect the texts

to outside information when provided with readings of

moderate length. Comparable findings were obtained in

Cheng et al. (2021)'s longitudinal study on the education

of Kindergarten through Grade 4 students in the

Philippines. This evidence suggests that illiteracy is a

significant issue in the Philippines. DepEd,

therefore, put into place the "Every Child a Reader" and

"No Read, No Pass" policies, as previously mentioned, in

an effort to resolve the dilemma.

Teachers' and parents' involvement in the

educational process results in improved academic

performance (Durisic & Bunijevac, 2017). It indicates

that they have been affected by the implementation of the

"No Read, No Pass" policy. This prompted the researchers

to investigate whether or not the perspectives of the

parents and teachers of the pupils attending elementary

schools in Sominot, Zamboanga del Sur, conflict. The

findings of this study will be used to evaluate the

efficacy of the "No Read, No Pass" policy in the

vicinity. Plans may also be established to improve the

 4

students' capabilities and potential, particularly their

literacy and reading skills.

Statement of the Problem

This study ascertain the perceptions of the

Kindergarten to Grade 3 teachers and parents on the

Department of Education’s ”No Read, No Pass” Policy in

the selected elementary schools of Sominot, Zamboanga del

Sur during the School Year 2022-2023.

Specifically, it seeks answers to the following

questions;

1. What are the perceptions of the teacher-

participants on DepEd’s "No Read, No Pass" policy?

2. What are the perceptions of the parent-

participants on DepEd’s “No Read, No Pass” policy?

3. Is there a significant difference between the

teachers and parent-participants’ perceptions on

DepEd’s "No Read, No Pass” policy?

 5

Hypothesis

There is no significant difference between teachers

and parent-participants’ perceptions on DepEd’s ‘No Read

No Pass’ policy.

Significance of the Study

The significance of this study anchors in the

perception of teachers and parents in the "No Read No

Pass" policy. The conclusions drawn from this study help

those responsible for the welfare and future of the

pupils understand how to improve their reading ability

and comprehension so that they can create a comprehensive

early learning system that will guarantee that all pupils

are proficient readers.

Specifically, this study benefits the following

individuals and groups:

Pupils. They are the direct recipients of the output

of this study as they are the center of the educative

process, particularly for planning and designing programs

and activities to improve their reading.

Teachers. The result of this study can present

relevant inputs and insights and will provide them with

additional knowledge on the perception of parents on "No

Read, No Pass" policy. This study will also aid them in

understanding the theories of reading.

 6

Parents. They can understand their job and duty on

how much significant their parental help and agreeable

relationship with their youngsters that add to an

effective improvement of their kids mentality and

capability.

School administrators. This study would help them

in forming arrangements and make more thorough

advancement plans and programs that could improve the

abilities of each understudy.

Future Researchers. This may serve as a reference

and guide for the future researcher to further

investigate the perceptions of teachers and parents on

the DepEd’s “No Read, No Pass” policy to create an

effective intervention that will cater to the problem,

specifically the reading skills of the children.

Theoretical Framework

The Schema theory refers to the process in which

pupils use their existing and background knowledge to

comprehend the information in the texts. It is believed

to be one of the most reasonable theories related to

human information processing (Fahriany, 2014). According

to Carrell and Eisterhold (1983, as cited in Basmalah,

2013), the proponents of this theory, a schema is

different among pupils depending on their specific

cultural backgrounds. Problems may arise whenever readers

 7

and writers have varying schemas as they tend to

contradict each other. Hence, a teacher is responsible

for guiding the pupils into the schema appropriate to

properly comprehend the text.

In addition, Herbert Walberg's theory of educational

productivity emphasizes the effect of classroom climate,

home environment, quantity and quality of instruction,

and peer group on a pupil's academic performance (Mcgrew,

2008). It implies that teachers and parents play a huge

role in shaping the pupil's education.

These theories serve as the basis for the

researchers on how they will conduct this study.

Specifically, they will further highlight the

significance of the "No Read, No Pass" policy, as well as

the teachers' and parents' involvement in the matter. It

shall also be utilized to analyze and understand the

overall context of this paper and, likely, be the

starting point in developing a constructive plan for the

further success of the policy's implementation,

particularly in the Sominot area.

 8

Conceptual Framework

The primary concern of this study was to find out

the perception of teachers and parents on the Department

of Education ‘No Read No Pass’ Policy on the elementary

pupils in the Elementary School.

As shown in the schematic diagram reflected in this

section as figure 1. The study is all about the

perception of teachers and parents on the ‘No Read No

Pass’ policy. In addition we have two variables the

independent (Perception of Teachers and Parents) and

dependent ("No Read, No Pass" Policy),The pupils in the

lower grade cannot pass in the higher grade if he/she

can’t read. The process contains the survey, data

gathering, data analysis, and data interpretation.

 9

Perception of
"No Read,No Pass"
Teachers and
Policy
Parents

Figure 1. Schematic Diagram of the study

 10

Scope and Delimitation of the Study

The study focused on the Perceptions of teachers and

parents on the Department of Education’s "No Read No

Pass" Policy in cluster 3 Elementary from kindergarten to

grade 3 School Year 2022-2023.

The study delimits its research participants to 60

parents and 20 teachers from kindergarten to grade 3

pupils. Each participant will be given a questionnaire-

checklist to answer.

Definition of Terms and Other Variables

The following words are defined to help the readers

understand the terms that will be used in the study.

Community. A group of people with a common

characteristic or interest living together within a

larger society.

Curriculum. A standards-based sequence of planned

experiences where students practice and achieve

proficiency in content and applied learning skills.

Curriculum is the central guide for all educators as to

what is essential for teaching and learning, so that

every student has access to rigorous academic

experiences.

DepEd. The Department of Education (DepEd)

formulates, implements, and coordinates policies, plans,

 11

programs and projects in the areas of formal and non-

formal basic education. It supervises all elementary and

secondary education institutions, including alternative

learning systems, both public and private; and provides

for the establishment and maintenance of a complete,

adequate, and integrated system of basic education

relevant to the goals of national development.

"No Read No Pass" Policy. As a measure to upgrade

the quality of instruction in our country, DepEd

implemented the "No Read, No Pass" Policy. For this

reason, it is the aspiration of the prime movers of

education to develop all pupils to become good readers in

their respective grade level at the end of the school

year.

Parents. Are among the most important people in the

lives of young children. Parents include mothers and

fathers, as well as other caregivers who act as parents.

From birth, children rely on parents to provide them with

the care they need to be happy and healthy, and to grow

and develop well.

Perceptions. Perception is the process of selecting,

organizing, and interpreting information. This process affects
our communication because we respond to stimuli differently,
whether they are objects or persons, based on how we perceive
them.
 12

Reading. Reading is a complex process that enables

us to translate symbols on a page into words, sentences

and paragraphs that hold meaning.

Schools. The first stage traditionally found in

formal education. School environment is one that promotes

learning and rewards hard work. A school is an

educational institution designed to provide learning

spaces and learning environments for the teaching of

pupils under the direction of teachers.

Teachers. A teacher shares academic knowledge,

ethical values and assimilates moral values that help us

shape our personality as better human beings.

UNICEF. Originally known as the United Nations

International Children's Emergency Fund, was created by

the United Nations General Assembly on 11 December 1946,

to provide emergency food and healthcare to children and

mothers in countries that had been devastated by World

War II.
 13

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related

literature and related studies.

Related Literature

As stated in DepEd Order No. 45, s. 2002, it is

expected that no pupil shall be promoted to the next

higher level unless he or she manifests mastery of the

basic literacy skills at a particular grade level. All

possible means of assistance and encouragement shall be

extended to enable the child to read. One of the main

thrusts of the Enhanced Basic Education Act of 2013 (RA

10533) is to ensure that every child is a successful

reader by Grade 1.

Moreover, Every Child a Reader Program (ECARP)

is designed to equip elementary pupils with strategic

reading and writing skills to make them independent under

frustration level or non-readers shall be provided with

necessary interventions. The ability to read and write is

a factor used to identify if one is educated. The theory

of Bruner's socio-cultural theory was used to determine

the significant relationship of learner’s experience

through exposure to different reading activity and the

reading performance. He added that DepEd had created

 14

Philippine informal reading inventory- Phil-IRI, a

program intended to improve reading skills of Filipino

children. But it is only implemented for elementary level

(Romeo, 2017). Phil-IRI post-test shall be conducted in

March 2020 to determine learners who shall be retained in

the current grade level. School heads shall provide the

necessary support to up skill and re-skill teachers in

the provision of appropriate interventions and shall

ensure that learners do not graduate as non-readers.

School Division Offices shall ensure continuous

monitoring of the implementation of this policy in

schools. Strict compliance to this memorandum is desired.

The Department of Education-Cordillera Administrative

Region strongly reiterates the "No Read, No Pass" policy

in all public and private schools in the region

(Memorandum No. 067, s. 2014).

The Department of Education – National Capital

Region strongly believes that reading is a learning tool.

Therefore, if the goal is to improve academic

performance, the immediate concern would be to address

the problem on non-readers in the classroom. Hence, its

flagship program, NCR to SOAR (National Capital Region

Championing Reading to Scaffold/Strengthen Learning

Skills, Overcome under achievement/mediocrity, Accelerate

academic performance and Reading proficiency). Non-

readers or students in the frustration level cannot cope

 15

with any of the academic requirements that will enable

them to pass any of the subjects. It would follow that

learning will not take place. Effective immediately, the

“No Read, No Pass” policy shall be enforced. For a grade

2 student to be promoted to grade 3, he/she should be

able to read in Filipino; for grades 3 and up, both

English and Filipino. However, reading without

comprehension is not reading at all. Any teacher who will

be found to have violated this policy will be dealt with

accordingly.

It is the aspiration of the prime movers of

education to develop all pupils to become good readers in

their respective grade level at the end of the school

year. Handling non-readers in order to read and

understand better in the lesson is an arduous act, yet,

once done with effectiveness and passion, it yielded a

great amount of learning success. This action research

project was conducted to examine the effectiveness of the

R.E.W.A.R.D. program, as reading intervention for the 543

identified non-readers of Manuel Luis Quezon Elementary

from Grade 1 to 6 for the School Year 2017-2018 (Cortas,

2022).

DepEd has launched the Hamon: Bawat Bata Bumabasa

(3Bs Initiatives), in order to intensify the advocacy for

reading and by pledging commitment to make every learner

a reader at his/her grade level (Claessen et al., 2020).

 16

Research has found that children who are reading

below grade level in third grade rarely "catch-up" in

later grades. In fact, first grade reading skills have

been shown to be a strong predictor of 11th grade reading

levels. While children who are behind in third grade can

catch up with enough intensive intervention, it takes

significantly longer if remediation begins after second

grade. Academic work also becomes difficult and time

consuming when reading skills are below grade level,

because third grade marks the transition from "learning

to read" to "reading to learn” (Balsiger, 2015).

There has been a focus on students reading on grade

level by the end of third-grade (wilder, 2014; Workman,

2014). Yet achievement in reading cannot be accomplished

only at school (Klemenci c, Mirazchiysk I, 7 Sandoval -

Hernandez, 2014). A major factor identified in the

literature that affects reading achievement is parental

involvement (Castro et al., 2015; Wilder, 2014).

A study conducted in Bahasa, Indonesia by Sahiruddin

and Herminingrum (2021) revealed that the reading

literacy practices in the investigated classroom or at

school levels includes 15-minute reading before the

lesson, story-sharing, book content rewriting, and book

summary writing. Book swap or book exchange program,

classroom mini library, and weekly library visit some

activities used to facilitate the students’ reading

 17

development. Regarding the parent–teacher partnership in

facilitating or monitoring students’ reading literacy

development, parent–teacher conferences (where teachers

and parents discussed issues regarding students’

behaviour, progress and achievement), parenting and

literacy workshop and outreach activities were conducted.

In addition, parent–teacher communication books and

parent–teacher online social media groups were also found

to be effective and efficient in monitoring and

developing students’ reading literacy. All teachers

generally agreed that active parental support towards

children’s education brought about children’s academic

achievement.

The educational landscape emphasizes the pivotal

role of reading skills as a cornerstone of academic

success. The Philippines' education system, as

exemplified by policies such as DepEd Order No. 45, the

Enhanced Basic Education Act, and the "No Read, No Pass"

policy, underscores the importance of ensuring that

students attain mastery of literacy skills at each grade

level. Initiatives like the Every Child a Reader Program

and the NCR to SOAR program are committed to equipping

students with the essential reading and writing skills

they need to excel. However, achieving reading

proficiency demands collaboration between schools,

parents, and communities, as research consistently points

 18

to the critical influence of parental involvement in a

child's reading development. Efforts like the Hamon:

Bawat Bata Bumabasa (3Bs Initiatives) and various reading

literacy practices worldwide underscore the multifaceted

approach required to nurture capable readers. As a

collective endeavor, fostering strong reading skills not

only propels academic achievement but also empowers

learners to engage meaningfully with their education and

the world around them.

All the related literature that are quoted herein

have supported the flow of this study and shown relative

bearings that help this research be clearly understood.

Related Studies

The Study of Schwartz, S.

Research has borne out that it’s harder for students

to succeed if they’re not proficient by 3rd grade. One

landmark study found that students who couldn’t read on

grade level by then were four times less likely to

graduate high school on time than their peers who could.

But whether requiring struggling students to repeat that

3rd grade year will lead to better results is a different

and more complicated question. Research findings on the

policy are mixed, and have to be weighed against the

negative social and emotional consequences of holding

students back a grade. Many studies show only short-term

 19

academic gains, while others demonstrate greater

likelihood of adverse outcomes like bullying.

The Study of Mary Jane Tomas, Erleo Villaros, & Sheena

Mai Galman

This mixed method research study was conducted to

investigate the English and Filipino reading profile of

learners, challenges, difficulties and lessons, the

schools’ agenda and initiatives for the enrichment of

reading programs to eliminate these reading challenges

and difficulties; and stakeholders’ support and

commitment. Results showed that majority of the learners

were at the frustration level. Also, the perceived

causes, origins and attendant variables of the students’

reading level were non-mastery of the elements of

reading, presence of learners-at-risk, and no culture of

reading. The suggested reading programs and activities

may form part in the creation of contextualized reading

curricula and be used as reading literacy initiatives in

the schools. These initiatives are categorized as

Literacy Program, Individual Reading Recovery Program and

Enrichment/Enhancement Program.
 20

The Study of Annalyn Decena

This study employed a mixed-method of research in

trying to know the reading difficulties of learners from

kindergarten to senior high school. With ninety-two (92)

teachers participating in this research (with the

majority teaching in elementary level), it was found out

that the reading difficulties of learners when it comes

to oral reading are the following presented from the most

to the least observed: poor pronunciation, slow rate in

reading, word-by-word reading, repetition, omission,

insertion, reversal, and substitution. When it comes to

comprehension, almost hundred percent of the participants

agreed that inadequate understanding is a problem along

with inadequate vocabulary knowledge. The teachers

contend that if the reading material has a lot of

unfamiliar words or vocabulary, the students lost their

interest and understanding of the text. With all these

findings, it was concluded that comprehension is really a

problem for learners.

The Study of Noraima Bagolong & Alibai Usop

This study aimed to determine the reading skills of

Grade II pupils at Don E. Sero Elementary School with an

end to propose an intervention, innovation, and strategy.

Findings revealed that reading skills in terms of

phonemic awareness were high, which has helped understand

 21

how pupils acquire the ability to read the text in which

their future achievement in reading is greatly enhanced.

Reading comprehension is revealed to be high as pupils

comprehend what they are reading, their effectiveness and

pleasure in reading increase. Thus, non-readers must be

adequately guided to learn in any school subject and to

pass high-stakes tests. However, it is suggested that

there is a need to propose an intervention, innovation,

and strategy to sustain their reading performance

especially understanding profound Filipino texts.

The Study of Jamal, A.

This discovered that obtaining new vocabulary words

through reading any materials that pupils of L2 have in

hand as a reference is supplemental to attain more

Lexi’s. In return, learners can improve grammatical

construction of sentences. It was asserted by Jones

(2017) development of one’s vocabulary knowledge. Both

pupils and Teachers know that reading comprehension

involves word recognition and lexical access. There’s a

significance relationship between vocabulary skills and

reading comprehension.

The Study of Gatcho, A.R.J, & Bautista, J.C.

In this paper, they attempted to evaluate the

effectiveness of reading programs at improving the

 22

reading skills and academic achievement of primary school

students in rural China. Using survey data on 4108

students, they found that students exhibited low levels

of reading achievement, independent reading quantity, and

reading confidence in the absence of any treatment.

However, their results also suggest that properly

designed treatments may improve the reading and academic

outcomes of students. Specifically, they found that

increased access to independent reading materials coupled

with effective teacher training led to significant

improvements in student reading skills, math test scores,

and Chinese test scores. They believe that these

improvements are due to changes in reading instruction

and the attitudes of teachers toward reading. These

findings indicate that encouraging higher reading

quantity and providing high-quality reading instruction

are important components for programs that seek to

improve student outcomes in developing country settings.

The Study of Grabe, W.

Remedial reading teachers are forerunners in

elevating the reading achievement of students in schools.

In the Philippines, there has been a continual enrichment

of the reading skills of struggling readers through the

initiatives of remedial reading teachers. However, the

 23

country does not have clear policies on the identities,

roles, challenges, and needs of such teachers. This paper

presents a review of the literatures on remedial reading

teachers. The results revealed that remedial reading

teachers performed various roles in schools and that the

cultivation of the roles and duties of remedial reading

teachers rely so much on different factors, some of which

are knowledge and the skills that they have,

philosophical views in education and the whole school

community, the rapport that remedial reading teachers

have with their colleagues, the support of the

administrators to their personal and career developments,

and provisions of the local government. It was also

evident in the review that there is a scarcity of

literature and studies regarding remedial reading

teachers in the Philippines, thus, suggesting to explore

on the what’s and the how’s of remedial reading teachers

in a hope of creating clear policies that will strengthen

their identities and support their professional

developments.

The Study of Chiekara Shaniecious Grace Waters-Jackson

The problem addressed in the study is the

significant numbers of elementary school students who

fail to demonstrate proficiency in reading/language arts

 24

as determined by the Georgia Milestones English Language

Arts Test. The purpose of this basic qualitative study

was to investigate teachers’ perceptions of effective

research-based parental involvement strategies,

materials, and training programs that may enable parents

to help their children develop grade-level reading

skills. The study indicated that teachers want to

establish more parental involvement and provide parents

with the necessary tools to increase student achievement.

It is recommended that parents take time to read daily,

practice asking and answering questions, activating prior

knowledge, and reading different things of interest to

promote and connect through learning experiences.

Implications for positive social change include

supporting parental involvement at home and creating

learning environments that support and motivate students

to learn and achieve academic success.

The Study of Caliskan, Emir & Ulas, Abdulhak

The purpose of this study is to examine the effect

of parent-involved reading activities on elementary

fourth graders' reading comprehension skills, reading

motivation, and attitudes towards reading. The findings

showed that there were significant differences between

the experimental group and the control group, meaning

that the parent-involved reading activities developed by

 25

the researchers had a positive effect on the students'

reading comprehension, reading motivation, and attitudes

towards reading. This research contributed to previous

body of research regarding the impact of family

involvement on academic achievement and affective

factors.

The Study of Al Roomy, Muhammad

The aim of this study is to investigate how critical

reading skills can enhance students reading’

comprehension while working in groups. The results of the

study revealed significant effects of critical reading

skills on students’ reading comprehension at different

levels. Students viewed reading as an active dynamic

process that motivated the activation of higher order

thinking skills and helped students tap into their prior

experiences to approach the reading materials. It also

showed how implementing a rich repertoire of critical

reading skills enabled students to overcome reading

problems as they could read not just what is directly

stated but what is being communicated between and beyond

the lines.

These related studies show that reading proficiency

is crucial for students' academic success and overall

development. Early intervention in addressing reading

 26

challenges can lead to long-term educational outcomes.

However, the effectiveness of policies like grade

retention remains debated. Studies by Tomas, Villaros,

and others reveal the multifaceted nature of reading

difficulties, including pronunciation, comprehension, and

vocabulary acquisition. Innovative strategies like

context-based programs, parental involvement, and

critical reading skills development can enhance students'

reading abilities, comprehension, and motivation. These

insights can help educators, policymakers, and

stakeholders create effective strategies for empowering

students to become proficient readers.

The present study is guided with the relevance or such

some information which is very helpful in the formulation of

ideas while conducting the research.

 27

Chapter 3

RESEARCH METHODOLOGY

This chapter describes the research design, research

setting, research participants, research instrument, data

gathering procedure, ethical considerations, and data

analysis.

Research Design

This study used a quantitative method of research,

particularly a descriptive-comparative method and it has

adopted the descriptive research design. Descriptive

research design is focused on the assumption that

mathematical presentations can be assigned to any

variable, in order to allow the researcher to interpret

the data. The most appropriate tool on the nature of a

circumstance or Condition as it occurs at the time of the

present phenomenon is this type of process. According to

Williams (2007) descriptive research is a research method

that can determine the situation in current phenomenon.

Descriptive analysis includes gathering data. According

to gay (1992: 217), in order to test hypotheses or to

address questions about the current status of the topic

of the study the way things are, a descriptive analysis

decides and records.

 28

This study gathers and analyses data pertinent to

the statement of the problem using descriptive-

comparative methods of research. It was adopted to

analyze and interpret the data on the perception of

Teachers and Parents on the Department of Education’s “No

read, No pass” Policy.

Research Setting

This study was on school year 2022-2023 conducted on

December 2022 in the elementary schools of Cluster three

(3) of the Sominot District, namely New Carmen Elementary

School, Tungawan Elementary School, Upper Sicpao

Elementary School, Barubuhan Elementary School, and

Bulanay Elementary School. These are located in the

Municipality of Sominot, Zamboanga del Sur. It is

situated in the province of Zamboanga del Sur. It

consists of 18 barangays that cover 11, 152 hectares of

land in total. The town was renamed on September 12th,

1988, from Don Mariano Marcos.

Research Participants

The participants of the study were 20 teachers and

60 parents of pupils studying in the elementary schools

within Cluster 3 of Sominot District for the School Year

2022-2023.
 29

Research Instrument

The researchers utilized a questionnaire-checklist

as an instrument for collecting data for the

participants. It serves as a standardized questionnaire

checklist consisting of varied questions about the

perception of the Teachers and Parents on the Department

of Education’s “No Read, No Pass” Policy in Cluster 3 of

Sominot District.

The formulation of the questionnaire checklist was

scrutinized by the researcher's adviser for possible

comments and suggestions. Careful analysis was employed

in making the final draft free from major defects, duty

aligns, and making sure that it suits the raised sub-

problems. After the final approval of the instrument, the

final copy was produced according to the number of copies

enough to cover up the actual number of the participants.

This is ready for the dry run to the teachers and parents

directly included as the real participants of the study.

 30

The degree of responses is also employed as it is the

following:

Scale Weight Adjectival Interpretation

continuum Equivalent

5 4.21-5.00 Strongly Very

Agree (SA) Favorable(VF)
4 3.41-4.20 Agree (A) Favorable(F)
3 2.61-3.40 Moderately Slightly
Agree(MA) Favorable (SF)
2 1.81-2.60 Disagree (D) Less
Favorable (LsF)
1 1.00-1.80 Strongly Least
Disagree (SD) Favorable (LtF)

Data Gathering Procedure

The questionnaire was made by the researchers’ with

the help of their adviser. It was revised and checked by

the instructor. The researchers asked permission to the

teachers and parents to conduct the survey questionnaire.

An approval letter was made by the researchers and signed

by the group members, instructor. After the letter was

approved, the researchers personally distribute the

questionnaire to the participants to ensure that all

instructions, terms, and statements were fully explained

to them.
 31

In administering the questionnaire, the

researchers used the time allotted for vacancies to avoid

distractions of classes. The teachers were given enough

time to answer the questions. The researchers explained

to the participants the importance of their response to

the study. The researchers ensured that all instructions,

terms, and statements were fully explained so that the

participants can answer the questionnaire with full

knowledge of their responsibility as the subject of the

study.

After the participants answered the

questionnaire, the researchers collected, tallied and

analyzed the data for interpretation. The gathered data

were put into tables as a basis for statistical

computation, analysis, and interpretation. The

researchers asked a statistician to help in determining

the appropriate statistical tools to be used in

interpreting the data.

Ethical Considerations

In this study, the researchers observed the proper

protocol in conducting the study by asking the

permissions from the participants. The researchers

verbally asked permission from the participants to allow

them conduct a survey. Also, to address ethical issues,

the researchers assigned pseudonyms with corresponding ID

 32

to each informant and participant of the study to ensure

anonymity and confidentiality. This follows the most

significant standard in conducting research as posited by

Berg (2009) who stated that researchers must not harm

their participants. Though their responses will be

recorded, the researchers ensure that all the data that

will be collected from this study dealt with utmost

respect and confidentiality. Under no circumstances does

this research divulge the individual or collective

identities of the informants of the study as this may

constitute violation in the ethics of research. The

issues on anonymity and confidentiality were also

included on teachers and parents' letters of approval.

Data Analysis Procedure

The weighted mean with four points scale was used in

order to get the degree of responses in the formula that

follows:

X = TWP

Where:

X= weighted mean

TWP= Total Weighted Mean

N=Number of respondents
 33

Mann Whitney U test is a non-parametric version of

the two-sample t-test. Since assumptions of the two-

sample t-test like independence, homoscedasticity and

normality were not all satisfied, especially when the

samples are small, the nonparametric approach was being

utilized. The goal of the Mann Whitney U test is to

determine whether the observed data support a difference

in the populations of responses. When comparing means

between two groups, the researchers will analyze the

difference in the sample means relative to their

variability and summarize the sample information in a

test statistic. The Mann Whitney U Test statistic is the

n1 (n1 +1) n (n +1)

smaller value between U1=n1n2= –R1 and U2=n1n2= 1 1
2 2

–R2 where R1 and R2 are the sums of the ranks in groups 1

and 2, respectively.
 34

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter deals with presentation, analysis, and

interpretation of data gathered from the participants of

the study.

Perceptions of the Teacher-participants on DepEd's "No

Read, No Pass" Policy

Table 1 displays the data on the perception of the

teacher-participants on DepEd’s “No Read, No Pass”

Policy.

Based on the table presented, item number 3 (The

implementation of the policy is a way to ensure quality

education in public schools)obtained the highest weighted

mean of 4.60 interpreted as very favorable, followed by

item number 2 (Teachers shall give their full support to

the policy) obtained the weighted mean of 4.55

interpreted as very favorable. Items number 6 (The policy

is the aspiration of prime movers of education to develop

all pupils to become good readers in their respective

grade levels.), 7 (The policy intensifies the advocacy

for reading and by pledging commitment to make every

learner a reader.), with all of them having a weighted

mean of 4.51 and are interpreted as very favorable.

 35

Analysis of the findings clearly revealed that the

teacher-participants had very favorable perceptions on

DepEd’s “No Read, No Pass” policy and supported by the

overall weighted mean of 4.46 with the corresponding

adjectival equivalent of “Strongly Agree”.

 36

Table 1. Perceptions of the Teacher-participants on

DepEd's "No Read, No Pass" Policy

Perceptions Weighted Adjectival Interpretation

Mean Equivalent

1. The policy shall be 4.35 SA VF

strictly implemented to
Grade 2 pupils who will be
promoted to Grade 3.

2. Teachers shall give their 4.55 SA VF

full support to the policy.

3. The implementation of the 4.60 SA VF

policy is a way to ensure
quality education in public
schools.

4. School officials shall 4.40 SA VF

ensure continuous monitoring
of the implementation of the
policy.

5. The policy provides 4.40 SA VF

remedial instructions to
pupils who have reading
difficulties.

6. The policy is the 4.51 SA VF

aspiration of prime movers
of education to develop all
pupils to become good
readers in their respective
grade levels.

7. The policy intensifies 4.51 SA VF

the advocacy for reading and
by pledging commitment to
make every learner a reader.

8. The goal of the policy is 4.51 SA VF

to improve the academic
performance of pupils.

9. The policy improves the 4.45 SA VF

reading skills of pupils and
encourages them to read
different texts and
materials.

10. The policy is expected 4.35 SA VF

that no pupil shall be
promoted to the next level
unless he or she manifests
 37

mastery of the basic

literacy skills at a
particular grade level.

Overall 4.46 SA VF

Note: 4.21-5.00, Strongly Agree (SA), Very Favorable

(VF); 3.41-4.20, Agree (A), Favorable (F); 2.61-3.40,
Moderately Agree (MA), Slightly Favorable (SF); 1.81-
2.60, Disagree (D), Less Favorable (LsF); 1.00-1.80,
Strongly Disagree (SD), Least Favorable (LtF).

Perceptions of the Parent-Participants on DepEd's "No

Read, No Pass" Policy

Table 2 displays the data on the Perceptions of the

Parent-Participants on DepEd's "No Read, No Pass" Policy.

The table revealed that item number 4 (Ang mga

opisyales sa eskwelahan kinahanglang magsiguro sa padayon

nga pagmonitor sa pagpatuman sa polisiya.)Is obtained the

highest weighted mean of 4.51 and are interpreted as very

favorable. Followed by items number 1 (Ang polisiya

higpit nga ipatuman ngadto sa grade 2 nga estudyante nga

i-promote sa grade 3.), and 5 (Ang polisiya naghatag ug

remedial nga instruksyon sa mga estudyante nga adunay

kalisud sa pagbasa.) with all of them having a weighted

mean of 4.42 and are interpreted as very favorable. The

third is the item number 2 (Ang mga magtutudlo mohatag sa

ilang hingpit nga suporta alang sa polisiya.) having a

 38

weighted mean of 4.33 and are interpreted as very

favourable.

Overall, the weighted mean in perception of parent-

participants obtained 4.42. The parent-participants had

very favorable perceptions towards DepEd’s “No Read, No

Pass” policy.

Table 2. Perceptions of the Parent-Participants on

DepEd's "No Read, No Pass" Policy

Perceptions Weighted Adjectival Interpretation

Mean Equivalent

1. Ang polisiya higpit nga 4.42 SA VF

ipatuman ngadto sa grade 2
nga estudyante nga i-promote
sa grade 3.

2. Ang mga magtutudlo 4.33 SA VF

mohatag sa ilang hingpit nga
suporta alang sa polisiya.

3. Ang pagpatuman sa maong 4.33 SA VF

polisiya usa ka paagi aron
masiguro ang kalidad sa
edukasyon sa mga
panpublikong eskwelahan.

4. Ang mga opisyales sa 4.51 SA VF

eskwelahan kinahanglang
magsiguro sa padayon nga
pagmonitor sa pagpatuman sa
polisiya.

5. Ang polisiya naghatag ug 4.42 SA VF

remedial nga instruksyon sa
mga estudyante nga adunay
kalisud sa pagbasa.

6. Ang polisiya mao ang 4.51 SA VF

pangandoy sa mga prime
movers sa edukasyon aron
mapalambo ang tanang
estudyante nga mahimong
maayong magbabasa sa ilang
tagsa-tagsa ka grado.
 39

7. Ang polisiya nagpakusog 4.33 SA VF

sa adbokasiya sa pagbasa ug
pinaagi sa pagsaad sa
pasalig nga himoong
magbabasa ang matag
estudyante.

8. Ang tumong sa maong 4.51 SA VF

polisiya mao ang pagpalambo
sa akademikong pasundayag sa
mga estudyante.

9. Ang polisiya nagpauswag 4.33 SA VF

sa kahanas sa pagbasa sa mga
estudyante ug nag-awhag
kanila sa pagbasa sa lain-
laing mga teksto ug
materyales.

10. Ang polisiya gilauman 4.51 SA VF

nga walay tinun-an nga ma-
promote ngadto sa sunod nga
lebel gawas kon siya
magpakita sa kahanas sa
batakang kahanas sa pagbasa
ug pagsulat sa usa ka
partikular nga lebel sa
grado.

Overall 4.42 SA VF

Note: 4.21-5.00, Strongly Agree (SA), Very Favorable

(VF); 3.41-4.20, Agree (A), Favorable (F); 2.61-3.40,
Moderately Agree (MA), Slightly Favorable (SF); 1.81-
2.60, Disagree (D), Less Favorable (LsF); 1.00-1.80,
Strongly Disagree (SD), Least Favorable (LtF).
Table 3. Significance of the Difference Between the
Teachers and Parent-Participants’ Perceptions on DepEd
“No Read, No Pass” Policy

Mann-Whitney / Value / P-Value / Interpretation

-0.228 0.820 Not Significant No Significant Difference

Table 3 shows the Mann-Whitney test statistic value

-0.228 with its probability value 0.820. The said

probability value is not significant since it is greater

 40

than the level of significance 0.05. Hence the null

hypothesis is not rejected at 95% confidence level.

There is no significant difference between the

teachers and parents-participants perception on DepEd “No

Read, No Pass” policy.

In other words, parents of the learners perceived

positively “No Read, No Pass” policy, together with the

teachers.

Chapter 5

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of findings

obtained, conclusions drawned from this findings and

recommendations offered by the researchers.

Findings

The following are the significant findings of the

study.
 41

1. The teacher-participants had very favorable

perceptions on DepEd’s “No Read, No Pass” policy.

2. The parent-participants had very favorable perceptions

towards DepEd’s “No Read, No Pass” policy.

3. There was no significant different between the

perceptions of teacher and parent-participants on DepEd’s

“No Read, No Pass” policy.

Conclusions

Based on the findings the following conclusions

hereby drawned:

1. The teacher-participants consider DepEd’s “No Read, No

Pass” policy as beneficial.

2. The parent-participants regard DepEd’s “No Read, No

Pass” policy as important.

3. The perceptions of teacher and parent-participants on

DepEd’s “No Read, No Pass” policy do not significantly

differ.

Recommendations

The following are the recommendations drawn based on

the findings and conclusion of the study:

1. That the teachers should build strong bonds with their

pupils. They should address the problems that make

 42

learning complicated and offer activities to compel

pupils to continue learning.

2. That the parents should be more involved by supporting

and guiding their children throughout their learning

process.

3. That the pupils should carry out their school-related

duties and make a conscious effort to learn fundamental

literacy skills that are appropriate for their grade

level.

4. That the school administration get more involved by

keeping track of the pupils' progress and assisting with

the implementation process by distributing textbooks and

instructional materials.

5. That the future researchers could use the results of

this study as a reference for their future research.

LITERATURE CITED

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critical reading skills on students’ reading
comprehension. Arab World English Journal, 13(1),
366-381.
https://dx.doi.org/10.24093/awej/vol13no1.24
Bagolong, N., & Usop, A. (2021). Reading skills of
elementary pupils as basis for an intervention plan:
The case of Don E. Sero Elementary School,
Philippines. JPAIR Institutional Research Journal,
16(1). https://ejournals.ph/article.php?id=16437
Basmalah, P. (2013). The influence of teachers’ schema in
teaching reading on students’ understanding.
Advances in Languages and Literary Studies, 4(2).
10.7575/aiac.alls.v.4n.2p.99
 43

Caliskan, E., & Ulas, A. (2022). The effect of parent-

involved reading activities on primary school
students’ reading comprehension skills, reading
motivation, and attitude towards reading.
International Electronic Journal of Elementary
Education, 14(4). 10.26822/iejee.2022.260
Caraig, R.V., & Quimbo, M.T. (n.d.). Assessing reading
comprehension difficulties in core science subjects
of senior high school students in a private school
in Calamba City, Philippines. International Journal
of Curriculum and Instruction, 14(3). Retrieved July
21, 2023, from
https://files.eric.ed.gov/fulltext/EJ1364296.pdf
Cheng, J., Anderson, P., Parker, R., Cloney, D., & Monty,
A. (2021). UNICEF Philippines early childhood
education Kindergarten to Grade 4 Longitudinal Study
– Round 6 report. Australian Council for Educational
Research. Retrieved July 22, 2023, from
https://www.deped.gov.ph/wp-content/uploads/2019/12/
PISA-2018-Philippine-National-Report.pdf
Coburn, C., & Wooulfin, S. (2012). Reading coaches and
the relationship between policy and practice.
International Literacy Association.
https://doi.org/10.1002/RRQ.008
Decena, A.J. (2021). Survey on the reading difficulties
of K-12 learners in selected Tagalog-speaking
provinces: Basis for intervention. International
Journal of Arts, Sciences, and Education, 1(3), 219-
226. Retrieved July 21, 2023, from
https://ijase.org/index.php/ijase/article/view/61
Department of Education. (2019). PISA 2018 - National
report of the Philippines. Retrieved July 21, 2023,
from
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PISA-2018-Philippine-National-Report.pdf
Department of Education – National Capital Region
Memorandum No. 067, s. 2014.
https://www.teacherph.com/deped-ncr-no-read-no-pass-
policy-may-shock-you/
Department of Education Order No. 45, s. 2002.
https://www.deped.gov.ph/2002/09/11/do-45-s-2002-
reading-literacy-program-in-the-elementary-schools/
Durisic, M., & Bunijevac, M. (2017). Parental involvement
as a important factor for successful education. CEPS
Journal, 7. Retrieved July 22, 2023, from
https://files.eric.ed.gov/fulltext/EJ1156936.pdf
Fahriany. (2014). Schema theory in reading class.
Indonesian Journal of English Education.
https://doi.org/10.15408/ijee.v1i1.1192
Gatcho, A. R. J. & Bautista, J. C. (2019). A literature
review on remedial reading teachers: The gaps in the
 44

Philippine context. Journal of English Teaching,

5(2), 91-103.
Gutierrez, E. (2018). Reducing numbers of non-readers
among grade one pupils of Bantigue Elementary School
using project best stars for school. Research Gate.
Retrieved from
https://www.researchgate.net/publication/323689658_R
EDUCING_NUMBERS_OF_NON_-
_READERS_AMONG_GRADE_ONE_PUPILS_OF_BANTIGUE_ELEMENTA
RY_SCHOOL_USING_PROJECT_BEST_STARS_FOR_SCHOOL
Jackson, C. (2021). Teachers’ perceptions of strategies
for parents to improve reading development. Walden
Dissertations and Doctoral Studies.
https://scholarworks.waldenu.edu/cgi/viewcontent.cgi
?article=11346&context=dissertations
Llanes, J. (2020, January 27). ‘No read, no pass policy’
up for implementation. Sunstar.
https://www.sunstar.com.ph/article/1841794/baguio/lo
cal-news/no-read-no-pass-policy-up-for-
implementation
Mcgrew, K.S. (2008). Beyond IQ: A model of academic
competence & motivation. Institute for Applied
Psychoanalysis.
http://www.iapsych.com/acmcewok/macm.html
Sahiruddin, S., & Herminingrum, S. (2021). Developing
reading literacy through parent-teacher partnership
program in Indonesian primary schools. International
Seminar on Language, Education, and Culture.
10.18502/kss.v5i3.8556
Tomas, M.L., Villaros, E.T., & Galman, S.A. (2021). The
perceived challenges in reading of learners: Basis
for school reading programs. Open Journal of Social
Sciences, 9, 107-122.
https://doi.org/10.4236/jss.2021.95009
 45

APPENDIX “A”

Republic of the Philippines

JOSEFINA H. CERILLES STATE COLLEGE-
SOMINOT EXTENSION CLASS
Sominot, Zamboanga del Sur
SCHOOL OF TEACHER EDUCATION

May 4, 2023

EVANGELINE C. LAMAYO, EdD

Public Schools District Supervisor
Sominot District
Sominot, Zamboanga del Sur

Madam:

Good day!
We, the BEEd III students of the Josefina H. Cerilles State
College Sominot Extension Class, are presently conducting a
 46

research titled “PERCEPTIONS OF TEACHERS AND PARENTS ON

DEPARTMENT OF EDUCATION’S “NO READ, NO PASS” POLICY”, which is
a partial fulfillment of the requirements for the degree,
Bachelor of Elementary Education major in General Education.
In connection to this, we humbly ask permission from your good
office that we will be allowed to distribute our
questionnaire-checklist to the elementary school teachers and
parents in the identified schools of your district in order to
furnish the necessary data in this investigation.

Attached herewith is the questionnaire-checklist for your

reference.
Thank you very much for the favorable action in this request.

Respectfully yours,

JALAL M. DIMASANGCAY

CRISTINE PONCE

AINIEZEL S. TORREON
Researchers

Noted:
JOVELYN S. ESTANERO, EdD.
Thesis Adviser

Approved:

EVANGELINE C. LAMAYO, EdD

Public Schools District Supervisor
 47

Republic of the Philippines

JOSEFINA H. CERILLES STATE COLLEGE-
SOMINOT EXTENSION CLASS
Sominot, Zamboanga del Sur
SCHOOL OF TEACHER EDUCATION

May 4, 2023

HORACE PAUL P. CORDOVA, Ed.D.

School Principal I
Tungawan Elementary School
Sominot, Zamboanga del Sur

Sir:

Good day!
We, the BEEd III students of the Josefina H. Cerilles State
College Sominot Extension Class, are presently conducting a
research titled “PERCEPTIONS OF TEACHERS AND PARENTS ON
DEPARTMENT OF EDUCATION’S “NO READ, NO PASS” POLICY”, which is
a partial fulfillment of the requirements for the degree,
Bachelor of Elementary Education major in General Education.
In this regard, we are seeking your consent to conduct a
survey to gather the information needed in our study. Rest
assured that all information derived herein will be treated
with utmost confidentiality.

Attached herewith are copies of the letter approved by the

district supervisor and the questionnaire-checklist for your
reference. Thank you and God bless.

Respectfully yours,

JALAL M. DIMASANGCAY

CRISTINE PONCE

AINIEZEL S. TORREON
Researchers

Noted:

JOVELYN S. ESTANERO, EdD.

Thesis Adviser

Approved:

HORACE PAUL P. CORDOVA, Ed.D.

School Principal I

Att.: approved letter

 48

Republic of the Philippines

JOSEFINA H. CERILLES STATE COLLEGE-
SOMINOT EXTENSION CLASS
Sominot, Zamboanga del Sur
SCHOOL OF TEACHER EDUCATION

May 4, 2023

MARCOS S. RAMBOY, Ed.D.

Head Teacher
Bulanay Elementary School
Sominot, Zamboanga del Sur

Sir:

Good day!
We, the BEEd III students of the Josefina H. Cerilles State
College Sominot Extension Class, are presently conducting a
research titled “PERCEPTIONS OF TEACHERS AND PARENTS ON
DEPARTMENT OF EDUCATION’S “NO READ, NO PASS” POLICY”, which is
a partial fulfillment of the requirements for the degree,
Bachelor of Elementary Education major in General Education.
In this regard, we are seeking your consent to conduct a
survey to gather the information needed in our study. Rest
assured that all information derived herein will be treated
with utmost confidentiality.

Attached herewith are copies of the letter approved by the

district supervisor and the questionnaire-checklist for your
reference. Thank you, and God bless.

Respectfully yours,

JALAL M. DIMASANGCAY

CRISTINE PONCE

AINIEZEL S. TORREON
Researchers

Noted:

JOVELYN S. ESTANERO, EdD.

Thesis Adviser

Approved:

MARCOS S. RAMBOY, Ed.D.

Head Teacher

Att.: approved letter

 49

Republic of the Philippines

JOSEFINA H. CERILLES STATE COLLEGE-
SOMINOT EXTENSION CLASS
Sominot, Zamboanga del Sur
SCHOOL OF TEACHER EDUCATION

May 4, 2023

JESSICA M. GACO, Ed.D.

Head Teacher
Barubuhan Elementary School
Sominot, Zamboanga del Sur

Madam:

Good day!
We, the BEEd III students of the Josefina H. Cerilles State
College Sominot Extension Class, are presently conducting a
research titled “PERCEPTIONS OF TEACHERS AND PARENTS ON
DEPARTMENT OF EDUCATION’S “NO READ, NO PASS” POLICY”, which is
a partial fulfillment of the requirements for the degree,
Bachelor of Elementary Education major in General Education.
In this regard, we are seeking your consent to conduct a
survey to gather the information needed in our study. Rest
assured that all information derived herein will be treated
with utmost confidentiality.

Attached herewith are copies of the letter approved by the

district supervisor and the questionnaire-checklist for your
reference. Thank you and God bless.

Respectfully yours,

JALAL M. DIMASANGCAY

CRISTINE PONCE

AINIEZEL S. TORREON
Researchers

Noted:

JOVELYN S. ESTANERO, EdD.

Thesis Adviser

Approved:

JESSICA M. GACO, Ed.D.

Head Teacher

Att.: approved letter

 50

Republic of the Philippines

JOSEFINA H. CERILLES STATE COLLEGE-
SOMINOT EXTENSION CLASS
Sominot, Zamboanga del Sur
SCHOOL OF TEACHER EDUCATION

May 4, 2023

ELSA MIE K. SEMINE, MAEd

Head Teacher
New Carmen Elementary School
Sominot, Zamboanga del Sur

Madam:

Good day!
We, the BEEd III students of the Josefina H. Cerilles State
College Sominot Extension Class, are presently conducting a
research titled “PERCEPTIONS OF TEACHERS AND PARENTS ON
DEPARTMENT OF EDUCATION’S “NO READ, NO PASS” POLICY”, which is
a partial fulfillment of the requirements for the degree,
Bachelor of Elementary Education major in General Education.
In this regard, we are seeking your consent to conduct a
survey to gather the information needed in our study. Rest
assured that all information derived herein will be treated
with utmost confidentiality.

Attached herewith are copies of the letter approved by the

district supervisor and the questionnaire-checklist for your
reference. Thank you and God bless.

Respectfully yours,

JALAL M. DIMASANGCAY

CRISTINE PONCE

AINIEZEL S. TORREON
Researchers

Noted:

JOVELYN S. ESTANERO, EdD.

Thesis Adviser

Approved:

ELSA MIE K. SEMINE, MAEd

Head Teacher

Att.: approved letter

 51

Republic of the Philippines

JOSEFINA H. CERILLES STATE COLLEGE-
SOMINOT EXTENSION CLASS
Sominot, Zamboanga del Sur
SCHOOL OF TEACHER EDUCATION

May 4, 2023

NELSIE G. LASPOBRES, Ed.D.

Head Teacher III
Upper Sicpao Elementary School
Sominot, Zamboanga del Sur

Madam:

Good day!
We, the BEEd III students of the Josefina H. Cerilles State
College Sominot Extension Class, are presently conducting a
research titled “PERCEPTIONS OF TEACHERS AND PARENTS ON
DEPARTMENT OF EDUCATION’S “NO READ, NO PASS” POLICY”, which is
a partial fulfillment of the requirements for the degree,
Bachelor of Elementary Education major in General Education.
In this regard, we are seeking your consent to conduct a
survey to gather the information needed in our study. Rest
assured that all information derived herein will be treated
with utmost confidentiality.

Attached herewith are copies of the letter approved by the

district supervisor and the questionnaire-checklist for your
reference. Thank you, and God bless.

Respectfully yours,

JALAL M. DIMASANGCAY

CRISTINE PONCE

AINIEZEL S. TORREON
Researchers

Noted:

JOVELYN S. ESTANERO, EdD.

Thesis Adviser

Approved:

NELSIE G. LASPOBRES, EdD

Head Teacher III

Att.: approved letter

 52

APPENDIX “B”

Republic of the Philippines

JOSEFINA H. CERILLES STATE COLLEGE-
SOMINOT EXTENSION CLASS
Sominot, Zamboanga del Sur
SCHOOL OF TEACHER EDUCATION

May 4, 2023

Dear Participant:
We are presently preparing our undergraduate thesis
titled “PERCEPTIONS OF TEACHERS AND PARENTS ON DEPARTMENT
OF EDUCATION’S “NO READ, NO PASS” POLICY”, which is
partial fulfillment of the requirements for the degree,
Bachelor of Elementary Education major in General
Education.
In line with the above purpose, we would like to ask you
to answer this questionnaire-checklist in order to gather
the necessary data for the study. Rest assured that your
responses will be used solely for research purpose.

Respectfully yours,

JALAL M. DIMASANGCAY

CRISTINE PONCE

AINIEZEL S. TORREON
Researchers

Name: ___________________________

Part I. Perceptions of the Teacher-participant on DepEd;

“No Read, No Pass “Policy

Directions: Please answer the questionnaire by ticking

check (/) the appropriate boxes. You may only choose one
answer each number.

Scale Responses

5 Strongly Agree (SA)

4 Agree (A)
3 Moderately Agree (MA)
2 Disagree (D)
1 Strongly Disagree (SD)
 53

Statements 5 4 3 2 1
(SA) (A) (MA) (D) (SD)
1. “No Read, No Pass” Policy
shall be enforced to grade 2
pupils to repromoted to grade 3.
2. Teachers shall give their
full support for the policy.
3. The implementation of the
policy is a way to ensure
quality education in public
schools.
4. School officials shall ensure
continuous monitoring of the
implementation of the policy.
5. The policy provides remedial
instructions to pupils who have
reading difficulties.
6. The policy is the aspiration
of prime movers of education to
develop all pupils to become
good readers in their respective
grade level.
7. The policy intensifier the
advocacy for reading and by
pledging commitment to make
every learner a reader.
8. The goal of the policy is to
improve the academic performance
of pupils.
9. The policy improves the
reading skills of pupils and
encourages them to read
different texts and other
materials.
10. The policy is expected that
no pupil shall be promoted to
the next level unless he or she
manifests mastery of the basic
literacy skills at a particular
grade level.
 54

Republic of the Philippines

JOSEFINA H. CERILLES STATE COLLEGE-
SOMINOT EXTENSION CLASS
Sominot, Zamboanga del Sur
SCHOOL OF TEACHER EDUCATION

May 4, 2023

Minahal nga Partisipante:

Among giandam karon ang among undergraduate thesis nga

giulohan og "PERCEPTIONS OF TEACHERS AND PARENTS ON
DEPARTMENT OF EDUCATION'S "NO READ, NO PASS" POLICY", nga
partial nga katumanan sa mga kinahanglanon para sa
degree, Bachelor of Elementary Education major in General
Education.

Nahiuyon sa katuyoan sa ibabaw, gusto namon nga hangyoon

ka nga tubagon kini nga lista sa pangutana aron makolekta
ang kinahanglan nga datos alang sa pagtuon. Makasalig ka
nga ang imong mga tubag gamiton lamang alang sa katuyoan
sa panukiduki.

Sa imong pagtahud,

JALAL M. DIMASANGCAY

CRISTINE PONCE

AINIEZEL S. TORREON
Mga tigdukiduki

Name: ___________________________

Bahin II. Perceptions sa Parents-participant sa DepEd;

"Wala Magbasa, Walay Pass" Polisiya

Direksyon: Palihog tubaga ang pangutana pinaagi sa

pagbutang ug tsek (/) sa angay nga mga kahon. Makapili ka
lang ug usa ka tubag matag numero.
 55

Timbangan Mga tubag

5 Uyon Kaayo (UK)
4 Uyon (U)
3 Kasangarang Uyon (KU)
2 Dili Mouyon (DM)
1 Dakong Dili Pag-uyon (DDP)

Mga Pahayag 5 4 3 2 1
(UK) (U) (KU) (DM) (DDP)
1. “No Read, No Pass” Policy
shall be enforced to grade 2
pupils to repromoted to grade
3.
2. Ang mga magtutudlo mohatag
sa ilang hingpit nga suporta
alang sa polisiya.
3. Ang pagpatuman sa maong
polisiya usa ka paagi aron
masiguro ang kalidad sa
edukasyon sa mga publikong
eskwelahan.
4. Ang mga opisyales sa
eskwelahan kinahanglang
magsiguro sa padayon nga
pagmonitor sa pagpatuman sa
polisiya.
5. Ang polisiya naghatag ug
remedial nga instruksyon sa
mga estudyante nga adunay
kalisud sa pagbasa.
6. Ang polisiya mao ang
pangandoy sa mga prime movers
sa edukasyon aron mapalambo
ang tanang estudyante nga
mahimong maayong magbabasa sa
ilang tagsa-tagsa ka grado.
7. Ang polisiya nagpakusog sa
adbokasiya sa pagbasa ug
pinaagi sa pagsaad sa pasalig
nga himoong magbabasa ang
matag estudyante.
8. Ang tumong sa maong
polisiya mao ang pagpalambo sa
akademikong pasundayag sa mga
estudyante.
9. Ang palisiya nagpauswag sa
kahanas sa pagbasa sa mga
estudyante ug nag-awhag kanila
sa pagbasa sa lainlaing mga
teksto ug uban pang mga
 56

materyal.
10. Ang polisiya gilauman nga
walay tinun-an nga ma-promote
ngadto sa sunod nga lebel
gawas kon siya magpakita sa
kahanas sa batakang kahanas sa
pagbasa ug pagsulat sa usa ka
partikular nga lebel sa grado.
 57

APPENDIX “C”

RAW DATA

Perceptions of Teachers and Parents on DepEd’s “No Read, No

Pass” Policy

Table 1. Perceptions of the Teacher-Participants on DepEd's

"No Read, No Pass" Policy

Perceptions SA A M D SD Total

1. The policy shall be strictly 11 6 2 1 20

implemented to Grade 2 pupils
who will be promoted to Grade
3.

2. Teachers shall give their 13 5 2 20

full support to the policy.

3. The implementation of the 15 2 3 20

policy is a way to ensure
quality education in public
schools.

4. School officials shall 10 8 2 20

ensure continuous monitoring of
the implementation of the
policy.

5. The policy provides remedial 10 8 2 20

instructions to pupils who have
reading difficulties.

6. The policy is the aspiration 12 6 2 20

of prime movers of education to
develop all pupils to become
good readers in their
respective grade levels.

7. The policy intensifies the 12 6 2 20

advocacy for reading and by
pledging commitment to make
every learner a reader.

8. The goal of the policy is to 12 6 2 20

improve the academic
performance of pupils.

9. The policy improves the 11 7 2 20

reading skills of pupils and
 58

encourages them to read

different texts and materials.

10. The policy is expected that 11 5 4 20

no pupil shall be promoted to
the next level unless he or she
manifests mastery of the basic
literacy skills at a particular
grade level.

Table 2. Perceptions of the Parent-Participants on DepEd's

"No Read, No Pass" Policy

Perceptions SA A M D DA Total

1. Ang polisiya higpit nga 25 35 60

ipatuman ngadto sa grade 2 nga
estudyante nga i-promote sa
grade 3.

2. Ang mga magtutudlo mohatag 20 40 60

sa ilang hingpit nga suporta
alang sa polisiya.

3. Ang pagpatuman sa maong 20 40 60

polisiya usa ka paagi aron
masiguro ang kalidad sa
edukasyon sa mga panpublikong
eskwelahan.

4. Ang mga opisyales sa 30 30 60

eskwelahan kinahanglang
magsiguro sa padayon nga
pagmonitor sa pagpatuman sa
polisiya.

5. Ang polisiya naghatag ug 25 35 60

remedial nga instruksyon sa
mga estudyante nga adunay
kalisud sa pagbasa.

6. Ang polisiya mao ang 30 30 60

pangandoy sa mga prime movers
 59

sa edukasyon aron mapalambo

ang tanang estudyante nga
mahimong maayong magbabasa sa
ilang tagsa-tagsa ka grado.

7. Ang polisiya nagpakusog sa 20 40 60

adbokasiya sa pagbasa ug
pinaagi sa pagsaad sa pasalig
nga himoong magbabasa ang
matag estudyante.

8. Ang tumong sa maong 30 30 60

polisiya mao ang pagpalambo sa
akademikong pasundayag sa mga
estudyante.

9. Ang polisiya nagpauswag sa 20 40 60

kahanas sa pagbasa sa mga
estudyante ug nag-awhag kanila
sa pagbasa sa lain-laing mga
teksto ug materyales.

10. Ang polisiya gilauman nga 30 30 60

walay tinun-an nga ma-promote
ngadto sa sunod nga lebel
gawas kon siya magpakita sa
kahanas sa batakang kahanas sa
pagbasa ug pagsulat sa usa ka
partikular nga lebel sa grado.

CURRICULUM VITAE

Personal Background

Name : Jalal M. Dimasangcay

Date of Birth : August 2, 2000

Place of Birth : Poblacion, Sominot,

Zamboanga del Sur

Civil Status : Single

Father’s Name : Jerry P. Dimasangcay

Mother’s Name : Myrah M. Dimasangcay

Religios Affiliation: Islam

 60

Educational Background

Tertiary : J.H Cerilles State College

Dumingag Campus

Bachelor of Elementary Education

General Education

2020 – Present

Secondary

Senior High School: Sominot National High School

Pob., Sominot, Zamboanga del Sur

2018-2020

Junior High School: Sominot National High School

Pob., Sominot, Zamboanga del Sur

2014-2018

Elementary : Sominot Central Elementary School

Pob. Sominot, Zamboanga del Sur

2008-2014

CURRICULUM VITAE

Personal Background

Name : Cristine Ponce

Date of Birth : January 01, 2001

Place of Birth : Cabaluran, Midsalip,

Zaboanga Del Sur

Civil Status : Single

Father’s Name : Daniel N. Gania

Mother’s Name : Renely B. Ponce

Religios Affiliation: Roman Catholic

 61

Educational Background

Tertiary : J.H Cerilles State College

Dumingag Campus

Bachelor of Elementary Education

General Education

2020 – Present

Secondary

Senior High School: Midsalip National High School

Midsalip, Zamboanga del Sur

2018-2020

Junior High School: Alternative Learning System

Pigcarangan Tubod Lanao del Norte

2017-2018

Elementary : Pigcarangan Tubod Lanao del Norte

2007-2013

CURRICULUM VITAE

Personal Background

Name : Ainiezel S. Torreon

Date of Birth : April 2, 2002

Place of Birth : Bulanay, Sominot,

Zamboanga del Sur

Civil Status : Single

Father’s Name : Janielito L. Torreon

Mother’s Name : Ailyn S. Torreon

Religios Affiliation: Church the Body of Christ

 62

Educational Background

Tertiary : J.H Cerilles State College

Dumingag Campus

Bachelor of Elementary Education

General Education

2020 – Present

Secondary

Senior High School: Midsalip National High School

Midsalip, Zamboanga del Sur

2018-2020

Junior High School: Midsalip National High School

Midsalip, Zamboanga del Sur

2014-2018

Elementary : Bulanay Elementary School

Bulanay, Sominot, Zamboanga del Sur

2007-2013