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PERFORMANCE IN READING COMPREHENSION:

ENHANCEMENT WORKSHEETS

A Thesis
Presented to the
COLLEGE OF EDUCATION
Cebu Technological University
Tuburan Campus
Tuburan, Cebu

In Partial Fulfilment of
the Requirement for the Degree
BACHELOR IN ELEMENTARY EDUCATION

CHELSEA SHANE B. GALLARDO

CRISHELL M. GONZALES
REDZMA C. TAGHOY
SHIELLA MEA S. VILLARINO

JULY 2022
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APPROVAL SHEET
This thesis entitled “PERFORMANCE IN READING COMPREHENSION:
ENHANCEMENT WORKSHEETS” was prepared and submitted by CHELSEA SHANE
B. GALLARDO, CRISHELL M. GONZALES, REDZMA C. TAGHOY and SHIELLA MEA
S. VILLARINO in partial fulfillment of the requirements for the degree Bachelor in
Elementary Education has been examined and recommended for acceptance and
approval for Oral Examination.

RESEARCH ADVISORY COMMITTEE

ZARMIE LIS R. BRIONES, Dev.Ed.D., Ph.D.

Chairperson

ADELLIOSA MENCHAVEZ, MAEd JUDE CHARREL B. PAEZ Ph. D.

Adviser Member

CHARINA G. BARDOQUILLO, M.Ed., Math LEO T. ZOSA, MA Econ

Member Member
REYNALDO A. MARTINEZ
Research Instructor

PANEL OF EXAMINERS
Approved by the committee on Oral Defense with a grade PASSED

ZARMIE LIS R. BRIONES, Dev.Ed.D., Ph.D.

Chairperson

ADELLIOSA MENCHAVEZ, MAEd JUDE CHARREL B. PAEZ Ph. D.

Adviser Member

RODEL A. PEPITO, M.Ed., Math CHARINA G. BARDOQUILLO, M.Ed., Math

Statistician Member

ANGEN MAY F. CHARCOS, Dev.Ed.D., Ph.D. LEO T. ZOSA, MA Econ

English Critic Member

REYNALDO A. MARTINEZ
Research Instructor
ACCEPTED AND APPROVED in partial fulfillment of the requirements for the
degree BACHELOR IN ELEMENTARY EDUCATION.
Design Hearing: May 25, 2022
Oral Defense: July 14, 2022

Recommending Approval: Approved by:

ZARMIE LIS R. BRIONES, Dev.Ed.D., Ph.D FLORIEZA M. MANGUBAT, Ph.D., Ed.D.

Dean, College of Education Director, Research and Development
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ABSTRACT

PERFORMANCE IN READING COMPREHENSION:

ENHANCEMENT WORKSHEETS

CHELSEA SHANE B. GALLARDO

CRISHELL M. GONZALES
REDZMA C. TAGHOY
SHIELLA MEA S. VILLARINO

CEBU TECHNOLOGICAL UNIVERSITY

Tuburan Campus

This study was conducted to assess the reading comprehension

performance among Grade Six Pupils in Selected Schools of District I Tuburan,
Cebu for the fourth quarter in the school year 2021 - 2022. This study was
carried out to know, how the limited face to face classes affects student’s reading
comprehension performance. This study used descriptive research with
questionnaires as the main instrument for gathering data. The respondents were
50 grade six students, 40 male & 60 female. The researchers provided checklist
and reading worksheets to determine the level of reading comprehension
performance. After the distribution of questionnaires, enough time would be
provided to complete the survey and followed by the collection of statistical
treatment, tabulation, analysis and interpretation. The findings revealed that
among of the seven reading comprehension components presented, the
sequencing of events is the hardest components that answered by the
respondents. Based on the results of the findings, it could be concluded that
limited face to face classes had affected the reading comprehension
performance of the grade six pupils and there is a significant relationship
between the age and story elements and learners exposure to multimedia and
compare and contrast. In light of the findings and conclusions of the study, the
researchers recommend enhancement worksheets to enhance the reading
comprehension of pupils most especially the grade six pupils.

Keywords: Elementary Education, Pupil’s Reading Comprehension

Performance, Limited Face to face Classes, Reading Worksheets
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ACKNOWLEDGEMENT

First and foremost, we would like to express our praises and gratitude to
our almighty God who showered us strength, knowledge and patience throughout
our journey on completing this research paper. The completion of this research
paper could not have been possible without the participation and guidance from
the people he used as instruments to extend help to our group. Names of these
people may not all be enumerated but their contributions are much appreciated
and acknowledged. However, our group would like to express our deepest
appreciation and gratitude particularly to the following:

Dr. Ma. Carla Y. Abaquita, our beloved campus director, for her favorable
approval and encouragement to finish this coursework;
Dr. Zarmie Lis R. Briones, our dean of the College of Education and
panelist, for her constant assistance and consolation;
Mr. Reynaldo Martinez, our research instructor, for exerting your time,
effort and your patience to us throughout the journey of this study.;
Mrs. Adelliosa Menchavez, our research adviser, who never failed to
answer our queries and provide assistance as much as she can amidst her busy
schedules. Her suggestions and comments were very useful in our research. She
has taught us the ways to carry out and to present research works as clearly as
possible. It was a great priviledge to work under her guidance;
Mrs. Charina Bardoquillo and Mr. Rodel Pepito, our statisticians, for
sharing your expertise in statistics to treat our data for us to come up with
accurate interpretation with our research findings;
Dr. Angen May F. Charcos, our English critic, for imparting your
knowledge and expertise in terms of errors and corrections to make our thesis
paper more efficient and presentable;
Mr. Leo Zosa, our panelists, for giving us meaningful insights, comments
and suggestions during our design hearing together with our adviser, thank you
so much. We deeply appreciate your help in guiding us to the correct path in
completing our research.
Dr. Jude Charrel B. Paez, our research coordinator, for the continuous
support to our research, for his patience, motivation, enthusiasm, and immense
knowledge. We truly salute you for making our thesis possible.
We would also like to express our appreciation to our friends and
classmates for sharing insights and ideas as we finished our researches together
and of course, to our family and loved ones who gave support either physically,
emotionally, and financially.
God Bless you all. Again, thank you very much.

The Researchers
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DEDICATION

Chelsea Shane B. Gallardo

Crishell M. Gonzales
Redzma C. Taghoy
Shiella Mea S. Villarino
The Researchers
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TABLE OF CONTENTS

TITLE PAGE

TITLE PAGE . . . . . . . i

APPROVAL SHEET . . . . . . ii

ABSTRACT . . . . . . . iii

ACKNOWLEDGEMENT . . . . . . iv

DEDICATION . . . . . . . v

TABLE OF CONTENTS .. . . . . . vi

LIST OF TABLES . . . . . . . viii

LIST OF FIGURES . . . . . . . ix

CHAPTER

1 THE PROBLEM AND ITS SCOPE . 1

INTRODUCTION . . . . 1

Rationale of the Study . . . 1

Theoretical Background . . . 4

THE PROBLEM . . . . . . 10

Statement of the Problem . . . 10

Statement of Null Hypothesis . . . 11

Significance of the Study . . . 11

Scope and Limitation . . . 12

DEFINITION OF TERMS . . . 13

2 REVIEW OF LITERATURES . . . 16

3 METHODS AND MATERIALS . . . 20

Method Used . . . 20
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Flow of the Study . . . . 20

Environment . . . . 22

Respondents . . . . 24

Instruments . . . . 25

Data Gathering Procedure . . . . 25

Treatment of Data . . . . 26

Scoring Procedure . . . . 27

4 RESULTS AND DISCUSSIONS . . . . . 28

5 SUMMARY, CONCLUSION AND RECOMMENDATION. . 39

SUMMARY . . . . . . 39

CONCLUSION . . . . . 39

RECOMMENDATION . . . . 40

6 OUTPUT OF THE STUDY . . . . . . 42

WORKSHEETS . . . . 45

WORK CITED . . . . . . 79

APPENDICES . . . . . . . 83

A Letter to the Campus Director . . . . 84

B Letter to the Respondents - - - - 85

C Letter to the Researchers’ Parents/Guardian . . 86

D Letter to the Public School District Supervisor . . 90

E Letter to the School Head . . . . . 91

F Survey Questionnaire . . . . . 94

CURRICULUM VITAE . . . . . . . 110

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LIST OF TABLES

No. Title Page

1 Distribution of Respondents . . . 24

2 Students Profile as to Age and Gender . 28

3 Time Spent in Reading . . . 30

4 Students Profile as to Home . . . 31

Tutor Educational Attainment

5 Students Profile as to Parents . . . 32

Combined Monthly Income

6 Availability of Various Gadgets . . . 33

9 Reading Comprehension Components . . 34

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LIST OF FIGURES

No. Title Page

1 Theoretical Framework . . . 7
2 Flow of the Study . . . 21
3 The Research Environment. . . . 23