CAMP VICENTE LIM INTEGRATED SCHOOL 1

Brgy. Mayapa, City of Calamba Laguna

SENIOR HIGH SCHOOL DEPARTMENT

The Level of Reading Comprehension of Senior

High School Students in Camp Vicente Lim

Integrated School

A Research Proposal

Presented to the faculty of Senior High Department

CAMP VICENTE LIM INTEGRATED SCHOOL

Mayapa Calamba City

In Partial Fulfillment

Of the requirements for the Subject

Inquiries, Investigations, and Immersions

Padilla, Harvey Elidan P.

Mendina, Gracielyn V.
Madrona, Ahlyzon P.

June 2023
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CHAPTER I

THE PROBLEM

This chapter presents the introduction, statement of the problem, research

objectives, scope, limitations, and delimitations of the study, significance of the study,

definition of terms, and pedagogical implication.

Introduction

Speaking, listening, viewing, writing, and reading are the five basic macro skills in

communication, these concepts are essential to allow individual to comprehend and

produce language effective for proper communication. Additionally, the study will focus

on one macro skill, which is the reading comprehension.

(Brandon, 2021) states that comprehension is the capacity to understand written

words. Opposed to the ability to recognize words. The purpose of reading is not always

recognizing but it is the ability to understand words. Reading comprehension occurs

when words on a page are not just mere words but thoughts and ideas.

Moreover, (Burns & Treptow, 2019) argues that there are three levels of

reading comprehension; independent, instructional, and frustration level.

Independent level can read text on their own, while instructional level has

adequate background knowledge for a topic, and can access text quickly and with no or
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few errors. And frustration level does not have adequate background level for a topic

and/or cannot meet criteria for instructional levels of accuracy and rate. (Bilbao et al.,

2016) discusses that in a study was conducted in Davao City to determine the reading

profiency level of year 1 to year 3 students as the basis for the intervention program.

And, the study reveals that majority of the students are in the frustration level of

reading profiency in silent reading, while instuctional level in oral reading, and majority

of the males are less proficient in reading compared to females in both silent and oral

readings.

Statement Of The Problem

The research shows the level of reading comprehension of senior high school

students of Camp Vicente Lim Integrated School and seeks to answer the following

questions:

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

1.1 Age

1.2 Sex

1.3 Strand

2. What is the level of reading comprehension of the respondents?

3. What are the factors that affect the reading level of the students?

4. Based on the findings, what modification should be done in the localized reading

program?
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Research Objectives

This research aims to determine the level of reading comprehension of senior high

school students in Camp Vicente Lim Integrated School

Specifically it aims to:

Pakispecify nung students at respondents

1. Identify the demographic profile of the respondents

2. Determine what is the meaning of reading comprehension.

3. To find out whart is the level of reading comprehension of the senior high

school students.

4. To classify the factors affecting the reading comprehension of senior high

school students.

5. Create a plan for modification of local reading program.

Significance of the Study

This study was focused on the level of reading comprehension of Senior High

School students in Camp Vicente Lim Integrated School. Moreover, the outcome of the

study was beneficial to the following:

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For the Senior High School students, they will know what level of reading

comprehension they are in. It would also help them to know what factors affects their

reading comprehension.

For the School administration, this study can let the school administrators know

the level of reading comprehension of the students for them to come up with a decisive

action plan for the student.

For the Senior High School Teachers, this study would help senior high school

teachers be guided on how they can help Senior High School students in their reading

comprehension ability more so, this would also determine what reinforcements to do in

order to lessen the negative factors that affects the reading comprehension of Senior

High School student.

For the Future researchers, this study would help them by using this as a guide to

get information that they can be use for their study.

Scope, Delimitation, Limitation of the Study

The study will be confined to the level of reading comprehension of senior high

school students. The primary respondents of the study will cover the Grade 11 and 12

students in school year 2022 – 2023. The scope of the study will be limited to 145
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students, which is the ten (10%) percent of the total population of senior high school

students in Camp Vicente Lim Integrated School.

Moreover, the study will not cover the listening, viewing, writing, and speaking skills

of the respondents. Furthermore, the study is delimited to the junior high school

students and will not exceed to different schools. Additionally, interviews will not be

used in the study.

Lastly, the study is limited only to the reading comprehension of the Senior High

School students in Camp Vicente Lim Integrated School.

Definition Of Terms

The definition of term is a statement expressing the essential nature of something

that enables a common understanding of key terms within the research study, this will

give the definition of the unfamiliar words used in the study.

Adequate. Acceptable in quality or quantity

Aesthetic Reading. Reading in which the focus is on the feelings, sensations, and

emotions evoked during the reader’s transactions with the text

Anchored. Tendency to rely on a single piece of information or aspect of an event to

inform decision making.

Cognitive. Processes involved in reading

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Evaluate. Use as a level of comprehension that means a deeper understanding of the

text, ability to easily understand texts, ideas, and topics.

Frequency. Is the number of occurrences of a repeating event per unit of time.

Frustration. Use as a level of comprehension that means average level

Inference. Use as a level of comprehension that means reading between line, can dig

deeper in understanding a reading

Intervention. The act of interfering with the outcome or course especially of a condition

or process

Literal. Use as a level of comprehension that means understanding a text, including

facts, ideas, vocabulary, events, and stated information.

Paradigm. A typical example or pattern of something, a model.

Population. Use as a quantity of people, a particular section, group, or type of people

or animals living in an area or country.

Psychological. Affecting, or arising in the mind; related to the mental and emotional

state of a person.

Reading Comprehension. Ability to process written text, understand its meaning, and

to integrate with what the reader already knows.

Statistical. Procedures that help in an investigation on a research, dissertation, or

thesis.

Variable. Used as a term in study, it is an element, feature, or factor that is liable to

vary or change.

Vigorous. Forceful, strong, healthy, and full of energy.

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CHAPTER II

Review of Related Literature and Studies

This chapter presents the related literature and studies after the thorough and in-

depth search done by the researchers. This will also present the synthesis of the art,

theoretical and conceptual framework to fully, understand the research to be done and

lastly the definition of terms for better comprehension of the study.

Nature Of Reading

Bunau et al., 2016 states that reading is a complex process in

getting meaning from the text through comprehension. From this comprehension will

help the readers to gasp the meaning of the text. The basic level in reading is

identifying of words. Moreover, from the basic identification of the individual letters and

how these form a exact word, to what each word means not just on an individual level,

but also as part of a text, (Aliponga, 2013).

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Reading Comprehension

Reading comprehension is the capacity to understand written words that oppose to

the ability to recognize words. The purpose of reading is not always recognizing, but it

is the ability to understand words. Reading comprehension occurs when words on a

page are not just mere words, but thoughts and ideas (Brandon, 2019). Moreover,

reading comprehension is the mother of all study skills. However, despite of a

long-standing awareness of reading comprehension as an important component

of learning, it remains a critical concern in Philippine education (Herlardez, 2021).

Level Of Reading Comprehension

There are three levels of reading comprehension: independent, instructional,

and frustration level. Independent level can read text on their own, while

instructional level has adequate background knowledge for a topic, and can access

text quickly and with no or few errors. Frustration level does not have adequate

background level for a topic and/or cannot meet criteria for instructional levels of

accuracy and rate. (Burns & Treptow, 2019; DaCosta & Gutierrez, 2020).

Moreover, there are other terms on the level of reading comprehension namely;

Literal, Inference, and Evaluate level of comprehension (Lastiri, 2021).

Factors Affects Reading Comprehension

According to Tánczikné, 2017, reading abilities have different these components.

Moreover, in the Philippine settings factors such as the lack of prior knowledge is one of
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the factor the affects the reading comprehension of students. (Negosa, 2021).

Additonally, home-related factors have a very significant effect that affects the

reading comprehension of the learners. (Torres, 2019)

Synthesis

Reading is a process of getting the meaning of the text through

comprehension. Also, the goal of reading is to fully comprehend what is the message of

the text, and what is its meaning. Moreover, reading is a basic step in identifying words,

letters, and phrases that we use in our daily lives. (Bunau et al., 2016; Aliponga, 2013).

Additionally, reading comprehension is the foundation of all skills for it is the ability to

understand words. Moreover, reading comprehension occurs when words covney are

processed into thoughts, that is an important aspect in reading. However, in the

Philippines reading comprehension remains a concern in the education sector.

(Brandon, 2019; Herlardez, 2021).

Futhermore, there are three levels of reading comprehension as per the

researchers, these are Frustration, Independent, and Instructional. Frustration level

does not have adequate background level for a topic, while independent level can read
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text on their own, and instructional has an adequate background level for a topic.

Additionally, Literal, Inference, and Evaluate are the other terms used for the

level of reading comprehension. (Burns & Treptow, 2019; DaCosta & Gutierrez,

2020; Lastiri, 2021).

Lastly, there are numerous factors that affects the reading comprehension of the

students. The first factor is the student does not have prior knowledge about the topic

given, also home-related factors contribute to the reading comprehension of the

students. Therefore, reading interventions are highly encourage so that student will

hone and gain reading comprehension. (Negosa, 2021; Torres, 2019).

Theoretical Framework

The study is anchored to the theoretical support from Jean Piaget’s theory of

Constructivist Learning, Lev Vygotsky’s Theory of Sociocultural, and Urie

Bronfenbrenner’s Theory of Ecological Systems.

According to Kurt 2023, Jean Piaget’s theory of Constructivist Learning is a theory

that idea is a major contributor of their learning growth. Moreover, knowledge is

establish under the experience of the learner, as every situation occurs every person

reflects on their experience and adds new idea with their prior knowledge in which they

develop schemas to organize the knowledge they acquired.

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Furthermore, Cherry 2022, stated that Lev Vygotsky’s Theory of Sociocultural is

about the societys’ contribution in the growth of an individual. Additionally, the learning

of human is a social process, that our cognitive functions are created by the interactions

around the people who are much more knowledgable and skillful. In addition, in the

sociocultural perspective, our psychological growth is directed by people in our lives

who are a mentor-type role such as teachers and parents, Other times, participating in

social gathering events and interacting with social groups will develop value and beliefs.

Moreover, (Psychology Notes HQ, 2022) presented that Urie Bronfenbrenner

formulated the Ecological Systems Theory to interpret how social environment has its

effect to a child’s growth. Additionally, this theory highlights examining children in

numerous environment known as ecological systems to aim understanding their growth.

Conceptual Framework

Conceptual framework provides clear explanations regarding the relationships

among variables. In here, the paradigm of variables such as independent variables,

intervening variables and dependent variables in the study must be presented. The

research paradigm is shown and discussed in this section.

The study utilizes the Input, Process, Output (IPO) model. Inputs are modeled as

consumables and efforts that are introduced to a system at the beginning stage of the
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lifecycle. Outputs are modeled as the result produced by the system. Process is

modeled as the conversion of the inputs to the outputs (Drake et al. 2021)

Input Process

- Profile of the 1. Identify the

respondents responden
ts Output
A. Age
B. Sex 2. Conduct
survey Promote
C. Strand
3. Gather Aesthetic
data Reading
- Level Of Reading
Comprehension 4. Interpret
data
-Factors Affecting 5. Conclusion
the Reading and
Comprehension Recomme
ndation
- Action Plan

Feedback
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Figure 1. Research Paradigm

Figure 1 presents the Input, Process, and Output model of the study. The input

section is actors such as organizational context, task characteristics, and team

composition that may influence the team itself, directly or indirectly. Moreover, the input

section shows the profile of the respondents according to age, sex, and strand, then the

level of reading comprehension, followed by the factors affecting the reading

comprehension, and lastly the action plan.

On the other hand, the process section is the chronological procedure made by the

researchers in studying the study, furthermore the process section shows the five (5)

procedures in conducting the study. First, is to identify the profile of the respondents in

terms of age, sex, and strand, next is conduct survey using convenience sampling

method, then gather the data, followed by interpretation of data using statistical tools,

and lastly give conclusions and recommendations.

Moreover, the output section is modeled as the result produced by the system.

Furthermore it shows the outcome the researchers recommend which is to promote

aesthetic reading in the senior high school department of Camp Vicente Lim Integrated

School. Additionally, according to Krashen 2020 aesthetic reading was defined as the

type of reading that readers engaged in when reading for emotional enjoyment.
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Moreover, aesthetic approach is more personal, as the reader applies her own

interpretation, drawing on her own individual background and taste. Furthermore,

Aesthetic reading focuses on the transaction with the reader. Therefore, it is important

for teachers to know what happened in the reader's mind while reading, and help the

reader to reflect on this reading experience.

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design, sampling method, subject of the

study, data-gathering instrument, data gathering procedure, statistical treatment

data, and validation of research instrument.

Research Design

The current study used a quantitative approach and a descriptive survey research

methodology. Studies that used descriptive survey research provided useful details

about the elements that were prevalent at the time. It interprets what is and describes it.

It was worried about current circumstances, ongoing processes perceived effects and
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emerging trends. Moreover, to give a description or a visual of a condition or

phenomenon, descriptive research is used. Researchers that employ descriptive

research don’t experiment on their subjects to find causes and effects. Because of this,

the work is regarded as non-experimental. When a research question basic structure is’’

what is happening here?’’ descriptive research is crucial (Daniel J. Boudah).

Subjects and Sampling Technique

This research had used convenience sampling in determining the sample size of

the total population of the respondents. It is a non-probability sampling where units are

selected for inclusion in the sample because they are the easiest for the researcher to

access. The subjects of the study are the students in Senior High School students of

Camp Vicente Lim Integrated School with a total population of 1,437 and only ten (10)

percent will be taken from the total population that is 150.

Data Gathering Instrument

The part contains the discussion of the data gathering instrument used in the

study such as questionnaire, test, interview, focus group discussion, etc. The study will

utilize a questionnaire as a data-gathering instrument.

Questionnaire is a list of questions or items used to gather data from respondents

about their attitude, experience, or opinions (Bhandari, 2023). The researchers created

a questionnaire in line with the topic of the study.

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(Bhat, 2023) states that there are five commonly used types of questions in a

questionnaire, which are; open-ended questions, dichotomous questions, multiple-

choice questions, scaling questions, and pictorial questions. And the researchers used

a scaling questions under 4-point likert scale to measure the level on how the

respondents response to the given questions.

Validation of Research Instrument

NARRATE HOW YOU VALIDATED YOUR RESEARCH INSTRUMENT

Data Gathering Procedure

This part discusses the process of gathering the data, from creating self-made

questionnaire to data analysis the follow process are made by the researchers are as

follows: PARAGRAPH FORM

1. The researchers created a self-made questionnaire.

2. The researchers validated the questionnaire to the language adviser.

3. The researchers conducted the survey under convenience sampling method in

Google Form.

4. The researchers gathered all the data.

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5. The researchers interpreted the data using a statistical treatment of frequency,

percentage, ranking, and weighted mean.

Statistical Treatment of Data

In this section, the statistical tools used in answering the specific research

questions must be described as used in the present study. To analyze and interpret the

data, the researcher employed the following statistical procedure:

1. Frequency, percentage, and ranking.

Percentage was used as the tool for statistical test to determine the number and

profile of the respondents.

The formula used was:

% = S/N x 100

Where:

% = Percentage

S = Sample

N = Total number of respondents

2. Weighted Mean

Weighted Mean was used to determine the number of students’ level of reading

comprehension.
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The formula used was:

¿
fx
∑
❑ N

Where:

F = Frequency

N = total number of respondent

CHAPTER IV

Presentation, Analysis, And Interpretation

This chapter presents the results, the analysis and interpretation of data gathered

from the answers to the questionnaires distributed to the field. The said data were

presented in tabular form in accordance with the specific questions posited on the

statement of the problem. The preceding tables present the level of reading

comprehension of senior highschool students in Camp Vicente Lim Intergrated School.

Table 1.1. Age

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Age Frequency Percentage

15-17 48 56.5%
18-20 37 43.5%
21-Above 0 0
Total 85 100%

Table 1.1 shows the frequency and percentage distribution of the respondents

according to their age. Most of the respondents 15-17 years of age having 48 or 56.5%,

and lastly 18-20 years old having 37 or 43.5%.

Table 1.2. Sex

Sex Frequency Percentage

Male 48 56.5%
Female 37 43.5%
Total 85 100%

Table 1.2 shows the frequency and percentage distribution of the respondents

according to their sex. Most of the respondents are male having 48 or 56.5%, and lastly

female having 37 or 43.5%.

Table 1.3. Strand

Strand Frequency Percentage

HUMSS 21 24.7%
STEM 18 21.2%
H.E 11 12.9%
ICT 10 11.8%
SMAW 10 11.8%
ABM 9 10.6%
EIM 6 7.7%
Total 85 100%

Table 1.3 shows the frequency and percentage distribution of the respondents

according to their strand. Most of the respondents are HUMSS or Humanities and
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Social Science having 21 or 24.7%, following STEM or Science, Technology,

Engineering, and Mathematics having 18 or 21.2%, then H.E or Home Economics with

11 or 12.9%, following ICT (Information, and Communications Technology) having 10 or

11.8%, then SMAW or Shielded Metal Arc Welding with 10 or 11.8%, following ABM or

Accountancy and Business Management with 9 or 10.6%, and lastly EIM (Electrical

Installation and Maintenance) with 6 or 7.7%.

Table 2. The level of reading comprehension of the respondents

Statement Adjectival
Mean Rating Interpretation

1. Can fully comprehend the purpose Average

of the text 2.29 Rarely Comprehension

2. Could distinguish main ideas from Average

supporting ideas in the reading text 2.32 Rarely Comprehension

3. Properly identifies the main and Average

detailed ideas in the text 2.41 Rarely Comprehension
2.34 Rarely Average
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4. Effortlessly recognize the total

meaning of the text. Comprehension

5. Clearly figures out the meanings of

some new words in the reading Average
text. 2.18 Rarely Comprehension
Average
General Assessment 2.31 Rarely Comprehension
Legend:
Range Adjectival Rating Verbal Interpretation

3.51 – 4.0 Always Excellent

Comprehension
2.51 – 3.50 Often Above Average
Comprehension
1.51 - 2.50 Rarely Average Comprehension

1.0- 1.50 Never Poorly Comprehension

Icopy itong legend sa iba.

Table 2 presents the level of reading comprehension of senior high school students.

Statement number 3 - properly identifies the main and detailed ideas in the text

obtained the highest weighted mean of 2.41, which falls on the description level

average comprehension.

Statement number 5 that is clearly figures out the meanings of some new words in

the reading text got the lowest weighted mean of 2.18, which falls on the description

level average comprehension. This shows that the student rarely figures clearly out the

meanings of some new words in the reading text.

The average weighted mean is 2.31, which falls on the description level of average

comprehension. This means that students have average comprehension.

Table 3. The factors that affect the reading level of the students
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Statement Adjectival
Mean Rating Interpretation
1. Ability to understand the words, Averagely
phrases, and information on text. 2.42 Rarely Affected
2. Smoothly memorize words, phrases Averagely
and ideas on given content 2.28 Rarely Affected
3. Tends to focus and immerse in Averagely
reading certain work. 2.33 Rarely Affected
4. Having prior knowledge on the given Averagely
genre of information. 2.29 Rarely Affected
5. Can analyze English language Averagely
properly through scanning. 2.29 Rarely Affected
Averagely
General Assessment 2.32 Rarely Affected
Legend:

Range Adjectival Rating Verbal Interpretation

3.51 – 4.0 Always Strongly Affects

2.51 – 3.50 Often Above Average Affects

1.51 - 2.50 Rarely Averagely Affects

1.0- 1.50 Never Poorly Affects

Table 3 presents the factors that affect the reading comprehension of senior high

school students. It contains 5 items, the mean, adjectival rating, and the interpretation

of the mean in each item. Statement number 1 - Ability to understand the words,

phrases, and information on text obtained the highest weighted mean of 2.42, which

falls on the description level averagely affects.

Statement number 2 which is smoothly memorize words, phrases and ideas on

given content got the lowest weighted mean of 2.28, which falls on the description level

average comprehension.
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The average weighted mean is 2.32, which falls on the description level of average

comprehension. This means that students have average comprehension

CHAPTER V

Summary of Findings, Conclusion and Recommendation

This chapter presents the summary of findings, conclusion and recommendation

of the study about the level of reading comprehension of senior high school students in

Camp Vicente Lim Integrated School.

Summary of Findings
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The main goal of this study was to determine the level of reading comprehension

of Senior High School students in Camp Vicente Lim Integrated School.

The objective of the study was to determine the demographic profile of the

respondents, determine the level of reading comprehension of Senior High School

students, and to identify what are the factors affecting the reading comprehension of

Senior High School students, Data analysis and interpretation relating to this objective,

revealed the followings:

Table 1.1 shows that most of the respondents 15-17 years of age having 48 or

56.5%, and lastly 18-20 years old having 37 or 43.5%. In Table 1.2, it shows that most

of the respondents are male having 48 or 56.5%, and lastly female having 37 or 43.5%.

In Table 1.3, it shows that most of the respondents are HUMSS (Humanities and Social

Science) having 21 or 24.7%, following STEM (Science, Technology, Engineering, and

Mathematics) having 18 or 21.2%, then H.E (Home Economics) with 11 or 12.9%,

following ICT (Information, and Communications Technology) having 10 or 11.8%, then

SMAW or Shielded Metal Arc Welding with 10 or 11.8%, following ABM (Accountancy

and Business Management) with 9 or 10.6%, and lastly EIM (Electrical Installation and

Maintenance) with 6 or 7.7%.

Moreover, in Table 2 which is the level of reading comprehension of senior high

school students. Statement number 3 - properly identifies the main and detailed ideas in
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the text obtained the highest weighted mean of 2.41, which falls on the description level

average comprehension.

Statement number 5 that is clearly figures out the meanings of some new words in

the reading text got the lowest weighted mean of 2.18, which falls on the description

level average comprehension. This shows that the student rarely figures clearly out the

meanings of some new words in the reading text. The average weighted mean is 2.31,

which falls on the description level of average comprehension. This means that

students have average comprehension.

Lastly, Table 3 presents the factors that affect the reading comprehension of senior

high school students. It contains 5 items, the mean, adjectival rating, and the

interpretation of the mean in each item. Statement number 1 - Ability to understand the

words, phrases, and information on text obtained the highest weighted mean of 2.42,

which falls on the description level averagely affects.

Statement number 2 which is smoothly memorize words, phrases and ideas on

given content got the lowest weighted mean of 2.28, which falls on the description level

average comprehension. The average weighted mean is 2.32, which falls on the

description level of average comprehension. This means that students have average

comprehension.
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Conclusion

SUMMARY NG CH1, CH3 AND CH4

The researchers had come up with their conclusions based from the

gathered data and information. Based on the findings, 48 or 56.5% are ages 15 to 17

years old while 46 or 56.5% are male, then 21 or 24.7% are in the HUMSS strand. It

implies that there is a need to pursue further studies. It is also suggested that the

school language teacher should be inform about what the age, strand, and sex of the

students that needs guidance in reading.

Furthermore, the level of reading comprehension of senior high school students are

on rarely that is interpreted as average comprehension also the factors affects the

reading comprehension is on rarely that is interpreted as averagely affected.

Recommendations

The recommendations address the findings of the study. These include the

following: review and utilization of the output; other significant findings which are not

addressed in the output; and further research on the present study.

1. Vigorously promotes aesthetic reading in order to stimulate the urge of the

student to have reading habit just like in Don Bosco Technical College,

Mandaluyong City.

2. Should have an organization or reading club like Marist School, Marikina City.
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3. should continue the project FAIR and keep it strengthend to help future student

in reading.

4. Provide reading intervention classes every week so that sutdents will be

monitored regarding their reading proficiency.

5. Provide color-coding reading materials so that students and educators would

measure what progress the individual student gained.

BIBLIOGRAPHY

This is a listing of source materials used in the study that the researcher has read or

used and quoted statements.

 CAMP VICENTE LIM INTEGRATED SCHOOL 29
Brgy. Mayapa, City of Calamba Laguna
SENIOR HIGH SCHOOL DEPARTMENT

PAKI AYOS APA 6TH EDITION

Aliponga, J. (2013). “Reading Journal: Its Benefits for Extensive Reading”. Retrieved

from: https://www.semanticscholar.org/paper/Reading-Journal%3A-Its-Benefits-for-

Extensive-Reading Aliponga/3062f8a91594babb3d1e074c5c366d9618d5cf99

Ajar, (2018). “What are the 5 Pedagogical Approaches?” Retrieved from

https://www.twinkl.com.ph/teaching-wiki/5-pedagogical-approaches

Bilbao et al. (2019). “The Level of Reading Comprehension of the Education

Students.” Retrieved from https://ejournals.ph/article.php?id=13762

Brandon (2021). “The Importance Of Reading Comprehension.” Retrieved from

https://www.aces.edu/blog/topics/home-family-urban/the-importance-of-reading-

comprehension/

Dennis A. Negosa (2021). “Factors Affecting the Reading Comprehension Among

Grade Six Students of Kilangi Elementary School.” Retrieved from

https://ejournals.ph/article.php?id=16585

Tánczikné (2017). "FACTORS AFFECTING READING COMPREHENSION" Retrieved

from https://gradus.kefo.hu/archive/2017-2/2017_ART_006_Tanczikne.pd
 CAMP VICENTE LIM INTEGRATED SCHOOL 30
Brgy. Mayapa, City of Calamba Laguna
SENIOR HIGH SCHOOL DEPARTMENT

Torres (2019). “Factors Affecting the Reading Comprehension of Intermediate

Level Learners: Basis for An Intervention Program” Retrieved from

https://www.researchgate.net/publication/351451654_Factors_Affecting_the_Reading_

Comprehension_of_Intermediate_Level_Learners_Basis_for_An_Intervention_Program

Burns & Treptow (2019). "Reading at the Frustration, Instructional, and Independent

Levels: The Effects on Students’ Reading Comprehension and Time on Task"

retreieved from

https://www.tandfonline.com/doi/abs/10.1080/02796015.2007.12087958

DaCosta et al. (2020) “Level of Reading Comprehension of Dominican EFL College

Students.” Retrieved from https://files.eric.ed.gov/fulltext/ED602358.pdf

Bhat (2023). “Questionnaires: The ultimate guide, advantages & examples"

Retrieved from https://www.questionpro.com/blog/what-is-a-questionnaire/

Cherry (2022). “What Is Sociocultural Theory?" Retrieved from

https://www.verywellmind.com/what-is-sociocultural-theory-2795088

Edexcel (2021)."Independent and Dependent Variables

Level" Retrieved from https://www.tutor2u.net/psychology/reference/revision-

note-independent-and-dependent-variables#:~:text=An%20independent%20variable
 CAMP VICENTE LIM INTEGRATED SCHOOL 31
Brgy. Mayapa, City of Calamba Laguna
SENIOR HIGH SCHOOL DEPARTMENT

%20(IV)%20is,the%20dependent%20variable%20(DV).

Edgar et al. (2017) “Research Method for Cyber Security” Retrieved from

https://www.sciencedirect.com/book/9780128053492/research-methods-for-cyber-

security

Fauziah et al. (2016).“Teaching Reading Comprehension On Narrative Text Through

Content Literacy Strategy" Retrieved from

https://www.neliti.com/publications/212397/teaching-reading-comprehension-on-

narrative-text-through-content-literacy-strate

Helardez, C. M. (2015).“Reading Comprehension Level and Vocabulary Skills of

Grade II Pupils and their Academic Performance in English of St. Paul University

Philippines" Retrieved from

https://ojs.aaresearchindex.com/index.php/spupgsrj/article/view/404

Jansen (2022). “What Is A Research (Or Scientific) Hypothesis?” Retrieved from

https://gradcoach.com/what-is-a-research-hypothesis-or-scientific-hypothesis/

Krashen, S. (2020). Aesthetic reading efficient

enough. Journal of English Language Teaching, 62(2), 3–

4. https://www.researchgate.net/publication/341379704_Aestheti

c_Reading_
 CAMP VICENTE LIM INTEGRATED SCHOOL 32
Brgy. Mayapa, City of Calamba Laguna
SENIOR HIGH SCHOOL DEPARTMENT

Kurt (2021). “Constructivist Learning Theory" Retrieved by

https://educationaltechnology.net/constructivist-learning-theory/

Lastiri (2021).”What Are The Levels of Comprehension?"

https://irisreading.com/what-are-the-levels-of-comprehension/

Psychological Notes HQ (2021). “What is Bronfenbrenner’s Ecological Systems

Theory?” https://www.psychologynoteshq.com/bronfenbrenner-ecological-theory/

Vishak (2023).” Statistical Treatment of Data for Survey: The Right Approach”

Retrieved from https://surveysparrow.com/blog/statistical-treatment-of-data-for-survey/

#:~:text=What%20exactly%20is%20Statistical%20Treatment,turn%20it%20into

%20actionable%20insights

TANGGALIN YUNG MGA BLUE SA LINK AT YUNG LINES

 CAMP VICENTE LIM INTEGRATED SCHOOL 33
Brgy. Mayapa, City of Calamba Laguna
SENIOR HIGH SCHOOL DEPARTMENT

APPENDICES

APPENDIX A: RESEARCH QUESTIONNAIRE

Title: The Level Of Reading Comprehension Of Senior Highschool in Camp Vicente

Lim Integrated School

Researcher: Harvey Padilla, Ahlyzon Madrona, Gracielyn Mendina, Shelee Batalon,

Khurt Abalon
 CAMP VICENTE LIM INTEGRATED SCHOOL 34
Brgy. Mayapa, City of Calamba Laguna
SENIOR HIGH SCHOOL DEPARTMENT

Name:(optional)_______________________________________

I. Profile of the Respondents

1.1 Age
 15-17
 18-20
 20 – above

1.2 Sex
 Male
 Female

1.3 Strand
 HUMSS
 ABM
 STEM
 ICT
 SMAW
 EIM
1.3.1 Home Economics
 Beauty Care
 Hairdressing
 Bread and Pastry Production
 Cookery

II. How well do you understand and comprehend certain text in English:
2.1 Level of reading comprehension of the respondents
Excellent Above Averag Poor
Situations Average e
4 3 2 1
1. Can fully comprehend the purpose
of the text

2. Could distinguish main ideas from

supporting ideas in the reading text

3. Properly identifies the main and detailed

ideas in the text

4. Effortlessly can recognize the total

meaning of the text.
 CAMP VICENTE LIM INTEGRATED SCHOOL 35
Brgy. Mayapa, City of Calamba Laguna
SENIOR HIGH SCHOOL DEPARTMENT

5. Clearly figures out the meanings of

some new words in the reading text.

III. What are factors affects your reading comprehension by:

3.1 What are the factors that affect the reading level of the students?
Excellen Above Averag Poor
Situations t Average e
4 3 2 1
1. Ability to understand the words,
phrases, and information on text.
2. Smoothly memorize words, phrases
and ideas on given content
3.Tends to focus and immerse in reading
certain work.
4. Having prior knowledge on the given
genre of information.
5. Can analyze English language properly
through scanning.

IV. What are the programs you know that are offered for you?
4.1 Action Plan
- To provide Selection and Entrance Exam 1st
entrance classification of Principal,Head (Exam
examination student who will English Questionnaire) week
which includes undergo on the month Teacher and
Teacher for of
Reading long remedial reading
Comprehension classes remidial
April
Test teaching

Information
Dissimenation and
orientation of parents
- To give through letters and
orientation on personal conversation Remedial Letter to
the nature, Reading Parents and
scope, and Teacher, Contact
ratonale of the Students, and number
 CAMP VICENTE LIM INTEGRATED SCHOOL 36
Brgy. Mayapa, City of Calamba Laguna
SENIOR HIGH SCHOOL DEPARTMENT

remedial to Parents
students for
familiarity and
stimulate
student love for
reading
- To assess the - Assessment Remedial Pre-Test April
reading level of of students’ Reading Questionnaire
the students reading level by giving Teacher, Photocopies of 15 -
through giving Pre-Test Story
Pre-Test and Student- Oral Reading 25,
of the story 2023
- Answering
the
comprehension
questions
- Basic Sights
- To increase and Word
the reading - Adaption of Reading Remedial Flash on the
proficiency of Interventions such as: Reading Wide screen
students by  Wordwall Teacher, and - SRA Kits and
presenting  A page A Students
enaging fay
activities  SRA

- To encourage
sense of - Embracing reading
personal Reading Short
responsibility for even at home with the Students, and story, Fables,
one’s own and Legends
progress relatievs
guidance of parents,

and siblings, etc…

1. To evaluate 1 Evaluation of Reading Furnish Post April

the students’ reading level Teacher and Test: Oral 30,
improvementof Students Reading Test 2023
students’
reading
proficiency
 CAMP VICENTE LIM INTEGRATED SCHOOL 37
Brgy. Mayapa, City of Calamba Laguna
SENIOR HIGH SCHOOL DEPARTMENT

REFER SA FORMAT NA SINEND KO REGARDING APPENDICES

APPENDIX B:
CAMP VICENTE LIM INTEGRATED SCHOOL 38
Brgy. Mayapa, City of Calamba Laguna
SENIOR HIGH SCHOOL DEPARTMENT
 CAMP VICENTE LIM INTEGRATED SCHOOL 39
Brgy. Mayapa, City of Calamba Laguna
SENIOR HIGH SCHOOL DEPARTMENT

CURRICULUM

VITAE
PAKIAYOS NG CV, DAPAT MAGKAKASING LAKI
CAMP VICENTE LIM INTEGRATED SCHOOL 40
Brgy. Mayapa, City of Calamba Laguna
SENIOR HIGH SCHOOL DEPARTMENT
CAMP VICENTE LIM INTEGRATED SCHOOL 41
Brgy. Mayapa, City of Calamba Laguna
SENIOR HIGH SCHOOL DEPARTMENT
CAMP VICENTE LIM INTEGRATED SCHOOL 42
Brgy. Mayapa, City of Calamba Laguna
SENIOR HIGH SCHOOL DEPARTMENT