Immaculate Conception College of Balayan, Inc.

College Department- PACUCOA ACCREDITED

Augustinian Recollect Sisters
Plaza Mabini, Balayan 4213 Batangas, Philippines 1
Website: www.iccbalayan.edu.ph; E-mail: [email protected]

ENRICH STRATEGY: AID IN ENHANCING READING COMPREHENSION

OF GRADE 11 HUMSS STUDENTS

PRESENTED BY:

Bugtong, Mark Laurence T.

Endozo, Joyce Ann A.

Garcia, Genalyn H.

Manalo, Karla Marie P.

Tabilog, Jennica S.

Tormes, Donna Marie

BSED III – ENGLISH MAJOR

A.Y. 2023-2024
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CHAPTER I

RESEARCH PROBLEMS AND ITS BACKGROUND

This chapter presents the background of the study, statement of

objectives and problems, and the significance of the study. It also includes the

scope, delimitation and limitation of the study, conceptual framework, definition

of terms, and organization of the study.

Introduction

The development of students’ reading abilities is one of the main goals

of education. As stated by Ayu (2021), reading is considered as an important

aspect in written communications in which commonly used as formal

communication particularly for students at a higher level of education. Through

reading, it can help students learn English. Moreover, in language teaching,

the student’s become engage and participate in the classroom by interactively

taught reading. However, reading comprehension is the ability to process

information that appears in text in order to develop meaning (Seymour, 2017).

According to Gunobgunob (2019), even there are learners who are good

readers, there are still Filipino learners who have poor reading comprehension

and face significant problems in terms of reading. In addition, through reading

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strategy, it can help improves the reading skills of the students with reading

disabilities and those who struggle with reading.

Engaging Notions for Reading Improvement and Comprehension

Heightening (ENRICH) is a strategy in a form of intervention that aimed at

addressing the challenges faced by learners in reading. By implementing

innovative strategy and tailored intervention, ENRICH seeks to enhance

students’ reading skills and comprehension efficiency. Using intervention, it

could help students develop critical thinking skills and ultimately become more

effective readers. Furthermore, this strategy seeks to empower students to

confidently engage with various types of texts and extract meaning from them.

The information given above shows a detailed overview about the

relationship between reading comprehension ability among students and

reading strategy. It recognizes the importance of reading in academic

achievement and the problems that Filipino learners face in reading. Moreover,

this study aims to know the effects of ENRICH Strategy and the level of

effectiveness of the strategy to the students’ reading comprehension and this

study aims to address the gap in research regarding the association between

reading strategy and reading comprehension ability. It seeks to contribute

valuable insights to the existing body of knowledge and field of education.

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Research Framework

Figure 1. ENRICH Strategy as an Aid in Enhancing Reading Comprehension

of Grade 11 HUMSS Students

READING
11 HUMSS STUDENTS
COMPREHENSION

ENRICH STRATEGY

Research Paradigm

The paradigm above shows the ENRICH Strategy as an aid in

enhancing the reading comprehension of Grade 11 HUMSS students. The

focal point in this study is to know the effects of ENRICH Strategy and the level

of effectiveness of the strategy to the students’ reading comprehension.

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Statement of Objectives and Problems

This study aims to know the effects of ENRICH Strategy and the level of

effectiveness of the strategy to the students’ reading comprehension.

Specifically, it aims to answer the following questions:

1. What is the level of reading comprehension of Grade 11 HUMSS

students in terms of:

1.1 Pre-reading

1.2 Post-reading

2. How does ENRICH Strategy improved the reading comprehension of

Grade 11 HUMSS students?

3. Is there any significant difference/relationship between the pre-test and

post-test?

4. How can ENRICH Strategy be improved?

Research Hypothesis

Null Hypothesis. The ENRICH Strategy has no significant relationship

to the reading comprehension of Grade 11 HUMSS students.

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Scope, Delimitation and Limitation of the Study

The researchers of this study aims to know the effects of ENRICH

Strategy and the level of effectiveness of the strategy to the students’ reading

comprehension particularly the Grade 11 HUMSS in Immaculate Conception

College of Balayan, Inc., A.Y. 2023-2024. Moreover, this study seeks to

measure the level of reading comprehension in terms of pre-test and post-test.

However, the researchers will not include the impact of ENRICH

Strategy to the speaking and listening comprehension of the students, the

study will only know the effectiveness of ENRICH Strategy as an aid in

enhancing the reading comprehension of Grade 11 HUMSS students.

This study was solely limited to Grade 11 HUMSS students of

Immaculate Conception College of Balayan, Inc., A.Y. 2023-2024. Any data

that is not specified will not be included. In addition, the researchers of the

study will use quasi-experimental research under quantitative to gather

information. The response of the selected respondents will be gathered by

means of pre-test and post-test.

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Significance of the Study

This research aims to give full understanding to the ENRICH as a

strategy in helping students improve their reading comprehension. The

research study would be beneficial for the following:

To the Students. The study's findings can directly help students by potentially

improving their reading comprehension skills. This can lead to better academic

performance, increased confidence in reading, and a more positive attitude

towards learning.

To the Teachers. Understanding ENRICH Strategy can help teachers

enhance their teaching strategies and improve student outcomes. It can

provide them with evidence-based practices that they can implement in their

classrooms to better support students' reading comprehension development.

To the School Administrators. School administrators can benefit from the

study's findings by gaining insights into effective reading comprehension

interventions. This can inform decision-making related to curriculum

development, resource allocation, and professional development for teachers.

To the Researchers. For researchers conducting the study, the significance

lies in contributing to the body of knowledge on reading comprehension

interventions. Their findings can inform educational policy and practice,

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potentially leading to widespread improvements in reading comprehension

outcomes for students.

To the Future Researchers. The study can serve as a foundation for future

research on reading comprehension interventions. It can guide researchers in

designing studies to further investigate ENRICH Strategy, leading to

continuous improvement in educational practices.

Definition of Terms

This part consist the definition of terms found in the present study. The

words included in this part were the frequently used and unfamiliar words.

Academic Achievement. The amount of academic content a student learns in

a specific time period (Carter, 2023). As use in this study, it acknowledges the

challenges that students encounter in reading as well as the significance of

reading for academic success.

Critical Thinking Skills. This evaluates information carefully, understand

other people's perspectives, and make better decisions in complex situations

(Patandung, 2023). As use in this study, critical thinking skills employs various

strategies to enhance comprehension, interpretation, and engagement with

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text, leading to improved reading proficiency and broader cognitive

development.

Intervention. A strategy designed to measure gaps in an individual student’s

learning (Hatten, 2023). As use in this study, through intervention, students can

learn how to think critically and eventually become proficient readers.

Reading Comprehension. The ability to process information that appears in

texts in order to develop meaning (Seymour, 2017). As use in this study,

reading comprehension is the ability to understand and engage with written

materials through innovative strategies.

Reading Strategy. Reading strategies are flexible tools deigned to help

facilitate text comprehension (Jackson, 2023). As use in this study, reading

strategy is a strategy for enhancing students’ understanding and interpreting of

text.
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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents different studies regarding the strategy as an aid

in enhancing reading comprehension.

Reading Strategy in the Context of Education

Teachers play an essential role in facilitating learners to improve their

reading skills. In fact, the challenge of teaching reading comprehension

remains a significant issue for teachers as most reading facilitators commonly

utilize conventional teaching methods. The instructional strategies a teacher

employed sometimes caused problems in the students' performance. Teachers

indeed, hold a critical role in learners' reading competence. According to

Casing (2019), low reading performance can sometimes result from ineffective

teaching by an ineffective teacher. However, most of the previous studies focus

solely on a single-strategic intervention. Teachers must incorporate multiple

active learning strategies to improve every learner's understanding and provide

various tasks for better understanding. Teaching children to read with

combined reading comprehension strategies has been shown to significantly

improve children's reading proficiency (Cooter, 2019). Such strategies include

guessing from context, defining expectations, making assumptions about the

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text, skimming ahead to fill in the context, etc. Creating and utilizing multiple

reading strategies must be put into consideration. It is necessary to explore

various reading strategies and not merely spoon-feed the information directly

to the students; instead, generate ideas to reinforce and manage the reading

material and facilitate comprehension effectively. With the aforesaid pressing

matter, students' problems with reading comprehension can be solved by

employing a variety of reading strategies.

Reading Comprehension

Reading is a process of simultaneously extracting and constructing

meaning through interaction and involvement with written language that

consists of three elements: the reader, the text, and the activity or purpose of

reading. This is the interaction that students need to do in reading texts (Snow,

2014). Moreover, reading comprehension is a process in which information

from the text and the knowledge possessed by readers act together to

construct a meaning that could be understood by the readers. Without

comprehension, reading is meaningless and useless. Furthermore, Binder,

Cote, Lee, et.al (2018) said that, reading comprehension involves

understanding the vocabulary, seeing relationship among words and concepts,

organizing ideas, recognizing the author’s purpose and intention, evaluating

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the context, and making judgments. To add ideas, as stated by Fuadi (2015),

reading comprehension is an extraordinary feat of balancing and coordinating

many abilities in a very complex and rapid set of processes that makes

comprehension a seemingly effortless and enjoyable activity for fluent readers.

According to Aprilia (2015), the essence of reading comprehension

understands all information delivered by the writer. It requires students' ability

in connecting between words in the texts to get understanding the ideas of the

text and the correlation between the ideas conveyed in the text. Therefore,

readers need to connect their background knowledge with the reading text to

comprehend the text well.

Locale Literature

Students’ Level of Reading Comprehension

Reading goes beyond word decoding; comprehension is about

understanding and grasping the written text's meaning. Similarly, PISA results

indicate that the Philippines ranks lowest in reading comprehension among 79

participating countries, signifying challenges for Filipino students. Also, the

DepEd report demonstrates weaknesses in interpreting literal meanings,

identifying primary themes, and connecting nearby information elements.

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According to Schleicher (2019), over ten million students aged 15-year-

olds represented by the Program for International Student Assessment (PISA)

in 2018 were not able to complete even the most basic reading tasks, and these

were students from 79 high and middle-income countries who participated in

the test. Moreover, even there are learners who are good readers, there are

still Filipino learners who have poor reading comprehension and face

significant problems in terms of reading. In the Philippines, students with below-

grade-level reading comprehension are twice as likely to drop out as students

with above-grade level. About 85% of children diagnosed with learning

disabilities have major reading and related language skills problems. An

estimated 10% of students have difficulty developing reading comprehension

and require additional support and professional guidance (Abeberese et al.,

2014).

To add ideas, as stated by National Center for Education Statistics

research, 43% of adults with a low reading comprehension and literacy level

lived in poverty. It also shows that people who have an average or high literacy

can break the cycle of poverty because they can have many opportunities to

work full time. Apart from this, one factor why people with low literacy and low

level of reading comprehension struggle to be successful is the social impact.

They have low self-esteem, fear, and powerlessness. Due to these factors,
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persons with low reading comprehension levels cannot perform well at their

jobs or school. Since low-level readers cannot communicate well, there is a

wall between their interaction with the world and they will eventually leave

(Gunn, 2018).

Foreign Literature

Reading Comprehension Level of Students

According to Elleman and Oslund (2019), despite decades of research

in reading comprehension, international and national reading scores indicate

stagnant growth for learners in the United States of America. Similarly, the

results reveal that the average achievement in reading in Australia has

experienced long-term decline as stated by the 2018, Program for International

Student Assessment (PISA). In addition, the study conducted by Jiang (2016)

examined the association between oral reading and level of comprehension in

ESL students with different backgrounds in first language. The findings

suggested that difference first language backgrounds tend to have different

factors that develop reading comprehension as each first language tends to be

orthographically distant from English. However, the reading comprehension

levels of Turkish students are far from the desired level, as highlighted by

international assessments. Furthermore, the finding accords with the result

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reached by Miralpeix and Munoz (2018), the results further showed that

language proficiency level of learners have an effect on Saudi EFL learners’

reading performance and vocabulary knowledge. Apart from this, Pretorius and

Klapwijk (2016) declare that despite the fact that much research exists in South

Africa about learners’ low literacy levels, few studies have been conducted that

detail descriptions of instructional practices and what educators are actually

doing in their reading comprehension classrooms. The comprehension level of

students is increased by implementing the related pre–reading activities as the

empirical association between student engagement and reading

comprehension level due to the practice of related pre-reading activities is

proved. Thus, these activities improve the level of engagement among the EFL

students, which eventually increases their level of reading comprehension.

These findings are consistent where the students’ level of comprehension is

increased when they are assigned with pre-reading tasks that develop their

level of engagement and promote critical reflection and understanding of text,

these findings are consistent with the research by Abdelhalim (2017). Also, the

result from Education First English Proficiency Index (EF EPI) (2015) shows

that although there was an increase in number, but Indonesia English

proficiency is still in the 32nd place out of 70 countries, categorized as

moderate level and three points behind the neighboring countries.

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Synthesis

According to DepEd assessments and PISA rankings, the Philippines is

having serious difficulties with reading comprehension, which is supported by

research on education and is demonstrated by the country's low performance.

The challenges that Filipino student encounter are highlighted by Schleicher

(2019), especially in academic environments where there is a persistent lack

of proficiency in drawing conclusions and comprehending word structures.

Furthermore, according to Abeberese et. al. (2014), 10% of pupils struggle

with reading comprehension. For this reason, focused interventions are

necessary. The longer-term effects of low literacy on society, such as the

maintenance of poverty and social exclusion, are further highlighted by Gunn

(2018). Fostering academic excellence and social empowerment in the

Philippines requires addressing these complex issues.

Elleman and Oslund (2019) emphasize the stagnant growth in reading

comprehension scores in the United States, while similar trends in Australia

indicating a sustained decline in reading achievement as stated by 2018

Program for International Student Assessment (PISA). The study conducted by

Jiang (2016), suggests that students with different first language backgrounds

face varied challenges due to orthographic differences, implying the need for

tailored comprehension strategies. Moreover, study found a correlation

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between language proficiency and reading performance among Saudi EFL

learners, reinforcing the notion that language skills play a pivotal role in

comprehension (Miralpeix and Munoz, 2018). In South Africa, Pretorius and

Klapwijk (2016) lamented the dearth of detailed studies on instructional

practices despite widespread acknowledgment of low literacy levels among

learners. Addressing these challenges requires a multifaceted approach.

Engaging pre-reading activities, as advocated by Abdelhalim (2017), has been

shown to enhance student comprehension levels by fostering engagement and

critical reflection.

Based on their research, according to DepEd assessment and

international assessment, the students emphasize the challenges faced by

students in achieving desirable levels of reading comprehension. These

similarities suggest a common concern regarding reading comprehension

levels among students in different countries. In any case, Pretorius and

Klapwijk, (2016) and & Gunn, (2018) highlight the issue of low literacy levels

and its consequences in different contexts. For same reason, they suggest a

common concern regarding the impact of low literacy levels on individuals and

society.
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CHAPTER III

RESEARCH METHODOLOGY AND PROCEDURES

This chapter describes and discusses the methods that are used by the

researchers in gathering the necessary data and information that will be used

in the entire study. It also presents the research designed used in the study,

the type of research, population and sampling technique, the respondents of

the study, research instruments, validation of instruments, data gathering

procedures, and data analysis.

Research Methods and Design

To attain the objective of the study which is to know the effects of

ENRICH Strategy and the level of effectiveness of the strategy to the students’

reading comprehension. The researchers will use Quasi-Experimental

Research under Quantitative Method.

Quasi-Experimental Research is a quantitative research design that

seeks to determine whether a dependent variable and independent variable

are causally related.

The researchers of the study will also use pre-test and post-test. Pre-

test is done to describe the state of the subject prior to application of treatment.
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On one hand, a post-test is done afterwards to determine how much change is

experienced by the subject due to the treatment or condition given to it.

Population and Sampling Technique

This study will consist of thirty-six (36) Grade 11 Guadalupe students in

the Humanities and Social Sciences (HUMSS) strand who are enrolled in

Immaculate Conception College of Balayan, Inc. for the academic year 2023-

2024. These students were selected using the Purposive Sampling Technique

under Non-probability sampling.

Purposive sampling, sometimes referred to as judgmental sampling, is

a non-probability sampling technique in which sample members are chosen in

accordance with predetermined standards established by the researchers, as

explained by Bhardwaj (2019). Respondents for this study were selected by

observation while following pre-established standards. Real-time results are

produced by this sampling technique since it guarantees that the chosen

respondents will probably provide valuable insights pertinent to the goals of the

study.
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Respondents of the Study

The present study will be limited to thirty-six (36) Grade 11 Guadalupe

students in the Humanities and Social Sciences (HUMSS) strand who are

enrolled in Immaculate Conception College of Balayan, Inc. for the academic

year 2023-2024. These students were selected using the Purposive Sampling

Technique under Non-probability sampling.

Research Instruments

To accomplish the main objective of the research study, the researcher

used three (2) data collection instruments namely: Test, and Survey.

1. Test. Test is considered as a specific procedure or approach that I

used for testing or evaluating.

1.1 Pre-Test. Pre-assessment is done to describe the state of the

subject prior to application of treatment.

1.2 Post-Test. Post-assessment is done afterwards to determine how

much change is experienced by the subject due to the treatment or condition

given to it.
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2. Survey. Survey is a type of data collection instruments in which it is

used to gather information and insights from a predetermined sample.

2.1. Likert Scale. The Likert scale question is a psychometric scale

where questions based on this scale are used in a survey. It is one of the most

widely used question types in a survey. In a Likert scale survey, respondents

don't choose between 'yes/no,' there are specific choices based on 'agreeing'

or 'disagreeing' on a particular survey question (QuestionPro, 2021).

The Table below shows how the collected data was analyzed and

interpreted:

Table 1. Verbal Interpretation of Data

The Table above shows the interpretation of the responses. If the

computed weighted mean is equals to 3.01-4.00 it will be labeled as Strongly

Agree, 2.01-3.00 as Agree, 1.01-2.00 as Disagree, and 0.01 – 1.00 as Strongly

Disagree.
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Validation of Instruments

The questionnaires were validated by a registered Psychometrician.

Revisions will be incorporated for the improvement of the instrument.

Data Gathering Procedures

To achieve and accomplish the goal of the study, different processes

were done by the researchers. Firstly, the researchers of the study sent a

request letter to the participating school for the purpose of the selection of the

respondents. Then, the researchers formulated a possible draft of their reading

indicators and was assessed by their research adviser. After that, it was

remarked to the respondents after the approval of observational tools. While

the researchers applied the reading strategy that will used by the respondents

which are identified through purposive sampling technique, the researchers in

the end will give post-reading test then it was collected and interpreted.

Data Analysis

To interpret the data effectively, the researchers will employ the

following statistical treatments.

1. SOP 1: Mean and Standard Deviation. Mean is the most common

measure of central tendency and refers to the average value of a group

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numbers (Sykes, et. al., 2016). On the other hand, standard deviation is a

measurement that is designed to find the disparity between the calculated

mean. It is one of the tools for measuring dispersion (Ayeni, 2014).

2. SOP 2: Weighted Mean. A procedure for combining the means of

two or more groups of different sizes; it takes the sizes of the groups into

account when computing the overall or grand mean (Vogt, 2005).

3. SOP 3: T-test/Pearson R. The t-test is any statistical hypothesis test

in which the test statistics follows a student’s t-distribution under the null

hypothesis. A t-test is most commonly applied when the test statistic would

follow a normal distribution if the value of a scaling term in the test statistic were

known (Tan, 2018).

Ethical Considerations

As part of the ethical consideration of this study, the researchers will

adhere to the code of conduct to observe the respondent’s rights and the

people involved. It was also taken into consideration to guarantee that the study

will successfully carry out in an appropriate way. To guarantee that this study

is conducted in accordance with ethical concerns, letter will be submitted to the

administration’s office. Letters of consent were also sent to teachers and

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respondents who needed to participate. In this paper, the consent form that will

serve as a guideline for the research/consent method can be found in Appendix

A. The aim of this study will be well-explained to the respondents as well as the

permission to record the acquired data. The researchers will make every effort

to protect the privacy and safety of the respondents and the people in volved,

including the following:

1. The information would remain confidential, and only the supervisor

would be informed of the distinct and concrete content of individual

questionnaires.

2. The identity of the respondents would be removed, and the

pseudonym given would be kept as part of Republic Act No. 10173 or the Data

Privacy Act.

3. Acknowledging the works of authors use in the study, including

related literature, study, and other basis of the study as mentioned in Republic

Act No. 8293. Despite the respondents’ willingness to participate in the study

after being approached by the researcher, the respondents were informed that

they might withdraw at any time while the data was being collected.