Republic of the Philippines

Department of Education

Region 4A

Division of Rizal

District of Rodriguez

Burgos Elementary School Unit I

Factors Affecting the Reading Performance of Grade 3 Pupils

in Burgos Elementary School Unit I

CARLO P. CAPARAS

June 2016
I. INTRODUCTION

Background of the Study

If pupils reading performance level is low, in most cases it automatically implies difficulties in the

acquisition of several other subjects, consequently obtaining education in general. With this in

mind the Department of Education releases DO 12, s. 2015 Guidelines on the Early Language,

Literacy, and Numeracy Program: Professional Development Component. In line with one of the

President’s Ten Point Basic Education Agenda which states that “every child should be a reader

by Grade 1,” the Department of Education (DepEd) is strengthening its reading program through

the implementation of the Early Language, Literacy, and Numeracy Program. The Program will

develop in Filipino children literacy and numeracy skills and attitudes which will contribute to

lifelong learning. More specifically, it aims to improve reading and numeracy skills of Kinder to

Grade 3 pupils, following K to 12 Basic Education Curriculum, and to establish a sustainable

and cost-effective professional development system for teachers.

Statement of the Problem

Reading literacy is a skill, which is the ground of almost all processes of learning. That is why it

is empirical that reading performance especially pupils in the primary grades must be constantly

monitored and evaluated. Disturbingly there are high reports of challenged readers in our school

(Burgos Elementary School Unit I). Most of these challenged readers were identified to be in

the 3rd grade. 25% or 52 out of 203 grade 3 were listed as challenged reader. The situation is

alarming since the 3rd grade is approximately the time when a pupil turns from learning to read

to reading to learn.
Objective

The objective of this paper is to find out the reasons behind the low level of reading

performance among Grade 3 pupils. The outcome of this research may be use as benchmark or

reference for future research to further reinforce future reading programs. Reading helps

children expand their thinking skills, learn to concentrate, and enlarge their vocabulary and

effectively master their environment.

Significance of the Study

The study aims to benefit the following:

The community, by identifying the factors affecting the reading performance of grade 3 pupils.

The data collected may be used as reference for future community development programs.

The Parents, parents play a vital role in the development of the pupils. The outcome of this

research will address the parents concern on the factors greatly affects their children’s

performance.

The School, the result of this research will help track down the factors that are hampering their

clientele’s performance and to provide the most appropriate approach to fix the situation.

The teachers, the end result of this research may be utilized to design programs, seminars and

other related activity that will capacitate them.

The challenged reader, this research will track down and the factors that hinder the

development of the pupils reading performance. The research will be related to all the

stakeholders to come up with a comprehensive solution.

II. LITERATURE REVIEW

Various studies and research has been conducted in aid to dose the unhealthy reading

performance of the pupils. Studies show that there numerous factors affecting the pupil’s

reading performance.

According to (Linnakylä, Malin, Taube, 2004) the number of siblings influence students’

learning achievements, namely, the more children there are in a family, the greater possibility to

be in a group of students with low reading achievements.

In a similar observation authors (OECD, 2001, 2002, Lietz,, 1996 Lehmann, 1996Bourdieu

1986; Purves, 1973 et. al.) all agreed that Parents’ level of education, socio-economic position

of the family and cultural heritage play an important role in the learning achievements of

children.

More so Denton (Denton) conveyed that conversely, struggling readers assume they are

responsible for their reading difficulties. Socio-economic conditions are significant for early

achievements in reading; it is important whether parents read aloud for their children at home

(more frequently than 3 times a week), are salubrious and have a positive approach (attitude) to

learning.

Authors Anderman and Midgey added new perspective (Anderman & Midgley,1998) they

stressed that Students’ attitudes about their capabilities and their interpretation of success and

failure further affect their willingness to engage themselves in learning. For example, students

who understand poor performance as a lack of attainable skills, rather than as some innate

personal deficiency, are more likely to re-engage themselves in a task and try again.
It is backed up by the studies of Gurthie and WigfieldStudents whose self-concept is bound up

in their history of failure, on the other hand, are less likely to be motivated to learn. Motivated

readers hold positive beliefs about themselves as readers (Guthrie & Wigfield, 1997).

III. RESEARCH QUESTIONS

The research aims to answer the following questions;

1. What are the factors affecting the reading performance of grade 3 pupils of Burgos

Elementary school Unit I of the current curriculum year (C.Y. 2016-2017)?

2. Do the factors correlate with reading performance of grade 3 pupils of Burgos

Elementary school Unit I? if yes, to what extent

a. Socioeconomic status of the family

b. Do Collaboration of a pupil and his/her family

c. Pupils’ reading outside school

d. Pupils’ reading at school

e. Teacher’s aptitude in administering reading activities

IV. Scope and Delimitation

The study focuses mainly on the factors affecting the reading performance of grade 3 pupils of

Burgos Elementary school Unit I of the current curriculum year (C.Y. 2016-2017). The

respondents of this research were the Grade 3 pupils, their parents and the Grade three

teachers.
V. Methods of Research

Sampling

The respondent (all Grade 3 Pupils) will take a reading test (PHIL IRI). In order to compare the

data the researcher portioned out 90% of all pupils with the highest results in reading literacy

(group A) and 90% of students with the lowest reading literacy achievements (group Z).

Data Collection

The researcher will administer a survey to the respondents using the researcher made

questionnaires. This will serve as the primary source of data. In developing the questionnaires

and surveys, the researcher will consult the concerned authorities, the School head, and Master

teachers and experienced reading teachers.

Ethical Issues

Since one the respondents of the research are grade 3 pupils proper care was observed in

collecting and handling data. Confidentiality was strictly imposed with high regards of Gender

Assessment and Development. Researcher seeks the consent of the institution to conduct the

study, as well as Responders gave their consent were fully informed and that they are part of a

study.

Plan for data analysis

Factors making the biggest difference between the pupils of two groups will be explored and

traced in order to examine the data. These factors can be grouped in several fields: social-

economic factors of pupil’s family, collaboration of a student and his/her family, student’s

reading out of school, student’s reading at school profiling of the teachers that might have

contributed to the problem.

To evaluate the factors mentioned above linear regression will be used in which it will determine

what extent pupil’s reading achievements will be influenced by this or that factor. Standardized

coefficients of regression show how strong is the influence of the factor - the higher the

coefficient the stronger the influence. If the regression coefficient is negative then the influence

is opposite. Determination coefficient shows how big part of achievement can be explained by

the factor or group of factors.

Conceptual Framework

Factors Affecting the Reading Performance of Grade 3 Pupils of Burgos Elementary

School Unit I

INPUT PROCESS OUTPUT

Input Administration of
Grade 3 Pupils survey through
Grade 3 pupils' researcher made
questionaire on Factors Affecting the
reading factors affecting the Reading Performance
performance reading of Grade 3 Pupils of
Grade Teachers performance of Burgos Elementary
of Burgos grade 3 Pupils of School Unit I
Elementary Burgos Elementary
School Unit 1 School Unit 1

FEEDBACK

Figure 1 Conceptual Framework on Factors Affecting the Reading Performance of

Grade 3 Pupils of Burgos Elementary School Unit I

 Republic of the Philippines
Department of Education
Region 4A
Division of Rizal
District of Rodriguez
Burgos Elementary School Unit I

Survey questionnaire no.1 Socioeconomic factors of the family

Name____________________________

Directions: accomplish the survey form by underlining the item that correspond to your answer

Punan ang survey form sa pamamagitan ngpaguhit sa iyong kasagutan

1. Have children books at home/ may librong pambata ba sa inyong tahanan (no, yes)

2. Amount of children books/ bilang ng librong pamabata

(0-10, 11-25, 26-100, 101-200, more than 200)

3. Number of children in the family/bilang ng mga anak

(1-2, 3-4, 5-6 more than 7)

4. Number of people in one flat/dami ng tao na naktira sa bahay

(2-4, more than 4) -0.13

5. Father’s education / pinakamataas na naabot sa pagaaral

(Elementary level, High school level, Vocational, College)

Mother’s education/pinakamataas na naabot sa pagaaral

(Elementary level, High school level, Vocational, College)

 Republic of the Philippines
Department of Education
Region 4A
Division of Rizal
District of Rodriguez
Burgos Elementary School Unit I

Survey questionnaire no.2 Collaboration of a pupil and a family

a. Someone read aloud before a child went to school/ may bumabasa ng kwento sa bata

bago pumasok s paaralan _____yes ____no

b. Someone watched TV with subtitles together with a child before s/he went to school/

may kasama ang bata sa panonood ng mga pelikulang may subtitle ______yes_____no

c. Someone reads to him/her / may bumabasa para sa bata _____yes _____no

d. Go together to a library or a bookstore / sinasamahan ang bata sa mga silid

aklatan at bilihan ng aklat ________yes ______no

 Republic of the Philippines
Department of Education
Region 4A
Division of Rizal
District of Rodriguez
Burgos Elementary School Unit I

Survey questionnaire no. 3 pupils’ reading activity outside school,

a. Read for joy /bumabasa para sa pansariling kasiyahan

____yes ____no

b. Read aloud / bumabasa ng malakas

____yes ____no

c. Listen to what is being read

____yes _____no

d. Read comics/ nagbabasa ng komiks

_____yes ____no
 Republic of the Philippines
Department of Education
Region 4A
Division of Rizal
District of Rodriguez
Burgos Elementary School Unit I

Survey questionnaire no. 4 Pupils’ reading at school

a. A test or a quiz about the read text / pagsusulit tungkol sa tekstong nabasa

____Yes ____no

b. Read for oneself quietly / matahimik na nakakapagbasa para sa sarili

____Yes ____no

c. Draw pictures about the read text / Nahihinuha ang tekstong binasa

_____Yes ___no

d. Read aloud for a group of pupils / nakababasa ng malakas sa harap ng mga

kagrupo

____yes ____no

e. Read books having several chapters / nakababasa ng aklat na may maraming

yugto

____yes ___no
 Republic of the Philippines
Department of Education
Region 4A
Division of Rizal
District of Rodriguez
Burgos Elementary School Unit I

Survey questionnaire no. 4 Teacher’s aptitude in administering reading activities

a) Name:______________________________

b) Sex:________________________

c) No. of years in service:__________________________________

d) No. of years teaching English____________________

e) No. of years teaching Filipino_____________________

f) No. of Seminars and trainings relevant to conducting reading intervention

program_________

g) Name of Seminars and trainings relevant to conducting reading intervention

program

________________________________________________________________

________________________________________________________________

h) Recommendation to enhanced the delivery of Reading Intervention Program

________________________________________________________________

________________________________________________________________
 i. Recommendation to enhanced the delivery of Reading performance of the

challenged readers

______________________________________________________________________
_____________________________________________________________________

VI. TIME TABLE

Schedule Research Activities Time Persons

Allotment Involved

Setting up the Team and

Planning of Activity
Week 1 SEARCH Team

Day 1 1 day

Meeting with

Week 1 team for the orientation SEARCH Team

of the project
Day 2 1 day

Preparation and
Reproduction of
Week 1 Researcher based 3 days SEARCH Team
questionnaire
Day 3-5

Week 2 Administration of 2 days Grade 3 teachers

reading test to grade 3
Day 1-2 pupils Grade 3 pupils

SEARCH team

Evaluating and
interpreting the result of
Week 2 the reading test 1 day Grade 3 teachers

Day 3 SEARCH team

Administering the survey

to determine the factors
Week 2 affecting the reading 2 days Grade 3 teachers
performance of grade 3
Day 4-5 pupils Grade 3 pupils

SEARCH team

Schedule Research Activities Time Persons

Allotment Involved

Week 3 Retrieving the results of SEARCH Team

Day 1 the survey 1 day

Tabulating and
Week 3 validating the result the SEARCH Team
Day 2-3 survey 2 days

Rendering statistical
Week 1 treatment to the data 2 days SEARCH Team
Day 4-5 obtained

Week 4 Interpreting and 1 day Grade 3 teachers

Day 1 analyzing the data Grade 3 pupils
obtained SEARCH team

Evaluating and
Week 4 interpreting the result of 2 days Grade 3 teachers
Day 2-3 the reading test SEARCH team

Week 4 Completing the paper 1 day Grade 3 teachers

Day 4 works Grade 3 pupils
SEARCH team

Week 4 Feed backing 1 day Grade 3 teachers

Day 5 Grade 3 pupils
SEARCH team
VII. COST ESTIMATE

Research Activities Persons Specifics Estimated

Involved cost
(PhP)

Setting up the Team and Planning SEARCH Team Bond papers, 250.00
of Activity
White board markers,

Meeting with SEARCH Team Food provision

team for the orientation of the ( snacks ) 3,360.00

project
Uniforms of the
research team

Preparation and Reproduction of SEARCH Team Internet load

Researcher based questionnaire
Photocopy of 1,550.00
Researcher based
questionnaire

Administration of reading test to Grade 3 teachers Food provision

grade 3 pupils 500.00
Grade 3 pupils ( snacks)

SEARCH team

Evaluating and interpreting the Grade 3 teachers Print outs

result of the reading test
SEARCH team 30.00

Administering the survey to Grade 3 teachers Food provision

determine the factors affecting Transportation 1,600
the reading performance of grade Grade 3 pupils allowance
3 pupils SEARCH team
 Research Activities Persons Involved Specifics Cost

Retrieving the results of the SEARCH Team Expanded folders 100.00

survey

Tabulating and validating the

result the survey SEARCH Team Food provision 500.00
( snacks)

Rendering statistical
treatment to the data SEARCH Team Food provision 500.00
obtained ( snacks)

Interpreting and analyzing the Grade 3 teachers Food provision 500.00

data obtained Grade 3 pupils ( snacks)
SEARCH team

Evaluating and interpreting

the result of the reading test Grade 3 teachers Food provision 500.00
SEARCH team ( snacks)

Completing the paper works Grade 3 teachers USB 600.00

Grade 3 pupils Re writeable CD,s
SEARCH team

Feed backing Grade 3 teachers ________ ______

Grade 3 pupils
SEARCH team

Total Estimated Cost PhP. 9990

VIII. Plans for Dissemination/advocacy

The result of the research may be used as reference for other future researches geared

towards alleviating the pupils reading performance. The result may also be used for making

project designs for reinforcing reading intervention programs.

The researches will also furnish the Local Government Units. The researchers wish to

aid the local policy makers the data that will enhance their current development programs. The

researchers will also communicate with Non-Government Organizations to encourage them to

venture on programs that will alleviate our pupils reading performance.

IX. Reference

DO 12, s. 2015 Guidelines on the Early Language, Literacy, and Numeracy Program:
Professional Development Component. Department of Education Philippines

Anderman, L.H.,& Midgley, C. (1998). Motivation and middle school students [ERIC digest].
Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC
Document Reproduction Service No. ED 421281.

Andrejs Geske, Antra ozola (2008) Factors Influencing reading literacy at the Primary School
level, University of Latvia, Riga, Latvia E-mail: andrejs.geske@lu.lv,

Denton, K., Reaney, L., and West, J. (2001). Home educational activities, literacy resources and
kindergartners’ reading knowledge and skills. Presentation at the biennial meeting of the Society
for Research in Child Development, Minneapolis, USA.

Linnakylä, P, Malin, A., Taube, K. (2004). Factors behind Low Reading Literacy Achievement.
Scandinavian Journal of Educational Research, 48(3), pp 231-249

Wigfield, A., & Guthrie, J. T. (1997). Relations of children's motivation for reading to the amount
and breadth of their reading. Journal of Educational Psychology. 89, 420-433.
 Republic of the Philippines
Department of Education
Region 4A
Division of Rizal
District of Rodriguez
Burgos Elementary School Unit I

Mrs. PRISCILLA V. JOSE

District Supervisor
District of Rodriguez IA
Rodriguez, Rizal

Dear Madam:

I have the honor to request from your good office permission to conduct a study entitled
“Factors Affecting the Reading Performance of Grade 3 Pupils in Burgos Elementary School
Unit I”. I will be administering a researcher-made questionnaire to selected parents, pupils and
teachers.

I look forward to your preferential action on this matter.

Thank you very much.

Truly yours,

CARLO P. CAPARAS
Researcher

Noted by

Mrs. MARICEL BAGANG

Principal I