Chapter I

INTRODUCTION

Background of the Study

Reading is a crucial skill that a student should have when it

comes to learning since it is a skill used in every academic subject area. But

reading should always be accompanied with comprehension. Comprehension

adds meaning to what is read. Reading comprehension occurs when words on a

page are not just mere words but thoughts and ideas. (Alabama, 2021). This

denotes that reading comprehension helps in getting the idea of the text. If the

idea of the text is easily acquired, it will never be hard to learn the lesson it

contains.

Reading is carefully taught in Elementary by teachers and with

the assistance of the child’s parents. Elementary is a training ground for students

to learn reading and comprehension skills. And by the time the student enters

High School they are expected to be an independent reader.

Based on a study, most of High School students in America

consider mathematics as the hardest subject. One of the factors that affect it is

not fully comprehending the underlying principle in solving math equations that is

presented in text this means that students who find math difficult have a poor

performance on the said subject.

In a 2018 survey conducted by the Programmed for International

Student Assessment (PISA), Philippines placed lowest out of 79 countries who

participated in the survey. The PISA further showed that only one in five Filipino

1
learners aged 15 achieved at least the minimum proficiency level in overall

Reading Literacy. The 2019 Southeast Asia Primary Learning Metrics, on the

other hand, said only 10 percent of the country’s Grade 5 learners achieved the

minimum proficiency at the end of primary education. The World Bank had

estimated that as of June 2019, learning poverty in the Philippines is at 90.9

percent.

On the local setting, the researchers diagnosed that most of the

Grade 11 learners of Lucsoon National High School struggled in Reading

Comprehension especially in text presented in English. Thus, this study helped to

assess the reading comprehension level of Grade 11 students in Lucsoon

National High School in S.Y. 2022-2023 and to find out whether or not there is a

significant relationship between the reading comprehension level and academic

performance of Grade 11 students.

Objectives of the Study

2
 This study generally aimed to assess the reading and comprehension

skills of Grade 11 learners of Lucsoon National High School S.Y. 2022-2023 and

its relation to their academic performance.

Specifically, it sought to:

1. Determine the profile of the students/respondents in terms of:

a. name

b. grade and

c. section

2. Determine the Reading Comprehension Level of Grade 11 with GWA

for first semester.

3. Find out if there is a significant relationship between the reading

comprehension level and academic performance of the respondents.

Importance of the Study

This study would be beneficial to the following:

School- This can be used to identify underperforming students and offer early

intervention opportunities to help them improve their performance.

Grade 11 students- This could help students to determine the factors affecting

their academic performance so that they can get ideas on how to improve it.

Teacher- The result from this research could provide information that would help

in providing effective teaching strategy or method in the classroom.

Parents- This could enable them to address one of the difficulties their child is

facing in learning at school.

3
Future researchers- It served as a guide for them to make their study better by

considering the research as reference.

Scope and Delimitation of the Study

This research aimed to determine the significant relationship

between reading comprehension level and academic performance of Grade 11

student in Lucsoon National High School. A total of 50 Grade 11 leaners were

involved in this study. The researchers selected 10 students from the 5 strands.

A reading comprehension test is provided by the researchers. The reading

comprehension level of the students is determined based on the Philippine

Informal Reading Invention (Phil-IRI). Also, the class record of the teacher was

used to get information about the student’s academic performance.

Definition of Terms

The following terms are further defined operationally and

conceptually:

Academic performance- frequent defined in terms of examination performance

(Cambridge University Report, 2003). In this study, the Academic Performance

referred to the 1st semester GWA (General Weighted Average) of the students.

Correlation- The state or relation off being correlated. Specifically, a relation

existing between phenomena or things or between mathematical or statistical

variables which tend to vary, be associated, or occur together in a way not

expected based on chance alone. (Merriam Dictionary). In this study, correlation

pertained to the relationship between students' reading comprehension level and

academic performance.

4
Reading Comprehension- The level of understanding of a text or message.

(Rayner, 2001). Reading comprehension in this study, referred to the intellectual

processes that occur in the student's mind while reading the text.

Review of Related Literature

The key to better learning is having a good skill in reading.

Reading is a very relevant part of the development of an individual’s whole being.

It is said to be the training of the mind and the means of better understanding of

reality. “Reading maketh a full man” (Francis Bacoon). Indeed, reading plays a

big part in an individual’s development especially in acquiring knowledge and

learning that will help them to learn efficiently and be more cooperative and

language literate.

Reading Comprehension

Reading is one of four language skills that a student should

master. Reading is use not only inside the school to learn, but it is also use for

everyone’s daily life. People get information through reading book, magazine,

newspaper, advertisement, etc. Reading can help students to learn proper use of

grammar and to expand their vocabulary. Nonetheless, reading is not only for

getting information, but it is also for entertainment.

According to Richard, reading means apprehending a written

text to understand its content. It is a particular way in which the reader

understand text, passages, paragraph, even book and the ability to understand

and find out the information presented on the form of written text.

5
 Kelly Gallagher, an English teacher, and literacy consultant

stated that books with high vocabulary can help students to enhance their

reading comprehension skills. Gallagher suggested that readers should read the

book 2 times to understand the passages they didn’t understand the first time

they read it.

Edward William Dolch defines reading in his book Psychology

and Teaching of reading as “imagining, thinking, and feeling about ideas and

thought made from past experiences that are suggested by perception of printed

word” (p.9). According to Aikat (2007) in reading, the reader should have a

connection with the text.

Moreover, according to the book of Psychology and Teaching of

Reading there two types of reader; the Efferent and Aesthetic readers. Efferent

readers are those who read to acquire information while the Aesthetic readers

are those who read for pleasure.

Dolch (1951) emphasizes that for readers to have connection

and comprehend the text they read, it requires the different capabilities of the

mind as the reader process words and their meaning.

This processing of words and text can also be defined as

"literacy" or as Castello and Charlton (2007) explained, "the cognitive processing

of text information, a motivational attitude toward reading, and the integration of

texts into everyday life" (p.697). The authors asserted that through this cognitive

process of reading, readers learn to apply the meanings of the words and

sentences that they comprehend to their present knowledge. Castello and

6
Charlton claimed that readers can then incorporate and evaluate the content of

these readings to their own lives and experiences, as well as use the text as

basis for future actions.

In fact, according to Aikat (2007), past research has shown a

positive relationship between people's reading habits and their active

involvement in other endeavors. Aikat also states that reading plays a very

important role in enhancing the minds of young individuals, developing their

"capacity for focused attention" as well as their "imaginative growth" (p.699).

However, "Imaginative growth" as well as a capacity for attention

are only a few of the benefits of reading and literacy. Another possible benefit

may be the development of writing skills. In her work Theories of Literacy,

Stewart (2006) explained the relationship between reading and writing, stating

that they are two skills that are "so interrelated that one cannot be understood

without the other" (p.618) so that students are able to "draw on their skills in one

to develop the other as they build proficiency in both" (p.618). Stewart also

presented yet another benefit of reading--a proficiency in the oral language,

taken from the theories of Michael Halliday in the 1970's, which compared the

two and stated that they were both "social" forms of communication. Aside from

these assertions, Stewart went on to say that literacy and reading in general also

applies to students' academic performance in other fields, such as in language

arts, mathematics, the sciences, the arts and computer technology.

Several studies have affirmed Stewart's (2006) assertions. In

Ritzel Montalban's 2010 research entitled The Correlation Between Reading

7
Comprehension and The Performance in Math Problem Solving of The Selected

Second Year High School Students of The Sisters of Mary School- Boystown,

Montalban conducted studies to verify her hypothesis regarding the relationship

between students' performance in problem solving and their corresponding

abilities in reading comprehension.

Some of the researchers cited by Montalban (2010) included

Sutton & Krueger, who asserted that "reading, writing, and mathematics are, or

should be, inseparable". Montalban also quoted Hiebert & Wilkinson, who

suggested that "most reading and thinking strategies should be taught in the

content areas, rather than isolated reading lessons."

Academic Performance

According to Chege, Elizabeth Wanjiku (2016), it is common to

attribute poor academic performance to lack of mastery of the subject skills. Yet,

it is possible that this poor performance is due to poor reading comprehension

ability. Local studies have recognized the importance of reading in academics.

However, these have restricted themselves to pupils' ability to decode. Though

decoding is important, the goal of all reading is comprehension.

On a study, it investigated the relationship of pupils' reading

comprehension with gender and intelligence. The study was carried out in

Machakos District among Standard Eight pupils in five randomly selected primary

schools. The aim of this study was to reveal how reading comprehension skills of

elementary fourth graders who have problems in reading comprehension can be

improved by means of the SCRATCH program. The study was designed as

8
participant action research. It was carried out within a 15-week process at an

elementary school with middle socio-economic level in the Eskisehir province in

the fall term of the 2015-2016 school years. The participants of the study were

eight fourth graders who had problems in reading comprehension and were

selected based on the criterion sampling method. Different data gathering tools

were employed in different stages of the study. These were the Informal Reading

Inventory, readability assessment rubric, participant selection form and

identification forms for developmental level in reading comprehension for the

quantitative data, and observation notes, a researcher diary, video recordings,

teacher and student observation notes, and the projects the students prepared

using the SCRATCH program for the qualitative data. In the study, the analysis of

the quantitative data was done with correlation analysis, and Kendall W Test that

shows inter-rater reliability. In addition, the identification forms for developmental

level in reading comprehension were used to reveal the improvement in reading

comprehension skills, and the Informal Reading Inventory was employed to score

these forms. On the other hand, the qualitative data were analyzed through the

thematic analysis method, and MAXQDA was used for the analysis. As a result

of the analyses, it was found that the reading level of the eight students who had

problems in reading comprehension went up from the anxiety level to the

instructional level in some forms, and even to the independent reading level in

other forms; in other words, there was an improvement in the reading

comprehension skills of all eight students.

9
 The current paper summarizes the problem of K-12 students'

comprehension of text. To improve the reader’s understanding the publishing

industry has adopted numerous research-based recommendations to facilitate

learning by including visual elements that supplement text: graphic organizers;

pictures; graphics; and digital audio and video supplements. Numerous research

studies support the supplementary use of visual/video and audio adjunct

elements to support students' learning of content. Despite these improvements a

major dilemma remains: How can text seamlessly intertwine with digital content?

Separately packaged video, audio and computer programs fail to connect a

reader immediately to digital content during the actual text-based reading

process. One possible technological solution to this problem is Touch-User-

Interface (TUI) paper-to-digital content books. Media-rich Paper consists of paper

pages, exactly like those contained in a book, except that the paper lies on top of

touch-sensitive panels programmed to connect instantly to the digital realm via a

companion computer. Such a seamless connection might improve reading

comprehension for all learners. A dual call is articulated for: (1) the development

of this technology specifically for improving reading comprehension; and (2) the

technical evaluation of the effect of TUI/Media- rich Paper on reading

comprehension achievement.

The study of Papatga and Ersoy (2016) aimed to reveal how

reading comprehension skills of elementary fourth graders who have problems in

reading comprehension can be improved by means of the SCRATCH program.

The study was designed as participant action research. It was carried out within a

10
15-week process at an elementary school with middle socio-economic level in

the Eskisehir province in the fall term of the 2015- 2016 school year. The

participants of the study were eight fourth graders who had problems in reading

comprehension and were selected based on the criterion sampling method.

Different data gathering tools were employed in different stages of the study.

These were the Informal Reading Inventory, readability assessment rubric,

participant selection form and identification forms for developmental level in

reading comprehension for the quantitative data, and observation notes, a

researcher diary, video recordings, teacher and student observation notes, and

the projects the students prepared using the SCRATCH program for the

qualitative data. In the study, the analysis of the quantitative data was done with

correlation analysis, and Kendall W Test that shows inter-rater reliability. In

addition, the identification forms for developmental level in reading

comprehension were used to reveal the improvement in reading comprehension

skills, and the Informal Reading Inventory was employed to score these forms.

On the other hand, the qualitative data were analysed through the thematic

analysis method, and MAXQDA was used for the analysis. As a result of the

analyses, it was found that the reading level of the eight students who had

problems in reading comprehension went up from the anxiety level to the

instructional level in some forms, and even to the independent reading level in

other forms; in other words, there was an improvement in the reading

comprehension skills of all eight students.

11
 The study of Yu-han Ma and Wen-ying Lin (2015) aimed to

investigate the overall and relative contribution of four subcomponents of

vocabulary knowledge to reading comprehension. The four vocabulary

subcomponents were vocabulary size, word association knowledge, collocation

knowledge, and morphological knowledge. The participants were 124 college

students from a university in Taipei, Taiwan. Six instruments were employed: (1)

a reading comprehension test, (2) a vocabulary size test, (3) a test on word

association knowledge and collocation knowledge, (4) a test of morphological

knowledge, (5) motivation attitude scale, and (6) a self-efficacy scale. The results

can be summarized as follows. First, after the effects of motivation and self-

efficacy have been controlled, the four vocabulary subcomponents altogether

contributed significantly (20%) to reading comprehension performance.

Moreover, depth of vocabulary knowledge (including word association

knowledge, collocation knowledge, and morphological knowledge) provided an

additional explained variance (6%) in reading comprehension performance over

and above vocabulary size. Finally, among the three subcomponents of depth of

vocabulary knowledge, collocation knowledge explained the most proportion of

variance (5.6%) in contributing to performance on reading comprehension.

Based on these findings, some implications and suggestions for future research

were provided. This study is related to the present study because it focused on

the relationship between the reading comprehension and English vocabulary

knowledge. It was found out that there is a strong correlation between reading

comprehension and vocabulary size. Thus, the results of the current study also

12
shed some light on the interrelationships among vocabulary size, word

association, collocation, and morphological knowledge.

The study of Marloes M.L. Muijselaar examined the

developmental relations between knowledge of reading strategies and reading

comprehension in a longitudinal study of 312 Dutch children from the beginning

of fourth grade to the end of fifth grade. Measures for reading comprehension,

reading strategies, reading fluency, vocabulary, and working memory were

administered. A structural equation model was constructed to estimate the

unique relations between reading strategies and reading comprehension, while

controlling for reading fluency, vocabulary, and working memory. The results

showed that there was a unique effect of reading strategies on reading

comprehension, and of reading comprehension on reading strategies.

Reading comprehension is dependent on several cognitive and

linguistic processes. Verhoeven and Perfetti (2008) distinguish letter- and word-

level processes and above-the-word-level comprehension processes. At the

letter- level and word-level, students must be able to read accurately and fluently.

Also, knowledge of the meaning of the words in the text is necessary to

understand a text (e.g., Hoover & Gough, 1990). At above-the-word level, the

storage of information from the text and integration of this information with

background knowledge is required. These processes involve working memory

(Daneman & Merikle, 1996). According to Pressley (2002), good text

comprehension emerges if a reader can predict what the text may be about,

relates information in the text to background knowledge, asks questions while

13
reading, monitors the understanding of the text, and summarizes what is being

read. For these metacognitive processes, or reading strategies, to be used

during text comprehension, metacognitive knowledge of reading is an important

prerequisite.

Conceptual Framework

Determine the reading

comprehension level of Grade
Profile of 11 students with GWA for first
C C
Grade 11 semester.
students in
terms of: The result of the
1. name; research study.
2. grade; and Find out if there is a significant
3. section. relationship between the
C reading comprehension level C
and academic performance of
the respondents.

Figure 1. A schematic diagram showing the objectives and results of

the research.

14
 CHAPTER II

METHODOLOGY

This chapter presents the research design, locale of the study,

respondents of the study, sample size, sample technique, research instrument,

data gathering procedure.

Research Design

The researchers employed case study research method which

refers to a type of study in which information was collected without making any

changes to the study subject (ORI) as it aimed to seek the relationship between

reading comprehension level and the academic performance of Grade 11

students of Lucsoon National High School. It is a research design that aimed to

discover the reading comprehension level and academic performance of the

students and determined if the two variables correlate with each other.

Locale of the Study

The study was conducted at the Lucsoon National High School,

Senior High School Campus, Barangay Lucsoon, Naval, Biliran.

The Respondents

This study was conducted to the Grade 11 students of Lucsoon

National High School who were composed of a total of 7 students. The

researchers selected the respondents per strand. The Researcher used Random

Sampling Method in selecting the respondents.

15
Research Instrument

The researchers used the Philippine Informal Reading Inventory

(Phil-IRI) and the class record of the student’s adviser to gather the needed data

for the completion of the study. A reading comprehension test was conducted to

determine the reading comprehension level of the students and the class record

to determine the first semester period GWA of the students as the indicator of the

semestral academic performance. The reading comprehension test and the class

record of the students were used as indicators to discover the relationship

between the reading comprehension level and academic performance of the

students.

Data Gathering Procedure

Permission was sought from the School Head, Mrs. Grace

Durano. After the approval for the conduct of the research, reading

comprehension tests were given to the Grade 11 students of Lucsoon National

High School. The respondents were given time to answer the reading

comprehension test. From the result of the comprehension test the scores were

assessed through the Phil-IRI and the 1 st grading GWA of every student given by

the teachers, the researchers were the ones who gathered the data. After the

results were completed, the data were interpreted and analyzed.

16
Data Processing and Analysis

After collecting all the data, the researcher made an in-depth

analysis and interpretation of the data using the following statistical tools:

1. To compute for the level in word recognition of the respondents the

researchers use the following formula:

Word Recognition (WR): No. of major miscue (M) x 100 = % of M

No. of words in the passage (N)

% correct = 100% - % of M

2. To compute for the comprehension level of the respondents the researchers

use the following formula:

Comprehension (C): No. of correct answers x 100 = % of CR

No. of questions

Table 1

Reading Score
Comprehension
Word Recognition Comprehension Level
Level
Frustration 89% below 58% below
Instructional 90% - 96% 59% - 79%
Independent 97% - 100% 80% - 100%
Listening Capacity Highest level at which student can understand materials
Level that is read to them with 75% comprehension

The table 1 showed the basis in determining the reading comprehension level of

the respondents

17
Table 2
Proficiency level

98-100
Outstanding 95-97
90-94
Very Satisfying 85-89
Satisfying 80-84
Fairly Satisfying 75-79

The table 2 showed the basis in determining the proficiency level of the

respondents.

Time Frame

This study commenced on the month of March 2023 and to be

accomplished within (3) months. The result of this study would be revealed to the

concerned in order for them to take necessary actions.

Formulate Research Proposal…………………………February 26-March 10, 2023

Formulation of the Research Instruments……………………March 11-16, 2023

Data Gathering………………………………………………..March 20-April 1, 2023

Validation of Data………………………………………………April 10-14, 2023

Data Encoding Processing and Analysis…………………….April 15-21, 2023

Discussion of Result……………………………………………April 22-30, 2023

Formulation of Result…………………………………………..May 1-6, 2023

Submission of Final Terminal Report…………………………June 2023

18
 Chapter III

RESULTS AND DISCUSSION

This part of the chapter shows the results and discussion of the

study of Reading and Comprehension skills of Grade 11 learners in relation to

their academic performance.

Results

Out of six (6) respondents of the research there were three (3)

respondents who had the same GWA of 82 in the first semester however their

reading comprehension level didn’t match. Participant 1 who had the same GWA

with participant 2 and 3 but was an independent reader in both English and

Filipino while participant 2 was instructional reader in English and independent

reader in Filipino, and participant 3 was Frustration in English and Instructional in

Filipino.

The other three (3) respondents who also had the same GWA of

78 in first semester also got different results from their reading comprehension

level. Participant 4 who had the same GWA with participant 5 and participant 6

however participant 4 was an instructional reader in English and Independent

reader in Filipino while participant 5 was a frustration reader in both English and

Filipino, and participant 6 was frustration reader in English and instructional

reader in Filipino.

19
 Furthermore, from the six (6) respondents there were four (4)

respondents who matched their reading comprehension level however their GWA

were different. Participant 4 and participant 2 had the same results from their

comprehension level which were both instructional reader in English and

independent reader in Filipino, but participant 4 GWA in first semester was 78

and participant 2 was 82. Moreover participant 3 and participant 6 had the same

situation. Participant 3 and participant 6 also have the same results from their

reading comprehension level which is frustration reader in English and

instructional in Filipino however participant 3 had the first semester GWA of 82

while participant 6’s GWA was 78

Therefore, the result of the research revealed that there is no

significant relationship between the reading comprehension skills and the

academic performance of Grade 11 learners of Lucsoon National High School

S.Y. 2022-2023.

Lastly, the research also revealed that there were students who

passed the school year even though they were frustration readers or non-readers

and there were also students who were independent readers and instructional

readers but were underperforming in academics.

20
 CHAPTER IV

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of findings of the study,

conclusions derived from the findings, and recommendations for the future

action.

Summary of the Findings

The research focused on the reading and comprehension skills

of Grade 11 students in Lucsoon National High School. The study involved

administering a standardized reading comprehension test to 7 students and

analyzing their scores.

The researchers used the reading proficiency level metric to

measure the academic performance of the Grade 11 students. 90-100 GWA

is Outstanding in proficiency level. With regards, students who have 90-100

grades are expected to be an Independent Readers. Participant 1 had the

GWA of 82 was an Independent reader in both English and Filipino.

Additionally, 85-89 GWA is a Very Satisfactory in proficiency

level and 80-84 is Satisfactory, and a student who had a GWA of 85-89 and

80-84 are expected to be instructional readers, but participant 4 who had the

GWA of 78 were an instructional reader in English and participant 6 who also

had the GWA of 78 was an instructional reader in Filipino.

21
 Therefore, based on the findings of the result from the research

that the researcher had conducted, there is no significant relationship

between the reading comprehension level of Grade 11 students in Lucsoon

National High School to their academic performance.

Lastly, there were students who passed the school year even

though they were a frustration readers or non-readers and there were also

students who were independent readers and instructional readers but were

underperforming in academics.

Conclusion

In conclusion, the findings reveled that there is no significant

relationship between the reading comprehension level of the Grade 11 students

to their academic performance. The researcher suggest that the students should

have a study habit, participation in every school activity, and have a proper time

management to improve their academic performance. The researcher also

suggested that the students who were Frustration Readers should be unable to

proceed next school year or considered to failed in that school year.

Recommendations

Based on the findings of the Research, the researchers

recommend the following strategies to improve the reading and comprehension

skills of grade 11 learners:

22
To students who have low reading comprehension level:

1. Improve Reading Habits

Encouraging learners develop and interest in reading and providing a variety of

reading materials. By using technologies like reading in Wattpad and other online

books that can help students to enhance their reading comprehension skills and

improve their academic performance.

2. Use Active Reading Techniques:

Teachers can make use of active reading techniques such as note-taking

summarizing, and highlighting to help learners improve their comprehension and

retain information from complex texts.

3. Vocabulary Instruction:

It is essential to provide vocabulary instruction as part of reading programs by

watching English movies can also help to learners improve their understanding of

complex texts and enhance their academic performance.

4. Collaborative Learning:

Encourage learners to engage in collaborative learning, which involves working

together in groups to discuss and analyze texts. This approach helps to enhance

their comprehension and analysis skills.

5. Personalized Instruction:

23
Teachers can provide personalized instruction based on the specific reading and

comprehension needs of individual learners to improve their academic

performance.

To students who have a low proficiency level.

1. Develop a study habit.

2. Seek help to the teachers.

3. Develop a study plan

4. Participation in every classroom and school activities.

5. Proper time management

To School and DepEd

The school should not permit the students who were frustration readers to

proceed next school year. Additionally, the School should design programs which

can help the students enhance their reading comprehension skills and academic

performance. The teachers must be able to implement activities to further

develop good reading compression and academic performance aligned to the

learning competencies of the Department of Education. Lastly, the Department of

Education should create programs that will help the students to enjoy learning in

school and for teachers to enjoy teaching. The researchers also recommend to

have programs for students who failed a subject to retake it instead of having a

remedial class.

24
 BIBLIOGRAPHY/REFERENCES

Chairs Meneghetti, Barbara Carretti, Rassana De Beni. (2006, November 1). ELSEVIER. Retrieved
from www.elsevier.com/locate/lindif

Compe, D. A. (2018). The Impact of Reading Comprehension on Academic Performance of

Students. International Journal of Research.

Galiza, C. C. (2021). Reading Competency and Academic Performance of Students. Journal

fornEducators, Teachers and Trainers, 94-100.

Jala, G. T. (2020). Pupil's Reading Comprehension, Problem-Solving Skills and Academic

Performance. Journal of World Englishes and Education Practices (JWEEP).

Ombre A. Imam, Maripaz Abaz-Mastura, Hajri Jamil. (2013). Correlation between Reading
Comprehnsion skills and students' performance in Mathematics . International Journal
of Evaluation and Reasearch in Education, 1-8.

25
 APPENDIX A
Profile of the researchers
NAME: Mary Grace C. Corpin
NICKNAME: Grasya
AGE: 17
SEX: Female
DATE OF BIRTH: January 11, 2006
ADDRESS: Brgy. Villaconsuelo, Naval, Biliran
SCHOOL: Lucsoon National High School
TRACK: Academic
STRAND/SPECIALIZATION: HUMSS
GRADE &SECTION: XI-Aztec
CIVIL STATUS: Single
RELIGION: Roman Catholic
CITIZENSHIP: Filipino

EDUCATIONAL BACKGROUND

Junior High School:

Lucsoon National High School
Brgy. Lucsoon, Naval, Biliran
2021-2022
Elementary:
Cabibihan Elementary School
Brgy. Cabibihan, Caibiran, Biliran
2017-2018
QUOTATION:
Tough times make you a better version of yourself.

26
NAME: Jamaica P. Oral
NICKNAME: Maica
AGE: 17
SEX: Female
DATE OF BIRTH: October 01, 2005
ADDRESS: Brgy. Capinahan, Naval, Biliran
SCHOOL: Lucsoon National High School
TRACK: Academic
STRAND/SPECIALIZATION: HUMSS
GRADE &SECTION: XI-Aztec
CIVIL STATUS: Single
RELIGION: Roman Catholic
CITIZENSHIP: Filipino

EDUCATIONAL BACKGROUND

Junior High School:

Lucsoon National High School
Brgy. Lucsoon, Naval, Biliran
2021-2022
Elementary:
Capinahan Elementary School
Brgy. Capinahan, Naval, Biliran
2017-2018
QUOTATION:
If you believe you can, you can make impossible things possible.

27
NAME: Daisy P. Sanoza
NICKNAME: Dis
AGE: 17
SEX: Female
DATE OF BIRTH: December 22, 2005
ADDRESS: Brgy. Capinahan, Naval, Biliran
SCHOOL: Lucsoon National High School
TRACK: Academic
STRAND/SPECIALIZATION: HUMSS
GRADE &SECTION: XI-Aztec
CIVIL STATUS: Single
RELIGION: Roman Catholic
CITIZENSHIP: Filipino

EDUCATIONAL BACKGROUND

Junior High School:

Lucsoon National High School
Brgy. Lucsoon, Naval, Biliran
2021-2022
Elementary
Capinahan Elementary School
Brgy. Capinahan, Naval, Biliran
2017-2018
QUOTATION:
The greatest glory in living lies not only in never falling, but rising every
time we fall.

28
NAME: Jerald D. Albior
NICKNAME: Koykoy
AGE: 17
SEX: Male
DATE OF BIRTH: July 27, 2005
ADDRESS: Brgy. Lico, Naval, Biliran
SCHOOL: Lucsoon National High School
TRACK: Academic
STRAND/SPECIALIZATION: HUMSS
GRADE &SECTION: XI-Aztec
CIVIL STATUS: Single
RELIGION: Roman Catholic
CITIZENSHIP: Filipino

EDUCATIONAL BACKGROUND

Junior High School:

Lucsoon National High School
Brgy. Lucsoon, Naval, Biliran
2021-2022
Elementary:
Lico Elementary School
Brgy. Lico, Naval, Biliran
2016-2017
QUOTATION:
Learning is not all about having good grades, it is sometimes applying
what you have learned in school to your life.

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NAME: Brandon C. Benitez
NICKNAME: Dot-dot
AGE: 17
SEX: Male
DATE OF BIRTH: May 03, 2005
ADDRESS: Brgy. Lucsoon, Naval, Biliran
SCHOOL: Lucsoon National High School
TRACK: Academic
STRAND/SPECIALIZATION: HUMSS
GRADE &SECTION: XI-Aztec
CIVIL STATUS: Single
RELIGION: Roman Catholic
CITIZENSHIP: Filipino

EDUCATIONAL BACKGROUND

Junior High School:

Lucsoon National High School
Brgy. Lucsoon, Naval, Biliran
2021-2022
Elementary:
Lucsoon Elementary School
Brgy. Lucsoon, Naval, Biliran
2017-2018
QUOTATION:
If you aim high, you have to work hard.

30
NAME: Jasmine Paral
NICKNAME: Jas
AGE: 16
SEX: Female
DATE OF BIRTH: July 30, 2006
ADDRESS: Brgy. PS. Eamiguel
SCHOOL: Ps. Eamiguel Elementary School
TRACK: Academic
STRAND/SPECIALIZATION: HUMSS
GRADE &SECTION: XI-Aztec
CIVIL STATUS: Single
RELIGION: Roman Catholic
CITIZENSHIP: Filipino

EDUCATIONAL BACKGROUND

Junior High School:

Lucsoon National High School
Brgy. Lucsoon, Naval, Biliran
2021-2022
Elementary:
P.S. Eamiguel Elementary School
Brgy. P.S. Eamiguel, Naval, Biliran
2017-2018
QUOTATION:
The only place where success comes before work is in the dictionary.

March 31, 2023

31
GRACE V. DURANO
School Head
This School

Attn: CYNTHIA M. BORRINAGA

Head Teacher III
This School

Dear Ma’am:

Peace and Good day!

In partial fulfillment of our requirements for our Practical Research 1 subject, we,
the Grade 11 Humanities and Social Sciences (HUMSS) students of Lucsoon National
High School would like to ask for your permission to conduct a research study entitled
“READING COMPREHENSION SKILLS OF GRADE 11 LEARNERS IN RELATION TO
THEIR ACADEMIC PERFORMANCE”.

In connection with this, we would like to ask from your good office to allow us to
conduct our research study within your vicinity. Rest assured that the data will remain
confidential and to be used for academic purpose only.

In the pursuit of completing this inquiry, your favorable response to this request is
highly appreciated.

Thank you.

Respectfully yours,

The Researchers

Noted by: Recommending Approval:

PORTIA R. GARABILES AMADO D. VELASQUEZ

Subject Teacher SHS Coordinator

Approved by:

CYNTHIA M. BORRINAGA GRACE V. DURANO

Head Teacher III School Head

March 31, 2023

TO: G11 CLASS ADVISERS

32
This School

Dear Ma’am/Sir

Peace and Good day!

We, the Grade 11 Humanities and Social Sciences (HUMSS) students of Lucsoon
National High School will conduct research entitled “READING COMPREHENSION
SKILLS OF GRADE 11 LEARNERS IN RELATION TO THEIR ACADEMIC
PERFORMANCE”.

The research aims to determine the relation of reading comprehension skills of

Grade 11 learners of Lucsoon National High School to their academic performance for
School Year 2022-2023. This research will not only be beneficial to the researchers but
also to the school, teachers, and especially to the students.

In relation with this, we would like to ask for your permission to provide us the
class record of your advisee students for the first semester, S.Y. 2022-2023. Rest
assured that the data will remain confidential and to be used for academic purpose only.

Your positive response in this request will be a valuable contribution for the
success of the study and will be highly appreciated.

Thank you.

Respectfully yours,

The Researchers

Noted by: Recommending Approval:

PORTIA R. GARABILES AMADO D. VELASQUEZ

Subject Teacher SHS Coordinator

Approved by:

CYNTHIA M. BORRINAGA GRACE V. DURANO

Head Teacher III School Head

March 31, 2023

________________

33
________________
________________

Dear Respondents,

Good day!

We are presently conducting a study entitled “READING

COMPREHENSION SKILLS OF GRADE 11 LEARNERS IN RELATION TO
THEIR ACADEMIC PERFORMANCE”, as a part of the requirements in the
subject Practical Research 1.

In line with this, we are asking for your precious time, and effort in
participating in this study. Rest assured that the data we will gather will remain
confidential and to be used for academic purpose only.

Your positive response in this request will be a valuable contribution for

the success of the study and will be highly appreciated.

Thank you very much and God Bless Us All.

Sincerely yours,

The Researchers

Noted by:

PORTIA R. GARABILES
Subject Teacher

APPENDIX C

READING MATERIAL AND QUESTIONNAIRE IN FILIPINO AND ENGLISH

34
Part I. English reading material and questionnaire
Name: ________________________ Grade & Section: _________________
Speed: _________ minutes Score: _________

Ivan Dmitritch pictured to himself autumn with its rains, its cold evenings,
and its St. Martin's summer. At that season he would have to take longer walks
about the garden and beside the river, so as to get thoroughly chilled, and then
drink a big glass of vodka and eat a salted mushroom or a soused cucumber,
and then--drink another. . . . The children would come running from the kitchen-
garden, bringing a carrot and a radish smelling of fresh earth. . . . And then, he
would lie stretched full length on the sofa, and in leisurely fashion turn over the
pages of some illustrated magazine, or, covering his face with it and unbuttoning
his waistcoat, give himself up to slumber.
The St. Martin's summer is followed by cloudy, gloomy weather. It rains
day and night, the bare trees weep, the wind is damp and cold. The dogs, the
horses, the fowls--all are wet, depressed, downcast. There is nowhere to walk;
one can't go out for days together; one has to pace up and down the room,
looking despondently at the grey window. It is dreary!
Ivan Dmitritch stopped and looked at his wife.
"I should go abroad, you know, Masha," he said.
And he began thinking how nice it would be in late autumn to go abroad
somewhere to the South of France . . . to Italy . . . to India!
"I should certainly go abroad too," his wife said. "But look at the number of
the ticket!"
"Wait, wait! . . ."
He walked about the room and went on thinking. It occurred to him: what if
his wife really did go abroad? It is pleasant to travel alone, or in the society of
light, careless women who live in the present, and not such as think and talk all
the journey about nothing but their children, sigh, and tremble with dismay over
every farthing. Ivan Dmitritch imagined his wife in the train with a multitude of
parcels, baskets, and bags; she would be sighing over something, complaining
that the train made her head ache, that she had spent so much money. . . . At the
stations he would continually be having to run for boiling water, bread and
butter. . . . She wouldn't have dinner because of its being too dear. . . .
"She would begrudge me every farthing," he thought, with a glance at his
wife. "The lottery ticket is hers, not mine! Besides, what is the use of her going
abroad? What does she want there? She would shut herself up in the hotel, and
not let me out of her sight. . . . I know!"

35
 Excerpt from the story, The Lottery Ticket by Anton Chekov

1. Which of the following sayings reflect the main problem of the story?
A. Don't count your chickens before they hatch.
B. Love for money is the root of evil.
C. No wife can endure a gambling husband; unless he is a steady winner.
D. Shallow men believe in luck. Strong men believe in cause and effect.

2. What change in the trait of the two characters can be observed in the
story?
A. ambitious-stingy
B. considerate- quarrelsome
C. contented - selfish
D. loving- unkind

3. What does the lottery ticket symbolize based on the behavior of the two
characters?
A. ambition
B. dreams
C. greed
D. success

4. What is the overall feeling created in the story?

A. cold
B. desperate
C. embarrassed
D. ominous

5. What is the main lesson that one can learn from the passage?
A. Desire for money can potentially ruin one’s relationship with other people.
B. People should not completely rely on game of chances.
C. Taking risk is not worth after all
D. Be mature enough to be responsible in one’s relationship.

Part II. Filipino reading material and questionnaire

36
Name: __________________________ Grade & Section: __________________
Speed: _________ minutes Score: __________________

ISANG PUNONG KAHOY

Ni Jose Corazon De Jesus

I
Ako'y tila isang nakadipang krus;
Sa napakatagal na pagkakaluhod,
Parang hinahagkan ang paa ng Diyos.

II
Organong sa loob ng isang simbahan ay nananalangin sa kapighatian,
Habang ang kandila ng sariling buhay,
Magdamag na tanod sa aking libingan...

III
Sa aking paanan ay may isang batis,
Maghapo't magdamag na nagtutumangis;
Sa mga sanga ko ay nangakasabit
Ang pugad ng mga ibon ng pag-ibig.

IV
Sa kinislap-kislap ng batis na iyan,
Asa mo ri'y agos ng luhang nunukal;
At saka buwang tila nagdarasal,
Ako'y binabati ng ngiting malamlam!

V
Mga kampana sa tuwing orasyon,
Nagpapahiwatig sa akin ng taghoy;
Ibon sa sanga ko'y may tabing ng dahon,
Batis sa paa ko'y may luha nang daloy.

VI
Ngunit tingnan niyo ang aking narating,
Natuyo, namatay sa sariling aliw;
Naging krus ako ng magsuyong laing
At bantay sa hukay sa gitna ng dilim.

VII
Wala na, ang gabi ay lambong na luksa,
Panakip sa aking namumutlang mukha;
Kahoy na nabuwal sa pagkakahiga,
Ni ibon ni tao'y hindi na matuwa!

37
VIII
Ang iyong isiping nang nagdaang araw,
Isang kahoy akong malago't malabay,
Ngayon ang sanga ko'y kurus sa libingan,
Dahon ko'y ginawang korona sa hukay!

Mga tanong:

1. Ano ang ibig sabihin ng "tanod"?

A. Bantay C. Takip
B. Oras ng panalangin D. Walang gana

2. Ano ang ibig sabihin ng "orasyon"?

A. Oras ng pagdadalamhati
B. Oras ng panalangin
C. Taghoy
D. Walang gana

3. Sa kinislap-kislap ng __________ na iyan, asa mo ri'y agos ng luhang

nunukal
A. Bakal C. Ginto
B. Batis D. Lapis

4. Ano ang layunin sa pagsulat ng tula?

A. Ang maipahayag ang kahalagahan ng bawat oras at segundo ng ating buhay.
B. Ang maipahayag ang pagiging mabuti sa kapwa.
C. Ang maipahayag ang salita ng Diyos.
D. Ang maipahayag na ang kalungkutan ay pansamantala lamang.

5. Ang mga kampana sa tuwing orasyon,

nagpapahiwatig sa akin ng______________
ibon sa sanga ko'y may tabing nang___________
batis sa paa ko'y may luha nang_____
A. Amoy; dahon; daloy
B. Baboy; ahon; daloy
C. Taghoy; ahon; daloy
D. Taghoy; dahon; daloy
APPENDIX D

38
 PROFILE OF ONE OF THE RESPONDENTS AND TRANSCRIPTION

Part I. Profile of the respondent

NAME: Joyce D. Boscay

AGE: 17

GRADE AND SECTION: 11 Aztec

GWA: 94

READING COMPREHENSION LEVEL: Independent

Part II. Transcription

Researcher: excuse me Joyce pwede mi magpabasa sa imoha?

Respondent: sige, Tagalog na or English?

Researcher: sa akoa ang Tagalog kang Grace ang English. Pwedi na mi

magsugod?

Respondent: sige.

Researcher: isuwat sa among pangalan pati put imong section. Kani basaha tas

ingari na. Mag record mi ha.

Respondent: ako’y isang nakadipang krus sa napakatagal na pagkakaluhod

parang hinagkan ng paa ng diyos. Organong sa loob ng isang simbahan ay

nananalangin sa kapighatian habang ang kandila sa siriling buhay magdamag na

tanod sa aking libingan. Sa aking paanan ay may isang batis maghapo’t

magdamag ns nagtutumangis. Sa mga sanga ko ay nangasabit ang pugad ng

mega ibon ng pag-ibig. Sa kinikislap-kislap ng batis na iyan asa mo ri’y agos ng

luhang nanunukal. At saka buwang tila nagdarasal. Ako’y binabati ng ngiting

39
malamlam. Mga kampana sa tuwing orasyon nagpapahiwatig sa akin ng taghoy.

Ibon sa sa sanga ko’y may luha ng daloy. Ngunit nyo ang aking narating.

Natuyo’t namatay sa sariling aliw naging krus ako ng magsuyong laing at bantay

sa hukay sa gitnang dilim. Walang na ang gabi na lambong na luksa sa panakip

saking namumutlang mukha. Kahoy na nabuwal sa pagkahiga ni ibon ni tao’y

hindi na matuwa.

Researcher: naa pa sa luyo, naa.

Respondent: aw, naa pa diay.

Researcher: oo, kana.

Respondent: ang iyong isiping ng nag daraang araw isang kahoy akong

malagot malabay ngayon ang sanga ko’y kurus sa libingan. Dahon ko’y

ginawang korona sa hukay.

Researcher: pagkahuman answeri nalang pud ng one to five na mga questions.

Respondent dia ra.

Researcher: salamat, ngadto napud kay Grace para magbasa sa English.

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