Changing Directions in Reading and Mathematics Performance of Pupils at Anecito Panolino Elementary School

CHANGING DIRECTIONS IN READING AND MATHEMATICS PERFORMANCE OF
PUPILS AT ANECITO PANOLINO ELEMENTARY SCHOOL
PASSI, ILOILO, PHILIPPINES
A Thesis
Presented to
The Faculty of the Graduate School
Ifugao State University
Lamut, Ifugao, Philippines
In Partial Fulfillment
of the Requirements for the Degree
in Master of Arts in Education
JOENEL AGUILAR DEMEGILLO
September 2014
2
Republic of the Philippines

IFUGAO STATE UNIVERSITY
Nayon, Lamut, Ifugao
GRADUATE SCHOOL
APPROVAL SHEET
This Thesis
Changing Directions in Reading and Mathematics Performance

of Pupils at Anecito Panolino Elementary School
Passi, Iloilo, Philippines
prepared and submitted by JOENEL AGUILAR DEMEGILLO is hereby

recommended for approval and acceptance as partial fulfillment of the
requirements for the degree
MASTER OF ARTS IN EDUCATION
(Sgd.) NESCEL P. PANES, Ph.D.

Name and Signature of Adviser
PANEL OF EVALUATORS
Accepted and approved by the Committee on Oral Examinations on September 28, 2014
With a grade of PASSED.
(Sgd.) NANCY ANN P. GONZALES, RN, MAN, MAED, PhD

Chairperson
(Sgd.) VICTORIA P. DULINAYAN, PhD (Sgd.) ROBERT F. GALINDEZ, PhD

Member Member
(Sgd.) SERAFIN L. NGOHAYON, PhD

University President
3
ACKNOWLEDGEMENT
When I was typing on this page, I thought to myself how lucky I am as it came to me
what Mr. Wilferd A. Peterson whispered to me, “When we become more fully aware that our
success is due in large measure to the loyalty, helpfulness, and encouragement we have received
from others, our desire grows to pass on similar gifts. Gratitude spurs us on to prove ourselves
worthy of what others have done for us. The spirit of gratitude is a powerful energizer.” Indeed, I
wish to express my sincere gratitude and appreciation:
First and foremost, the Almighty Father, for the divine guidance and enlightenment
which made this work possible;
Dr. Serafin L. Ngohayon, the President os IFSU, for his kindness, untiring support,
compelling encouragement, and professional advice which immensely enrich this study;
Dr. Faith B. Basilio, Vice President for Academic Affairs, for her professional guidance,
comments and suggestions vital in the refinement of the study;
Dr. Victoria P. Dulinayan, Member of the Panel of Evaluators, for her professional
guidance, comments and suggestions vital in the refinement of the study;
Dr. Nancy Ann P. Gonzales, Chairperson on Oral Examination, for her undeniably
valuable wisdom which leads to the success of this research work;
Dr. Robert F. Galindez, the President of SRIA, for his valuable advice and
encouragement;
Ms. Maura F. Pait, Schools Division Superintendent of the Division of Passi City, for
approving the permit to conduct this study;
Dr. Nescel P. Panes, research adviser, for her tireless effort, guidance and valuable
insights that help shape this paper in reality;

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Dr. Dolly Rose F. Temelo, statistician, for her research and statistical expertise, patience,
and whose priceless comments and suggestions helped the researcher a lot;
Mr. Gerardo E. Atondocan, School Principal of Anecito Panolino Elementary School, for
his understanding and support for allowing the researcher conduct the study;
My co-teachers, Anecito Panolino Elementary School, for the encouragement and support
to overcome this endeavour;
The pupils of Anecito Panolino Elementary School, for unselfishly sharing their precious
time in answering the research instrument;
My wife, Jeany Bee, for her unstinted concern, love and support; and to my radiant angel,
Samantha Breinne, who served as my inspiration while research work was in the process;
My family and in-laws, for moral and financial support;
All those whose names were not written here, yet have contributed much in the
successful completion of this research, the undersigned says, “Madamu gid nga salamat.”
(Sgd.) JOENEL AGUILAR DEMEGILLO

September 2014
5
DEDICATION
This
Work
is dedicated to
my family
for the support and unstinted concern.
Thank you for understanding me all the time.
To my loving wife, Jen
My radiant angel, Sam
You will always be
My inspiration.
Papa
ABSTRACT
6
Title : CHANGING DIRECTIONS IN READING AND
MATHEMATICSPERFORMANCE OF PUPILS AT ANECITO
PANOLINO ELMENTARY SCHOOL PASSI, ILOILO,
PHILIPPINES
Researcher : JOENEL AGUILAR DEMEGILLO
School : IFUGAO STATE UNIVERSITY
Degree : MASTER OF ARTS IN EDUCATION
Year : S.Y. 2014-2015
Type of Document: THESIS
Number of Pages: 120 PAGES
Adviser : DR. NESCEL P. PANES
This descriptive research study was conducted to determine the relationship of reading
comprehension and mathematics performance of the 302 pupils at Anecito Panolino Elementary
School of Division of Passi City for the school year 2014-2015. The Phil-IRI test, the profile
questionnaire and first periodical grade of pupils in Mathematics were used as the data
gathering tool. The statistical tools used were frequencies, means, standard deviation, t-test,
one-way Analysis of Variance, and Pearson Product Moment Coefficient of Correlation.
Acceptance or rejection of the null hypotheses was based on the.05 alpha level.
The pupils of Anecito Panolino Elementary School were males and were in ages six to ten
years old. They belong to a family that is earning below the poverty line and were enrolled in
Grade V. They have a weak reading comprehension as to speed level, reading level, and
comprehension level despite of gender, age, grade level and family income. In gender and family
income there is almost a significant difference however in age and grade level it showed almost
no significance on reading comprehension. Regardless of groupings, mathematics performance
of the pupils was an “unsatisfactory” rating. Significant difference in mathematics performance
of the pupils was found on gender however, there is none with respect to age, family income and
grade level. The positive correlation between the pupils speed level, reading level,
comprehension level and mathematics performance was determined in the study.
TABLE OF CONTENTS
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PAGE
TITLE PAGE ………………………………………………………………. i
APPROVAL SHEET…………………………………………………………… ii
ACKNOWLEDGEMENT……………………………………………………… iii
DEDICATION…………………………………………………………………. v
ABSTRACT……………………………………………………………………. vi
TABLE OF CONTENTS……………………………………………………… vii
LIST OF TABLES…………………………………………………………….. xi
LIST OF FIGURES……………………………………………………………. xiii
CHAPTER
1 THE PROBLEM
Introduction…………………………………………………... 1
Theoretical/ Conceptual Framework of the Study………….... 11
Statement of the Problem……………………………............. 16
Hypotheses…………………………………………………… 17
2 DESIGN AND METHODOLOGY
Research Method………………………………………........... 18
Research Environment………………………………………... 18
Respondents…………………………………………………... 19
Data Gathering Instrument……………………………………. 20
Data Gathering Procedure……………………………. ……….
20
8
Treatment Data………………………………………. ………… 21
3 PRESENTATIONS, ANALYSIS AND INTERPRETATION OF DATA
The Respondents’ Profile
According to Age and Gender……………………….. 23
According to Grade and Family Income…………….. 24
The Reading Comprehension of Pupils
According to Gender………………………………… 25
According to Age……………………………………. 27
According to Family Income………………............... 28
According to Grade Level…………………………... 29
The Difference in the Reading Comprehension of the Pupils
According to Gender ………………………………… 30
According to Age …………………………………… 31
According to Family Income………………………… 32
According to Grade Level…………………..……….. 33
The Mathematics Performance of the Pupils
According to Gender ……………………………….. 34
According to Family Income……………………….. 36
According to Grade Level…………………..………. 37
The Difference in the Mathematics Performance of the Pupils
According to Gender ……………………………….. 38

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According to Family Income……………………….. 40
According to Grade Level…………………..………. 42
The Relationship of Pupils’ Reading Comprehension and
Mathematics Performance………………………….. 43
The Proposed Intervention Program………………………….. 45
4 CONCLUSIONS AND RECOMMENDATIONS
Conclusions …………………………………………………… 46
Recommendations ……………………………………………. 46
PROPOSED INTERVENTION PROGRAM ………………………… 49
REFERENCES………………………………………………………… 54
APPENDICES
Appendix A – Letter to the Superintendent…………………… 62
Appendix B – Letter to the Principal…………………………. 63
Appendix C – Letter to the Respondents……………………… 64
Appendix D – Profile Questionnaire………………………….. 65
Appendix E – Phil IRI Form 1 English Oral Grade I…………. 66
Appendix F – Phil IRI Form 1 English Silent Grade I………… 67
Appendix G – Phil IRI Form 1 English Oral Grade II………… 70
Appendix H – Phil IRI Form 1 English Silent Grade II………. 72
Appendix I – Phil IRI Form 1 English Oral Grade III………… 74

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Appendix J – Phil IRI Form 1 English Silent Grade III………. 76
Appendix K – Phil IRI Form 1 English Oral Grade IV………. 78
Appendix L – Phil IRI Form 1 English Silent Grade IV……… 81
Appendix M – Phil IRI Form 1 English Oral Grade V……….. 84
Appendix N– Phil IRI Form 1 English Silent Grade V………. 86
Appendix O – Phil IRI Form 1 English Oral Grade VI………. 89
Appendix P – Phil IRI Form 1 English Silent Grade VI……… 91
CURRICULUM VITAE ……………………………………………… 94

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LIST OF TABLES
Table No. Title of Tables Page
1. Distributions of Respondents……………………………………………….. 20
2. The Respondents Profile according to Age and Gender.…………………… 23
3. The Respondents Profile according to Grade and Family Income ………….. 25
4. Pupils Reading Comprehension when grouped
according to Gender ………………………………………………. 26
according to Age ………………………………………………………. 27
according to Family Income ……………………………………….. 29
according to Grade Level ………………………………………………... 30
8. t-test result on the Reading Comprehension of the Pupils when
grouped according to Gender …………………………………………………. 31
9. F-test result on the Reading Comprehension of the Pupils when

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grouped according to Age ………………………………………………… 32
grouped according to Family Income …………………………………………. 33
grouped according to Grade Level ………………………………….. 34
12. The Pupils Mathematics Performance when grouped
according to Gender ………………………………………………… 35
according to Age ………………………………………………………… 36
according to Family Income ………………………………………….. 37
according to Grade Level …………………………………………… 38
16. t-test result on the Mathematics Performance of the Pupils when
grouped according to Gender ………………………………………………… 39
17. F-test result on the Mathematics Performance of the Pupils when
grouped according to Age ……………………………………………. 40
grouped according to Family Income ……………………………………. 42
grouped according to Family Income ……………………………………. 43
20. Pearson r result of the relationship between the Pupils Reading
Comprehension and Mathematics Performance …………………… 44

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LIST OF FIGURES
Figure No. Title of Figures Page
1. The Paradigm of the Study ………………………… …………………… 16
2. DepEd Passi City Location Map …………………………….………….. 19

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Chapter 1
INTRODUCTION
Mathematics and English are known as language subjects. Mathematics deals with
figures, numbers, shapes, equations, and other logical operations while English deals with letters,
words, reading, and writing, listening and speaking skills related to grammar.
Performance on mathematics word problems was strongly related to performance in
reading comprehension (Vilenius-Tuohimaa, et al. 2007). There were no gender differences in
mathematics word problem-solving performance, but the girls were better in technical reading
and in reading comprehension. Parental levels of education positively predicted children’s
mathematics word problem-solving performance and reading comprehension skills.
On the other hand, Basadre (2006) investigated the relationships among reading interest,
confidence with text, and reading performance of grade four pupils. A detailed analysis of
question type structures in mathematics word problems and reading comprehension tasks and
pupils’ interest to learn is important which result and could be regarded as a predictor for to
fluency in technical reading skills relevant for both mathematics and reading comprehension
achievements.
15
Hanson, (2008) stated that an exploration of girls’ learning styles, attitudes, and
behaviors in math classes that also shows the importance of analyzing the curriculum and
attitudes of teachers when attempting to understand girls’ relation to math. It attempts to
discover ways to increase girls’ interest and achievement in math. It concludes with 15 practical
recommendations for the improvement of math education for girls.
In the study contained at springerlink (2014) focused on students' mathematics
achievement and their interest in mathematics as well as on the relation between these two
constructs. In particular, the results show that the development of an individual student's
achievement between grade 7 and grade 8 depends on the achievement level of the specific
classroom and suggest that the students show hardly any fear of mathematics independent of
their achievement level. Although the relationship between mathematics performance and
students factor has been studied widely, it is important to explore the factors that contribute
students’ mathematics performance.
Hyde (2009) study showed that contemporary data indicate that girls in the U.S. have
reached parity with boys in mathematics performance. Moreover, researchers documented the
existence of females who possess profound mathematical talent. Most evidences shows that both
the magnitude of mean math gender differences and the frequency of identification of gifted and
profoundly gifted females significantly correlate with socio-cultural factors, including measures
of gender equality across nations.
Imam, et. al. (2013) research study argued that the overall students’ reading
comprehension skills were not significantly correlated to mathematics performance. Hence, the
poor mathematics performance could be explained by other factors not related to reading
comprehension skills.
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In this regard Ang (2003) determined the five non-intellectual factors such as time spent,
attitude, relevant issues, parents’ reactions and difficulty level of Grade Three pupils of Xavier
School in doing home works and how it affects their academic performance during school year
2002-2003.
According to Fisher and Hyde (2008) the scores of the most gifted children or students'
ability to solve complex math problems, girls measured up to boys. The fact that boys score
better on it than girls has been widely publicized, contributing to the public's notion that boys
truly are better at math.
Gutbezahl (1995) in Maraffi (2014) conveys that parents' and teachers' expectations for
girls in math have an enormous impact on girls performance in math. Girls internalize their
teachers' and parents' negative expectations, which become self-fulfilling prophecies because
girls believe that they cannot achieve in math, they do not achieve in math. Their poor
performance reinforces parents and teachers' negative expectations and feeds the cycle of
negative expectations and lack of achievement. Clearly, teachers' and parents' expectations for
girls' performance in math must be raised if girls are to have the opportunity to achieve in math.
Based on Thesis Abstract Library (2008) the results shows that most of the student-
respondents belong to big families where they live while studying. Their parents are non-
professionals workers. They spent most of their time in watching television when they are at
home. The student-respondents that have good study habits and a neutral attitude towards
Mathematics but the level of performance in Mathematics is still considered poor in all the
learning content areas except in the operations of algebraic expressions which is described as
satisfactory.
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Davis-Kean (2000) analyzed how parents' values and attitudes affect children's math
performance and later interest, and how these attitudes vary by the child's gender. Mathematics
performance involves a complex interaction of factors on school outcome. Although the
relationship between mathematics performance and students factor has been studied widely, it is
important to explore the factors that contribute students’ mathematics performance.
National Audit office (2008) had the best results in Mathematics performance in Primary
Schools by bringing greater structure and consistency to the way primary mathematics is planned
and taught. It is recommended that teachers need more subject-based training in mathematics
aimed at directly enhancing their practice in the classroom and their use of formative assessment
to track pupils’ achievement and help them to progress. The strategy has achieved a more
consistent approach across schools in the teaching and assessment of mathematics, but there is a
further need to increase pupils’ enjoyment of the subject. Both are necessary for pupils to
remain motivated and do their best in mathematics.
The Trends in International Mathematics and Science Study (TIMSS) of the National
Center for Education Statistics conduct a universal standardized Mathematics test all over the
world among Fourth- and Eighth-Graders to measure the Mathematics Achievement. Among 57
countries and other education systems in 2011 shows that the average mathematics score of U.S.
4th-graders was higher than the international TIMSS scale average. The 8 education systems
with average mathematics scores above the U.S. score were Singapore, Korea, Hong Kong-
CHN, Chinese Taipei-CHN, Japan, Northern Ireland-GBR, North Carolina-USA, and Belgium
(Flemish)-BEL. Moreover, Philippines is not even in the list of top performers in the field of
Mathematics.
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The analyses also were conducted based on achievement scales created for each of the
groups using the same scaling approach as used for the TIMSS 2011 content and cognitive
domains (i.e., a multi-dimension estimation of performance on high, medium, and low reading
demand items using the item parameters from the TIMSS overall concurrent calibration).
However, the average percent correct approach used in this paper seemed to provide more easily
interpreted results.
All strive to allot sufficient time for math instruction each day to ensure that all students
reach high levels of achievement. Assessment is formative and ongoing, and students who
experience difficulty mastering math concepts receive immediate intervention and additional
instructional time. Many schools use manipulative tools to help students understand math
concepts. Mastery of computation is balanced with problem solving, applying mathematics, and
making real world connections to improving math performance.
Maraffi (2014), suggested that girls have negative attitudes and expectations for their
performance in math; however, as can be seen from parents' and teachers' attitudes, expectations,
and actions with regard to girls' performance in math affect - and have the potential to improve -
girls' expectations, attitudes, and performance in math. Teachers' teaching style, such as their
use of cooperative rather than competitive learning, also plays a pivotal role in girls' relationship
with math.
Daniels and Lamb, (1995) in Maraffi (2014), initiated a program with academically gifted
4-7th grade girls that included activities which improved self-esteem; developed positive attitudes
toward math; dealt with problem-solving skills; encouraged girls to become involved in math
activities outside school, and explored careers in math. It was found that the girls who had gone
through it scored significantly higher on math aptitude tests. Teachers can also encourage girls
19
to participate in math activities after school or outside of school and discuss with girls their
option of choosing careers in math.
Lewis (2000) as cited in Vilenius-Tuohimaaet al. (2007) states that children’s reading and
spelling skills have been found to be associated with parental educational level and family
socioeconomic status. SES has also been shown to be an important demographic factor behind
mathematical thinking skills. Some gender differences in reading comprehension skills have
been reported, often in favor of girls. Results concerning gender differences in mathematics
performance are mixed. Some studies suggest that boys are better at mastering problem-solving
tasks.
Light and DeFries (1995) as stated in Vilenius-Tuohimaaet al. (2007) showed that
difficulties in arithmetic were associated with reading ability development. Moreover, studies
focusing on children with learning disabilities have shown that difficulties in reading and in
mathematics often co-occur.
Tan (2005) study showed that the skills utilized by the students in the electronic
storybook include noting important details, making logical inferences and drawing conclusions
about the story, identifying the main idea of the selected texts and showing mastery of
comprehension skills required in their grade level.
Balbalosa, (2010), mentioned that students have different abilities, needs, and interests.
Yet everyone needs to be able to use mathematics in his or her personal life, in the workplace,
and in further study. All students deserve an opportunity to understand the power and beauty of
mathematics. Students need to learn a new set of mathematics basics that enable them to
compute fluently and to solve problems creatively and resourcefully.

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In line with the statement aforementioned Kane and Mertz (2012) identify poverty as one
of the factors that affects mathematics performance. They also cited that gender equity and other
socio-cultural factors, not national income, school type, or religion per se, are the primary
determinants of mathematics performance at all levels for boys and girls. It is fully consistent
with socioeconomic status of the home environment being a primary determinant for success of
children in school.
Mullis (2013) supports the idea that reading demands can make the fourth grade TIMSS
items more challenging for weaker readers, the results varied considerably from country to
country and even between mathematics and science within countries. There are a number of
factors in addition to reading demands that contribute to item difficulty, such as the curriculum
coverage of the topics and the complexity of the cognitive demands, and the impact of these
factors can vary across countries.
The results of Matsumura (2006) study indicated that the quality of instruction varied a
great deal within schools and was of a basic quality overall. After controlling for student’s prior
achievement, socio-economic status, ethnicity and language, the IQA assignment measure in
reading comprehension predicted students’ achievement on the Total Reading, Reading
Comprehension, and Vocabulary sub-scores of the SAT-10.
In line with the same vein, Freebody and Luke (1999) in Protacio and Sarroub (2013)
utilized four resources model in terms of reading comprehension: code breaker, text participant,
text user, and text analyst. Code breaker deals with understanding sound-letter relationships; the
text participant is wherein the reader addresses the meaning system of the text; the text user is
wherein individuals participate in reading and writing as social experiences; the text analyst is
wherein readers understand that texts are not neutral objects.

21
Perfetti and Adlof (2012) states that comprehension processes bring about mental
representations that occur at multiple levels across units of language: word-level (lexical
processes), sentence-level (syntactic processes), and text-level. Across these levels, processes of
word identification, parsing, referential mapping, and inference all contribute, interacting with
the reader’s conceptual knowledge to produce a situation model of the text. Reading
comprehension as the process of simultaneously extracting and constructing meaning through
interaction and involvement with written language, thus it entails with words extracting and
constructing to emphasize both the importance and the insufficiency of the text as a determinant
of reading comprehension (National Centre for Literacy and Numeracy for Adults, 2002).
In the Philippines beginning in elementary schools, different subjects are taught by
different teachers and an adviser is assigned to take care of all matters not covered by the
different subject matter teachers, preparing the report cards of the students in the section as well
as overseeing and ensuring the cleanliness of the classroom environment. Varied experiences
provide the teachers with different perspectives from which views reading instruction in the
Philippines. In this regard, researchers advised pupils to read aloud, take response, and practice
spelling drills. They mentioned that reading as performance, emerged from open codes such as
reading aloud, pronunciation drills, and pronunciation emphasis (Protacio and Sarroub, 2013).
All of the research reviews support the hypothesis that student performance in mathematics and
reading comprehension depends on different socio-economic, psychological, environmental factors; thus
student performance is affected by different factors such as learning abilities because new paradigm about
learning. The researchers even tried to explain the link between students’ achievements, economic
circumstances and the risk of becoming a drop-out that proved to be positive.

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In the Philippine setting, it has been a long time to discover the importance of
Mathematics in our world. Application of Mathematics helps to develop and invent such
technological devices. Through these applications our life became easier.
Reading comprehension (Dictionary.com, 2014) is important to be able to interpret what
is read into usable information. Reading comprehension is a teachable skill, it must be practiced
and taught through repetition and building on skills that have already been learned. One can't
very well learn reading comprehension before one learns to read. Wong (2014) stated that there
are eight reasons why reading is so important, namely: expose yourself to new things; self-
improvement; improve understanding; preparation to action; gain experience from other people;
tools of communicating; connecting your brain and boost imagination and creativity.
Tytler (2010) mentioned that the factors that affect reading comprehension are fluency in
the language, reading skill, learning disabilities, experience and interest.
In Philippine schools, however, teachers should strengthen the concept where the
students are strong and weak. Parents should supervise their children in their home studies and
to give guidance and tutoring as well as monitor their children in using their time in television
programs. Furthermore, teachers should be updated on the current trends and issues on the
teaching of Mathematics. They should therefore be encouraged to attend seminars and trainings
as well as enroll in graduate studies.
The researcher, hence, formulate this problem: Changing directions in reading
comprehension and mathematics performance of pupils at AnecitoPanolino Elementary School,
Passi, Iloilo, Philippines for the school year 2014-2015.
The results of the studies aforementioned will help the researchers to compare the skills
of pupils of AnecitoPanolino Elementary School in Mathematics and English.

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Thus, the purpose of this study is to determine the relationship of reading comprehension
to the mathematics performance of pupils of AnecitoPanolino Elementary School for the school
year 2014-2015.
The results of the study are expected to benefit to the following:
To the Higher Authorities of the Department of Education (Secretary, Undersecretary,
Regional Officers, Division Officers, District Officers, and School Heads), to consider the
significant result of the study to work and come up with programs, innovations and updated
interventions for improving the scholastic performance of the pupils in Mathematics and Reading
Comprehension.
Parents would realize their role in shaping the intellect and total personality of their
children which is not the task of the teacher alone. It must be a joint effort of both the home and
the school as these are the venues where the child spends most of his time. Parents should
always complement the effort of the teachers in the shaping of their children’s total personality.
The Mathematics and English teachers of the schools particularly the AnecitoPanolino
Elementary School would be benefited through this study by providing them with the baseline
data regarding the prevailing performance of their pupils. In knowing so, they could make
necessary adjustments in their teaching strategies and adopt teaching methods and techniques
that are suitable for the kind of pupils they have.
Although there are respondents who will no longer benefit from the result of this study,
however, the pupils who will come to enroll at AnecitoPanolino Elementary School can be
benefited. In terms of improved teaching strategies, the results of the study would point out
strengths and weaknesses in teaching Mathematics.

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The researcher can acquire sufficient knowledge about the relationship of reading
comprehension to the pupils’ Mathematics performance. With accurate and depth assessment of
the pupils strengths and weaknesses, they would be given insights as to what learning activities
to choose for effective instruction in Mathematics.
The pupils of AnecitoPanolino Elementary School would be benefited through this study
by having teachers who are equipped with proper and appropriate trainings and initiative to
provide their learners a better way of delivering of the lesson objectives, by innovative teaching,
concise deliberations of the topics and assuring pupils’ performance.
This study is centered on the relationship of reading comprehension to the mathematics
performance of pupils of AnecitoPanolino Elementary School for the school year 2014-2015.
The researcher approaches in presenting the data in the study is through the descriptive
and inferential statistics.
Theoretical/Conceptual Framework
Acquisition of knowledge or rate of learning differs from one person to another. Others
learn fast while others learn in a very slow pace. An individual difference is one great problem
confronting teachers in public schools. This aggravated by highly student ratio, heterogeneity,
multiple preparations, and insufficient devices and other resources for group or individualized
instruction especially for academically deficient pupils or the slow learners.
The Department of Education issued a memorandum on maximum utilization of the
Philippine Informal Reading Inventory (Phil-IRI) results to improve pupils’ performance as
contained in DepED Memorandum Nos. 345 and 388, both in series of 2010 where Education
Secretary Luistro said that DepED enforces the “Every Child A Reader Program (ECARP) of the
Department”. In support to this program, the Phil-IRI is an initiative of the Bureau of

25
Elementary Education was launched to assess the component of ECARP to gauge the reading
proficiency level of Grades 1 to 6 pupils and to make every Filipino child a reader at his/her own
grade level because literacy improvement is a high priority of the DepEDand the national
government.
The pupil’s word recognition and comprehension ability as well as his reading speed are
informally assessed quantitatively and qualitatively through stories and passages. It is the first
validated instrument that intends to measure the pupils reading comprehension level. Phil-IRI is
an assessment tool that evaluates the reading proficiency level of the elementary school pupils.
Phil-IRI speed and comprehension assessment tool aims to measure the pupil’s comprehension
level within a time frame. The Phil-IRI Oral assessment tools attempt to measure the pupil’s
comprehension level with fluency within the context of oral assessment.
The Philippine Informal Reading Inventory (Phil-IRI) Manual and Users Guide (2009)
mentioned that tests are administered twice a year (pre-test and post-test) to assess the reading
speed and comprehension of pupils in oral and silent reading in both English and Filipino.
According to Ronda, (2012), Phil-IRI is important because it assess the reading capability of
students because reading is the foundation of all academic learning. Ask.com (2014) also stated
that Phil-IRI is used in assessing the reading proficiency levels, including word recognition,
comprehension, and reading speed of elementary school pupils. The information culled from the
assessment shall serve as one of the bases in making decisions for planning an appropriate
school-based teaching and learning instruction as well as a reading program to improve the
performance of the pupils. The assessment results shall also be considered in the preparation of
the school improvement plan.

26
In this study, the population is composed of Grades I-6. Variables used are age, gender,
grade level, first grading grade in Mathematics during the school year 2014-2015 and average
monthly family income. Age is the number of years the respondent has been alive until his or
her last birth anniversary. Age here is tested if there is a significant difference in the reading
comprehension and mathematics performance of the respondents. Gender is the distinction of
sexes which is either male or female. There are 160 males and 141 females. Gender is tested if
there is a significant difference in the reading comprehension and mathematics performance of
the male and female respondents. The grade level is the level of the respondent reach in the
ladder of elementary education. Grade level of the respondents is tested if there is a significant
difference in the reading comprehension and mathematics performance of the respondents. The
first grading grade in Mathematics is the numerical equivalent of the respondent’s achievement
in the subject. This first grading grade in Mathematics will reflect the respondent’s Mathematics
performance. The average monthly family income is the combined monthly earnings of the
members of the family, in most cases by the father and mother or either of the two. In this study,
income is classified into below Php 5,000, Php 5,001-10,000, Php 10,001-20,000, Php 20,001-
30,000 and above Php 30,000. Family income is tested if there is a significant difference in the
reading comprehension and mathematics performance of the respondents as they belong to any
of the family income brackets.
Speed level is the rate level at which someone or something moves or operates or is able
to move or operate (Oxford University Press, 2014). With regards to this study, it refers to on
how slow or fast the respondent reads the given selection at a particular time. Reading level on
the other hand is one of the components of comprehension where there are three levels namely:
frustration, instructional and independent. Frustration is the lowest reading level where the pupil
27
shows withdrawal from reading situations by crying or refusing to read, the pupil commits errors
in reading such as reversal, repetition, substitution, insertion, mispronunciation and inability to
interpret punctuation, the pupil scores 89% & below in word recognition or 58% & below in
comprehension. Instructional where the pupil’s oral reading is rhythmical with conversational
tone and correct interpretation, the pupil scores 90% to 96% in word recognition and 59% to
79% in comprehension. Independent is the highest level at which a pupil can read independently
and with ease without the help or guidance of the teacher, the pupil is free from tension, finger
pointing or lip movement, the pupil reads with rhythm and with conversational tone and
interprets punctuation correctly, the pupil scores 97% to 100% in word recognition and 80%
to100% in comprehension (Phil-IRI Guide, 2009).
The levels of comprehension are literal, inferential, evaluative and appreciative, (Mt. San
Antonio College Learning Assistance Center, 2010). In this study reading level of a child is
measured upon how slow or fast he can read and comprehends the given selection at a particular
time. Moreover, comprehension level suggests the percentage of the test results given to a child
as he reads with a provided selection at a particular time. The Mathematics grade is the
respondent’s grade in the first grading period to be obtained in Mathematics. It is calculated
upon the fulfillment of the requirements assigned to a child.
This study on the changing directions in reading and mathematics performance of pupils
at AnecitoPanolino Elementary School aimed to prove that there is a positive relationship
between reading comprehension to the mathematics performance.
Accelerating the pace at which the preceding literature shows some methods to help
alleviate performance of pupils in certain fields or subject areas. These, however, proper in
28
situations where resources for intervention or remediation are readily available such as machines,
experimental subjects and experimental structures.
For the clarity and common understanding of the important terms and concepts used in
the study, the conceptual and operational meanings of the following are given:
Mathematics is the science of numbers and their operations, interrelations, combinations,
generalizations, and abstractions and of space configurations and their structure, measurement,
transformations, and generalizations (Merriam-Webster, 2012). In this study, Mathematics is the
subject being taught to Grade III pupils in the remedial teaching in this experimental
investigatory research that involves the topics that are least mastered in a particular period of
time.
Performance is the behavior which produces a result, particularly behavior which alters
the environment in some manner which may be measured by means of ability tests and learning
situations (Merriam-Webster, 2012). In this study, performance referred to the behavior change
in the pupils after the remediation period as measured by the differences in the pretest and
posttest scores as shown by the computed means and T-Test results.
Mathematics Performance (Balbalosa, 2010) refers to the degree or capacity of students’
knowledge in Mathematics. In this study, mathematics performance of the pupils is the
periodical rating given by the subject teacher for the first grading period is to be used.
Reading Comprehension (Collins-Dictionary, 2014) is a text that students use to help
them improve their reading skills, by reading it and answering questions relating to the text.
Sometimes used as a test or examination of reading skills. A reading comprehension can be in
the student's own or another language. Durkin (1993) in Core knowledge (2006) stated that it is
an unintentional thinking reading which meaning is constructed through interactions between

29
texts and read. The construction of the meaning of the written text through a reciprocal
interchange of ideas between the reader and the message in a particular text, says Harris and
Hodges (1995) in Core knowledge. The meaning arises from the deliberate thinking processes
readers engage in as they read. In this study, reading comprehension referred to the level of
understanding of texts of the pupils with regards to the result of Philippine Informal Reading
Inventory (Phil-IRI).
For a more clear presentation of the study, a paradigm in Figure I shows the schematic
diagram of the interrelationship variables. The Grade I-VI pupils of AnecitoPanolinoElementary
School for the school year 2014-2015 will be taken as the subjects of the descriptive study.
Input Process Output

Gender Phil IRI
Male
Female Reading
Age
6-10 years old Comprehension
11-15 years old
16-and above Speed Level Intervention Program
Grade Level
Grade 1 Reading Level in English and
Grade 2
Grade 3 Comprehension Mathematics
Grade 4
Grade 5 Level
Grade 6
Family Income Mathematics
Below Php 5,000
Php 5,001-10,000 Grades
Php 10,001 and
above
Figure I. A Paradigm Showing the Interrelationship of the Variables in the Descriptive
Study.
30
Statement of the Problem
This study aimed to determine the relationship of reading comprehension to the
mathematics performance of pupils of Anecito Panolino Elementary School, Passi City, Iloilo,
Philippines for school year 2014-2015.
Specifically, the study sought to answer to the following questions:
1. What is the profile of pupils when categorize according to age, gender, grade level
and family income?
2. What is the reading level comprehension of pupils when categorized according to
profile?
3. Is there a significant difference in the reading comprehension of pupils when
categorized according to profile?
4. What is Mathematics performance of pupils when categorized according to profile?
5. Is there a significant difference in the Mathematics performance of pupils when
categorized according to profile?
6. Is there a significant relationship between the reading comprehension and
Mathematics performance of pupils when categorized according to profile?
7. What is the intervention program that would enhance the reading skills and
performance of pupils in Mathematics?
Hypotheses
In view of the preceding problem, the following hypotheses were tested in the study:
1. There is no significant difference in the reading comprehension of pupils when
categorized according to profile.
2. There is no significant difference in the Mathematics performance and reading
comprehension of pupils when categorized according to profile.

31
3. There is no significant relationship between the reading comprehension and
Mathematics performance of pupils when categorized according to profile?

32
Chapter 2
DESIGN AND METHODOLOGY
Research Method
This study will utilize the descriptive research to determine relationship of reading
comprehension to the mathematics performance of pupils of Anecito Panolino Elementary
School for the school year 2014-2015.
Research Environment
Anecito Panolino Elementary School is one of the schools in the District of Passi II-B,
Division of Passi City. It is established last January 1945 and formerly known as Dalicanan
Primary School. Few decades passed, its name was changed to Dalicanan Elementary School.
Last November 2013 its’ name was changed then to Anecito Panolino Elementary School. The
lot where the school is situated was donated by the late Anecito Panolino in the year 1970 with a
total land area of 20, 000 square meters. It is a far flung school mainly situated at the valley of
Brgy. Dalicanan, Passi City which is located 28 kilometers from the town (based on the main
route, Salngan Road). It has a total population of 350. Three hundred two of which are pupils
consisting of 179 are boys and 171 are girls, 10 are faculty members with 1 school head (all are
nationally funded).
33
For a more clear visualization of the research environment, a satellite map of Passi City,
Iloilo, Philippines is being shown in figure 2.
Philippine Map
Western Visayas Map DepEd – Passi City Schools Location Map
Respondents
The respondents of the study were all of the 302 pupils of AnecitoPanolino
Elementary School enrolled for the school year 2014-2015, 159 were males and 143
werefemales utilizing the complete enumeration procedure. The 302 pupils was assigned to
descriptive treatments. They were classified as to their age, gender, grade level and family
income.
34
Table 1. Distribution of Respondents
Grade Level Male Female %

Grade I 16 17 11
Grade II 22 30 17
Grade III 25 29 18
Grade IV 39 25 21
Grade V 44 25 23
Grade VI 13 17 10
Total 159 143 100
Data Gathering Instrument
The result of Philippine Informal Reading Inventory (Phil-IRI) was used by the
researcher as the basis of the reading comprehension level of the subjects. The first grading
periodical grade in Mathematics was used by the researcher as the basis of the mathematics
performance of the subject. The profile questionnaire was used by the researcher as the basis of
the data such as age, gender, grade level and family income.
Data Gathering Procedure
Before the actual gathering of the grades of the pupil in first grading period and the Phil-
IRI pre-test results to be conducted by their respective class advisers, permission was secured
thru a letter from the Office of the Superintendent and the School Head of AnecitoPanolino
Elementary School. After the permission was granted, the researcher personally conducted the
various test-questionnaire materials with the generous help of the teacher advisers of the pupils
in AnecitoPanolino Elementary School. The profile questionnaire was answered by the pupils on
their own convenience. The Phil-IRI pre-test was duly conducted by their adviser on their free
time so as not to delay daily plans and lesson competencies. The answered sheets were collected
and checked to get the pupils’ scores. It was then the researcher himself encoded the scores in the
Phil-IRI data form given by the Phil-IRI coordinator of the school for fast acquiring of encoded
35
data raw scores. After the first periodical exams were given by the subject teachers, the papers
were then scored and checked in order to make grades. The first periodical grades of the pupils in
Mathematics were gathered as raw data.
The raw data in profile questionnaire, Phil-IRI pre-test, and Mathematics grade in first
grading was gathered by the researcher and gave it to the statistician. The statistician encoded
and analyzed the data using the Statistical Package for Social Sciences (SPSS).
Treatment of Data
The result of the Philippine Informal Reading Inventory (Phil-IRI) was used by the
researcher as the basis of the reading comprehension level of the respondents. The Phil-IRI test
was conducted by the respective classroom advisers in their respective vacant class schedule.
The first grading grade in Mathematics was used by the researcher as the basis of the
mathematics performance of the subjects. The numerical data of the first periodical and the
results of the Phil-IRI was described and analyzed using the descriptive statistics and data on
first periodical and the results of the Phil-IRI and treatment means were further subjected to
inferential statistics for test of significance as follows:
Mean is the "average" used to, where numbers were added up and then divide by the
number of cases. In this study, mean and frequency counts were used to determine the
Mathematical academic performance of pupils when grouped according age, gender, grade level,
and monthly income (Stapel, 2012).
The t-Test and Analysis of Variance were used to determine if there is a significant
difference in pupils’ performance when grouped according to age, gender, and grade level
(Merriam-Webster Dictionary, 2012).

36
ANOVA is a statistics used to differentiate things from the others. It was used to
determine if there is a significant difference pupils’ performance when grouped according to
grade level and family income. (Merriam-Webster Dictionary, 2012).
Pearson-r is a statistics measuring the linear relationship between two variables. It was
used to determine if there is a significant relationship between pupils reading comprehension and
mathematics performance (Collins English Dictionary, 2003).
All data gathered were analyzed statistically using the Statistical Package for Social
Sciences (SPSS).
37
Chapter 3
RESULTS AND DISCUSSIONS
The Respondents Profile
The result shows that there were 302 pupils employed in this study. When classified
according to gender, les. The results revealed that mostly of the elementary pupils were males.
There were 159 males and 143 females. The result of the present study contradicts the study of
Ferrer (2004) who stated that females are more motivated to attend school than males. Benard
(2001) in his study also stated that male have a greater tendency of becoming resilient to school
resulting to academic failure because they are more exposed influences outside of the school
environment. And it is sad to note that only little systematic research had been conducted
concerning the processes and characteristics of school that may affect academic resilience.
When categorized according to age, there were 210 pupils who ages six to ten years old,
86 pupils ages eleven to fifteen years old, and 6 ages 16 years old and above. This implies that
majority of the pupils ages six to ten years old, followed by pupils aging eleven and fifteen years
old and only few of the pupils ages 16 years old and above.
Table 2. The Respondents Profile according to Age and Gender

38
Gender
Age
Male Female Total
6-10 104 106 210
11-15 49 37 86
16 and above 6 0 6
Total 159 143 302
The Respondents Profile according to Grade and Family Income
When grouped according to family income 233 pupils have a monthly family income of
Php 5000 and below, 56 of the pupils belongs to a family with a monthly income of Php 5,0001
to Php 10 000. There were 13 pupils whose family earns Php 10,001 to Php 20,000. The result
revealed that majority of the pupils enrolled at AnecitoPanolino Elementary School belong to a
family that is earning below the poverty line. Dahl and Lochner (2012) stated that even in the
United States in the year 2008, 13.2 million children in the United States under the age of 18, or
more than one in six children, were living in poverty (US Census Bureau 2009). Given such a
high poverty rate, the consequences of growing up poor on child well-being and future success
has emerged as an important topic. It is however worthy to note that despite of the poverty
experience by many of the Filipino families they still continue to send their children to school
hoping that it is in obtaining a degree that will make their children land a good job and
eventually help the family in their finances.
When categorized based on their grade level, 33 were Grade I, 52 were Grade II, 54 were
Grade III, 64 were Grade IV, 69 were Grade V and 30 were Grade VI. The result showed that
39
mostly of the pupils enrolled are in Grade V, followed by pupils who are in Grade IV, III, II, I
and the least number of pupils enrolled is in Grade VI.
Table 3. The Respondents Profile according to Grade and Family Income
Income
Grade Total
below 5000 5001-10000 10000 & above
Grade 1 27 6 0 33
Grade 2 34 13 5 52
Grade 3 40 8 6 54
Grade 4 58 6 0 64
Grade 5 62 5 2 69
Grade 6 12 18 0 30
Total 233 56 13 302
The Reading Comprehension of the Pupils when grouped according to Gender
The result of the mean and standard deviation analysis showed that when the pupils were
grouped according to gender females obtained a higher mean result for speed level, reading level,
and comprehension level than the males. Both the males and females obtained a “low” speed and
reading level but in terms of comprehension level the males obtained a “low” result while the
females obtained a “high” result.
It is very sad to note that at pupils still lack the skill in reading. Woolf (2010) highlighted
the importance of reading for students. He said that learning companions had a positive impact
for all students on some measures, e.g., all students receiving the female companion improved
40
math liking and self-concept of their educational ability. Effective teachers regularly address
students’ emotional states and social backgrounds. If tutoring systems are to interact naturally
and supportively with students, they need to provide an environment that recognizes affect and
expresses socio-emotional competence to address affective challenges and fluctuations in
individual affective states. In recent years, researchers have made significant improvements in
modeling students’ affect. While progress has been made, very little empirical research has been
conducted on how digital learning environments should respond to individual students’ affect
and how differences among students impact this process; yet for exceptions.
Table 4. Pupils Reading Comprehension when grouped according to Gender
Male Female
Reading Comprehension
Mean Desc. SD Mean Desc. SD
Speed Level 25.70 Low 0.25 33.53 Low 0.26
Reading Level 65.71 High 0.34 69.35 High 0.33
Comprehension Level 36.76 Low 0.24 67.43 High 0.26
The Reading Comprehension of the Pupils when grouped according to Age
The result as reflected in Table 4 show that pupils aging 11-15 years old obtained the
highest mean result for speed level, reading level and comprehension level followed by pupils 6-
10 years old and lastly by pupils aging 16 years old and above.
In terms of speed level, students aging 6-10 obtained a “low” result for speed level and
comprehension level, and “high” result for reading level. Pupils who ages 11-15 years old have
41
an “low” result for speed level, “very high” result for reading level, and “average” result for
comprehension level. While pupils 16 years old and above have a “very low” result for speed
level, “average” result for reading level, and “low” result for comprehension level.
The result implies that the students have a weak reading comprehension level. In this
very crucial cyber age for the students, the school and the home must still inculcate in the
children’s mind the need to read variety of materials and to frequently visit the libraries in school
to improve their reading skills, reading speed, and reading comprehension. Celano and Neuman
(2001) research study stated that the public libraries play a major role in helping children to read.
Previous evaluations of libraries, however, have often bypassed the part libraries play in
improving children’s literacy skills, focusing instead on the number of books circulated or
patrons registered. A survey of recent literature reveals that libraries continue to play a major
role in fostering literacy in our nation, particularly among those segments of the populations that
need special assistance in developing literacy skills, such as preschool and elementary school
children. Public libraries are in a remarkable position to expose children to great quantities of
print and meaningful language opportunities that researchers say are crucial to reading
achievement.
42
Table 5. Pupils Reading Comprehension when grouped according to Age
6-10 y.o. 11-15 y.o. 16 & above

Mean Desc. SD Mean Desc. SD Mean Desc. SD
Speed Level 27.54 Low 0.25 34.68 Low 0.29 19.05 VL 0.25
Reading Level 61.62 High 0.36 82.94 VH 0.22 48.77 Ave 0.39
Comprehension Level 34.24 Low 0.24 46.72 Ave 0.23 22.92 Low 0.28
The Reading Comprehension of the Pupils when grouped according to Family Income
The result revealed that pupils coming a family with a monthly income of Php 5,000 and
below have a “low” speed and comprehension level but have a “high” reading level. Pupils with
a monthly family income of Php 5,001 to Php 10,000 had an “average” speed level and
comprehension level and had a “high” reading level. On the other hand pupils with a monthly
family income of Php 10,000 and above had a “low” result foe speed level, “high” result for
reading level and “average” result for comprehension level.
Williams (1990) in his research study stated that the financially stable parents are
assumed to create environments that facilitate learning and involve themselves in their children’s
school experiences and school environments (Steinberg et al.,1992). However, there are also
students that may have come from homes where the parents are highly educated and involved in
their children’s education, yet achieve poorly at school (Jacob and Harvey, 2005).
There are researchers who argued that the home has a major influence on student school
success (Swick& Duff, 1998) and that it is the quality of relationships within students’ home
environments that has an important effect on school performance (Caldas, 1993).

43
Table 6. Pupils Reading Comprehension when grouped
according to Family Income
5000 & below 5001 - 10000 10001 & above

Mean Desc. SD Mean Desc. SD Mean Desc. SD
Speed Level 26.47 Low 0.26 40.15 Ave 0.27 35.60 Low 0.20
Reading Level 65.80 High 0.35 72.80 High 0.31 73.63 High 0.26
Comprehension Level 35.91 Low 0.24 43.43 Ave 0.26 42.03 Ave 0.27
The Reading Comprehension of the Pupils when grouped according to Grade Level
The mean result as reflected in table 6 shows that Grade VI students obtained the highest
reading comprehension while Grade I obtained the lowest.
The Grade I pupils obtained a “very low” result for speed, reading and comprehension
level. Grade II pupils got a “low” result for speed level, “average” result for reading level and
“very low” result for comprehension level. The Grade III pupils had a “low” result for speed
level, “high” result for reading level and “average” result for comprehension level. The Grade IV
pupils obtained an “average” result for speed and comprehension level and a “very high” result
for reading level. The Grade V pupils obtained a “very low” result for speed level, “very high”
result for reading level, and “low” result for comprehension level. The Grade VI obtained an
“average” result for speed level, “very high” result for reading level, and “high” result for
comprehension level.
44
Children who start out slowly in tests of literacy skills often fail to catch up, thus falling
further behind in school achievement. Exposing children to language and early literacy learning
is critical to change the trajectory of academic failure that begins in early childhood and
continues to spiral downward throughout later childhood and adulthood (Neuman, 1996). Hence
it is very important to improve students speed level, reading level, and comprehension level at a
very early stage of education so that this will not hinder them from achieving during their
adulthood.
Table 7. Pupils Reading Comprehension when grouped
according to Grade Level
Grade I Grade II Grade III Grade IV Grade V Grade VI

D D D D D D
Speed Level 0.00 VL 34.23 L 26.98 L 43.75 A 15.53 VL 59.05 A
Reading Level 12.29 VL 40.34 A 75.52 H 81.89 VH 81.88 VH 96.46 VH
Comprehension Level 3.90 VL 15.38 VL 48.94 A 50.59 A 38.95 L 61.67 H
The Difference in the Reading Comprehension of the Pupils when grouped according to
Gender
The result of t-test for independent sample shows that there is a significant difference on
the speed level of the pupils when they are grouped according to gender. However, significant
difference on the reading and comprehension level of the students was not found out when they
are grouped based on gender.

45
The result of the present study support the findings made by Wilberg and Lynn (1999)
who stated that females tend to work more conscientiously and have a stronger work ethic than
males the reason why they perform better in school than the males. They also tend to have better
language abilities including essay writing skills, vocabulary and word fluency which contribute
to better course work. Lao (2000) also arrived at a similar conclusion, he found out that the
female students obtain a higher grades compared to males. However, Stage and Kloosterman
(1995) noted that although gender differences in students’ achievement continue to exist on high
cognitive level tasks at the high school level, such differences appear to be declining.
Table 8.t-test result on the Reading Comprehension of the Pupils when
grouped according to Gender
Reading Comprehension Male Female t p Decision
Speed Level 25.70 33.53 2.631 0.009 Reject H0
Reading Level 65.71 69.35 0.932 0.352 Accept H0
Comprehension Level 36.76 67.43 0.601 0.548 Accept H0
The Difference in the Reading Comprehension of the Pupils when grouped according to Age
The result of the One Way Analysis of Variance show that there is no significant
difference in the speed level of the students when they are grouped according to age, however
significant difference existed in the pupils’ reading level and comprehension level.
The result implies that regardless of age the students have more or less the same speed
level in reading but in the case of reading level, students aging 11-15 years old had a
46
significantly better reading and comprehension level than the pupils who ages 6-10 years old and
16 years old and above.
Table 9. F-test result on the Reading Comprehension of the Pupils when
grouped according to Age
6-10 11-15 16 &

Reading Comprehension F p Decision
y.o. y.o. above
Speed Level 27.54 34.68 19.05 2.808 0.062 Accept H0
Reading Level 61.62 82.94 48.77 14.147 0.000 Reject H0
Comprehension Level 34.24 46.72 22.92 9.338 0.000 Reject H0
Family Income
The result revealed that when the pupils are grouped according to family income the
result of their mean scores significantly differ in terms of speed level. However significant
differences were not found out in their reading and comprehension level.
The result implies that pupils with a family income of Php 5,001- Php 10,000 had a
significantly better speed level when compared to pupils with a family income of Php 5,000 and
below. But regardless of their monthly family income the pupils have more or less the same
reading and comprehension level.
This is in contradiction with Dave and Dave (2001) who found out that higher
percentages of pupils who excel belong to homes whose parents have stable job and higher
47
percentage of failed students belong those who have parents with low-income job or parents
without permanent job. Rumberger (1995) found that the parents background is widely
recognized as one of the most significant and important contributor to pupils success in school.
Rumberger’s research supported the findings of earlier researchers who argued that the home has
a major influence on student school success (Swick& Duff, 1998) and that it is the quality of
relationships within students’ home environments that has an important effect on school
performance (Caldas, 1999).
grouped according to Family Income
10001
5000 & 5001 -
Reading Comprehension & F p Decision
below 10000
above
Speed Level 26.47 40.15 35.60 6.851 0.001 Reject H0
Reading Level 65.80 72.80 73.63 1.192 0.305 Accept H0
Comprehension Level 35.91 43.43 42.03 2.330 0.099 Accept H0
Grade Level
When grouped according to Grade level, the result of the One Way Analysis of Variance
showed that significant difference existed on the pupils speed, reading and comprehension level.
The result implies that students from Grade II, III, IV, V, and VI had significantly higher reading
48
comprehension results in terms of speed level, reading level, and comprehension level compared
to Grade I.
The result of the present findings conforms the finding s of Alli (2013) which stated that
students performance becomes better as they eventually moves on to the next phase of their
education.
grouped according to Grade Level
Reading
Gr I Gr II Gr III Gr IV Gr V Gr VI F p Decision
Comprehension
Speed Level 0.00 34.23 26.98 43.75 15.53 59.05 40.279 0.000 Reject H0
Reading Level 12.29 40.34 75.52 81.89 81.88 96.46 76.834 0.000 Reject H0
Comprehension 68.121 0.000 Reject H0

3.90 15.38 48.94 50.59 38.95 61.67
Level
The Mathematics Performance of the Pupils when grouped according to gender
The result of the mean and standard deviation result showed that female pupils obtained a
slightly higher mean than the males though both grouped obtained an “unsatisfactory” rating.
The result of the present study confirms the findings made by Lao (2000) who found out
that the female students obtain a higher GPA compared to males. Wilberg and Lynn (1999) also
arrived at a similar conclusion, they stated that females tend to work more conscientiously and
have a stronger work ethic than males the reason why they perform better in school than the
males. They also tend to have better language abilities including essay writing skills, vocabulary
and word fluency which contribute to better course work. However, Stage and
Kloosterman(1995) noted that although gender differences in math achievement continue to exist
49
on high cognitive level tasks at the high school level, such differences appear to be declining. On
the contrary Baker and Jones (1993) analyze sex differences in the eighth grade math
performance of over 77,000 students in 19 developed and developing countries. They find no
evidence of a significant gender gap.
Table 12. The Pupils Mathematics Performance when grouped
according to Gender
Gender Mean Description Std. Deviation
Male 77.52 Unsatisfactory 4.36
Female 79.24 Unsatisfactory 7.53
Total 78.33 Unsatisfactory 6.12
The Mathematics Performance of the Pupils when grouped according to Age
The result as reflected in Table 11 shows that pupil who ages 6-10 years old obtained the
highest mathematics performance, followed by pupils who ages 11-15 years old. Both groups
obtained an “unsatisfactory’ rating. On the other hand pupils aging 16 years old and above
obtained the lowest mathematics performance, they got a “poor” rating.
It is sad to note that in spite of the efforts made to provide education even in our country,
the education quality is still low. The curricular in many states do not meet the needs and
aspirations of the masses. This in turn generates frustration, drop out and disinterest among the
learners. Furthermore, poverty is still widespread. The national and international targets set to
reduce it are not likely to be met unless education is used to reinforce other efforts being made
towards the same end. These and others reasons inspired the adoption of EFA goals (Pama,
2005).
50
Abram (2007) identified one negative area affecting academic performance is under the
scale of delayed avoidance. It implied that most of the students who are older than their age
group are not prompt in submitting their assignment and are not efficient in their time
management. Same results were discussed in the study of Nourian, (2007) et al. and Stark were
time management was one of the mark problems. Low achievers in this study indicated that they
prefer to study alone than with others. In the study of Boehler, et al, students who studied in
groups performed significantly better than those who were not.
according to Age
Age Mean Description Std. Deviation
6-10 years old 78.66 Unsatisfactory 6.38
11-15 years old 77.94 Unsatisfactory 5.37
16 years old and above 72.67 Poor 4.32
The Mathematics Performance of the Pupils when grouped according to Family Income
The result shows that pupils who have a monthly family income of Php 10,000 to Php
20,000 obtained the highest mathematics performance. They got a “satisfactory” math rating.
They are followed by pupils with a monthly income of Php 5,000 to Php 10,000 and lastly by
pupils whose monthly family income is below Php 5,000. Both groups have an “unsatisfactory”
rating.
A growing empirical literature questions how poverty affects a child’s well-being and
whether income support programs can improve children’s life chances. However, evidence on
51
the extent to which family income affects child development is mixed (Mayer, 1997). Study
shows that low income parents have fewer children’s books in their homes and spend less time
reading to their children, markers which are negatively associated with future academic
performance. Children in poor families are also less likely to receive adequate health care and
nutrition, both of which might affect performance in school. Finally, neighborhood poverty has
been associated with underfunded public schools and lower achievement scores among young
children (Child Trends and Center for Child Health Research, 2004).
according to Family Income
Family Income Mean Description Std. Deviation
below 5000 77.95 Unsatisfactory 6.42
5001-10000 79.29 Unsatisfactory 4.86
10001-20000 81.08 Satisfactory 4.63
The Mathematics Performance of the Pupils when grouped according to Grade Level
The result shows that Grade 3 pupils obtained the highest math performance, followed
by Grade 2, 4, 5, 6, and lastly by Grade 1. However despite of the slight mean differences, all
groups obtained an “unsatisfactory” rating.
Findings of the study confirms the study of Palma (2009) which stated that students from
Grades 3 and 6 more likely will have a better academic performance than the rest of the grade
levels in elementary considering that they are those who are taking the National Achievement
52
Examination. Attention provided to them is more likely more than those from Grades 1, 2, 4, and
5.
according to Grade Level
Grade Level Mean Description Std. Deviation
Grade 1 75.76 Unsatisfactory 12.58
The Difference in the Mathematics Performance of the Pupils when grouped according to
gender
The result as reflected in Table 15 shows that there is a significant difference in the
mathematics performance of the pupils when they are grouped according to gender. This implies
that female pupils have a better math performance than the males.
Educational statistics have indicated that females are outperforming males at all levels of
the school system, attaining more school and post-school qualifications, and attending university
in higher numbers (Mullis et al., 2003). Although males have traditionally outperformed females
in mathematics and science, this advantage appears to be disappearing (Spelke, 2005).These
findings have caused widespread concern about male educational achievement and have led to
53
considerable speculation and discussion about the origins of gender differences in education. The
literature relating to gender differences in educational achievement is vast and complex, and a
large number of explanations have been offered but, for the most part, these explanations tend to
cluster around three themes: biological factors; gender theory; and school factors.
On the contrary Tunali (2002) stated that among the literate population, men’s average
level of schooling far exceeds that of women though there does seem to be a faster improvement
among the latter. Gender disparity in schooling is also observed among the younger population,
where female school enrollment in basic and secondary education falls behind male children
(Tansel, 2002). Despite the numerous studies that analyze the disadvantaged position of women
as adults and children, there is almost no work on the educational experiences of women as
young adults. The paucity of such work has been one of the motivations for this study. The other
motivation has been our observation that in the undergraduate classes we teach female students
often outperform their male counterparts. This casual observation contradicts with the general
experiences of the female population as children and adults.
Table 16.t-test result on the Mathematics Performance of the Pupils when
grouped according to Gender
Gender Mean t p Decision
Male 77.52
2.471 0.014 Reject H0
Female 79.24
The Difference in the Mathematics Performance of the Pupils when grouped according to age
54
When grouped according to age result show that there is no significant difference on the
pupils mathematics performance. The result implies that regardless of the pupils ages their
mathematics performance is more or less the same.
The findings of the study contradicts Abram (2007)who identified one negative area
affecting academic performance is under the scale of delayed avoidance. It implied that most of
the students who are older than their age group are not prompt in submitting their assignment and
are not efficient in their time management. Same results were discussed in the study of Nourian,
(2007) et al. and Stark were time management was one of the mark problems. Low achievers in
this study indicated that they prefer to study alone than with others. In the study of Boehler, et
al, students who studied in groups performed significantly better than those who were not.
Table 17.F-test result on the Mathematics Performance of the Pupils when
grouped according to Age
Age Mean F p Decision
6-10 years old 78.66
11-15 years old 77.94 3.081 0.074 Accept H0
16 years old and above 72.67
Family Income
The result revealed that significant difference did not exist on the mathematics
performance of the pupils when they are grouped according to family income. The result implies
that although students coming from family with a monthly income of Php 10,001-Php 20,000
55
obtained a higher mean result they still more or less the same math performance than the other
set of students.
Findings of this study contradicts Davies (2012) who stated that the ‘poverty gap’ in
education means that children from poorer families tend to do less well at school and beyond. It
is crucial to know whether this situation can be improved by activities to enhance the beliefs and
behavior of the most educationally marginalized families. If attitudes and aspirations do cause
higher levels of attainment, then appropriate interventions can be developed. But if they do not,
then money and effort is being wasted on approaches that may even have damaging side effects.
Dave (2001) found that higher percentages of successful students belong to homes with
higher parental education and higher percentage of failed students belong those who have lower
parental education. Rumberger (1995) found that students family background is widely
recognized as the most significant important contributor to success in schools. Swick and Duff
(1998) argued that the home has a major influence on student school success and that it is the
quality of relationships within students’ home environments that has an important effect on
school performance (Caldas, 1993). Previous studies have showed that students who come from
low-income and single-parent homes have significantly less school success than students from
high socio-economic (Martini, 1995) and intact families (Heiss, 1996). Some potential
explanations were - parents in such settings reported lower educational expectations, less
monitoring of children’s school work and less overall supervision of social activities compared
to students from high socio-economic and intact families (Jacob and Harvey, 2005). More
educated parents are assumed to create environments that facilitate learning and involve
themselves in their children’s school experiences and school environments (Steinberg, 1992).
However, there are students who come from low-income and single parent homes who are high
56
achievers and many students from high socio-economic and intact families who are low
achievers.
grouped according to Family Income
Family Income Mean F p Decision
below 5000 77.95
5001-10000 79.29 2.456 0.088 Accept H0
10001-20000 81.08
Grade Level
The result revealed that there is no significant difference in the mathematics performance
of the students when they are grouped according to grade level. The result means that regardless
of the pupils grade level their mathematics performance is more likely the same.
57
grouped according to Grade Level
Grade Level Mean F p Decision
Grade 1 75.76
Grade 2 79.35
Grade 3 79.72
2.271 0.084 Accept H0
Grade 4 78.47
Grade 5 78.06
Grade 6 77.27
The Relationship of the Pupils Reading Comprehension and Mathematics Performance
The result of Pearson product Moment Coefficient of Correlation show that there is a
significant positive relationship between the pupils speed level, reading level, comprehension
level and mathematics performance.
The result means that as the reading comprehension of the pupils in terms of speed level,
reading level, and comprehension level increases their mathematics performance will also
increase. Similarly when the pupil’s mathematics performance increases their reading
comprehension of the pupils in terms of speed level, reading level and comprehension level will
also increase.
This finding supports the study conducted by Bailey (2005), which stated that there is a
significant relationship between linguistic complexity and academic performance especially their
mathematics performance, and that the effect of specific linguistic features varies from test to
58
test and from one grade to another. Aiken (1972) found that there is an important relationship
between problem solving and the skill of reading comprehension. Reading has an important role
on the definition of problem solving. In the solving of verbal problems, the relationship between
reading comprehension ability and arithmetic computation ability was investigated by Glynn
(1982). According to the results of this study, while the students’ reading abilities was increased,
the time spent to set up problems was decreased. Lawson and Chinnapan (2000) in their study
also verified that there is a relationship between mathematical problem solving performance and
the organization of students’ knowledge. They have stated that the disposition of students’
knowledge is associated with better problem performance. Davenport, (2000) stated that, in
mathematical problem solving children perform consistently better when using back-up
strategies to solve a problem, example using fingers when adding or subtracting, than when using
procedural information. Because of there is the need to find some way of tackling the on-going
problem of linking the conceptual and procedural components of mathematical problem solving.
Table 20.Pearson r result of the relationship between the Pupils Reading
Comprehension and Mathematics Performance
Reading Mathematics Performance
Comprehension
r p Decision
Speed Level 0.346 0.000 Reject H0
Reading Level 0.160 0.005 Reject H0
Comprehension 0.151 0.009 Reject H0

Level
59
The proposed intervention program
A proposed intervention program in reading and in mathematics is prepared to emphasize
how to develop, improve and enhance the ability of the pupils in reading comprehension and
improve their performance in mathematics. Thus, the article outlines the context of a school
improvement project known as CD-RAM Program (Changing Directions in Reading and
Mathematics Program) in AnecitoPanolino Elementary School. This CD-RAM Program
professional development model re-conceptualizes the delivery of professional learning to
Anecito Panolino Elementary School, requiring a shift from a consultancy model of advisory
support to the formation of in-school professional learning communities. This includes a focus
on building teacher and leadership capacity, understanding and examining evidence-based
practice and utilizing teacher inquiry methodologies, improving pupils’ ability to comprehend
texts read and enhance pupils’ mathematics performance. This program has a particular subject
matter focus in Reading Comprehension and/or Mathematics (O’Brien, 2013).

60
Chapter 4
Conclusions and Recommendations
Conclusions
Based on the aforementioned findings, the following conclusions were arrived at:
1. The pupils of Anecito Panolino Elementary School were males and were in ages six
to ten years old. The pupils belong to a family that is earning below the poverty line and were
enrolled in Grade V.
2. The pupils have a weak reading comprehension as to speed level, reading level, and
comprehension level despite of gender, age, grade level and family income.
3. In gender and family income there is almost a significant difference however in age
and grade level it showed almost no significance on reading comprehension.
4. Regardless of groupings, mathematics performance of the pupils was an
“unsatisfactory” rating.
5. Significant difference in mathematics performance of the pupils was found on gender
however, there is no significant difference in the mathematics performance of the students with
respect to age, family income and grade level.
6. The positive correlation between the pupils speed level, reading level, comprehension
level and mathematics performance was determined in the study.
7. There is need to craft an intervention program to enhance pupils’ reading
comprehension and mathematics performance.

61
Recommendations
Based on the findings and conclusions, the following recommendations are proposed:
1. Since basic education is free for all, encourage more pupils especially the females
and out of school youths to enroll at AnecitoPanolino Elementary School. Through the
collaboration of government and non-governmental organization, job opportunities may be
provided for these parents to be able to augment their income so that they will be able to provide
the educational needs of their children.
2. There should be an orientation of the pupils regarding the importance of fluency
and reading comprehension in their academic performance. Motivating the pupils by providing
great reinforcements such as praises, incentives and rewards. The pupils should be encouraged to
spend their vacant periods by going to the library and read books and other reading materials
hence, reading can be of great mind exercise and relaxation.
3. Plan reading related activities which bridge the gap between the pupils’ reading
comprehension ability to his reading habits and desire to read. Teachers should ensure that the
activities, assignments, and materials provided are interesting and worthwhile and within the
ability of the pupils to accomplish with least teachers’ guidance. Equal opportunities should be
given to pupils to encourage the development of reading comprehension ability.
4. The teachers should motivate pupils by providing interesting and skillful
activities. Furthermore, the pupils should be encouraged to spend their leisure time by playing
mind boggler’s activities such as dominoes, damath, chess and board games, reciting the
fundamental facts, and the like. Through this, the pupils will develop their interest in numbers
and mind teasers. With this, productive hours at the same time enjoyable learning moments with
friends.
62
5. Make mathematics related activities much enjoyable and to be worked with ease
so that learners would not feel bored but in a way they are having fun which leads to greater
performance and desire to like mathematics. Teachers should ensure that the activities,
assignments, and materials provided are interesting and worthwhile and within the ability of the
pupils to accomplish with least teachers’ guidance. Equal opportunities should be given to pupils
to encourage the improvement of their mathematics skills.
6. The school head should allocate resources (time, space, personnel and materials)
placing reading program as priority in the budget. Likewise, the school head should closely
monitor the implementation of the reading and mathematics program and see where technical
assistance is needed.
7. The prepared intervention program is recommended for use by other teachers not
only in Anecito Panolino Elementary School but also in the other schools in the District and in
the Division can likewise implement the proposed intervention made by the researcher in order
to enhance the pupils reading comprehension ability and competency and improve their
mathematics performance and skills.

63

Department of Education
Region VI – Western Visayas
Division of Passi City
District of Passi II-B
ANECITO PANOLINO ELEMENTARY SCHOOL
Dalicanan, Passi City, Iloilo
PROPOSED INTERVENTION PROGRAM
I. Title: CD-RAM Program

(Changing Directions in Reading and Mathematics Program)
II. Proponent and Location:
JOENEL A. DEMEGILLO
AnecitoPanolino Elementary School
District of Passi II-B
Dalican, Passi City, Iloilo
III. Rationale:
It takes time and effort to let a child become a reader. These could be considered
in terms of individual needs, abilities and interest of a child. It calls for the kind of instructional
materials which help these pupils to love and develop their reading habits as well as their ability
to comprehend such texts they read which enables them to become more confident and a good
reader (Malparta, 2014; Catig, 2014).
The learner tries not to give focus on the importance of reading because for them it is just
a waste of time and effort. It never gives bread and butter on their plate. Perhaps it gives them an
extra load to bear and think that, so what if they cannot or have a low level of reading ability.
The reality of which does not agree to what wise men tried to introduce to us the value,
importance and love for reading. Wong (2014) cited some reasons why reading is essential to
anyone. Through reading you can be exposed to new things, can have self-improvement and gain
64
experiences from other people. It can improve one’s understanding; prepare anyone to action,
boosts imagination and creativity which connects to your brain and a tool for communication.
The researcher believes that all children can learn. At the same time, the researcher
understands that not all pupils learn at the rate or in the same way. In the gradual journey
towards reading comprehension and mathematical understanding, pupils may experience
difficulties that require intervention (NCTM, 2007). The focus here is on intervention, with the
goal of helping teachers identify particular strengths or problems early and provide instruction
that addresses to pupils’ needs.
This article outlines the context of a school improvement project known as CD-RAM
Program (Changing Directions in Reading and Mathematics Program) in AnecitoPanolino
Elementary School.This CD-RAM Program professional development modelreconceptualizes
the delivery of professional learning to AnecitoPanolino Elementary School, requiring a shift
from a consultancy model of advisory support to the formation of in-school professional learning
communities. This includes a focus on building teacher and leadership capacity, understanding
and examining evidence-based practice and utilizing teacher inquiry methodologies, improving
pupils’ ability to comprehend texts read and enhance pupils’ mathematics performance. This
program has a particular subject matter focus in Reading Comprehension and/or Mathematics
(O’Brien, 2013).
CD-RAM Program (Changing Directions in Reading and Mathematics Program) is
divided into four phases:
Phase I is the Teachers’ Training. Here, the teachers would undergo into trainings on
teaching reading and mathematics strategies. Division Supervisors in English and Mathematics
will be tapped for the purpose in giving valuable insights and sharing their knowledge and skills
65
through training for the teachers to be updated with the new and appropriate strategies both in
English and Mathematics.
Phase II is the Parents’ Orientation and Training. Here, the teachers that had undergone
the training would echo the essential matters to parents in order to help their children. Parents
will be oriented on the importance of reading to improve mathematics performance of their
children. They would take the demonstration-workshop on the Letter-Sounds training. The
teacher that has a concentration in English would be the one to give the training to parents.
Phase III is the Remedial Session. Remedial session would start after the first two phases
have been done. The teacher adviser of a particular grade level is the designated remedial
teacher. They would work out the program just after the class hours in the afternoon preferably
4:30-5:00 in the afternoon before the children would go home. Remedial session will be
conducted 30 minutes daily as reflected on the schedule of Remedial Reading Program from
November 2014 to January 2015. English would take Monday, Wednesday and Friday.
Mathematics would take Tuesday and Thursday. English would only focus on the development
of a pupil’s reading comprehension ability. The activities will be tailored according to its
objectives. Mathematics remediation will be tailored to enhance pupils’ ability to attack the
activity such as solving word problems. The implementation covers one grading period.
Launching of the program will be attended by the School Head, PTA Officers, grades I-VI
teachers, parents of the beneficiaries and the beneficiary pupils.
Phase IV is the Construction of the Instructional Materials and Conduction of Pre-test
and Post-test. In this phase, the construction of the instructional materials both in English and
Mathematics Remedial Session will be made in order to help remedial sessions be easy and
spontaneous. There will be pre-test to be administered to diagnose children’s level of

66
performance and learning competencies to be included in the remedial sessions and post-test to
evaluate the result of the hard work done.
IV. Objectives:
Changing Directions in Reading and Mathematics Program aims to:
1. Improve pupils’ reading ability and comprehension skills.
2. Enhance pupils’ performance in Mathematics.
3. Develop pupil’s reading habits.
4. Decrease slow and non-readers by 20% of the total number of identified
beneficiaries from Grades I-VI at the end of the school year.
5. Provide assistance to teachers in regards to remedial reading and mathematics
strategies.
6. Provide demonstration-workshop particularly in letter-sounds to parents in
regards to their children reading skills.
V. Methodology:
This program is to be implemented through the following;
Performance
Activities/ Project Strategies Time Frame Person Responsible
Indicator
Orient School
Remedial Reading Orientation School Head and
Program 3rd Quarter
Coordinator & Training Teachers
Participation (First Week)
Teachers Program
1.
School Head and
Call General PTA Teachers
PTA Assembly 3rd Quarter
Meeting Parents
Assembly Attendance (First Week)
Barangay Officials
PTA officers
Prepare Schedule for
Scheduled / CD_RAM Program
Remedial Reading Schedule 3rd Quarter
Matrix of Plan Coordinator
Program Preparation (Second Week)
Activities Class Advisers
67
CD_RAM Program
Conduct Pre – test Conduct of 3rd Quarter
Pre-Test Result Coordinator
Pre-Test (Second Week)
Class Advisers
Training of CD_RAM Program
Train the parents of
Parents in Parents’ 3rd Quarter Coordinator
Letter-Sounds
Letter Participation (Second Week) Trainers
Sounds Parents
Implementati
Implement CD- CD_RAM Program
on of the Monitoring/ 3rd Quarter- 4th
RAM Program Coordinator
CD_RAM Evaluation Quarter
Class Advisers
Program
Conduct Post- test to CD_RAM Program
Conduct of
remedial classes Post-Test Result 4th Quarter Coordinator
Post-Test
Class Advisers
Schedule of Planned Intervention
Subject No. of
Grade Time Day Materials used
Area Minutes
Monday Dolc’s Basic Sight Words,

Reading I-VI 4:30 - 5:00 Wednesday 30 ABC’s Reading by Fuller,
Friday Developing Reading Power
Flash cards of four

fundamental operations,
Tuesday
Window cards of four
Mathematics I-VI 4:30 - 5:00 Thursday 30
fundamental operations,
Activity work sheets and
booklets, Word problems
II. Budget:
1. Maintenance and Other Operating Expenditures (MOOE) (Php 2,500 for every
quarter)
2. PTA Fund and Solicitation and Donations (Php 3,000)
3. Canteen’s Income (Php 2,000)

68
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english/reading-comprehension© Collins 2014
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HarperCollins Available on:
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2014
Reading Comprehension, (2014).Definition of Reading Comprehension. Retrieved from:

http://collinsdictionary.com/dictionary/english/reading-comprehension © Collins 2014
Ronda, Rainier Allan (2012, September) DepEd: National Reading Skills Assessment to
Continue this Year, The Philippine Star. Retrieved from:
http://www.philstar.com/education-and-home/2012/09/20/850895/deped-national-
reading-skills-assessment-continue-year 04-28-2014
Satellite Iloilo Map, (2014).Google Map Search.http://www.googlemap.com 2014
Satellite Philippine Map, (2014). Google Map Search.http://www.googlemap.com 2014
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http://www.purplemath.com/modules/meanmode.htm. Accessed 21 March 2014
Copyright © 2004-2012
Tan, A. (2005). A module on the use of an original electronic storybook as a support for reading
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http://xsarchives.wordpress.com/faculty-works/thesis/
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Reporting and Database System 23, Bureau of Elementary Education, Department of
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Education at West Visayas State University School Year 2005-2006, An Undergraduate
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Performance, NOTICES OF THE AMSVOLUME 59, NUMBER 1
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reading and writing activities. San Francisco: Jossey-Bass.
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School Improvement Plan, (2014). History of the School, AnecitoPanolino Elementary School,
Dalicanan, Passi City
75
APPENDICES
Appendix A
Letter to the Schools Division Superintendent

76

Lamut, Ifugao
IFSU Graduate Extension Program

SRMTC, Iloilo Campus
July 20, 2014

Maura F. Pait, CESO VI
Schools Division Suuperintendent
Division of Passi City
Madam:
Greetings!
The undersigned is presently undertaking a study entitled “Changing Directions in

Reading and Mathematics Performance of Pupils at AnecitoPanolino Elementary School,
Passi, Iloilo, Philippines” in partial fulfilment of the requirement for the course, Educ 214b,
Thesis Writing II.
In this connection, may I seek permission from your good office to float questionnaires to
all the pupils in AnecitoPanolino Elementary School. I am sure that the results I shall obtain
from this study will not only benefit me as researcher but to our school and the society as well.
Your approval on this request will be greatly appreciated.
Very truly yours,
(Sgd.)JOENEL A. DEMEGILLO
Researcher
Noted:
(Sgd.)NESCEL P. PANES, Ph.D

Research Adviser
Approved:
(Sgd.)MAURA F. PAIT,CESO VI
Schools Division Superintendent
Appendix B
Letter to the School Head

77

Lamut, Ifugao

July 20, 2014

Gerardo E. Atondocan
Principal I
AnecitoPanolino Elementary School
Sir:
Greetings!

Thesis Writing II.
In this connection, may I seek permission from your good office to float questionnaires to
all your pupils in your school. I am sure that the results I shall obtain from this study will not
only benefit me as researcher but to our school and the society as well.
Your approval on this request will be greatly appreciated.
Very truly yours,
Researcher
Noted:

Research Adviser
Approved:
(Sgd.)GERARDO E. ATONDOCAN
School Principal
Appendix C
Letter to the Respondents

78

Lamut, Ifugao

July 20, 2014
Dear Respondents,
Greetings!

Thesis Writing II.
In this connection, I am requesting for your cooperation in answering the attached

questionnaire which would provide the needed data for the study.
Thank you very much!
Very truly yours,
Researcher
Noted:

Research Adviser
Appendix D
Profile Questionnaire

79

Lamut, Ifugao

Changing Directions in Reading and Mathematics Performance

of Pupils at AnecitoPanolino Elementary School,
Passi, Iloilo, Philippines
Direction: Please provide information on the following items. Put a check ( ) on the boxes
provided after each item.
Name:

Address:
, ,
(Barangay) (Town) (Province)
Age: Gender:
5-10 years old Male
11-15 years old Female
16 and above
Grade Level: Family Income:
Grade I Below Php 5,000
Grade II Php 5,001-10,000
Grade III Php 10,001 and above
Grade IV
Grade V
80
Grade VI
Appendix E
Phil-IRI Form 1 – Pre-Test (English Oral) Grade I
81
Appendix F
Phil-IRI Form 1 – Pre-Test (EnglishSilent)
82
83
84
7. What do the words red, yellow, pink describe?
a. colors of flowers
b. smell of flowers
c. taste of flowers
d. texture of flowers
2. What use of flower is given in the poem?
a. as souvenir
b. as decoration
c. taste of flowers
d. texture of flowers
85
Appendix G Phil-IRI Form 1 - Pretest

Phil-IRI Form 1 – Pre-Test (English Oral) Grade II
Name: _______________________________ Grade and Section: _________
GRADE LEVEL PASSAGE RATING SHEET
Prompt: Do you want to know the liquids that are good for your health? Read the selection
below.
Liquids Good for You
There are many liquids that are good for our health like water,
fruit juice and milk. Milk makes our bones strong. Juice gives us
vitamins, while water cleans our body.
Let’s drink milk, juice and water to make us healthy!
Gr. II
No. of Words: 40
Questions:
Literal: 1. What liquids are good for our health? ______
Answers: milk, juice and water
2. What can milk do to us? ______
Answer: Milk makes our bones strong.
3. What does water do to our body? ______
Answer: Water cleans our body.
Interpretive: 4. What might happen if you don’t drink milk, ______
juice or water?
Possible Answers: I will get sick.

86
I will not grow big and healthy.
Applied 5. What would you do if your friend offers you ______
softdrink for recess?
Possible Answers: I will not get it because it is
not good for snacks.
Softdrink is not good
for our health.

87
Appendix H Phil-IRI Form 1 - Pretest

Phil-IRI Form 1 – Pre-Test (English Silent) Grade II
Reading Level : ______________
Name : __________________________ Grade & Section __________________

Speed : _________ Minutes Score : __________________
Level : _________________________ Level : ___________________________
Direction: Read the selection silently. Record your reading time
as soon as you finish reading. Read the questions
and encircle the letter of your answer.
Party Time
It’s party time! The grade 2 pupils are drinking juice. Some children hold glasses. Some
boys drink from bottles and mugs. Some girls sip from cups. Teacher holds a big pitcher of orange
juice.
Suddenly, Ferdie shouts, “Look, we are drinking orange juice of different shapes.”
The pupils laugh.
Teacher says, “Don’t laugh, children. Ferdie is just giving his observation. Juice is liquid.”
“You see,” says Ferdie, “liquid takes the shape of its container. Liquid has no shape of its
own.”
“That’s a good lesson, Ferdie!” exclaims Teacher.
Grade II
No. of words: 88
88
Questions:
1. What did the teacher have in the big pitcher?
a. juice c. water
b. milk d. coffee
c.
2. Who used cups in drinking juice?
a. some teachers c. some boys

b. some visitors d. some girls
3. What was Ferdie’s observation about liquid?
a. Liquid has no weight.

b. Liquid has no color.
c. Liquid has its own shape.
d. Liquid has no shape of its own.
4. Why did the pupils laugh? The pupils laugh because of __________
a. Ferdie’s joke. c. Ferdie’s expression.

b. Ferdie’s lesson. d. Ferdie’s observation.
5. How did the teacher feel about Ferdie’s observation?
a. angry c. sad
b. happy d. ashame
6. Which word describes Ferdie?
a. vibrant c. observant
b. conversant d. extravagant
7. How can you be like Ferdie?
a. I will look for reasons why things happen.

b. I will show off that I know something.
c. I will make noise.
d. I will spend time with my classmates.
89
Appendix I
Phil-IRI Form 1 - Pretest
Phil-IRI Form 1 – Pre-Test (English Oral) Grade III
Name: _______________________________ Grade and Section: __________
Prompt: How do you celebrate Foundation Day? Read the selection below.
A Deal
“Our Foundation Day will be on September 30,” said Miss Cruz,
“What are we going to present?”
“I suggest that we render some folksongs and folk dances,”
answered Perla.
“Good. These will remind us of our Filipino culture,” added Ruben.
“Let’s start our practice early. That’s a deal,” insisted Susan.
Gr.III
No. of Words: 50
Questions:
Literal: 1. Who announced about the Foundation Day? ______
Answer: Ms. Cruz
2. When will be the Foundation Day? ______
Answer: On September 30
90
3. What was the deal? ______
Answer: To practice the folksongs
and dances early.
Interpretive: 4. Why will they present folksongs and dances? ______
Answer: To remind everyone about love
of their culture.
Applied: 5. What other Filipino customs and traditions ______
do you practice?
Answers: Hospitality
Helping one another
calledbayanihan.
Kissing hands of elders for greetings.
Strong family ties
Celebrating fiestas, etc.

91
Appendix J
Phil-IRI Form 1 – Pre-Test (English Silent) Grade III


Level : _________________________ Level : ___________________________
Direction: Read the selection silently. Record your reading time as soon as you finish reading.
Read the questions and encircle the letter of your answer.
Flower Festival
It’s the last Saturday of February. Everyone’s waiting for a parade

along the main roads of Baguio City. It’s Panagbenga – let a thousand
flowers bloom!
Michael and Mae sit with their Mother by the window of a fastfood
center waiting for the most colorful event of the city.
“Here comes the police escort now, Mama!” shouts Mae.
“Look at the band! They are dressed in floral shirts. Their
instruments are decked with flowers,” says Michael.
“Look at the street dancers,” exclaims Mother. “They are doing
different formations. See, that’s like a big sunflower!”
“And look at the flowers, Mama,” observes Mae. “They are all very
colorful.”
Along pass more bands and more street dancers in colorful
costumes. There are flowers everywhere.
“We will watch the floats tomorrow,” says Mother.
Grade III No. of words: 129
92
Questions:
1. Where did the story happen?
a. Davao City c. Iloilo City

b. Baguio City d. Zamboanga City
2. What was the story about?
a. a Fruit Festival c. a Flower Festival

b. a Farmers Festival d. a Vegetable Festival
3. What did the bands wear?
a. floral dress c. striped dress

b. plain shirt d. colored shirt
4. What does Panagbenga mean?
a. Let’s gather the flowers.

b. Let’s decorate with flowers.
c. Let the flowers dance.
d. Let a thousand flowers bloom.
5. What do floats mean in the story?
a. decorated cars/trucks c. floating cars/trucks

b. flying cars/trucks d. moving cars/trucks
6. Why does Baguio celebrate Panagbenga?
a. to make the city beautiful

b. to show the beautiful flowers
c. to spread friendship to others
d. to let others come to Baguio
7. How does a festival help the livelihood of the people?
a. People can relax.

b. Children go on vacation.
c. Everybody can have fun.
d. Tourists visit the place.
93
Appendix K
Phil-IRI Form 1 – Pre-Test (English Oral) Grade IV
Prompt: Have you ever tried inviting a friend to your party? Read this
invitation letter. Find out what the occasion is.
An Invitation Letter
Zamboanguita, Negros
Oriental
May 30, 2008
Dear Betty,
Our family will celebrate our grandparents’ golden wedding

anniversary at our ancestral home on Saturday, June 21, 2008. We shall
have a party in their honor.
A special activity for kids is the Children’s Hour at
3:00 o’clock P.M.
Come, let’s have fun! Be one of our child guests.
Sincerely,
Shiela
Gr. IV
No. of Words: 59
94
Questions:
Literal: 1. What will the family celebrate? _________
Answer: Grandparent’s Golden
Wedding Anniversary
2. When will they celebrate the Golden _________
Wedding Anniversary?
Answer: Saturday, June 21, 2008
3. What activity in the anniversary is Betty _________
invited to come?
Answer: Children’s Hour
Interpretive: 4. Who wrote the letter? _________
Answer: Shiela
5. What is another word for guests? _________
Answer: Visitors
Applied: 6. Why do you think is a golden wedding _________
anniversary celebrated?
Answers: This happens only once
in a lifetime.
It is rare that couples reach
50 years of married life together.
To thank the Lord that they

95
have reached 50 years
of married life together.
7. What should you do when you are invited? _________
Possible Thank the one inviting.
Answers: Send a thank you note.
Text a message of thanks.
Tell the host you are accepting
the invitation.
96
Appendix L
Phil-IRI Form 1 – Pre-Test (English Silent) Grade IV Phil-IRI Form 1 - Pretest

Level : _________________________ Level : ___________________________
OPLAN KALULUWA Annual Report
Filipinos are known for their close family ties. This holds true even when
members have already passed away. Annually, they spend time with the dead loved
ones by going back to their own provinces. They spend the whole of November 1 in
cemeteries to visit and pray for those resting in peace.
For public safety, local officials do not allow people to bring deadly weapons
and dangerous tools inside cemeteries.
Below is the OplanKaluluwa Annual Report showing the confiscated

weapons for three years.
97
Table 1. Weapons Confiscated
Deadly Item Year
2005 2006 2007
Slingshot 200 180 150
Knife 100 120 130
Bolo 50 20 10
Gun 6 2 0
TOTAL 356 322 190
Local officials continue their campaign for a peaceful and quiet occasion by
inviting more volunteer members of OPLAN KALULUWA.
Don’t you like to join? Be a member now!
Grade IV
No. of words: 141
Questions:
1. According to the selection, what are Filipinos known for?
a. closely-guarded families c. close-minded people
b. closely-knitted families d. close-fisted people
2. When do members spend time in cemeteries?
a. November 1 c. November 11
b. November 2 d. November 12
3. What are not allowed in cemeteries during the celebration?

98
a. fresh flowers c. cleaning tools
b. deadly weapons d. burning candles
4. What years are included in the report?
a. 2005 and 2006 c. 2005 to 2007
b. 2005 and 2007 d. 2006 to 2007
5. How many kinds of weapons were confiscated?
a. 2 b. 3 c. 4 d. 6
6. What is OplanKaluluwa?
a. a civic group c. a group of students
b. a military group d. a group of souls
7. When did OPLAN KALULUWA confiscate the most number of weapons?
a. 2007 b. 2006 c. 2005 d. 2004
8. How will you help OPLAN KALULUWA succeed?
a. I will go to cemeteries.
b. I will volunteer as member.
c. I will bring knife and scissors.
d. I will join the campaign when paid.

99
Appendix M
Phil-IRI Form 1 – Pretest
Phil-IRI Form 1 – Pre-Test (English Oral) Grade V
Prompt: How would you describe a ballerina? Read the letter aloud
to find out.
A Friendly Letter
Read Liza’s letter below.
Dear Shantelle,
Did you know that ballerinas wear “toe-shoes”? They need a stiff-toed
footwear so they can dance on their toes like angels. Of course, they also use
gestures and body movements to tell a story.
Ballerinas wear “tutus,” too. These are short skirt that flows gradually as
they dance, while their “tights” cover their entire legs.
Why don’t we watch a ballet performance next week? Wouldn’t it be fun?

Love,
Liza
Gr. V
No. of Words: 76
Questions:
Literal: 1. How will you describe “toe-shoes”? ______
Answer: stiff-toed shoes

100
2. What is a “tutu”? ______
Answer: a short skirt for ballerinas
what ballerinas wear
3. Why do ballerina wear “tights? ______
Answer: to cover their entire legs
Interpretive: 4. What was the letter about? ______
Possible Answer: about ballerinas and what
they wear
5. How would you describe the characteristics ______
of a ballerina?
Answer: Such as graceful, light and artistic.
(Accept logical answers.)
Applied: 6. What is the importance of appropriate clothes ______
and shoes to a ballerina?
Answer: toe-shoes – will protect their toes
tutus – will make look more graceful
tights – will cover their legs
7. What would happen if ballerinas dance ______
without wearing proper shoes?
Possible Answer: They might hurt their toes.
(Accept logical answers.)

101
Appendix N Phil-IRI Form 1 - Pretest

Phil-IRI Form 1 – Pre-Test (English Silent) Grade V

Level : _________________________ Level : ___________________________
Philippine Musicality
Filipinos are world-renowned for their musicality. The Filipinos’ great ability to
sing is now proven in the international scene. But not only is the Philippines known for its
talented singers. This country is home to several unique and amazing musical instruments,
as well.
One such instrument is the Las Piñas Bamboo Organ. This musical instrument is
the only one of its kind in the world. It is made up mostly of bamboo. This bamboo organ
stands tall with 5 meters in height. It has 900 tubes, 94% of which are made of bamboo.
The construction of this masterpiece was no easy task. A priest named Fr. Diego
Cera de la Virgendel Carmen, a native of Spain, worked on building it with the help of the
people of Las Piñas. He began his work in 1816. It took them 8 years to finish the organ in
1824. This musical instrument is now 184 years.
The Bamboo Organ is very significant in the cultural and historical heritage of the
Filipinos. That is why the National Museum of the Philippines declared it as a “National
Cultural Treasure.” It is something all Filipinos can be proud of.
Grade V No. of words: 195

102
Questions:
1. How long did it take to build the Las Piñas Bamboo Organ?
a. 8 years b. 9 years c. 14 years d. 17 years
2. Who made the plan to build the Las Piñas Bamboo Organ?
a. Father Diego del Carmen c. the people of Spain
b. Father Diego de Vera d. the people of Las Piñas
3. What was declared “National Cultural Treasure”?
a. The Philippine Bamboo Organ c. The Las Piñas Bamboo Organ
b. The Philippine Organ d. The Las Piñas Organ
4. According to the passage, why can the Filipino people be proud of the Bamboo organ?
a. It is famous in the whole world.
b. It is made only by the Filipino people.
c. It is the only bamboo organ in the world.
d. It is the only bamboo organ in the Philippines.
5. Is the Las Piñas Bamboo Organ the only unique musical instrument in the country?
a. Yes b. No c. Maybe d. The selection does not say.
6. Why was the Las Piñas Bamboo Organ declared as a national treasure?
a. It is made by a Spanish priest.
b. It is mostly made up of bamboo.
c. It says a lot about our people and culture.
d. It is already very old and needs a lot of care.
7. Which of the following could you do to best promote the Las Piñas Bamboo organ?
a. Sending a post card of it to friends here and abroad
b. Reading a lot of articles about it
c. Taking pictures of it and putting them in a photo album
d. Playing a song using the organ

103
8. If you were the caretaker of the Philippine Bamboo Organ, which of the following would you
do to take care of it?
a. Lock it in a room so it will not be stolen.
b. Have it checked regularly to make sure it has the proper tune.
c. Invite Filipinos and foreigners to see the national treasure.
d. Conduct a regular singing competition where it would be used.

104
Appendix O
Phil-IRI Form 1 – Pre-Test (English Oral) Grade VI
Prompt: Who invented the telephone? Read and find out.
Alexander Graham Bell

Alexander Graham Bell accidentally invented the telephone.
He was testing a new transmitter when it happened. He spilled
a burning acid on it and produced sound waves. Bell didn’t realize
that the sound waves make sound travel to different places. He
shouted for help from Mr. Watson who was in the kitchen. Mr. Watson
was surprised to hear Bell’s voice clearly. He went to Bell and uttered,
“I heard every word you said.”
This was how telephone was discovered.
Gr. VI
No of words: 79
Questions:
Literal: 1. What Alexander Graham Bell’s invention was ______
mentioned?
Answer: telephone
2. What was the testing? ______

105
Answer: a new transmitter
3. What happen to the burning acid? ______
Answer: spilled out
Interpretive: 4. How did Mr. Watson receive Bell’s message? ______
Answer: through sound waves
in the transmitter
5. What do you think is the effect of the acid ______
to the transmitter?
Possible The burning acid acted upon
Answers: the transmitter and was able
to send message or sound wave
(accept any similar answer)
Applied: 6. How important is the telephone to you? ______
Possible  It is important because

Answers: communication is easier and faster.
 It is important because it made life
easy and comfortable.
7. If the telephone was not invented, do you think ______

communication would be easy? Why?
Possible No, we can’t communicate at once.
Answers: No, we can’t receive messages from
other people and place.
No, events around the world could
not be reported at once.

106
Appendix P
Phil-IRI Form 1 – Pre-Test (English Silent) Grade VIPhil-IRI Form 1 - Pretest

Level : _________________________ Level : ___________________________
Direction: Read the selection silently. Record your reading time as soon as you finish reading.
Read the questions and encircle the letter of your answer.
A Little About Photography
Below is a friendly letter on photography.

Dear Sarah,
How are you? I am so excited to share with you about my newfound hobby –
photography.
Did you know that photography means “writing with light”? Photo is a Greek
word which means “light”, while graphy means “writing”.
I learned that the camera is basically a box with a hole at the opposite end.
The box has a film inside that is sensitive to light. The light enters through the hole.
Then, this light is collected by a part called the lens. The amount of light collected is
controlled by another part called the shutter. Too little light will result in a dark
picture.
Yesterday, I read from a book about an important tip on how to get an
appealing portrait of an animal in motion. It is to hold a biscuit or treat above the
camera. The longing look of the animal toward the food will be captured by the
camera as a soulful glimpse.
See you someday! I hope I can share with you more interesting things about
my new hobby. I’m also excited to see you. I am sure you have an interesting hobby
to share with me too.
Your friend forever,
Mark
Grade VI
No. of words: 204

107
Questions:
1. What does photography mean?
a. writing with pen
b. writing with a guide
c. writing with light
d. writing about an experience
2. What is the use of the lens of the camera?
a. to collect light
b. to control light
c. to block the light
d. to give off ultraviolet rays
3. What happens to a picture when there’s too little light?
a. It appears bright.
b. It appears dark.
c. It appears broken.
d. It appears perfect.
4. Why is a shutter important in a camera?
a. to capture enough light for a perfect picture

b. to give background of the picture
c. to collect light for the film
d. to give good feeling about the picture
5. Which will you use to get enough light for the picture?
a. hole
b. box
c. lens
d. film
6. Based on the selection, what would best describe photography?

108
a. It is boring.
b. It is interesting.
c. It is simple.
d. It is frustrating.
7. Which picture would need less amount of light?
a. stormy night
b. children in the playground
c. father driving a car
d. mother preparing lunch
8. What is the best way to take care of a camera?
a. Expose it to sunlight.
b. Keep it in a safe place.
c. Place it on the table.
d. Place it on your bed.
CURRICULUM VITAE
109
Personal Information
Name : JOENEL AGUILAR DEMEGILLO
Date of Birth : January 21, 1985
Place of Birth : San Rafael, Iloilo
Address : Gemomua-Agahon, Passi City, Iloilo
Civil Status : Married
Spouse : Jeany Bee TropicoAgroda
Daughter : Samantha BreinneAgrodaDemegillo
Educational Attainment
Elementary : Arac Elementary School (1998)
Secondary : Passi National High School (2002)
Vocational : TESDA Trade School – NC II Dressmaking (2009)
College : West Visayas State University – BEED Math (2006)
Licentiate Training : PPDSA – Silver Level II License Coach/Teacher (2009)
Graduate Studies : Ifugao State University (2014)
Teaching Status/Experience
Position : Teacher-I
Eligibility : Licensure Examination for Teachers (2007)
School : Agahon Elementary School (2008-2013)
AnecitoPanolino Elementary School (2013 to present)
Division : Passi City (District of Passi II-B)
Years in Service : 6 years +
Scholarship Grants/Trainings:
: Baccalaureate Degree, SGV Foundation (2002-2006)
: 2nd Rafael Nantes World Cup Dance Sport Tournament, PPDSA (2009)
: Silver Level II Licentiate Certificate Teacher/Coach, PPDSA (2009)
: Silver Level I Licentiate Certificate Teacher/Coach, PPDSA (2009)
Organizational Memberships:
: Member, Philippine Professional Dance Sport Association, National Chapter (2009)
: Member, Philippine Folk Dance Society, Iloilo Chapter (2011)

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Changing Directions in Reading and Mathematics Performance of Pupils at Anecito Panolino Elementary School

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CHANGING DIRECTIONS IN READING AND MATHEMATICS PERFORMANCE OF

PUPILS AT ANECITO PANOLINO ELEMENTARY SCHOOL

PASSI, ILOILO, PHILIPPINES

The Faculty of the Graduate School

Ifugao State University

Lamut, Ifugao, Philippines

of the Requirements for the Degree

in Master of Arts in Education

JOENEL AGUILAR DEMEGILLO

Republic of the Philippines

Changing Directions in Reading and Mathematics Performance

prepared and submitted by JOENEL AGUILAR DEMEGILLO is hereby

MASTER OF ARTS IN EDUCATION

(Sgd.) NESCEL P. PANES, Ph.D.

(Sgd.) NANCY ANN P. GONZALES, RN, MAN, MAED, PhD

(Sgd.) VICTORIA P. DULINAYAN, PhD (Sgd.) ROBERT F. GALINDEZ, PhD

(Sgd.) SERAFIN L. NGOHAYON, PhD

wish to express my sincere gratitude and appreciation:

which made this work possible;

comments and suggestions vital in the refinement of the study;

guidance, comments and suggestions vital in the refinement of the study;

valuable wisdom which leads to the success of this research work;

approving the permit to conduct this study;

insights that help shape this paper in reality;

to overcome this endeavour;

time in answering the research instrument;

My family and in-laws, for moral and financial support;

(Sgd.) JOENEL AGUILAR DEMEGILLO

for the support and unstinted concern.

Thank you for understanding me all the time.

To my loving wife, Jen

My radiant angel, Sam

You will always be

Title : CHANGING DIRECTIONS IN READING AND

MATHEMATICSPERFORMANCE OF PUPILS AT ANECITO

PANOLINO ELMENTARY SCHOOL PASSI, ILOILO,

Researcher : JOENEL AGUILAR DEMEGILLO

School : IFUGAO STATE UNIVERSITY

Degree : MASTER OF ARTS IN EDUCATION

Year : S.Y. 2014-2015

Type of Document: THESIS

Number of Pages: 120 PAGES

Adviser : DR. NESCEL P. PANES

TITLE PAGE ………………………………………………………………. i

TABLE OF CONTENTS……………………………………………………… vii

LIST OF FIGURES……………………………………………………………. xiii

Theoretical/ Conceptual Framework of the Study………….... 11

Statement of the Problem……………………………............. 16

2 DESIGN AND METHODOLOGY

Data Gathering Instrument……………………………………. 20

Data Gathering Procedure……………………………. ……….

Treatment Data………………………………………. ………… 21

3 PRESENTATIONS, ANALYSIS AND INTERPRETATION OF DATA

The Respondents’ Profile

According to Age and Gender……………………….. 23

According to Grade and Family Income…………….. 24

The Reading Comprehension of Pupils

According to Family Income………………............... 28

According to Grade Level…………………………... 29