Factors Affecting the Reading Comprehension Skills and Academic Performance of Grade VI

Pupils of Manjuyod District: A Basis for a Reading Module

A Thesis
Presented to
The Faculty of the Graduate School
Kabankalan State University
Kabankalan City

In Partial Fulfilment
Of the Requirement for the Degree
Master of Arts in Education
Major in Administration and Supervision

By

CHONA CABUSOG
March 2021
 Chapter 1
The Problem and Its Setting
Introduction
Reading is a complex process that involves sensation, perception,

comprehension, application and integration. It is the process of making and getting

meaning from printed words and symbols. Reading as a whole, is a means of

communication and of information and ideas. As a matter of fact Aracelo(1994) as

cited by Panerio [2001] reported that “85% of the things that people do involve

reading”. Individuals read street signs, advertisements, menus in restaurants and

recipes from cook books, dosage of medicine and others.

Moreover, reading is the foundation of academic success and life learning.

One article from Philippine Star states that: “The undeniable fact remains that

majority of Filipino students do not possess the ability and motivation to read. In

2007, the Department of Education reported that 70 percent or our learners are

incapable of reading within the expected level. This is the situation of reading

achievement intensifies in the Philippines as evaluated by Scholastic Inc., the

world’s largest publisher and distributor of children’s book”.

Due to the fast evolving world and changing technology it cannot be denied

that sometimes reading is taken for granted. Former DepEd Sec. Abad deplored the

poor performance of the pupils’ assessment test and said that, the low scores in

English, Mathematics and Science can be attributed to pupils’ lack of ability in basic

reading and comprehension. In addition, he said

that one of the major problems in reading is the poor reading comprehension,

which leads to poor understanding of printed symbols. The Department of

Education (DepEd) intensifies reading literacy in schools by forcing the program

called” Every Child A Reader Program” (ECARP). The undersecretary said that the

new program aims to make every Filipino a reader at the end of Grade III. The

undersecretary is expecting that no pupil will be promoted to higher grades unless

he/she manifests mastery and basic literacy skills in particular grade. Reading and

reading comprehension are interrelated skills. In order for students to be able to

comprehend what they are reading, they have to develop comprehension skills in

reading. By itself, the concept of reading comprehension is vast in breadth and

depth. Comprehension is the ultimate outcome of having read. It is the most

important ongoing activity of reading. These statements show bearing to the study

insofar as the ultimate objective of the developed reading primer is towards the

development of reading comprehension by integrating the other reading skills to

ensure permanency in learning. Johnston [2015] considers reading comprehension

as building bridges between the “new and the unknown” and the importance of

prior knowledge are vital in the reading instruction. Comprehension simply cannot

occur when nothing is already “known” because then there is nothing to which

reader could link the “unknown”. Indeed, prior knowledge is so necessary for

comprehension to freely flow from easiest to the most complicated. In support to

the foregoing view, the researcher primarily ignited the schema of the pupils by

infusing related portraits in each skill to be developed in the reading primer.

 Understanding the meaning of text and knowing the author’s intentions

among others are part of comprehension. Russel [2016] claims that

comprehension requires knowledge not only of words but their relationships in

sentences, paragraphs and longer passages. It involves understanding of the intent

of the author and may go beyond literal and recorded facts to hidden meaning or

implications. Hence, it entails deep thinking and requires skills to infer and read

critically. This finding was confirmed in this study since majority of the pupils were

categorized under frustration level of reading comprehension.

Likewise, according to Villamin [2017] there are four levels of

comprehension. The first level is the literal which means reading lines, getting the

information drift, answering questions on: who, what, where and when. The

second level is the interpretive or reading between the lines, combining

information and making inferences and comprehending them. In this level, the

reader will answer the how and why questions. The third level is the applied or

reading beyond the lines, using information to express opinion and form ideas and

involves application. The fourth level is the critical level where the reader will

answer an open-ended question regarding the behavior of the minor or major

character and the style of presentation.

Background knowledge plays an essential role in reading comprehension. In

an effort to comprehend a text, students rely on their background knowledge to

link what they already know to the text they are reading. Background knowledge

includes both a reader’s real-world experiences and literary knowledge. Drawing

parallels between background knowledge and texts helps students become active

readers, improving their reading comprehension. As for Atienza [2010] whether or

not students have mastered vocabulary skills affects their reading comprehension.

Students must be able to comprehend a familiar word and its relationship with

other words within a text. Mastering vocabulary includes recognizing a word’s part

of speech, definition, useful context clues, and how it functions in a sentence. These

vocabulary strategies can help improve comprehension. These milieus were

considered by the researcher in the development of the reading primer by

integrating local events and celebrations in order to establish connection and

consider the background knowledge of the readers.

In the long run, this piece of work was confined at determining the factors

affecting the reading comprehension of Grade VI pupils and level of

comprehension. Included also are some recommendations to improve the reading

level of the subject of the study. Thus, this study is conducted.

Statement of the Problem

This study assesses the Factors Affecting the Reading Skills and Academic

Performance of Grade VI Pupils of Manjuyod District: A Basis for a Reading Module

It specifically seeks to answer to the following:

1. What is the grade VI pupils’ profile in terms of:

1.1. academic performance in terms of their GPA for the first and

second quarter; and

 1.2. level of PHIL-IR result for the pre-test?

2. What is the level of the factors affecting the poor reading

comprehension of the pupils in the following areas:

2.1 pupil factors;

2.2 language factors;

2.3 teacher factors;

2.4 school head factors;

2.5 school factors;

2.6 home factors; and

2.7 community factors?

3. Is there a significant relationship between the pupils’ profile and the level

of the factors affecting the poor reading comprehension of the pupil?

4. Based on the results of the study, what training program in school

administration can be proposed for the grade vi teachers and what reading module

can be produced?

Statement of the Hypothesis

There is no significant relationship between the pupils’ profile and the level

of the factors affecting the poor reading comprehension of the pupil.

Theoretical Background of the Study

This study is anchored on Piaget’s (1983) theory of cognitive

development. Cognitive development is that aspect of development that deals

with thinking, problem solving, intelligence and language. According to

Piaget, cognitive development is a combined result of the maturation of the

brain and nervous system and the experiences that help individuals adapt to

the environment. He contends that cognitive development in all children will

follow predictably and qualitatively distinct levels or stages. These stages are

from concrete operational thought to formal operational thought. These

stages are useful in this study in that adolescents‟ reading abilities and

social/emotional adjustment in secondary schools depend on how successful

they went through this early steps (Lerner,2000).

Piaget emphasizes that the order in which the periods occur is

approximately fixed but a child’s rate of progress through them is not and the

age at which each stage or sub-stage is negotiated varies from child to child.

The stage progression portion of Piaget‟s cognitive development theory has

important implications on reading development stages (Chall, 1983). First,

reading process is developmental and no child skips a stage. Second,

individual children may take different lengths of time and need different

experiences to complete their development. The schemata (mental

structures) aspect of Piaget’s (1983) theory is in line with reading definition

of reading beyond the lines in this study. This relates to the way reading is

correctly viewed as a highly subjective interaction of learner’s prior

knowledge, perception and purposes with those of the author. This

interaction is guided by Piaget‟s two complementary processes of

assimilation and accommodation.

Reading is an ongoing process hence the wish for this study to find out

whether the elementary school teachers were aware of reading difficulties

and whether they were aware of remedial measures of such problems. The

study also wished to determine the specific strategies used by those teachers

in dealing with reading difficulties to enhance academic performance and

social/emotional adjustment of learners in their schools.

 - School
Administration
School Community
- Teaching Environment
Methodology
Factors
affecting
reading skills

Learner’s Priori Knowledge

(Schema)

Child’s Reading
Development

Figure 1 The Theoretical Framework of the Study Based on Piaget’s Theory of

cognitive Development
Conceptual Framework of the Study

The conceptual framework of the study consists of the independent and

dependent variables. The primary independent variable is limited to the following:

items under factors affecting the reading comprehension of the grade VI pupils. The

secondary independent variables the pupils’ profile in terms of their GPA and level

of comprehension. The dependent variable, on the other hand, is the pupils’ reading

development. The researcher has the presumption that the independent variable

might be directly or indirectly related to the dependent variable. The findings of this

study would help the researcher to know the effect on the level of the school heads

instructional leadership as well as the school climate in relation to the teachers’

efficiency.

Figure 2 is presented on the next page for visual representation of the flow of

the study.
 Primary Independent Variable
Factors Affecting the Reading
Skills of Pupils
 Pupil factors
 Teachers factors
Dependent Variable
 School factors
 School head factors
 Language factors
 Home Factors
 Environment Factors
Pupils’ Academic
Performance

Profile of the Pupils

 Academic Performance in terms
of their GPA for the first and
second quarter
 Reading level in the Phil-Iri Pre-
test

Secondary Independent Variable

Figure 2. The Conceptual Framework of the Study

Significance of the Study

Reading as a total subject is one of the most important courses in curriculum.

It is said that all subjects are reading subjects and all teachers are reading teachers.

Hence; every teacher is required to stress and develop in children the skills and

abilities to read with understanding.

However, this has been found to be a great problem among teachers on how

to improve the reading abilities of the children in school. In present outcomes of

the elementary education; many of our pupils were found to be slow learners.

Impressions and opinions of educators, teachers and parents suggested that

something must be done to remedy the prevailing problem.

Results of this study may provide teachers with objective data on which to

base their efforts to improve the reading comprehension of pupils of different age

levels; to help pupils develop reading rates appropriate to each kind and difficulty

of materials; and to imply remedial techniques to overcome faulty reading habits

of pupils.

It is further expected that this study would encourage educators to develop

a reading program that would be relevant to the needs of the young children today.

To the administrators, it’s their duty to ensure that there should be regular

professional development opportunities available to their teaching staff. To ensure

the pupils’ success in reading comprehension, we rely on administrators to pass on

their knowledge and be effective advocates for the benefit, not only their students

but also in the whole academe.

 This research also wants to give a number of instructional strategies that are

very promising for teaching students with reading difficulties. Many of these

teaching methods and approaches are ready right now for use in the classroom. In

addition, providing extensive references that teachers can use to find appropriate

and scientifically validated instructional methods. It also noted areas where more

research is needed to determine objectively if teaching methods are effective.

Parents have long been considered critical to the development of their

children's reading skills. Parents who read with their children can help get them

interested in reading at an early age and help model good reading habits. Parents

also have other important roles to play in supporting their children's reading

development. Parents should be familiar with the quality of reading instruction in

their children's schools. In addition, they can use this information to help them

determine if their children are struggling and if they should be candidates for more

individualized reading instruction. Parents can now rely on this researcher’s

findings as their source on reading instruction and use their understanding of the

findings to identify other tools to help their children develop better reading skills.

This research suggests that reading instruction is complex. Children come

into the classroom with different levels of preparation, as do their teachers. In

addition, learning to read requires a combination of skills, including phonics,

phonemic awareness, fluency, and text reading comprehension skills. Not all

children learn in the same way and one strategy does not work for all children.
Learning phonics skills is critical for positive reading development. However, the

best results will be achieved when direct instruction is combined with the

development of other skills, and when teachers are able to use a combination of

direct instructional strategies to achieve those skills.

Scope and Limitations of the Study

Scope of the Study. The study focuses mainly in determining the level of

factors affecting the reading comprehension skills of the pupils.

Limitations of the Study. In the conduct of the study, the researcher

recognizes some limitations. The study uses the respondents’ perception. The

researcher also relies on the impartiality of the respondent as to the objectiveness

of the assessment made by them. Thus, answers are beyond the control of the

researcher since all items require their individual perception. Others may

overestimate or underestimate their perceptions. Teachers have different

background and perception about their school heads as well as their level of

experience, thus, affecting the study. Personal factors can also be a recognized

limitation as some teachers may accept this study with passivity. The negative

attitude towards the study may affect the percentage of retrieval as other students

may refuse to respond to the questionnaire.

It is also a recognized limitation of the study that the findings hold time for

Division of Negros Oriental and may not be construed as also true to other division.
Definition of Terms

The terms are conceptually and operationally defined to give guidance to the

reader’s frame of understanding.

Academic Performance – refers to how students deal with their studies and

how they cope with or accomplish different tasks given to them by their teachers.

Comprehension – understanding, grasping of the meaning of something.

Following Direction – ability to follow printed and written directions may

be viewed as a survival reading skills.

Getting the Main Idea – ability to indicate what is being said and about the

topic or subject matter. (Salvation & Rechnick, 1983)

Noting Details – taking notes of the important details in a conversation and

in an article.

Predicting Outcomes - ability to predict things that might happen next.

Reading - is a complex cognitive process of decoding symbols for the

intention of deriving meaning (reading comprehension) and/or constructing

meaning. It is the mastery of basic cognitive processes to the point where they are

automatic so that attention is freed for the analysis of meaning.

Reading Comprehension – defines as the act of grasping the meaning,

significance, or nature of an idea with the intellect and specifies understanding as

its closest synonym.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents literature in foreign and local regarding the problem.

Research and studies done by different person all over the world are mentioned

here, and everyone agreed that reading comprehension skills of pupils at present

must be given full attention because it does affect their performance in class and

with their future endeavors.

Foreign Literature

Fielding & Pearson (2003) defined reading comprehension as the level of

understanding of a writing. Proficient reading depends on the ability to recognize

words quickly and effortlessly. If word recognition is difficult, students use too

much of their processing capacity to read individual words, which interferes with

their ability to comprehend what is read.

Many educators in the USA believe that children need to learn to analyze text

(comprehend it) even before they can read it on their own, and comprehension

instruction generally begins in pre-Kindergarten or Kindergarten but other US

educators consider this reading approach to be completely backward for very

young children, arguing that the children must learn how to decode the words in a

story through phonics before they can analyze the story itself

Gear (2006) stated that developing positive reading comprehension skills at

an early age can greatly impact a student’s ability to approach new and complex
concepts in many different subject areas. English teachers can use a variety of

different methods to approach and explain new vocabulary and reading

comprehension concepts to their students. Instilling in children a love of reading

and developing constructive reading skills is the cornerstone to a complete

education.

Jarris and Sipay (1982) also gave emphasis on the classroom teacher. They

believed that teachers are the dominant element on the issue of teaching reading.

Their ability to recognized, nourish and channel the interest and needs of their

pupils and to create conditions that arouse through activity and imagination in

their pupils is critical.

Daneman (1991) explains that reading involves several component

knowledge structure that interact simultaneously during the reading process. In

literature, a distinction is commonly made between two main types of process, via

decoding and comprehension. Decoding refers to deciphering of printed symbols

into language and involves perceptual and linguistic passing aspect of reading act

related to letter, sound correspondences, word identification and lexical access.

Comprehension refers to the understanding process whereby meaning is

assigned to the text as a whole. Both decoding and comprehension are important

aspects of reading, and comprehension is not possible without decoding. However,

skill in decoding does not necessarily imply skill in comprehension. Many readers

may decode text quite readily but still have difficulty understanding what it is that

they have decoded.

Foreign Related Studies

A study shows that “it is through wide and frequent reading of printed

materials that students in grades 3 through 8 increase their general word

recognition, vocabulary, and spelling performance. It’s a matter of reading volume.

Reading a lot is one of the most powerful methods of increasing fluency, building

vocabulary, and improving comprehension. Even the findings of the American

National Reading Panel support the fact that the best readers read the most and

the poor readers read the least. ( Cunningham and Stanovich.1988)

Interest in reading comprehension strategies began to grow as a part of the

new scientific understanding of cognition that emerged in the latter decades of the

twentieth century. In 1988, they observed that a reader is an active participant

with a text and that a reader "makes sense" of how ideas based on the text relate to

one another by interpretive interactions between what the reader gleans from the

text and what the reader already knows. They proposed that a reader actively

builds meaning as mental representations and stores them as semantic

interpretations held in memory during reading. These representations enable the

reader to remember and use what had been read and understood. ( Walter Kintsch

and Teun A. van Dijk.1988)

Reading instruction in fourth-grade classrooms were also studied over the

course of a school year. For many student readers, fourth grade is a transition year

from "learning to read" to "reading to learn." It is reported that there was very

little comprehension instruction in the classrooms. Teachers assigned questions

and told students about content. But in seventy-five hours of reading instruction

observed that year, teachers devoted only twenty minutes, less than 1 percent of

the time, to teaching readers how to comprehend and learn new information from

reading. Her studies and the others cited above anticipated an intense interest in

helping students learn strategies to comprehend and learn from reading. ( Dolores

Durkin.1979)

Generally, many types of individual comprehension strategy instructions

appeared to be successful in improving readers' ability to construct meaning from

text. With the observed success of various individual strategy applications, there

were several reviews of this growing body of scientific literature. In the study of

Pearson and Gallagher in 1983, they categorized cognitive strategies by what

teachers need to do to teach reading effectively and subdivided these strategies

into pre-reading, during-reading, and post-reading activities.

With the success of the above mentioned strategy instruction in improving

reading comprehension measures documented by research, students who received

this instruction showed marked improvement on a classroom performance.

(Harris.1984)

Local Related Studies

The very first attempt to evaluate the reading abilities of the Filipino children

was made by Martinez as part of educational survey on the status of education in

the Philippines. Reading test which is one part of the survey included skills in

paragraph reading, sentence meaning, and vocabulary. The result of the test
showed that pupils were poor in reading comprehension. The reading ability of the

Filipino children was in general 2 years behind that of American children. The

survey revealed that the main cause of poor achievement of Filipino children in

reading was due to English as a foreign language and the textbook used by the

Filipino children.

Survey on reading abilities of Grade VI pupils in public elementary in Bataan

was done and the study was about the general abilities of Grade VI pupils as

revealed by the Gates Mac Survey Form 1.3 1965 Ed. The test included speed and

accuracy, vocabulary and comprehension. Results of the study revealed that the

subject were below the average norm of the test on speed and accuracy and

vocabulary. The result of comprehension test was the lowest among the three

areas.( Solibao.1985)

A study conducted to know just how good are our students in reading these

days. The results of the National Achievement Tests (NAT) administered to public

schools gave some answers.

The Department of Education reports that there has been a 21.36 percent

increase in NAT results from 2006 to 2009. The 2009 NAT revealed a rise in mean

percentage score (MPS) of only 66.33 percent from 54.66 percent in 2006, which

equates to an improvement of 11.67 percent.

The percentage gains were in all subject areas and point to a steady

improvement in the primary education of the country’s public school system.

Statistics says that there is progress in the reading skills of the country’s students

but it’s not something to be happy about. A 66.33 MPS is still a rather low score. In

fact, it’s at the “near mastery level!.” (C. Z. Borja.2007)

In 2007, Bureau of Elementary Education, attributed “reading problems’’ as the

main culprit for the poor performance of students in the NAT. (Quijano.2007)

While statistics and reports tell a solid and sad story on the subject, you need

only ask any veteran educator of their horror stories to get a convincing picture.

An English professor, lamented the distressing lack of basic competence among her

students in reading, which naturally carries over to their writing.

“My students have difficulty comprehending basic short stories and essays,” she

bemoaned. “And this is reflected in their writing, which pains me to ask

rhetorically, ‘How did they even pass high school?’”

The sadder and scarier part of this is that these students graduate and set out

into the real world with the (false) confidence that the diploma they have is an

accurate certification of their skills. Employers will expect their college-level

applicants to possess a decent level of communication skills of which reading is a

foundation.

Beyond the job market, poor reading comprehension also has implications on

an individual’s level of participation in society. Those who read more tend to

involve themselves more in current issues, cultural, political and public affairs.
Proficient readers are also more inclined to be active in community and charity

work. They engage themselves in noble causes and make better informed

decisions.

A decline in reading comprehension also affects a person’s performance in

mathematics and sciences. After all, if you’re going to understand complex

formulas and theories, you’d have to be able to read properly first.

In short, reading well spurs a person to do and achieve more, far beyond

getting higher scores on scholastic exams. Proficiency in reading comprehension

means proficiency in other disciplines. (Martinez.1989)

Review of Related Literature and Studies

Reading offer greater opportunities for the formation of correct habits of

thinking and satisfactory accomplishment in all the school subjects which is largely

dependent in the ability to interpret the instructional materials. Reading has been

given greater emphasis in the school curriculum.

There has been so much concern about reading abilities of the pupils of the

elementary schools. A considerable number of writings in the various forms in

reading have affirmed the belief that teachers all over the world have similar

doubts and hopes in their teaching of reading.

Some of the numerous studies are taken into account in this chapter to serve

as background for the present study. These studies were obtained from methods in
Philippines and foreign sources. Taken into account are the following studies

related to the present study.

Relationship of the Reviewed Study with the Present Study

The present study aims to help both pupils and teachers in developing the

reading comprehension skills of learners. The main focus of the study is to

determine how these skills affect the academic performance of every learner.

This study is somewhat similar with the study conducted by Solibao for both

studies dealt in determining reading comprehension skills of elementary pupils

today and how they will affect learner’s performance in class. But this study makes

it somehow different with Solibao’s study in the kind of instrument used.

 CHAPTER III

METHODOLOGY

Research Design. This study employs the descriptive-correlational method

of research in unfolding the problems specified in this study utilizing the

researcher - made questionnaire as the tool used to gather the data needed. Data

are sorted, tabulated, statistically treated and analyzed in order to come up with

findings, conclusions and recommendations.

Locale of the Study. The study will be conducted in the Division of Negros

Oriental which covers three congressional districts. The study focused among the

grade 6 teachers of Manjuyod district. The schools’ division of Oriental Negros

used to have 29 school districts, each city and municipality being a school district,

except Dumaguete City, it being another school’s division. However, in school-year

2001-2002, the Department of Education made the cities of Bais, Bayawan and

Tanjay separate interim divisions, leaving 26 school districts under the Negros

Oriental schools division with 511 schools. The First Congressional District has the

highest number of schools with 257, followed by the Third Congressional District

with 149 schools and the Second Congressional District with 105 schools.

Every school district is managed by a Public Schools District Supervisor or a

District In-Charge in the absence of a qualified District Supervisor. Under the line

of the Public Schools District Supervisor (PSDS) are the school administrators with

the plantilla position of a Principal or Head Teacher. In the absence of a qualified

school administrator, Teacher-In-Charge (TIC) is designated to act in the capacity

 of a school head. The implementing units (IUs) are capable of administering their

own funds since they have position items assigned to handle cashiering and

bookkeeping functions, whether on a permanent or temporary basis. The DBM has

already assigned agency codes to the said IUs, hence, they are authorized to open

Modified Disbursement Scheme (MDS) Sub-Accounts in government depository

banks and that the cash allocations intended for the aforementioned IUs are

directly issued by the DBM to their respective MDS Sub-Accounts. The IUs are

required to maintain sets of books of accounts. The MDS Sub-Accounts of Schools

Division Offices (SDOs) shall cover transactions of the SDO (Proper).

Research Respondents

The respondents of this study are the grade 6 teachers and their respective

pupils in the class of Manjuyod district.

Table 1

Distribution of Respondents
Respondents Frequency Percentage
Teachers 15 5.25
Pupils 250 94.75
Total 265 100

Research Instrument

This study will utilize the researcher – made questionnaire. The

variables and sub variables are carefully selected and submitted to the

adviser and the English expert for validation purposes. Copies of the tool are
distributed to the identified respondents after getting the necessary permit

from the Schools Division Office.

Data Gathering Procedure

The researcher will request permit from the Schools Division

Superintendent of Negros Oriental Division to distribute copies of the

research tool to the identified respondents. After getting the approval from

them, the researcher personally distributes copies of the instrument to the

identified respondents to ensure reliability of answers.

Maximum of one month was allotted to retrieve copies of the

instrument from the respondents. Tabulation, computation, analysis, and

interpretation of data followed which served as bases in drawing conclusions

and recommendations of the study.

Statistical Treatment

To get the profile of the respondent groups, the Simple Percentage formula

was employed:

P = ___f___ x 100

Where:

P = Percentage

f = frequency

N = Number of cases
To determine the level of factors affecting the reading comprehension

skills of pupils, the Weighted Mean formula was employed:

WX = ____∑fw____

∑N

where:

WX = Weighted Mean

∑fw = sum of the products of the frequency times weight of

each score

∑N = sum of cases

SCALE DESCRIPTION

Hypothetical Mean Descriptive Equivalent Meaning

4.21 – 5.00 Manifested Always So Very Effective

3.41 – 4.20 Manifested Oftentimes Very Effective

2.61 – 3.40 Manifested Regularly Effective

1.81 – 2.60 Manifested Sometime Moderately Effective

1.00 – 1.80 Manifested Rarely Less Effective

To get the difference between the perceptions given by the teachers,

Pearson Product Moment Coefficient of Correlation was employed.

To interpret the correlation value (r) obtained, the researcher used the

following classifications:
± 1.00 - perfect correlation

Between ± 0.80 to ± 0.99 - very high correlation

Between ± 0.60 to ± 0.79 - high correlation

Between ± 0.40 to ± 0.59 - marked correlation

Between ± 0.20 to ± 0.39 - slight correlation

Between ± 0.01 to ± 0.19 - negligible correlation

APPENDIX A
Factors Affecting the Reading Comprehension Skills and Academic Performance of Grade VI
Pupils of Manjuyod District: A Basis for a Reading Module

I. Profile of the Pupils

Name (Optional) ___________________________________________

School ____________________________________

Directions: Please put a check on the space provided for your answer.

1. Academic Performance in terms of their GPA for the first and Second quarter:
________________

2. Reading Level of the Pupils from their Pre-Test Phil-Iri

________________

II. Factors Affecting the Reading Comprehension Skills and Academic Performance
of Grade VI Pupils of Manjuyod District: A Basis for a Reading Module

Directions: Make an honest assessment of the level of factors affecting your pupils’
reading comprehension by checking the box that corresponds to your response on each
of the item indicated.

SCALE DESCRIPTION

Scale Categories Explanation

5 Strongly Agree Very Positive

4 Agree Positive
3 Moderately Agree Moderate
2 Disagree Negative
1 Strongly Disagree Very Negative
A Factors Affecting the Reading Comprehension 1 2 3 4 5
Pupil Factors
1 Absenteeism
2 Nutritional Status

3 Pupils are not motivated to read

4 Pupils read stories, selections and essays selectively

5 Pupils’ poor study habit

B Language Factor
1 Pupils’ poor/limited vocabulary

2 Pupils poor grammar and spelling

3 Low comprehension level

4. Selection contain unfamiliar words

5. Pupils are not immersed to English

C Teacher Factors
1 Lack of appropriate strategies and approaches to foster love for reading

2 Less time due to different activities in DEPED

3 Lack of skills in preparing reading materials

4 Overlapping teaching loads and extra functions

5 Inappropriate teaching techniques

D School Head Factors

1 Lack of seminar in teaching reading

2 Poor supervisory scheme

3 No relevant seminars attended in reading

4 Poor time management

5 Passive kind of leadership

E. School Factors
1 Class size

2 Lack of catchy reading materials

3 Substandard classroom for learning with inadequate facilities

4 No functional school library

5 Less books found in the library

F. Home Factor

No follow-ups at home

2 No motivation from siblings to study

3 Low educational background of parents

4 Pupils are forced to work for income

5 Absence of reading materials at home

G Environment Factor
.
1 Lack of support from barangay council

2 Lack of support from external stakeholders

3 Non-functional learning resource center

4 Most learners engaged in leisure activities

5 No funding from barangay on mini library