The Reading comprehension skills of Grade 11 student of 2023-2024 in Lanao

Norte Provincial Science and Technology High School

Submitted by:

Andrea Nicole V. Laping

Jhanelle L. Tano

Michelle Joy Lomayno

Alleah Nicole Cadallo

Hanahleah Tanoy

Meljhon C. Antis

Research Adviser: Joe Art Pague

Background of the study

Filipino students ranking last in a global survey on reading comprehension

among 79 countries (Romero, 2019). The primary reason identified is the prevalent inclination
towards narrative rather than informative text materials. This alarming situation prompts a call
for a more reflective education system. Recognizing that reading ability is cultivated through
practice, the study emphasizes the necessity of providing students with diverse text formats,
including print and digital, and guiding them through teacher modelling, shared practice, and
independent practice.

Furthermore, the background underscores the impact of poor connectivity in far-flung

areas and the scarcity of reading materials in the country as contributing factors to the low
ranking. To address these challenges, the study advocates for comprehensive guidance for
teachers and parents in handling digital literacy. It also recommends that all teachers undergo
reading instruction strategy training to enhance their ability to develop the reading skills of their
students. This information provides a comprehensive foundation for understanding the
complex issues surrounding the reading comprehension struggles of Filipino students.
(Source: [ABS-CBN News](https://news.abs-cbn.com/news/12/05/19/why-pinoy-students-
ranked-last-in-reading-comprehension-survey)) This Study aims to assess the reading
comprehension skills of Grade 11 student of Lanao Norte Provincial Science and Technology
High School.

Statement of the problem

The objective of this study is to assess the reading comprehension skills

of Grade 11 students at Lanao Norte Provincial Science and Technology High School,
identifying challenges, analysing current strategies, and providing recommendations
for improvement.

1. What is the demographic profile of the respondents in term of

a. Sex
b. Age
c. Section
 2. How well do Grade 11 students at Lanao Norte Provincial Science and
Technology High School understand what they read?

3. What challenges do students face when trying to grasp different types of texts
in their Grade 11 classes?

4. What strategies are currently used to help Grade 11 students improve their
reading skills, and how effective are they?

Conceptual Framework

This conceptual framework demonstrates the study’s input, process, and

output methods. The input, which contains the Profile of Respondents, the tools we
used, challenges, and the strategies. The procedure covers the equipment and
analysis required for data collection. This result will also serve as the foundation for a
suggested improvement program that will be the study’s output. Reading
comprehension is affected of the academic performance. There are some to improve
reading comprehension by providing books, at the right level, reading to build fluency,
and having them read aloud. Grade 11 Students including their learning, knowledge,
and academic performances.

Input Process
Profile of Grade 11 Students Analysis of data through :
Output
1. Demographic Profile in
forms of:

a. Sex

b. Age -Survey Questionnaire

c. Section
-Better and Language
2. Challenges in terms of:
-Reading Materials
a. Pronunciation

b. Lack of concentration -Proposed

-Reading Compression
3. Strategies in terms of:
Skills Rubrics
a. Visualizing
-Improvement
b. Summarizing

c. Connecting
Significance of the Study

This research titled “The Reading Comprehension Skills of Grade 11 Students

in Lanao Norte Provincial Science and Technology High School” holds significant value
for various stakeholders within the educational landscape.

The Teachers. This study can offer insights into the specific challenges faced by
Grade 11 students, enabling educators to tailor teaching methods to enhance reading
comprehension skills, ultimately contributing to academic excellence.

The Parents. Understanding the factors influencing their children’s reading

comprehension can assist parents in providing targeted support, fostering a more
conducive learning environment at home.

The Future Researchers. This research contributes to the broader field by providing
a nuanced understanding of reading comprehension in the context of Grade 11
Students. Future researchers can build upon these insights to refine curricula,
teaching methods, and assessment practices, shaping the future landscape of
education.

The Students. This research could help the students to foster deeper learning and
ultimately boost their academic performance.

Scope and Delimitation

The study focused on Lanao Norte Provincial Science and Technology High
School, this study focuses on the reading comprehension skills of Grade 11 school
year 2023-2024 students.
Definition of Terms

Reading Comprehension Skills - The ability to understand, interpret, and

synthesize information obtained from various written sources, demonstrating
proficiency in deciphering meanings, grasping concepts, and extracting knowledge.
 Chapter 2

Review of Related Literature

National

In the exploration of the national context, this study delves into the Philippines'
educational policies, specifically those guiding the teaching of Humanities and Social
Sciences in senior high school. Key policies, such as the K-12 curriculum framework
implemented in 2013, underscore the importance of cultivating critical thinking
capacities, including reading comprehension skills. Local studies within the
Philippines, conducted by researchers like Santos (2018) and Reyes (2020),
specifically address reading comprehension among senior high school students,
providing invaluable insights into challenges and potential solutions. Additionally, an
exploration of pedagogical approaches in Filipino schools, influenced by the works of
educators such as Rivera (2017), contributes to framing the discussion on effective
strategies implemented to enhance reading comprehension

International

On the international front, a cross-cultural perspective is achieved through the

examination of global educational practices. Comparative studies, including works by
Smith (2016) and Johnson (2019), offer insights into reading education strategies
across different countries. These studies shed light on successful approaches,
facilitating a nuanced understanding of how diverse educational systems address
reading comprehension challenges. Furthermore, an exploration of global trends in
educational technology, as evidenced by research conducted by Brown (2021),
provides valuable insights into the integration of digital resources and online platforms
to enhance students' comprehension of various texts.

Chapter 3

Methodology

This chapter outlines the comprehensive methodology employed to assess the

reading comprehension skills of Grade 11 students at Lanao Norte Provincial Science
and Technology High School.

Research Design

The study adopts a mixed-methods research design, combining quantitative and

qualitative approaches. Standardized reading comprehension tests serve as the
quantitative component, providing numerical data on students’ comprehension levels.

Participants

The participants in this study are Grade 11 students at Lanao Norte Provincial
Science and Technology High School. A purposive sampling method is utilized to
ensure representation from diverse backgrounds within the Grade 11 program.

Purpose Statement

The purpose of this research is to comprehensively evaluate the reading

comprehension skills of Grade 11 students at Lanao Norte Provincial Science and
Technology High School. By examining the factors influencing their ability to
understand and interpret diverse texts, the study aims to contribute valuable insights
to pedagogical practices within the school and the broader field of education.
Techniques

The research employs a combination of quantitative and qualitative techniques.

Standardized reading comprehension tests provide quantitative data, while qualitative
insights are gathered through the analysis of classroom activities and potential
interviews with both students and teachers. This dual-method approach ensures a
nuanced understanding of the students’ reading comprehension abilities.

Objectives

This research aims to evaluate the reading proficiency of Grade 11 students at

Lanao Norte Provincial Science and Technology High School.

Settings

The study is conducted at Lanao Norte Provincial Science and Technology High
School, focusing specifically on the Grade 11 program.

Timeline

The research is conducted over a four-months period, starting from February

2024 – April 2024

Measurement

Quantitative measurements include scores from standardized reading

comprehension tests, while qualitative measurements involve the responses and
observations.
Analysis Method

Quantitative data is analysed using statistical tools to generate descriptive

statistics and inferential findings. Qualitative data is subjected to thematic analysis,
allowing for the identification of patterns, themes, and insights derived from interviews
and classroom observations. The integration of both methods aims to provide a
comprehensive and triangulated understanding of reading comprehension skills
among Grade 11 students.

APPENDICES

Appendix A. Survey-Questionnaire

Jake, by Jim Bartlett

Jake’s eyes snap open, and he quickly turns to the side. But like his aching
heart, the spot where Max always sat on the couch remains empty. He takes in a long,
deep breath – really more of a sigh and squeezes his eyes closed, hoping that by
slipping into the darkness of a nap, he will temporarily mask his sorrow. For fifteen
years they were inseparable. Always side by side. The walks on the beach with the
gentle waves calling, the seagulls cawing. All those hikes on the trail where the trees
canopied over like arches, wrapping them in a soft cool shade on a hot sunny day.
Even just a ride to the grocery store for something Martha may have forgotten, they
always. Went together. Though he knows that in some ways he should be thankful for
just having their time together those moments forever etched in his heart and that the
sickness took Max quickly rather than dragging out the pain for weeks, maybe even
months, he still feels cheated. That somehow he is missing years that could have
been. Unable to sleep, he looks around the all too empty room, letting his gaze fall
upon the leash, which still hangs from the peg by the door. It seems to wait patiently,
ever ready for that next big adventure. As his eyes well up, he realizes for the first time
how much his grief weighs, how hard it is to even rise with such a heaviness inside. It
is then he hears a shuffle from behind and turns to see Martha standing in the doorway,
her shoulder resting against the frame. “I thought you might be in here,” she says. She
looks. Down at him for only a moment before her stare drifts to the couch. “I miss him,
too, Jake. More than you’ll ever know.” There’s a faraway melancholy tone to her voice,
but he knows that her heart, like his, has a hole too big to fill. His head drops and he
gives off another long sigh, which seems to prompt her to come over and kneel down
onto the carpet beside him. She slides a hand under his chin and lifts it up, then tucks
back his long, floppy ears, such that their teary eyes can meet. “I guess you do know,
don’t you, Jake.”

Category 4 3 2 1
Answers are mostly Answers are often Answers are Answers do not
correct and correct and occasionally correct reflect accurate
Interpretation demonstrate demonstrate good and demonstrate an comprehension of
excellent comprehension. incomplete the topic(s).
comprehension. Opinions are comprehension of Opinions are
Opinions are always adequately the topic. Opinions unjustified.
fully justified. justified. are sometimes
justified.
Detail Answers are mostly Answers are Answers contain Answers lack the
complete, usually complete some details. required detail or
extensive, and and include several are incomplete.
include many details details.
Use of Answers mostly Answers usually Answers include Answers do not
include supporting include supporting occasional include supporting
information evidence from the evidence from the supporting evidence evidence from the
text/lesson when text/lesson when from the text when text when
necessary. necessary. necessary. necessary.
Quotation or Quotation or
paraphrase are paraphrase are
often included in sometimes
answers. included.
Clarity Answers are very Answers are Answers are Answers are difficult
easy to understand. always easy to sometimes to understand.
They are clear and understand. understandable, but
concise. need to be more to
the point.
Mechanics Conventional Conventional Work contained Work contains
spelling and spelling and several spelling and many spelling and
grammar is mostly grammar is usually grammar errors. grammar errors.
correct. correct.

Directions: Reflect on and answer the question below. Write you answer on a
separate sheet of paper.
1. What did you feel after reading the story? Expound your answer.
2. Based on the story, who is Jake and why is he in a state of loneliness
3. What words were used to help you figure out Jake’s identity?
4. Who was Max and what happened to him?
5. Do you believe in the adage, ‘A dog is man’s best friend? Elaborate on your
answer.

This survey is for research purposes to determine the level of reading

comprehension of grade II students at Lanao Del Norte Provincial Science and
Technology High School. All information you provide will be kept private. We will
not include any information that could be used to identify you in any report we make
public.

Directions: Answer the following by ticking the circle or filling in the needed
response.

Part I: Demographic Profile

Name:(Optional) _________________ Sex:____ Date:_____

Age: _________(edad)

(Age in terms of years)

o 15-16
o 17-18
o 19-20

Parents higher educational attainment: _________________

o Elementary
 o Secondary
o College

Part II: Reading Comprehension

Indicators Strongly Agree Neutral Disagree Strongly

Agree Disagree
(5) (4) (3) (2) (1)
1. I imagine how the story will be
by reading the title.
2. I remember the main parts of
the story after having just read.
3. I talk to my colleagues about
the stories to see if I understood
them correctly.
4. I carefully and slowly make
sure to understand the text.
5. When I read the story I
immediately understood its
content.
6. I read the words with correct
pronunciation.
7. I don’t understand many words
in the story.
8. I understood well what the
story wanted to convey.
9. I understand well the story I
read even without using
dictionary.
 10. I correctly follow the use of
punctuation marks wile reading
the story.

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