READING COMPREHENSION AND PARENTAL EDUCATIONAL ATTAINMENT

AMONG SENIOR HIGH SCHOOL STUDENTS OF IMELDA INTEGRATED

PRACTICAL REASEARCH 2

(QUANTITATIVE RESEARCH)

RESEARCHER:

KEVIN PESIMO

LOUISE ARWIN PALGAN

MC. DANIEL GARBO

JOHN CHRISTIAN OÑAS

Introduction

Background of the Study

Low reading comprehension poses a substantial educational challenge for

senior high school students, with wide-ranging implications. It's crucial to gain

insights into the factors that contribute to this problem, such as curriculum

design, teaching methods, student motivation, and socio-economic backgrounds.

This understanding is vital for educators and policymakers as they strive to

develop effective interventions and enhance literacy outcomes. Reading

comprehension, can be defined as the cognitive process by which individuals

extract meaning, understanding, and knowledge from written or printed texts.

Reading holds significant sway over people's lives as it introduces a diverse range

of life concepts. This intricate process involves sensory engagement, cognitive

thinking, comprehension, practical application, and integration. It serves as the

means by which individuals produce and derive meaning from printed words and

symbols (Jumuad et al., 2023). This cognitive interplay is central to our ability to

interact effectively with various textual forms, be it deciphering restaurant menus,

navigating road signs, following cookbook recipes, interpreting medicine

prescriptions, or scrutinizing product ingredient lists (Estremera & Estremera,

2018, as cited in Jumuad, et al., 2023). Furthermore, reading comprehension

holds immense importance in both personal and professional spheres. It is the

foundation for effective communication, processing information, and gaining

knowledge. Understanding the intricate relationship between reading and their

development of individuals impacted by these issues.

Parental educational attainment is a widely studied factor in the context of

children's academic achievement. Many studies in the field of education have

shown that when parents achieve a higher level of education, it significantly boosts

their children's academic success and accomplishments (Dubow et al., 2005; 2006;

2009, as cited in Assari, 2018). This could potentially lead to better reading

comprehension outcomes for their children. However, achieving high levels of

education for children becomes significantly more challenging when their parents

lack the ability to provide educational support, which is often attributed to their

own limited educational backgrounds (Choy, 2001, as cited in Assari, 2018). It's

essential to note, though, that parental education is just one of many factors that

can influence reading comprehension. Other factors, such as the quality of the

school environment, individual differences in children's cognitive abilities, and

socio-economic status, can also play a significant role in shaping reading

comprehension skills.

This study aims to investigate the relationship between parental educational

attainment and reading comprehension. Specifically, it seeks to understand how

the level of education achieved by a child's parent influences the development of

reading comprehension skills and cognitive development.

This research aims to investigate the relationship between reading

comprehension and the academic attainment of parents among senior high school

students of Imelda Integrated Secondary School.

1. What is the level of reading comprehension among senior high school

students of Imelda Integrated Secondary School as measured by the TOEFL

(Test of English as a Foreign Language) assessment?

2. What is the parental academic attainment among senior high school

students of Imelda Integrated Secondary School as measured by the

Parental Educational Background Survey?

3. Is there a significant relationship between reading comprehension and

parental academical attainment among senior high school students at

Imelda Integrated Secondary School?

Hypothesis

This research will be tested at 0.05 level of significant that:

H0: There is no significant relationship between parental academical attainment

and reading comprehension among senior high school students at Imelda

integrated secondary school.

Conceptual Framework

Parental
Reading
Academical
Comprehension
Attainment
 Figure 1. Conceptual framework of Parent Educational Attainment and Reading

comprehension among senior high students of Imelda Integrated Secondary School.

As depicted in Figure 1, the conceptual framework of this study illustrates

the primary factor, 'Parental Educational Attainment,' playing a pivotal role. It is

hypothesized to have a significant impact on the secondary factor, 'Reading

Comprehension,' within the context of senior high students at Imelda Integrated

Secondary School. The two-headed arrow connecting these factors in the diagram

signifies the hypothesized correlation between them.

Theoretical Framework

The theory to be employed in this research is the theory of cultural capital,

introduced by Pierre Bourdieu. This theory says that we pick up knowledge and

skills from our surroundings, like art, books, and language. There are two types of

cultural knowledge: the stuff we know inside our heads (like habits and knowledge)

and the things we can touch (like books or paintings). This knowledge plays a big

part in whether we do well in school and move up in society. If we have the right

kind of cultural knowledge that matches what schools expect, it can help us do

better in school. But if we don't have that knowledge or if it's different from what

schools want, it can make it harder for us to succeed.

Cultural Capital Theory encompasses the significant role of our background

in shaping our educational achievement and societal mobility. It suggests that

students who possess cultural knowledge aligned with what schools value may

have an advantage in academic institutions. Conversely, those lacking this

Furthermore, this theory underscores the importance of understanding how our

cultural background either perpetuates or reduces disparities in education and

society. In essence, it emphasizes the need to consider how our cultural capital

influences our opportunities and outcomes.

Significance of the Study

The researchers believes that this study can provide benefits beyond the

mere collection of data and information that useful to them, extending its impact to

the following groups of individuals:

To learners, this research helps students understand how their parents'

education affects their reading skills, empowering them to make informed choices

for better academic success

To teachers, Teachers can use this study to adapt teaching methods for

students from diverse backgrounds, improving reading comprehension and overall

learning

To parents/guardians, Parents can see the importance of their involvement

in their child's education and can actively support their reading development

To future researchers, this study provides a foundation for future research

in education, encouraging further exploration of factors influencing reading

comprehension and potential interventions

This research exclusively examines the correlation between reading

comprehension and parental academical attainment within the senior high school

student population at Imelda Integrated Secondary School. Data collection will

involve randomly selecting students from the senior high level of Imelda Integrated

Secondary School for the academic year 2023-2024, with these selected students

serving as representatives of the entire population. The primary data source will be

a questionnaire provided by the researcher, and each respondent will be given the

same questionnaire to answer.

Definition of Terms

Reading Comprehension - Reading comprehension is the skill of understanding

and making sense of written texts.

Parental Academic Attainment – The practice of becoming self-aware at the

current state of your physical, mental, and spiritual existence.

Cognitive - "Cognitive" pertains to mental processes like thinking, learning, and

problem-solving.
 REFERENCES:

Jumuad, S., Mendez, J., Redondo, K. & Cagas, R. (2023). Effects of Peer-tutoring
on the Level of Reading Comprehension of Young Learners. International Journal of
Educational Management and Development Studies, 4 (3), 1-15.
https://doi.org/10.53378/352995

Assari, S. (2018). Parental Education Attainment and Educational Upward