JaniceNew Thesis Study

READING COMPREHENSION AND ACADEMIC PERFORMANCE OF
LEARNERS IN KINOGUITAN, MISAMIS ORIENTAL
A Thesis
Presented to the
Faculty of the Graduate School
PHINMA Cagayan de Oro College
In Partial Fulfilment
of the Requirements for the Degree
Master of Arts in Educational Administration
JANICE P. MANTIQUILLA
MARCH 2022
APPROVAL SHEET
This thesis entitled “PARENTAL INVOLVEMENT AND READING

COMPREHENSION OF LEARNERS IN MISAMIS ORIENTAL” prepared and
submitted by JANICE P. MANTIQUILLA in partial fulfillment of the requirements
for the degree, MASTER OF ARTS IN EDUCATIONAL ADMINISTRATION, has
been examined and recommended for acceptance and approval for Oral
Examination.
BRAZIEL L. ONGCACHUY, PhD

Adviser
PANEL OF EXAMINERS
Approved by the Committee on Oral Examination with a passing grade of .
Chairperson
Member Member
Member
Accepted and approved in partial fulfillment of the requirements for the

degree of MASTER OF ARTS IN EDUCATIONAL ADMINISTRATION.
ISABELITA M. BORRES, PhD

Dean of Graduate Studies
ACKNOWLEDGEMENT
The researcher wishes to express her sincere appreciation and in-depth
gratitude to the following persons who in one way or another, shared their ideas,
time and professional effort which greatly helped in the realization of her work.
Dr. Isabelita M. Borres, Dean of the Graduate Studies for the suggestion
and valuable inputs given to the study.
Her Adviser Dr. Braziel L. Ongcachuy , for her professional support and
immeasurable encouragement which truly inspired the researcher to continue her
study and for always being there to extend help from the very start until the last
minute of her final defense.
The Panelists, for sharing their professional suggestions for the
improvement of the study.
Dr. Jonathan S. de la Peña, Schools Division Superintendent of Misamis
Oriental, for the approval of the permit to conduct the study.
Mr. Verge B. Samson, Secretary of PHINMA Graduate Studies for
regularly assisting the researcher’s needs pertaining to her requests and other
relevant academic inquiries.
Dr. Emere C. Jenisan, Public Schools District In-charge of Kinoguitan
District for permitting the researcher to conduct her study.
To all the teachers of Kinoguitan District, parents and pupils for the
cooperation and heartwarming support to make this study possible.

DEDICATION
This humble work is heartily dedicated to:
my mother Nilda
my father Johnny
my brother Arnel
my partner in life Nathaniel
To all my friends
whose love, support and encouragement throughout my journey are
immeasurable.
JPM
Abstract
This study primarily determined the Parental Involvement and Reading
Comprehension of Learners in Misamis Oriental during the school year 2020-
2021 and sought to answer the level of parental involvement on these indicators:
parenting, communicating, volunteering and collaborating with the community,
the level of learners’ reading comprehension based on English and Filipino and
the significant difference between the level of parental involvement and the
learner’s reading comprehension level both in English and Filipino. In this study,
the respondents were the 210 Grade six pupils and the 210 parents among
twelve schools of Kinoguitan District, Division of Misamis Oriental.
Frequency, percentages, mean, standard deviation and Analysis of Variance
(ANOVA) were used to interpret the data on the level of parental involvement and
learners’ reading comprehension level and its significant difference in both
English and Filipino. The results revealed that the parent-respondents have high
involvement in the following indicators: parenting, communicating, volunteering,
and community collaboration. In English PHIL-IRI results, a high percentage of
learner respondents' reading comprehension level belong to frustration level
while in PHIL-IRI Filipino results, a high percentage of learner respondents'
reading comprehension level belong to instructional level.
As a result, the amount of parental involvement of the respondents has a
substantial impact on the learners' reading comprehension levels in both English
and Filipino. School heads, teachers, parents and other stakeholders should put
a premium on the importance of involvement between the community, teacher,
and the school in dealing with the reading comprehension issue of the learners.
TABLE OF CONTENTS
Page
APPROVAL SHEET i
ACKNOWLEDGEMENT ii
DEDICATION iii
ABSTRACT iv
TABLE OF CONTENTS vi
LIST OF TABLES xii
LIST OF FIGURES xiii
CHAPTER
1 THE PROBLEM
Introduction 1
Theoretical and Conceptual Framework 4
Statement of the Problem 9
Hypothesis 9
Significance of the Study 10
Scope and Limitation 11
Definition of Terms 13
2 REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature and Studies in Foreign Setting 15
Related Literature and Studies in Local Setting 18
3 RESEARCH METHODOLOGY
Research Design 24
Research Setting 25
Respondents and Sampling Procedure 29
Research Instrument 30
Validation of Instrument 30
Data Gathering Procedure 31
Categorization and Scoring Procedure 31
Statistical Treatment 32
4 PRESENTATION, ANALYSIS
AND INTERPRETATION OF DATA 33
5 SUMMARY, FINDINGS, CONCLUSIONS AND 56

RECOMMENDATIONS
BIBLIOGRPAHY 64
APPENDICES
A Letter of Request to Conduct the Study 69
B Questionnaire For Parent-Respondent 70
Learners’ Reading Comprehension Assessment Tool 73
CURRICULUM VITAE 74
LIST OF TABLES
Table Page
A Distribution of Respondents by School 28
1 Distribution of Respondents’ Level on Perception

on Parenting 33

on Communicating 36

on Volunteering 39

on Communicating with the community 41
5 Summary on the Distribution of Respondents’ Level

of Parental Involvement 44
6 Distribution of Respondents’ Level of Reading

Comprehension in English 47
7 Distribution of Respondents’ Level of Reading

Comprehension in Filipino 48
8 Test Statistics on the Significant Difference of Parental

Involvement and Reading Comprehension in English 50
9 Test Statistics on the Significant Difference of Parental

Involvement and Reading Comprehension in English 54
LIST OF FIGURES
Figure Page
1 A Diagram showing the interplay of 8

Independent and Dependent Variables
2 The Vicinity Map of Kinoguitan District 28

Chapter 1
THE PROBLEM AND ITS SCOPE
Introduction
The Department of Education (DepEd) is focused on ensuring that all
Filipinos have access to high-quality basic education and to participate in
national and international system assessments to help guide its efforts to solve
the problem of increasing basic education quality. With that K to 12 curriculum
was implemented to strengthen Filipino learners' academic performance may
compete more effectively in the global job market. The Department of Education
says that the new curriculum will provide higher-quality education through the
strands offered.
As an ASEAN member, the Philippines took part in the Programme for
International Student Assessment (PISA), which measures how well learners
have mastered key information and skills in Reading Literacy, Mathematical
Literacy, and Science Literacy. Based on the 2018 PISA result, in reading literacy
Filipino students obtained an average score of 340 points in Overall Reading
Literacy, which was significantly lower than the Organization for Economic Co-
operation and Development (OECD) average of 487 points. Filipino students
achieved an average score of 353 points in Mathematical Literacy, which was
significantly lower than the OECD average of 489 points. Filipino students
attained an average score of 357 points in Scientific Literacy, which was
significantly lower than the OECD average of 489 points.

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The results of the international examination were unfavorable for Filipino
students, particularly in the area of reading literacy. The data imply that the
learners were having difficulty comprehending the materials they were reading,
prompting them to choose the incorrect response. To address the results,
Department of Education continue to provide services and programs that would
gauge the needs and the nature of learners’ reading comprehension level in the
Philippines, in line with the goal of making every child should be a reader;
ECARP program (DepEd Order No. 18, s. 2017).
Through the use of Philippine Informal Reading Inventory (PHIL-IRI) based on
DepEd Order 014 s, 2018 “Policy Guidelines on the Administration of the
Revised Philippine Informal Reading Inventory”, this
DepEd Order 014 s. 2018 “Policy Guidelines on the Administration of the
Revised Philippine Informal Reading Inventory (PHIL – IRI). PHIL – IRI is a
classroom-based assessment instrument that seeks to test and explain students'
oral, silent, and listening comprehension reading skills in both English and
Filipino. The goal of this was to identify the learner’s reading level as
independent, instructional, and frustration in both subjects.
According to Sammons (2017) poor academic performance was commonly
attributed to a lack of mastery of certain subject area and relate to a lack of

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reading comprehension skills. Reading is important in academics, these, on the
other hand, have been limited to the capacity of students to comprehend.

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Conceptual Framework
This research study was anchored on the Cognitive Development Theory
of Jean Piaget which supported the development in children and emphasized the
constructive role of experience with peers and family members. The basic
assumption of his theory was that young children were active learners with a
constant drive to match their internal constructions (their view of the real world)
and external constructions (the external realities they face within their
surroundings). It was suggested that children move through four different stages
of mental development. His theory focuses not only on understanding the nature
of intelligence. He proposed that intelligence was something that grew and
developed through a series of stages, Piaget (1981). With that, as learners
moved into a different level in their schooling they acquired stages of
development based on their experiences and level where they were in.
According to Wolf (2018) the following notes explore the five stages of
reading development as proposed, these five stages are the emerging pre-reader
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(typically between 6 months to 6 years old); the novice reader (typically between
6 to 7 years old); the decoding reader (typically between 7 - 9 years old); the
fluent, comprehending reader (typically between 9 - 15 years old); and the expert
reader (typically from 16 years and older). In addition to that Piaget’s theory
explained that the way parents interacted with the children during reading may
have a positive or negative result. Children who were being helped by their
parents can read any book fluently and they can even predict a story (Saracho
2018). In this regard, children learn best when they have opportunities to interact
with their environments, particularly with their parents who were a vital part of
children’s environment (Athey, 2017).
Parental involvement indicates; parenting, communicating, volunteering,
and collaborating with the community as an independent variable of this study
based on Batas Pambansa 232 or known as the Education Act of 1982, Republic
Act 10410 or known as Early Years Act (EYA) of 2013 and lastly the DepEd
Order no. 54 s 2009, the Revised Guidelines governing Parents-Teachers
Associations (PTA) at the school level. For parenting, it was stated and explained
in Batas Pambansa 232 Chapter 1 Preliminary Provisions Section 5 Declaration
and Policy of Objectives number 1 an “Aid and support the natural right and duty
of parents in the rearing of the youth through the educational system” and in
Section 6 "Parents or guardians or the head of the institution or foster home
which has the custody of the pupil or student”. Supporting also the Republic Act
1040 Early Years Act of 2013 Section 5 (b) Parent Education and Involvement
Advocacy and Mobilization of Communities “shall harness and develop parents’

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strength as providers of ECCD programs at home, as active partners of other
stakeholders.
In terms of communication, it was supported based on the DepEd Order
no. 54 s, 2009 states, “Every elementary and secondary school shall establish a
Parents-Teachers Association (PTA) to provide a forum for the discussion of
issues and solutions related to the overall school program, as well as to ensure
that parents were fully involved in the successful implementation of the program.”
It was mandated that every school should create this kind of association to focus
on what learners need to be successful in their learning and one way to do that is
to have a parents-teachers way of communication.
Volunteering was one of the indicators explained in Batas Pambansa 232
Chapter 3 Section 14 duties of the parents “Parents shall cooperate with the
school in the implementation of the school program curricular and co-curricular”.
This applies to recruiting and coordinating assistance and support is a must for
school programs and student activities from parents. Also, the support of Deped
Order 54 s 2009 the purpose of creating Parent-Teacher Associations was to
improve and enrich learners’ learning through promoting projects and activities.
Collaborating with the community also indicates parental involvement
based on Batas Pambansa 232 explained in Chapter 1 Preliminary Provisions
Section 7 Community Participation, “Every educational institution shall provide for
the establishment of appropriate bodies through which the members of the
educational community may discuss relevant issues, and communicate
information and suggestions for assistance and support of the school and the
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promotion of their common interest” and the Republic Act 9155 “Governance of
Basic Education Act of 2001” Section 1.2 The parents and the community shall
be encouraged for active involvement in the education of the child. The
participation, coordination between and among the schools, the local school
boards, the Parent-Teacher Associations (PTAs) must be maximized.
The dependent variables in the study were the learners’ reading
comprehension level (frustration, instructional, independent) in both English and
Filipino. Based on DepEd Order 014 s. 2018 “Policy Guidelines on the
Administration of the Revised Philippine Informal Reading Inventory (PHIL – IRI).
PHIL – IRI is a classroom-based assessment instrument that seeks to test and
explain students' oral, silent, and listening comprehension reading skills in both
English and Filipino. The goal of this was to identify the learner’s reading level as
independent, instructional, and frustration in both subjects. The term “levels of
comprehension” refers to the thinking processes that are stimulated to arrive at
answers to reading comprehension questions. Independent reading level refers
to the level at which readers function on their own with almost perfect oral/silent
reading and excellent comprehension, instructional reading level refers to the
level at which readers profit the most from teacher-directed instruction in reading,
and frustration reading level refers to the level at which readers find reading
materials so difficult that they cannot successfully respond to them (Flippo,
2014).
The independent variable of the study talked about the different ways how
parents are involved in the reading comprehension level of their learners. Figure
8
1 was the interplay of the independent and dependent variables, as they were
treated in the conduct of the study.
Independent Variables Dependent Variables
PHIL-IRI ASSESSMENT RESULTS

IN ENGLISH SILENT READING ACADEMIC PERFORMANCE IN
Reading Comprehension Level English Subject
Frustration Mathematics Subject
Instructional Science Subject
Independent
Figure 1. A Diagram showing the interplay of Independent and Dependent Variables

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Statement of the Problem
This study aimed to determine the Reading Comprehension Level and
Academic Performance of learners in Kinoguitan, Misamis Oriental during the
school year 2020-2021. Specifically, this study sought to answer the following
questions:
1. What is the respondents’ reading comprehension level in PHIL-IRI English
Silent Reading Test?
2. What is the level of the respondents’ academic performance based on the
following:
2.1 English Subject;
2.2 Mathematics Subject; and
2.3 Science Subject.
3. Is there any significant relationship between the English reading
comprehension level to their Academic performance in English, Math and
Science subjects?
Hypotheses
Problem 1, and 2 were hypotheses-free. However, for problem 3 the null
hypothesis was tested at a 0.05 level of significance.

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Ho 1: There was no significant relationship between the English reading
comprehension level to their Academic performance in English, Mathematics and
Science subjects.
Significance of the Study
The following can benefit from the result of the study:
The findings of the study were useful to contribute in the awareness and
understanding of the Department of Education in general, principal, teacher,
parents, learners, and future researchers. It served as noteworthy information for
it acquires the significant relationship of the learners’ reading comprehension
level in English to their academic performance.
This can contribute to the Department of Education in general, to help
initiate, formulate and implement activities that were helpful to assess and
develop the reading performance of the learner at the same time their academic
performance in school.
It gave benefit to the school principal to easily address reading
comprehension issues to the learners in relation to their academic performance.
As a leader, it can help the teacher to support and create intervention and
learning activities that enhanced their reading and academic performance.
This can provide a significant role to the teacher in the reading
comprehension progress of the learners. The teacher served as the agent to help
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the learners enhanced reading comprehension skills and their academic
performance.
This can contribute to the parent’s primary role to nurture the child in the
best way it can be. A parent’s support was encouraged to help their children
understand and comprehend what they were reading to improve also their
academic performance by providing time in teaching them.
This can benefit the learners as to practice and develop reading with
comprehension not just becoming proficient readers. The learners were aware that
reading comprehension was important in their academic success.
This can benefit also future researchers as they can discover and
generate meaningful data that possibly apply and explain the result of learners’
reading comprehension level in relation to their academic performance.
Scope and Limitation of the Study
The study limits to determine the English reading comprehension level of
the learners in Grade IV, V and VI and its relation to their academic performance
in English, Science and Mathematics subjects. The study covered only Bolisong
Elementary School, Kinoguitan District, Division of Misamis Oriental in the school
year 2020 – 2021 with a total of 120 respondents.
The researcher took all the Grade IV, V and VI learners in the said school.
This means the researcher believed that the respondents in that three grade
levels can supply the most useful information that can help the study considering
the pandemic situation.

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This study was based on the program of the Philippine government for
Education, which is the Philippine Informal Reading Inventory (Phil-IRI) as
supported by the DepEd Order No. 014 s, 2018 named as the Policy Guidelines
on the Administration of the Revised Philippine Informal Reading Inventory.
The researcher gathered the English reading comprehension post-test
results to the respective advisers and the same time their academic performance
in English, Math and Science subjects in the form of grades.
Definition of Terms
The following were the operational definitions of the term used in this
study:
Academic Performance. This refers to outcomes that indicate the extent
to which a student has achieved the learning goals. It is often measured through
examinations or continuous assessments.
English Subject. This refers to a subject that focuses on the learning of
the English language to be used in both oral and written communications.
Frustration Level. This refers to the level at which readers find reading
materials so difficult that they cannot successfully respond to them.
Independent Level. This refers to the level at which readers function on
their own with almost perfect oral reading and excellent comprehension.
Instructional Level. This refers to the level at which readers profit the
most from teacher-directed instruction in reading.

13
Philippine Informal Reading Inventory (PHIL – IRI). This refers to an
informal reading inventory composed of graded passages designed to determine
the individual learner's reading performance and aims to find the learner’s
independent, instructional, and frustration levels.
Mathematics Subject. This refers to a subject that focuses on the
Reading Comprehension. This refers to pupils’ understanding of what
they read concerning understandings within, beyond, and about the text.
Science Subject.
Silent Reading Assessment. This refers to when a learner reads a
selection independently and answers comprehension questions to assess
reading rate and reading comprehension level.

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter examines and review literatures that have bearing on the effects of
parental involvement and the pupils’ reading comprehension level.
Related Literature and Studies in Foreign Setting
Reading is essential. Parents must be aware of the importance of their
role in fostering a love of reading. The habit of reading and the habit of loving
books should be established from an early age. Involvement is a working and
trusting relationship between two or more individuals who build relationships with
others inside and work hard to achieve a common goal (Gajda et al., 2017). A
researcher stated that when the school can cooperate with the family, children
will experience academic and social benefits (Jeynes, 2017). These benefits
include providing youth with better language and literacy skills. On the one hand,
the school communicates with the parents about the children's literacy activities
and the literacy progress in the school. It is also important that parents are
involved in school discussions, especially about how to support children's literacy
learning at home.
The study about the “Effect of Parental Involvement on Children’s Reading
Performance in Chile” states that Parental Involvement in school has proven to
be a key factor in children's reading performance. This research aims to analyze
the relationship between school-parents cooperation and children's reading
performance. Based on the results of a sample of 498 parents or guardians
enrolled in the second and third grades of 16 public elementary schools in Chile,
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it is recommended to consider three different situations (high, middle, and low) of
parental cooperation in different forms of parenting. Participate (at home, at
school, and through invitations from children, teachers, and schools). The results
may indicate that there are differences in the academic performance especially in
reading performance of children with different levels of parental involvement,
indicating that children with low levels of parental involvement have lower
academic performance and also in reading. The research results are consistent
with international research evidence, indicating that this variable also needs to be
paid attention to in the Latin American environment. (Lara L and Saracostti M
2019).
According to the research presented, in the United States, the majority of
elementary school parents are uncooperative with their teachers, and student
reading scores also indicate that the higher the grade, the less cooperative
parents are. A discovery comparing the relationship between Japanese schools
and parents, their conversation goes like this: What is the most effective way that
we can interact with our family and community? This type of dialogue is most
successful when teachers and school leaders participate together. (Teal, 2018).
In addition, parental involvement can take many forms, especially
communication between family and school, support for home learning activities,
and participation in school activities (Schueler et al., 2017). Research may
indicate that parental involvement in children’s reading development will have a
significant impact on their reading growth.

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Traditionally, reading comprehension is defined in several ways including
the rate of intake, percentage of comprehension, recall ability, and application.
Van Keer (2017) defines reading comprehension as constructing a mental
representation of textual information and then interpreting it, or as extracting
meaning from written words, sentences, and texts.
Hawes and Plourde (2017) tried to determine the relationship between
parental collaboration and reading achievement especially in reading
comprehension of sixth-grade middle school students. There seems to be
support for the impact of improving student achievement levels and the amount
of school learning materials parents provide to young children at home. This
research predicted that when at home parental collaboration included reading
activities or reading games, then those children had higher reading
comprehension test scores.
Palani (2017) reports that reading is the distinguishing proof of the
images/symbols and the relationship of proper significance with them. It requires
recognizability and comprehension. Comprehension skills help students
understand the importance of words in isolation and context, and that reading is
a process of evaluation, judgment, visualization, and critical thinking. Reading is
a basic tool for knowledge exchange, and reading habit is an academic activity
that cultivates reading method skills. To understand the world and its
environment, children change themselves by reading books, newspapers, and
different magazines. Once a child receives reading instruction and establishes a

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love for books, he can explore the richness of human contacts and information
through reading himself.
In many nations across the world, reading comprehension in English was
essential for academic success (Hellerstein, 2017). In an EFL (English as a
Foreign Language) classroom, difficulties in reading comprehension might be a
problem. One of the reasons why learners fail to acquire foreign languages was
their trouble with reading comprehension. He cites the absence of prior
knowledge of learners as the most common reason for failure in learning a
foreign language.
Related Literature and Studies in Local Setting
The Philippines is characterized by a decentralized public education
system that provides free primary and secondary education. Currently, the
Philippines is now adapting the K + 12 curriculum, wherein the program covers
Kindergarten and twelve years of basic education (six years of primary
education, four years of Junior High School, and two years of Senior High School
[SHS]) in which its goal is to provide sufficient time for mastery of concepts and
skills, develop lifelong learners, and prepare graduates for tertiary education,
middle-level skills development, employment, and entrepreneurship (The K to 12
Basic Education Program, n.d.).
Family in the Philippines is perceived as an important part of society. It
has been shaped by the unique history, values, experiences, adaptations, and
ways of being that characterize the International Journal of Early Childhood

19
Education Care. Coupled with the long history of political and social strife, it
would seem that Filipino parents face insurmountable challenges in raising their
children (Blair, 2017). Due to the prevailing problem of the country which is
poverty, a substantial number of students do not make the transition from
elementary school to high school. The Department of Education (DepEd) data
shows that for every 100 children who enter Grade 1, close to 15 do not make it
into Grade 2, and roughly one-quarter of 24 percent have dropped out before
Grade 4. Meanwhile, in December 2013, the NSO Census of Population and
Housing (CPH) shows that out of the 71.5 million individuals who are 10 years
old and above, 97.5 percent or 69.8 million are literate or could read and write.
The news written by Marga Manlapag stated that in December 2019, the
nation was thrown into turmoil by the release of the 2018 Program for
International Student Assessment (PISA) Report which stated that high school
students in the Philippines got lower scores in reading comprehension,
mathematics, and science than most of those surveyed in other nations. The
country’s overall score in reading was a measly 340 points. China, which ranked
first, received 555 points. Based on the findings, over 80 percent of Filipino
students around the age of fifteen did not reach the minimum level of proficiency
in reading.
Reading comprehension is one of the reading competencies that every
student has to develop. However, there are still students who are below the
proficiency level of reading comprehension despite the reading instructions and
strategies provided by the teachers for the improvement of students’ reading

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comprehension. If a student reaches their highest potential in reading, it appears
to rest on whether their parents are involved in their education. Parents can
make vast differences in their child's reading ability. Past research has shown
that parents can supplement and even enhance the learning that takes place in
the school. At the early age of 5, a learner starts to go to school for a formal
education, where they are about to learn more about the basics of alphabet,
numbers, shapes, and colors through games, songs, and dances, in their Mother
Tongue.
It cannot be denied that in today's fast-paced world and ever changing
technologies, reading is often taken for granted. Deputy Secretary of the
Department of Education (Department of Education) Florencio Abad deplored the
students' low performance on the evaluation test and urged them to work harder.
Low ratings in English, Math, and Science can be ascribed to students' inability to
read and comprehend simple information, according to the report. Furthermore,
he stated that poor reading comprehension is one of the key issues. Reading
comprehension is reduced, resulting in a lack of understanding of printed
symbols.
Yet, our education system is challenged by UNESCO to give due
consideration to the many varied cultural and linguistic contexts that exist in
contemporary societies. The use of vernacular language in education has shown
significant changes, however: there have been profound political transformations
leading to new language policies, especially in postcolonial and newly
independent countries; many hundreds of languages have disappeared
throughout the world and many more remain endangered. And so, it leads this
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time to start reconsidering the use of our native language as a means of
appreciation of one’s language identity (UNESCO, 2010).
Community engagement, where teachers, parents, and all the people
related to the community work hand in hand in the positive implementation of
schools’ improvement. The school community is a diverse representation of
skills, talents, and activities. When leaders get the community involved, the
culture of the school shifts to one of inclusive ownership. When leaders build
strategic partnerships with community businesses and organizations,
opportunities such as wrap-around services for students and families in need,
financial support, and volunteerism can benefit school culture. Community
perception is the undercurrent for school marketing, school image, and student
enrollment, and these all have direct impacts on school culture (Bohn, 2017)
To get the reading comprehension level of the learner, PHIL – IRI is the
tool being used. It is mandate coming from the DepEd Order 14 s, 2019 “Policy
Guidelines on the Administration of the Revised Philippine Informal Reading
Inventory”, the Phil-IRI is an informal reading inventory composed of graded
passages designed to determine the individual student’s performance in oral
reading, silent reading, and listening comprehension. In addition, it provides an
approximation of the learner’s abilities and may be used in combination with
other reliable tools of assessment (The Philippine Informal Reading Inventory
Manual 2018).
In addition, the PHIL-IRI objectives are crafted that is mainly focusing on
the assessment of a child’s performance towards reading in the aspect of oral

22
reading, silent reading, and listening comprehension. Here are the objectives of
PHIL-IRI: determine the individual student’s performance in oral reading, silent
reading, and listening comprehension design or adjust classroom, small group, or
individualized instruction to fit the students’ needs and abilities provide an
approximation of the students’ abilities and could be used in combination with
other reliable tools of assessment serve as one of the bases in planning,
designing/redesigning the reading programs or activities in the school to improve
the overall school reading performance.
The PHIL-IRI was crafted as one of the initiatives to support the ECARP
Program (Every Child A Reader Program). There are three levels of reading
proficiency: the independent, instructional, and frustration levels. In connection,
it may be used to determine the group reading level, where it identifies a
particular student who may need more assistance in performing reading tasks.
Second, it may help the individual reading level as noted in the three levels of
reading proficiency. Third, it helps monitor growth and response to intervention,
where it determines the efficacy of the program or reading interventions
conducted by the school and/or classroom teachers. And lastly, it describes
reading behaviors, which specify the number of words read per minute, the cues
used for identifying or recognizing words, manner of reading, etc. Types of
miscues, as well as types of comprehension questions answered correctly, can
also be analyzed by the teacher to help him/her design appropriate reading
lessons or interventions (The Philippine Informal Reading Inventory Manual,
2018).
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A home reading component is essential to a successful reading program.
It is critical to spend time practicing reading at home in order to consolidate the
reading abilities taught at school. Students must read in order to be effective
readers; the more reading practice they have, the better they will become. In
order to encourage parental engagement in school activities, a teacher must
cultivate the home-school link and establish an open relationship with families.
No parent likes to watch their child suffer academically, yet many parents are
stumped as to how to assist. It is a teacher's obligation to promote reading at
home and to work with parents to ensure that home reading is a positive
experience for both students and parents. (Martin 2011).
And lastly is the parent involvement, the active, ongoing participation of a
parent or primary caregiver in the education of his or her child. Parents can
demonstrate involvement at home-by reading with their children, helping with
homework, and discussing school events-or at school, by attending functions or
volunteering in classrooms. Schools with involved parents engage those parents,
communicate with them regularly, and incorporate them into the learning process
(The Center for Comprehensive School Reform and Improvement, August 2017).
The benefits of parental involvement were evident. A rising amount of
studies suggests that effective parental participation improves not just the quality
of the learner's life but also the quality of the children's behavior and attendance
have a favorable impact on their reading comprehension progress..

Chapter 3
RESEARCH METHODOLOGY
This chapter discusses the methods and procedures that were used in the
study. This includes the discussion of the research design, the research setting,
respondents and sampling procedure, research instrument, the data gathering
procedure, categorization and scoring of variables, and the statistical tools in
analyzing the data gathered in the study.
Research Design
This study used the descriptive design of research. According to Darwal
(2016) descriptive design used to assess, interpret, and report on the present
situation of a topic or problem. This type of research entailed gathering data in
order to answer inquiries on the condition of the subject, the purpose is to
describe the conditions existed between the independent and dependent
variables and seek to collect data in order to characterize a phenomena,
condition, or population in a systematical way.
Through the data being gathered, it determined and answered the
question if there is a significant relationship between the learners’ English
reading comprehension level to their Academic performance in English, Science
and Mathematics subjects. Basically, documentary analysis for the reading
comprehension level PHIL-IRI post-test results and the grades of the learners will
make use. Data will be collected, and the findings will be tabulated and analyzed.
25
The results explained the underlying concepts that may be related to each piece
of information after the interpretation.
Research Setting
The study was administered to Grade IV, V and VI learners of Bolisong
Elementary School, Kinoguitan District, Division of Misamis Oriental for the
school year 2020-2021.
Kinoguitan is the 5th class and coastal municipality in the province of
Misamis Oriental and borders Balingoan municipality to the east and
Sugbongcogon municipality to the west, on the north is the Bohol Sea with the
island province of Camiguin on its northern coast. Kinoguitan consists of fifteen
barangays; Calubo, Campo, Kitotok, Salubsob, Sumalag, Poblacion Kinoguitan,
Buko Gamay, Buko Dako, Esperanza, Suarez, Biray, Kagumahan, Panabol and
Bolisong.
According to the 2015 census, it has a population of 14,391 with a density
of 340 inhabitants per square kilometer, this represented 1.62% of the total
population in Misamis Oriental. Of the 14, 931 total population, 5,454 were
employed and 1,041 unemployed while the remaining number was categorized
as underemployed since half of the household population were farmers and
fisherfolks. Fifty percent were into farming and fishing with a P3,000 average
income per month, the remaining fifty percent classify as non-farming households
have a lower average income of P2,450 per month. Barangay Bolisong was one
26
of the barangays in the coastal area where the people who lived there were
mostly fishermen and vendors.

27
Source: https://maps.google.com/?q=KinoguitanBalingoan%2C+Misamis+Oriental&ftid=0x0;0x
Figure 2 The Vicinity Map of Kinoguitan District, Division of Misamis Oriental

28
Respondents and Sampling Procedure
In this study, the respondents were the 120 learners of Bolisong
Elementary School, Kinoguitan District, Division of Misamis Oriental in Grade IV,
V and VI levels during the School Year 2020-2021. The researcher took all the
learners in Grade IV, V and VI levels. The complete distribution of this study is
shown below.
Table A
Distribution of Respondents
Bolisong Elementary School Learner-Respondent
Grade IV 41
Grade V 35
Grade VI 44
TOTAL: 120
Research Instrument
The reading comprehension level of Grade IV, V and VI learner
respondents were determined through the Philippine Informal Reading Inventory
(Phil-IRI) post-test results, which was obtained by the researcher from the class
advisers. On the other hand, the final rating for the English, Mathematics and
Science subjects of all the respondents was acquired from the class advisers
also. These data was achieved with proper consent and permission from the
division office, district office, and the school principal of Bolisong Elementary
School.
29
Data Gathering Procedure
The researcher has requested an endorsement letter from the Dean of
Graduate Studies of PHINMA – Cagayan de Oro College. Once the letter was
released, the researcher hand it to the Division Office of Misamis Oriental. Then
the letter will be given to the Kinoguitan District Office to ask permission with the
Public Schools District Supervisor to allow the researcher to gather the data
from the respondents, and the same letter will be presented to the school head of
Bolisong Elementary School. The researcher collect the English Phil-IRI post-
tests results of the Grade IV, V and VI learners from the class advisers and also
the final rating of the learners’ academic performance in English, Mathematics
and Science subjects to interpret the data.
Categorization and Scoring of Variables
Description and interpretation of the different variables were presented to
facilitate better interpretation and analysis of data.
Learner-Respondent
I. English Phil IRI Reading Comprehension Level Assessment
Comprehension Score Description Interpretation

(in %)
90% – 100% Independent Readers function

independently with almost
perfect reading and
excellent comprehension
30
75% – 89% Instructional Readers profit the most

from teacher-directed
instruction in reading
Below 75% Frustration Readers cannot respond

successfully to the
reading materials
II. Academic Performance in English, Mathematics and Science

Subjects
Grades Interpretation
90.00 – 100.00 Outstanding
85.00 – 89.00 Very Satisfactory
80.00 – 84.00 Satisfactory
75.00 – 79.00 Fairly Satisfactory
Below 75.00 Poor
Statistical Treatment
The researcher used the following statistical tools to analyze the data of
this study. For problem 1 and 2, the researcher used the frequency and
percentages on the distribution of learners’ level of reading comprehension in
English PHIL-IRI results in terms of frustration level, instructional level and
independent level, also the distribution of learners’ academic performance in
English, Mathematics and Science subjects.

31
Pearson - r Correlation was used for problem number 3, to determine the
significant relationship between the respondents’ English reading level
comprehension and academic performance in English, Mathematics and Science
subjects.
32
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presented analyzes and interprets the data gathered from the
survey. The presentation of analyses and interpretations follow the order of the
statement of the problems provided in Chapter 1.
1. What was the level of parental involvement among the parent respondents
on the following;
1.1 Parenting;
1.2 Communicating;
1.3 Volunteering;
1.4 Collaborating with the community;
Table 1
Distribution of Respondents’ Level of Perception on Parenting
Indicator Mean SD Description
3.10 0.78 Most of the

I read stories with my child for more than an hour.
Time
I provide books and any reading materials at 2.80 0.88 Most of the
home. Time
I help my child understand what he/she is reading 2.96 0.87 Most of the
about. Time
I explain in vernacular language those hard 3.06 0.81 Most of the
vocabularies for faster understanding. Time
I let my child ask questions after reading the story.
Time
I encourage my child to do well in school and read 3.10 0.70 Most of the
more often. Time
I bring my child to any available bookstore.
Time
I always give my weekend for their reading time.
Time
Overall 3.01 0.85 Most of the
33
Time
Range: 3.26 -4.00= At All Times 1.76-2.50= Sometimes
2.51- 3.25-=Most of the Time 1.00-1.75= Never
Table 1 presents the overall mean rating for the respondents’ level of
perception on parenting which is 3.01 (SD=0.85) described Most of the Time.
This means that the respondents have high involvement in terms of parenting; it
shows the level of active participation in helping, teaching, and supporting
children’s education, especially in reading. This indicates on Batas Pambansa
232 Legal Bases “An Act Providing for the Establishment and Maintenance of an
Integrated System of Education” or also known as the “The Education Act of
1982” explains in Chapter 1 Preliminary Provisions Section 5 number 1 an “Aid
and support the natural right and duty of parents in the rearing of the youth
through the educational system” and in Section 6 stated that "Parents or
guardians or the head of the institution or foster home which has custody of the
pupil or student”.
Supporting also the Republic Act 1040 Early Years Act (EYA) of 2013
Section 5 (b) Parent Education and Involvement Advocacy and Mobilization of
Communities that build on parents' capabilities as ECCD program providers at
home and active partners of other stakeholders. This implies that the parents
have the responsibility in their children, the responsibilities of parents include
everything; raising, developing, maintaining, securing, the environment they live
in, the school they will have education in, and taking care of their school
activities.
34
The table reveals further that among all the statements described most of
the time, I let my child ask questions after reading the story has the highest
mean of 3.15 (SD=0.73), this means the respondents respond on this matter with
high involvement, the parents build communication towards their children through
discussing the stories they’ve read and by allowing the children ask questions.
This indicates that it is the most effective strategy to encourage the child's
reading comprehension development and to talk to them about the books they've
read. This implies that when children and parents debate a book, a child uses
critical thinking skills, which are essential for their academic and life success. It
greatly helps youngsters learn to be active readers and to think critically when
you ask questions during story time. It enriches story time when parents can
engage their children to think about and debate a text. (Milby, 2020)
Furthermore, the statement I provide books and any reading materials
at home got the lowest mean of 2.80 (SD=0.88) described most of the time. This
means that when we hear the word reading it associates to story particularly
books. There are sorts of reading resources and materials that may be used by
learners to practice their newly acquired reading abilities as they progress
through their school. This indicates how important reading resources and
materials are to the learner yet it was also a challenge to the parents, especially
where they can get resources to provide it to their children.
This implies that parents found reading books and materials as a tool to
increase their reading skills and their desire to read to learn but we have the
35
resources to consider. To encourage children to become avid readers, a house
packed with books is an excellent method to encourage them to do so. What type
of books should you have in your collection? Inquire about your children’s
hobbies and interests. If they're too little to inform you, you can ask the local
library for recommendations for books that are acceptable for their age group
(Lewis 2018).
Table 2
Distribution of Respondents’ Level of Perception on Communicating


I always track my child’s reading progress.
Time
I discuss my child’s reading performance with the 2.86 0.74 Most of the
teacher for assistance. Time
I communicate with my child’s teacher regularly.
Time
I appreciate suggestions from the teacher for my 2.91 0.71 Most of the
child’s reading improvement. Time
I ask the teacher’s available time for consultation.
Time
I use any mode of communication just to update 2.80 0.82 Most of the
and reach out to the teacher. Time
I communicate with my child’s teacher on his/her 2.96 0.81 Most of the
reading concerns. Time
I attend conferences with teachers to talk about 2.81 0.75 Most of the
my child’s performance and behavior. Time
Most of the
Overall 2.85 0.79 Time
Table 2 shows the overall mean rating for the respondents’ level of
perception on communicating which is 2.85 (SD=0.79) described most of the
time. This means that the respondents have high involvement in terms of
36
communication to the teacher; it shows the relationship towards the teacher by
having constant communication concerning the questions and concerns to
children’s performance in school. This indicates based on the DepEd Order no.
54 s, 2009 states, “Every elementary and secondary school shall establish a
Parents-Teachers Association (PTA) to provide a forum for the discussion of
issues and solutions related to the overall school program, as well as to ensure
that parents are fully involved in the successful implementation of the program.”
This implies that to establish a sense of communication between home and
school for the child, strong communication between the parents and teachers is
essential and the need of getting active in the child's education, especially in
reading comprehension. There's a lot of evidence that demonstrates that a child's
academic achievement was improved when parents and teachers communicate
effectively.
As shown in the table, this statement I communicate with my child’s
teacher on his/her reading concerns got the highest mean of 2.96 (SD=0.81).
This means that continuous communication with teachers is very important in
solving children’s reading comprehension problems. This indicates that outlined
communication with parents is one of the primary forms of parent involvement
activities that are essential for teachers and parents to build successful working
relationships. Also, the growth of schools as learning communities relies on the
development of the teacher-parent interaction. This implies that when it comes to
a child's education, both parents and teachers play an important role. A child's
first teacher is his or her parents. They assist students to build a healthy life and
37
academic skills while also offering love and support. Learners are better
prepared to have a happy school experience when teachers combine their skills
to encourage thought and creativity with the fundamental support provided by
parents. (Schussler, 2012).
Another statement I communicate with my child’s teacher regularly got
the lowest mean of 2.76 (SD=0.84). This means that when we think about how to
better support our children, the importance of communication between parents
and instructors has become essential. This indicates that the relationship
between teachers and their children plays a variety of functions in the lives of
their children. When it comes to forming a bond between parents and teachers,
communication is crucial. Teachers and parents, in my opinion, must have a
relationship based on effective communication for learners to succeed
academically.
This implies that strong school-home ties and increased parental
involvement require effective communication. Thus, a regular basis of
communication is necessary also. Parents must be informed about their
children's activities, accomplishments, reading comprehension and families must
also be informed about their children's growth (Raccah, 2011).

38
Table 3
Distribution of Respondents’ Level of Perception on Volunteering
I join in any physical or extra-curricular activities in 3.06 0.81 Most of the

school. Time
I participate in local school government programs 3.06 0.81 Most of the
like being a member of the parent council and Time
parent-teacher association (PTA).
I donate anything to every school activity.
Time
I support my child’s involvement in school reading 3.06 0.74 Most of the
activities and achievement. Time
I join in any educational activities outside of the 3.01 0.78 Most of the
home. Time
I help in any school reading activities that need 2.96 0.81 Most of the
parent participation. Time
I involve myself in my child’s reading activities.
Time
I volunteer and assist teachers in any reading 3.06 0.75 Most of the
program and activities in school. Time
Most of the
Table 3 displays the overall assessment of respondents’ level of
perception on Volunteering with the mean of 3.01 (SD=0.82) described most of
the time. This means that respondents have high involvement in terms of
volunteering their selves in school activities; it shows also the level of how
participative the parents were in contributing to every school activity. This
indicates as stated on Batas Pambansa 232 Legal Bases “An Act providing for
the Establishment and Maintenance of an integrated system of education” or also

39
known as the “The Education Act of 1982” explains in Chapter 3 Section 14
duties of the parents “Parents shall cooperate with the school in the
implementation of the school program curricular and co-curricular”. Also, the
support of Deped Order 54 s 2009 the purpose of creating Parent-Teacher
Associations was to improve and enrich learners’ learning through promoting
different projects and activities that can help in their education, especially in
reading. This implies to recruiting and coordinating assistance and support is a
must for school programs and student activities from parents.
The table reveals further that among all the indicators described most of
the time, these statements, I join in any physical or extra-curricular activities
in school, I participate in local school government programs like being a
member of the parent council and parent-teacher association (PTA), I
support my child’s involvement in school reading activities and
achievement, and I volunteer and assist teachers in any reading program
and activities in school, got the highest mean of 3.06 (SD=0.81), this means
that being active with your children's school activities, especially in reading is a
terrific way to show them that you care about them. It also conveys that you
value education as a meaningful cause, which is a good thing.
This indicates that in every school's activities and resources many schools
now have to raise their own money. These fundraising events and other school
activities require parent volunteers to help organize and assist, especially since
that Department Education has reading programs like the reading carousel, the
40
3B’s Initiative (Bawat Bata Bumabasa) that need assistance, not just the
teachers but also the parents.
Another statement, I involve myself in my child’s reading activities got
the lowest mean of 2.87 (SD=0.96) described most of the time, this means that
the engagement in any activities in the school with the cooperation and
involvement by the parents show a great impact. This indicates that it is vital for
parents to be involved in their children's education, especially in reading. Keep in
mind that volunteering isn't just good for your children. Providing good
connections, support, and encouragement to children, benefits the classroom,
the entire school, and the community as a whole (Jose, 2018).
Table 4
Distribution of Respondents’ Level of Perception on Collaborating with the
community
I attend parent’s meetings in the community 2.85 0.80 Most of the

regularly. Time
I actively participate in school committees or 2.70 0.91 Most of the
barangay development plan making. Time
I actively participate in parent-teacher association 2.76 0.70 Most of the
projects and activities. Time
I make myself available every time the community 2.66 0.80 Most of the
needs me. Time
I appreciate school personnel assisting parents 2.86 0.79 Most of the
and communities to become more involved in the Time
school.
I include myself in the school and community 2.76 0.71 Most of the
activities for promoting learning. Time
I initiate community activities with the participation 2.71 0.72 Most of the
of the school. Time
I share information about extracurricular activities 2.71 0.72 Most of the
41
and other community events to other parents. Time

Most of the
Table 4 displays an overall mean rating for respondents' level of
perception on collaborating with the community which is 2.75 (SD=0.77)
described most of the time. This means that the respondents have high
involvement in terms of the collaboration with the community; it shows the level
of parents’ involvement towards the community in promoting children’s learning.
This indicates based on Batas Pambansa 232 Legal Bases “An Act Providing for
the Establishment and Maintenance of an integrated system of education” or also
known as the “The Education Act of 1982” explains in Chapter 1 Preliminary
Provisions Section 7 Community Participation, “Every educational institution shall
provide for the establishment of appropriate bodies through which the members
of the educational community may discuss relevant issues, and communicate
information and suggestions for assistance and support of the school and the
promotion of their common interest”, and the Republic Act 9155 “Governance of
Basic Education Act of 2001” Section 1.2 The parents and the community shall
be encouraged for active involvement in the education of the child. The
participation, coordination between and among the schools, the local school
boards, the Parent-Teacher Associations (PTAs) must be maximized.
This implies that to coordinate with community members, standing
committees could be established within the PTA organization, to build unity and
collaboration, regular forums involving local government entities, civic

42
organizations, and other stakeholders could be held regularly. The PTA is a
school-based organization.
The table shows that among all the indicators described most of the time,
this indicator I appreciate school personnel assisting parents and
communities to become more involved in the school got the highest mean of
2.86 (SD = 0.79), this means that parent councils, schools, and teachers work
together to discover and use community resources and services to assist the
school community as well as the learning of children and young people. This
indicates that for the school community, parent volunteers provide a wealth of
information and assistance. As a result, they teach their children the value of
community involvement.
This implies that parents and people of the community should be educated
on the reasons for and advantages of attending school. They should also be
aware of the many ways to get involved, as well as the policies and programs
that are available, while also ensuring that they are aware that participation is
open to all.
Another statement, I make myself available every time the community
needs me, got the lowest mean of 2.87 (SD=0.96) described most of the time,
this means that parents' involvement in the community provides the message
that school is essential and that children's effort deserves parent attention and so
with the community. This indicates that many people desire to help others but
don't know where to start. They may assume that the teachers do not need their
assistance, or they may be unable to fit another activity into an already packed
43
schedule. This implies that when parents, children, and other members of the
family are involved, it is important to keep in mind that all children gain when the
community is active with the schools. Schools can use these situations to reach
out to parents, community members, and other interested parties help from local
businesses and others
Children's development is influenced by the three "spheres of influence" of
school, family, and community, and when these three environments collaborate
to achieve common goals, a child's educational development is enhanced
(Eipstein 2015).
Table 5
Summary on the Distribution of Respondents’ Level of Parental
Involvement
Indicator Mean SD Interpretation
Parenting 3.01 0.85 Most of the Time
Communicating 2.85 0.79 Most of the Time
Volunteering 3.01 0.82 Most of the Time
Collaborating with the Most of the Time
2.75 0.77
Community
Over-All 2.91 0.81 Most of the Time
Table 5 shows the summary on the distribution of respondents’
level of parental involvement with the overall mean rating of 2.91 (SD=0.81)
described most of the time which reflects that the respondents have high
involvement in terms of these indicators; parenting, communicating, volunteering,
and collaborating with the community. This indicates that it is more beneficial to
learners whose parents are actively interested in their education.

44
It, therefore, becomes essential to understand that parental involvement
has the most impact on children’s reading comprehension. In parenting, the
respondents have the highest involvement in this matter, it explains the amount
to which families support learning at home and participate in their children's
education as the best predictor of learner’s achievement. The table also shows
that in communicating, the respondents have the highest involvement in this
matter. This indicates that through communicating, tracking child’s reading
progress, discussing child’s reading performance with the teacher to ask for
assistance, appreciating suggestions from the teacher to improve the reading
comprehension of the learners, and to use any mode of communication just to
update and reach out to the teacher contributes to a positive relationship with
parents and require effective communication that can help to develop and
improve learners’ education.
This also implies that children who have parents who attend teacher
conferences, ask teacher’s assistance, read and sign communications from the
school, participate in any school activities that can benefit the reading
performance of the learners will benefit academically more than children who
have no parents who do any of the above. In addition, when their parents are
present, children perform much better (Suizzo, 2015).
In volunteering, the respondents have the highest involvement in this
matter, this indicates that parents shall cooperate with the school in the
implementation of the school program curricular and co-curricular. This implies
also that recruiting and coordinating assistance and support is a must for school
45
programs and student activities from parents. Parents may help out at school by
assisting with events and activities, as well as connecting with the instructors.
They can also have a role at home in a variety of ways, such as assisting their
children with schoolwork and other responsibilities, as well as participating in
educational talks about values and attitudes (Pontz 2019).
Lastly, in Collaborating with the community the respondents have the
highest involvement in this matter. This indicates that a parent should attend
parent’s meetings in the community regularly, had active parents in PTA’s
projects and activities, and involve community activities for promoting learning
especially in reading have been indicators that shown in such involvement adds
to the quality of the schools involved and makes a difference in children’s
academic achievement. This implies that the committees within the PTA
organization may be created to cooperate with community members, and
frequent forums including local government bodies, civic groups, and other
stakeholders might be conducted regularly to foster unity and collaboration.
The most important thing is for parents and the community to get involved.
interactions between schools, families, and the general public broader
community and the extent to which they are are a part of the children's education
children's rights (Constantino, 2006). Parental Involvement was a variety of
actions that allow parents to participate in their children's education, at home,
and at school, they are involved in their children's education. Information sharing,
decision sharing, and other similar activities are examples of these types of
activities. Volunteer services for schools, home tutoring/teaching, and

46
child/school advocacy might all be utilized to get parents more involved in their
children's education. (Tarraga, 2017).
2. What is the level of reading comprehension among the learner respondents
based on:
2.1 English;
2.2 Filipino;
Table 6
Distribution of Respondents’ Level of Reading Comprehension in
English
COMPREHENSION LEVEL FREQUENCY PERCENTAGE
Independent 64 30.48
Instructional 72 34.29
Frustration 74 35.24
Total 210 100.00
Table 6 reveals the distribution of respondents’ level of reading
comprehension in English based on the PHIL – IRI results, it shows that a high
percentage of the learner respondents' reading comprehension level with a
frequency of 74 (35.24 percent) belongs to frustration level. This means that
reading with comprehension is the primary concern of the respondents. This
indicates that the reading materials in English are difficult for the readers to
comprehend; they are unable to respond to them effectively. This also implies
that it is important that parents are aware of the significant contribution they can
make to their children’s learning, especially in children who belong to frustrated
reading comprehension levels. The scores get by the learner respondents are
47
below 75% that making them belong to frustration level. The frustration level is a
level that requires extensive or even moderate assistance from an educator, at
which readers find reading materials so difficult that they cannot successfully
respond to them (Flippo, 2014).
While there are only 64 (30.28 percent) of the respondents belong to the
independent level which only got the lowest percentage among the three levels,
this means also that the learners got scores ranging 90% to 100% making them
belong to the independent level. This indicates that only a few of the learners can
read and comprehend well the story being read without the assistance of a
teacher and parents. This implies that the learners can independently apply oral
reading accuracy, comprehension, and decoding at a predetermined level of
accuracy, pace, and understanding. Independent level shows that the readers
function on their own with almost perfect oral reading and excellent
comprehension (Flippo, 2014).
Table 7
Distribution of Respondents’ Level of Reading Comprehension in
Filipino
COMPREHENSION LEVEL FREQUENCY PERCENTAGE
Independent 74 35.24
Instructional 94 44.76
Frustration 42 20.00
Total 210 100.00
Table 7 shows the distribution of respondents’ level of reading
comprehension in Filipino based on the PHIL-IRI results. Among the 210 learner-
48
respondent, 94 (44.76 percent) of them belong to the instructional level, this
means that the learners got scores ranging 75% to 89% that making them belong
to instructional level and got the highest frequency among the three levels. This
indicates that the learners have adequate background knowledge in reading
Filipino, and can comprehend the stories they have read yet at this level also
they need the help of directed instruction in reading from the teacher or parents.
This also implies that we can expect the learners at the instructional level to read
on their own and can answer the questions after reading the story. The
instructional level is a level that the respondents profit the most from the teacher
or parents' directed instruction in reading (Flippo, 2014).
The table also shows that the learner respondents' reading
comprehension level with a frequency of 42 (20.00 percent) has the lowest
percentage belongs to frustration level. This means that in terms of reading
comprehension in the Filipino language, the respondents have adequate
knowledge in reading and can comprehend the story they have read. This
indicates that only 20% of them had a hard time comprehending the stories they
read. This implies that the scores got by the learner respondents were below
75% making them belong to frustration level. The frustration level is a level that
requires extensive or even moderate assistance from an educator, at which
readers find reading materials so difficult that they cannot successfully respond
to them (Flippo, 2014).

49
3. Is there any significant difference between the level of parental
involvement and the learner’s reading comprehension level in both English
and Filipino?
Table 8
Test Statistics on the Significant Difference of Parental Involvement

and Reading Comprehension in English
Reading Comprehension
Parental Involvement
F P Description
Parenting 0.62 0.00* Significant
Communicating 0.52 0.01* Significant
Volunteering 0.56 0.00* Significant
Collaborating with the community 0.50 0.02* Significant
Legend: F = analysis of variance; P = probability value; * = Significant at 0.05 level.
Table 8 presents the test statistics on the significant difference between
Parental Involvement and Learners’ Reading Comprehension Levels in English.
It was determined that the indicators stated such as parenting, communicating,
volunteering, and collaborating with the community has a significant effect on the
learner’s reading comprehension level in English tested 0.05 significant level,
thus the null hypothesis is rejected. Hence, there is a significant difference this
means that parental involvement is linked to learners’ reading comprehension
performance, especially in English. It was vital for the learners’ future success to
50
have good reading comprehension abilities. With that parents may assist their
children in improving their reading abilities outside of the classroom.
The table presents that parenting has a significant difference between the
reading comprehension level of the learners’ in English with the analysis of
variance of 0.62 (P=0.00*), it means that parenting can help reading
comprehension at home through spending and practicing reading English stories
with the learner and providing English books and any reading materials at home
that can enhance their vocabulary and comprehension. This indicates that
encouraging the learner to practice and improve comprehension in English as
much as they can in order for them to improve reading comprehension. After they
have finished reading, you can talk to the learners about the books to evaluate
child's comprehension and keep them involved, ask about the stories they have
read. This implies how important parenting in the development and progress of
the learners’ comprehension level especially at home.
The engagement of parents in reading activities at home has a big impact,
not only does reading have a beneficial impact on reading achievement,
language comprehension, and expressive language abilities, but it also has a
favorable impact on children's enthusiasm in reading and attitude toward reading
(Reyes 2014).
The table also shows that communicating has a significant difference
between the reading comprehension level of the learners with the analysis of
variance of 0.52 (P=0.01*), it means that communication with teachers was very
51
important in solving learner’s English reading comprehension problems. This
indicates that through communicating, updating, tracking reading progress,
asking for assistance, consultations, attending conferences, and listening of
suggestions by the teacher helped the learners’ improve English reading
comprehension problems with a constant communication because the parents
can update what to improve and needs to improve in their learners’ reading
performance especially that comprehending in English was difficult for them. This
implies that communication between the teacher and parents, especially on a
learners’ reading comprehension development is critical for this experience to be
as effective as possible. This communication should be continual, with both
parties providing constant input, and should be based on each learner’s own
unique experiences and progress.
Parents will become more interested and active in class and school-wide
events if communication is good. Strong parent-teacher contact enhances
learner's academic achievement especially in reading and fosters a sense of
community (Williams 2016).
Volunteering has a significant difference between the reading
comprehension level of the learners with the analysis of variance of 0.56
(P=0.00*), this means that the level of parent’s participation and contribution in
every school activities have the impact towards the learner’s education. This
indicates that parents should cooperate with the school in the implementation of
the school program curricular and co-curricular and as a member of Parent-
Teacher Association (PTA). This implies that joining any extra-curricular activities
52
in school, participating, donating, and helping in any activities that relates to
development and improve reading performance in English also with
comprehension was a great help so that the learners’ were exposed with many
activities. Getting active in every learner’s activities at school was an excellent
way to demonstrate to your children that you care about their education. It also
sends a great message about how important school to the parents. Many schools
were now required to generate funding for programs and materials that were
formerly deemed essential. Parent as volunteers were critical to the success of
these fundraising events and other school initiatives.Parent volunteers provide a
wealth of information and assistance to the school community. They also teach
their children the value of contributing to the greater community (Senechal MV
2016).
Collaborating with the community has a significant difference between the
reading comprehension level of the learners with the analysis of variance of 0.50
(P=0.02*), this means that the level of parents’ collaboration towards the
community in promoting children’s learning have an influence on the education of
the learners. This indicates parent should attend community parent meetings on
a regular basis, be involved in PTA projects and activities, and participate in
community activities to promote learning, particularly in reading especially that in
every conducted reading programs and project in the school, collaboration with
the community was needed and the involvement of the parents was expected.
This implies that while parent and community involvement has always been a
cornerstone of public schools, more recognition and support of the value of these
53
collaborative efforts was necessary. Parental involvement can, in the end, have a
beneficial influence on how we educate and who we reach, well beyond what we
teach (Rodriguez 2014).
Table 9
Test Statistics on the Significant Difference of Parental Involvement

and Reading Comprehension in Filipino
Parental Involvement
F P Description
Parenting 0.61 0.00* Significant
Communicating 0.55 0.00* Significant
Volunteering 0.57 0.00* Significant
Collaborating with the community 0.50 0.02* Significant
Legend: F = analysis of variance; P = probability value; * = Significant at 0.05 level.
Table 9 presents the test statistics on the significant difference between
Parental Involvement and Learners’ Reading Comprehension Level in Filipino. It
can be determined that the indicators stated such as parenting, communicating,
volunteering, and collaboration with the community has a significant effect on the
learner’s reading comprehension level tested 0.05 significant level, thus the null
hypothesis is rejected. Hence, there is a significant difference this means that
parental involvement is linked to learners’ reading comprehension performance
especially in Filipino. Good reading comprehension skills were essential for the
learners' reading performance success. Parents may use this information to help
their children improve their reading comprehension skill especially in Filipino at
home
54
The table presents that parenting has a significant difference between the
reading comprehension level of the learners’ in Filipino with the analysis of
variance of 0.61 (P=0.00*), it means that parents may boost their children's
reading comprehension at home by spending time with them and practicing
reading Filipino stories with them, as well as giving Filipino books and other
reading tools. This indicates that the learner should practice and develop reading
in Filipino as much as possible in order to increase their reading comprehension.
Asking questions after they've completed reading to assess their understanding
to keep them engaged. This implies the importance of parenting in the growth
and progression of a child's understanding level, particularly at home.
The engagement of parents in reading activities at home has a big impact,
not only does reading have a beneficial impact on reading achievement,
language comprehension, and expressive language abilities, but it also has a
favorable impact on children's enthusiasm in reading and attitude toward reading
(Reyes 2014).
The table also shows that communicating has a significant difference
between the reading comprehension level of the learners with the analysis of
variance of 0.55 (P=0.01). It means that communication with teachers was
essential in addressing learners' reading comprehension problems in Filipino.
This indicates that communicating, updating, tracking reading progress, asking
for help, consultations, attending conferences, and listening to suggestions from
the teacher helped the learners improve their Filipino reading comprehension
problems with constant communication because the parents can keep updated
55
on what needs to be improved in their children's reading performance, especially
that there were some of the respondents comprehension in Filipino was difficult
for them. This implies that for this experience to be as beneficial as possible,
communication between the teacher and parents, particularly on a learner's
reading comprehension growth, is essential. Parents became more interested
and active in class and school-wide events if communication is good. Strong
parent-teacher contact enhances learner's academic achievement especially in
reading and fosters a sense of community (Williams 2016).
Volunteering has a significant difference between the reading
comprehension level of the learners with the analysis of variance of 0.57
(P=0.00*), This means that the amount of parental involvement and contribution
in all school activities has an influence on the education of the students. This
indicates that as members of the Parent-Teacher Association, parents should
work with the school to administer the school's academic and co-curricular
programs. This implies that participating in extracurricular activities at school, as
well as participating, donating, and assisting in any activities related to
development and improving reading performance in Filipino, as well as
comprehension, was a big help in introducing the students to various of activities.
Participating in all of your children's school events was a great way to
show them that you care about their education. It also sends a strong message
to parents about the importance of school. Many schools were suddenly
compelled to raise funds for previously regarded critical activities and resources.
The success of these fundraising events and other school efforts relied heavily
56
on parent volunteers. Parent volunteers provide a wealth of information and
assistance to the school community. They also teach their children the value of
contributing to the greater community (Senechal MV 2016).
Collaborating with the community has a significant difference between the
reading comprehension level of the learners with the analysis of variance of 0.50
(P=0.02*). This means that the extent of parental involvement with the
community in supporting children's learning has an impact on the learners'
education. This indicates that parents should attend community parent meetings
on a regular basis, be involved in PTA projects and activities, and participate in
community activities to promote learning, particularly in reading. Collaboration
with the community was necessary and parental involvement was expected in
every conducted reading program and project in the school.
This implies that while parent and community engagement has long been
a cornerstone of public education, more acknowledgment and support for the
benefits of these joint efforts was required. Parental involvement can, in the end,
have a beneficial influence on how we educate and who we reach, well beyond
what we teach (Rodriguez 2014).

57
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This section presented the summary of findings, conclusions, and
recommendations drawn based on the study. This is intended to convey an
objectives description and detailed analysis of the variables.
Summary
This study primarily determined the Parental Involvement and Reading
Comprehension of Learners in Misamis Oriental during the school year 2020-
2021. Specifically, this study sought to answer the following: 1) What is the level
of parental involvement among the parent respondents on the following:
Parenting; Communicating; Volunteering; and Collaborating with the community.
2) What is the level of reading comprehension among the learner respondents
based on: English; Filipino; 3) Is there any significant difference between the
level of parental involvement and the learner’s reading comprehension level both
in English and Filipino?
Findings
58
The findings of the study were summarized as follows:
Respondents’ Level of Parental Involvement

INDICATOR MEAN SD INTERPRETATION
Parenting 3.01 0.85 High Involvement
Communicating 2.85 0.79 High Involvement
Volunteering 3.01 0.82 High Involvement
Collaborating with the 2.75 0.77 High Involvement
Community
Over-All 2.91 0.81 High Involvement
1.
Learners’ Reading Comprehension Level

ENGLISH FILIPINO
COMPREHENSI FREQUEN PERCENTA FREQUEN PERCENTA
ON CY GE CY GE
LEVEL
Independent 64 30.48 74 35.24
Instructional 72 34.29 94 44.76
Frustration 74 35.24 42 20.00
Total 210 100.00 210 100.00
2.
Significant Difference Between Parental Involvement And Learners’

3. Parental Reading Comprehension Reading Comprehension
Involvement in English in Filipino
F P Description F P Descriptio
n
Parenting 0.6 0.00* Significant 0.61 0.00* Significant

59
Communicating 0.5 0.01* Significant 0.55 0.00* Significant

2
Volunteering 0.5 0.00* Significant 0.57 0.00* Significant

6
Collaborating with 0.5 0.02* Significant 0.50 0.02* Significant

the community 0
Conclusions
In the light of the above-cited findings, the following conclusions are drawn
from the study:
1. The data disclosed that the overall mean rating for the respondents’ level
of involvement was described most of the time which reflects that the
respondents have high involvement in terms of these indicators; parenting,
communicating, volunteering, and collaborating with the community.
2. A high percentage of the learner respondents' reading comprehension
level in English belongs to frustration level. Followed by the independent
level got the lowest percentage among the three levels. In terms of the
PHIL-IRI results in Filipino, a high percentage of the learner respondents’
level of reading comprehension belongs to instructional level. Based on
the result, the lowest percentage of the learner respondents' reading
comprehension level in Filipino belongs to frustration level.

60
3. Subsequently, parental involvement such as parenting, communicating,
volunteering and collaborating with the community has a significant
difference between the reading comprehension level of the learners both
in English and Filipino.
Recommendations
Based on the findings and conclusions the following recommendations were
suggested:
1. The school should encourage parents’ involvement in reading activities,
programs, and projects.
2. School heads should help the teachers and create an intervention that
involves parents.
3. The teacher should aspire to allow pupils to acquire reading
comprehension skills in partnership with the parents.
4. Other stakeholders, like community leaders, should put a premium on the
importance of involvement between the community, teacher, and the school in
dealing with the reading comprehension issue of the learners.

61
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66
APPENDIX A
Letter of Request to Conduct the Study
JONATHAN S. DELA PEÑA, PhD, CESO V

Schools Division Superindentent
Division of Misamis Oriental
Velez St., Cagayan de Oro City
Dear Sir:
A glorious day!
As part of my requirements for the Degree of Master of Arts in Educational

Administration, I would like to ask your permission to conduct my research study
entitled “Parental Involvement and Reading Comprehension of Learners in
Misamis Oriental” in the schools of Kinoguitan District. Furthermore, I am hoping
for your consideration on this matter.
Thank you and God bless!
Sincerely Yours,
67
JANICE P. MANTIQUILLA
Researcher
Approved by:
JONATHAN S. DELA PEÑA, CESO V

Schools Division Superintendent
68
APPENDIX B
Phil IRI Silent Reading Comprehension Assessment for Grade IV, V and VI
Learners
ENGLISH POST – TEST FOR GRADE IV (INDIVIDUAL GRADED PASSAGES)
SET TITLE OF SELECTION
Set A The Tricycle Man
Set B Cat and Mouse
Set C Marian’s Experiment
Set D On Market Day

69
Read each selection silently. Then read the questions that follow and
write the letter of the correct answer in the answer sheet:
SET A
The Tricycle Man

Nick is a tricycle man. He waits for riders every morning.
“Please take me to the bus station,” says Mr. Perez.
“Please take me to the market,” says Mrs. Pardo.
“Please take us to school,” say Mike and Kris.
“But I can take only one of you,” says Nick to the children.
Questions:
1. Who is the tricycle man?

a. Mike b. Nick c. Mr. Perez
2. What was Nick’s problem?

a. There was a lot of traffic.
b. He could not take the children to school.
c. There was only one seat for either Kris or Mike.
3. How many riders did the tricycle man have?

a. two b. four c. three
4. Who helped solve Nick’s problem?

a. Mr. Perez b. Mrs. Pardo c. another tricycle driver
5. Which word describes Mr. Perez?

a. kind b. strict c. proud
6. Which happened last?

70
a. Mr. Perez told Nick to take him to the bus station.

b. Mrs. Pardo told Nick to take her to the market.
c. Kris and Mike told Nick to take them to school.
SET B
Cat and Mouse

A mouse and a cat lived in an old house. The mouse stayed
in a hole while the cat slept under the table.
One night, the mouse got out of its hole. “Mmm, Cheese!” it
thought, as it went up the table. As it started nibbling the cheese,
a fork fell. It woke the cat up so it ran up the table. But the mouse
was too fast for the cat. It quickly dashed to its hole. Safe at last!
Questions:
1. Where did the cat and the mouse live?

a. in a big hole
b. in an old house
c. under the dining table
2. Why did the mouse get out of its hole?

a. to find a mate
b. to look for food
c. to play with the cat
3. Why did the cat wake up?

a. It smelled the food.
b. The mouse asked it to play.
c. It heard the noise made by the fork.
4. To catch the mouse, what could the cat do next time?

a. run faster
b. sleep later
c. stay alert for loud sounds
71
5. Which happened last in the story?

a. The mouse smelled the food on the table.
b. The cat woke up and chased the mouse.
c. The mouse ran to its hole.
6. Why was the mouse thankful at the end of the story?

a. It was able to get away from the cat.
b. It ate bread and cheese.
c. It saw the cat.
SET C
Marian’s Experiment
Marian came home from school. She went to the kitchen
and saw her mother cooking.
“Mama, do we have mongo seeds?” asked Marian. “I will
do an experiment.”
“Yes, we have some in the cabinet,” answered Mama.
Marian got some seeds and planted them in a wooden
box. She watered the seeds every day. She made sure they got
enough sun. After three days, Marian was happy to see stems
and leaves sprouting. Her mongo seeds grew into young plants.
Questions:
1. What did Marian look for in the kitchen?

a. mango seeds b. mongo seeds c. melon seeds
2. What did she do with the seeds?

a. She played with them.
b. She cooked them.
c. She planted them.
72
3. Which of the following events happened last?

a. Some stems and leaves sprouted from the seeds.
b. Marian planted the mongo seeds in a wooden box.
c. Marian watered the soil where the seeds were planted.
4. What did Marian know about planting seeds?

a. Seeds should be placed in a wooden box in the house.
b. Seeds grow whether or not one takes care of them.
c. Seeds need water and sunlight to grow.
5. What can one learn from Marian?

a. It is good to be happy.
b. It is good to be curious.
c. It is good to be obedient.
6. Which sentence tells that Marian’s experiment was successful?

a. Mother said there were mongo seeds in the cabinet.
b. Stems and leaves started to sprout from the seeds.
c. The mongo seeds had enough water and sunlight.
SET D
On Market Day
Every Saturday, Manuel goes to market with his father,
Mang Ador. They always pass by Aling Juaning’s stall to buy
meat. They go to Mang Tinoy’s for fresh vegetables. They also
visit Aling Tita’s seafood section.
Whenever Mang Ador buys something, Manuel always tries
to predict what his father will cook for lunch. Today Mang Ador
bought tamarind, tomatoes, string beans, radish, and shrimp.
“I know what we will have for lunch,” says Manuel happily.
Can you guess it, too?

73
Questions:
1. Who is the father in the selection?

a. Ador b. Tinoy c. Manuel
2. Which stall do the father and son get their fish from?
a. Mang Tinoy’s stall
b. Aling Tita’s stall
c. Aling Juaning’s stall
3. What section of the market do the father and son always go to?
a. fish, meat, and fruits sections
b. vegetable, fish, and fruit sections
c. vegetable, seafood, and meat sections
4. In the story, the boy tries to predict what they will have for lunch.
When one tries to predict, one tries to ______.
a. ask b. hear c. guess
5. The boy in the story shows us that a person can find out what his
family will have for lunch by ______________.
a. looking at what his father buys from the market
b. asking his mother what she thinks his father will cook
c. smelling the scents in the kitchen as his father cooks
6. What do you think does Manuel says on their way to the market?
a. “I’m tired.” b. “I’m excited.” c. “I‘m nervous.”
74
ENGLISH POST – TEST FOR GRADE V (INDIVIDUAL GRADED PASSAGES)
Set A The Snail with the Biggest House
Set B The Great Runner
Set C Trading Places
Set D The Legend of the Firefly
Read each selection silently. Then read the questions that follow and write
the letter of the correct answer in the answer sheet.
SET A
The Snail with the Biggest House

A
A little snail told his father, “I want to have the biggest house.”
“Keep your house light and easy to carry,” said his father. But, the
snail ate a lot until his house grew enormous.
“You now have the biggest house,” said the snails. After a
while, the snails have eaten all the grass in the farm. They decided to
move to another place.
“Help! I cannot move,” said the snail with the biggest house.
The snails tried to help but the house was too heavy. So the snail
75
Questions:
1. What kind of house did the father snail want the little snail to have?
a. big and tidy c. large and colorful
b. hard and durable d. light and easy to carry
2. The house grew enormous. A synonym of enormous is

a. huge b. lovely c. different d. expensive
3. Why will the snails move to another place?

a. Their enemies bother them
b. They want to see other places.
c. They have eaten all the grass in the farm.
d. They don’t want to be with the snail with the biggest house.
4. What was the little snail’s problem when they were about to move?
a. “Will I build another house?”

b. “How can I carry my very big house?”
c. “What will happen to my biggest house?”
d. “What if another snail will have a house bigger than mine?”
5. Why did the other snails leave the little snail behind?
a. He eats too much grass.
b. They did not want to be with him.
c. They could not move his very big house.
d. The little snail did not want to leave its house.
6. Which of the following did the little snail think at the end?
a. “My friends did not help me at all.”
b. “I should have stored more grass and leaves in my house.”
c. “Father was right. I should have a house that is easy to carry.”
76
d. “Never mind if I stay behind. I have the biggest house anyway.”
7. Which of the following will most likely happen to the little snail?
a. It will die of hunger.
b. It will destroy its house.
c. It will follow the other snails.
d. It will live happily in the farm.
SET B
The Great Runner
A Atalanta is a lovely princess and a great runner. One day, her
father told her, “It’s time you get married.” “I will marry a man who will
beat me in a race,” replied Atalanta. Many young men tried their luck.
But they all lost. Hippomenes asked the goddess of love for help.
“Here are three golden apples,” she said.
“During the race, throw one apple in front of Atalanta. She will
stop to pick it up. That should slow her down.” Hippomenes heeded
her advice and won the race. Thus, Atalanta became his wife.
77
Questions
1. Which sentence says something about Atalanta?

a. She did not want to get married. c. She was a great runner.
b. She was an obedient daughter. d. She loved Hippomenes.
2. What kind of man would she marry?

a. a kind prince c. a great runner
b. a clever ruler d. a handsome man
3. Hippomenes became Atalanta’s __________________.

a. friend b. enemy c. adviser d. husband
4. Many tried their luck. When one tries his luck, he ___________
a. always wins. c. really wants to win.
b. is sure to win. d. attempts to win.
5. Hippomenes heeded Aphrodite’s advice. The synonym of heeded is

a. followed b. disobeyed c. laughed at d. disregarded
6. Who was Aphrodite?

a. the godmother of Hippomenes c. the goddess of love
b. the mother of Atalanta d. the great teacher
7. How did the golden apples help Hippomenes win?

a. They had magic powers.
b. They made Atalanta sleepy.
c. They delayed Atalanta during the race.
d. They gave Hippomenes strength in running.
78
SET C
Trading Places
On a trip to a university, the driver told the professor, “I’ve
heard you give this speech many times. I can deliver it for you.” The
professor said, “The people in this university haven’t seen me yet.
Give the lecture. I’ll pretend to be your driver.” When they arrived, the
driver was introduced to be the professor. He gave an excellent
speech.
Everybody applauded. Afterwards, somebody asked a
question which the driver could’t answer. In order to get out of the
sticky situation, he said, “Oh, that’s such an easy question. Even my
driver can give you the answer!”
Questions
1. Why did the university invite the professor?

a. to give a test c. to donate books
b. to give a lecture d. to attend classes
2. Why was it easy for the driver to pretend he was the professor?
a. The professor looked like the driver.
b. The driver dressed up like the professor.
c. The driver was as intelligent as the professor.
d. The participants have not seen the professor yet.
3. Why was the selection entitled Trading Places?

a. The driver could answer the question asked.
b. The professor exchanged roles with the driver.
79
c. The driver exchanged seats with the professor.

d. The professor seated himself with the audience.
4. Based on the selection, how would you describe the professor?

a. a boring lecturer c. a humorous person
b. an excellent driver d. a generous employer
5. The driver tried to get out of a sticky situation. What was the sticky
situation?
a. A participant recognized the professor.
b. The driver could not deliver the lecture.
c. The professor could not move from his seat.
d. The driver did not know what to answer.
6. Why did the driver say “Even my driver can give you the answer!”?
a. to admit that even he did not know how to answer
b. to stop the audience from asking more questions
c. to stop the real professor from answering the question
d. to prove to the participants that the question was easy
7. He gave a very good speech and everybody applauded. Another word for
applauded is ________________________.
a. kept very quiet
b. started to leave
c. clapped their hands
d. asked him to speak louder
SET D
The Legend of the Firefly
There was a time when young and old stars could talk to
Bathala. One day, the young stars learned that they become part of a
black hole when they grow old. The young stars feared losing their
light. They asked Bathala for help. “I have a solution. But you have to
give up a lot,” said Bathala.
“You need to leave the heavens and live on land.” Some of the
younger stars agreed. On a dark night, you might chance upon these
stars. They have turned into tiny twinkling bugs whose tails flicker as
80
Questions
1. What did the younger stars fear?

a. asking for help c. losing their light
b. becoming insects d. leaving the heavens
2. What was Bathala’s solution to the younger stars’ problem?

a. He will make them young forever.
b. He will turn them into bugs with lights.
c. He will give them their light for eternity.
d. He will give them a new life in the heavens.
3.“One might chance upon these stars on a very dark night.” Which
statement below means the same thing?
a. One will always see these stars on a very dark night.
b. One will never see the stars on a very dark night.
c. One will surely see these stars on a very dark night.
d. One will possibly see these stars on a very dark night.
4. The story is a legend. This means that _________________.
a. It is a real story about a person’s life.
b. It is a story which could really happen.
c. It is a story about where things came from.
d. It is a story where there are talking animals.
5. According to the selection, what is a firefly?

a. a bug that wants so much to be a star
b. an old star that already lost its energy
c. an insect that died and went to heaven
d. a young star that became a glowing insect
6.Which statement is NOT explicitly stated in the given selection? Fireflies

are _____________________.
a. young stars that did not want to lose their energy
b. twinkling bugs that used to be fearful young stars
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c. insects with chemicals that make their bodies glow

d. young stars that once lived in the heavens with old stars
7. Why did Bathala say “you would have to give up much” to the young
stars?
a. Life on earth will give them less light.
b. The young stars will give up their lives.
c. The young stars will not be happy on earth.
d. Life was better in the heavens than on earth.
ENGLISH POST – TEST FOR GRADE VI (INDIVIDUAL GRADED PASSAGES)

82
Set A The Snail with the Biggest House
Set B The Great Runner
Set C Trading Places
Set D The Legend of the Firefly
Read each selection silently. Then read the questions that follow and write
the letter of the correct answer in the answer sheet.
SET A
Rocks from the Outer Space
The pieces of rocks that come from outer space have three
names: meteor, meteorite, and meteoroid.
A meteoroid is a piece of matter moving in space. It moves as

fast as 40 miles a second. It may be large or small. Most meteoroids
are smaller than a grain of sand.
As a meteoroid comes into the air near the earth, it catches

fire. Most meteoroids burn up before they hit the earth. The flash of
light from the burning meteoroid is called meteor. If a piece of
meteoroid falls to the ground it is called meteorite.
People have studied these rocks for many years. They wanted
to research ways to keep meteoroids from making holes in the space
crafts. Thick walls may help. Or perhaps space crafts can be covered
with a metal skin that will seal itself.
83
Questions
1. Where do the meteoroids originate?

a. from the outer layer of the earth c. from the outer space
b. from the other planets d. from the moon
2. A meteoroid catches fire when .

a. it hits the earth. c. it collides with a spacecraft.
b. it falls to the ground. d. it comes into the air near the earth.
3. When is a meteoroid dangerous?

a. when it falls to earth and burns down houses
b. when it makes holes in a spacecraft
c. when it hits the airplanes
d. when it catches fire
4. The rocks from outer space are studied to find out ________________.
a. the time that they fall on earth. c. how to avoid their fall on earth
b. how these rocks could be used d. how to keep them from making
holes in spacecraft
5. What is true of meteoroids, meteorites, and meteors?

a. They are all small. c. They all fall to the earth.
b. They are all rocks. d. They all turn into balls of fire.
6. When one sees a flash of light in space, he may exclaim _____________.

a. “That’s a meteor.” c. “That’s a meteoroid.”
b. “There’s a meteorite.” d. “A meteoroid hit a spacecraft.”
7. Which is the best definition of a meteorite?

a. a flash of light from a burning meteoroid
b. a piece of meteoroid that falls to the ground
c. a piece of rock from outer space that hit a spacecraft
d. a piece of rock from outer space that burn up before hitting the ground
8. In the sentence, “They research ways to keep meteoroids from

84
making holes in the spacecraft,” another word for research is

____________.
a. study b. solve c. conclude d. experiment
SET B
Beetles
Beetles can adapt to any kind of environment. They can be found

crawling, burrowing, flying and swimming on every part of the earth except
the ocean. Why do beetles survive well on our planet? First, they have tough
compact bodies. These help them hide, find food, and lay eggs in places
where other insects could never go.
Almost all beetles have tough front wings which are colorful and carry
beautiful patterns. These wings also act as suit of armor to protect the
beetles’ transparent hind wings which are used for flying.
Beetles have mouth parts designed for chewing different food. They
eat other insects, animal dung, and even cloth. They also feed on the barks,
leaves, flowers, and fruits of an kind of plant. They can even chew around the
stems of poisonous plants to let the deadly sap drain.
85
Questions
1. In which of these places WON’T you find beetles?
a. in the mountain c. in the sea
b. in the plains d. in the hill
2. In the sentence Beetles can adapt to any kind of

environment, which is a synonym of adapt?
a. get used to c. crawl
b. change d. eat
3. What pair of words describe the beetles’ front wings?

a. transparent and thick c. wide and thick
b. tough and colorful d. silky and soft
4. What is the use of the beetles’ hind wings?

a. for protecting the front wings c. for finding food
b. for covering the body d. for flying
5. Which of the following states the main idea of this selection?

a. reasons why beetles can survive anywhere
b. places where one can find beetles
c. the compact body of the beetles
d. the food that beetles eat
6. What action of the beetle means making a hole in the ground?

a. burrowing b. swimming c. crawling d. flying
7. The front wings of most beetles ______________.

a. are transparent c. protect the hind wings
b. hide the beetles d. maybe used for swimming
8. If someone says, “You eat like a beetle” it means that _____________.

a. You are a picky eater. c. You don’t have appetite.
b. You can eat anything. d. You eat very little amount of food.
86
SELECTION C
JUST HOW FAST
Many things around us move at different rates.

Glaciers, which are frozen rivers of snow, move less
than one foot in a day. A box of turtle travels about ten
feet per minute, while a snail travels five inches per
hour. A chimney swift flies almost ninety miles per hour.
This is the fastest speed recorded for any living
creature.
A hydroplane skims across the top of the water at
nearly 300 miles an hour. Some racing cars travel more
than 500 miles per hour. The wind in a tornado may
move at 600 miles per hour but sound waves are faster
with a speed up to 740 miles per hour.
The Earth moves around the sun at 67,000 miles
87
Questions
1. Which living creature has the highest recorded speed?
a. a box turtle c. sound waves
b. light waves d. a chimney swift
2. Among the following, which has the slowest rate of movement?

a. a snail b. a glacier c. a box turtle d. a chimney swift
3. What does this statement mean? “Science has yet to discover

anything that would surpass the speed of light.”
a. Someday, something faster than light will be discovered.
b. Of all moving objects, only light waves will never slow down.
c. Among all things, light waves will always have the fastest speed.
d. Of all that has been observed, light waves have the fastest speed.
4. Which among these statements is true?

88
a. A box turtle is faster than a snail.

b. A snail is faster than a box turtle.
c. A hydroplane is slower than a glacier.
d. A glacier is faster than a hydroplane.
5. Which among these statements is NOT supported by the selection?

a. Tornadoes are around double the speed of a hydroplane.
b. Sound waves are about two times the speed of light waves.
c. A hydroplane is about half the speed of the wind in a tornado.
d. The speed of light is faster than the speed of the earth’s rotation.
6. “Science has yet to discover anything that would surpass this

speed.” The synonym of surpass is ____________.
a. equal b. reduce c. accede d. exceed
7. Which among these statements is an opinion?

a. Sound waves move faster than the wind.
b. There will never be anything faster than light.
c. Many things differ in their rates of movement.
d. The earth orbits the sun at 67,000 miles per hour.
8. Which sentence states the main idea of the selection?

a. A hydroplane skims across the top of the water at nearly 300 miles an
hour.
b. There are many things found around us that move at different rates.
c. The chimney swift has the fastest recorded speed among living things.
d. The Earth orbits the sun at 67,000 miles per hour but light moves faster
89
SELECTION D
FLYING ROCKS
There are rocks in our Solar System that never

flocked together to form planets. Larger ones called
asteroids gather in the Asteroid Belt, a strip found
between Mars and Jupiter. Some asteroids don’t move
along this belt but have paths that bring them close to
the earth. These are called Apollo Asteroids.
There may be half a million asteroids whose
diameters are bigger than one kilometer. The largest
asteroid is over 1000 kilometers across. It is speculated
that many asteroids were once larger but they collided
with each other and became small fragments.
90
Questions
1. What are asteroids?
a. Large fragments of rock in the Solar System
b. Large fragments of rock that circle the moon
c. Small fragments of rock that do not circle the sun
d. Small fragments of rock that do not circle the planets
2. What are meteoroids?

a. Large fragments of rock that circle the sun
b. Large fragments of rock that circle the planets
c. Small bits of rock that do not circle the sun
d. Small bits of rock that do not cross the planets’ orbits
3. Which among the following statements is NOT true?

a. Some asteroids move close to the earth.
b. Large rocks flock together in the Asteroid Belt.
91
c. All rocks in our Solar System have formed planets.

d. The Asteroid Belt is found between Mars and Jupiter.
4. “It is speculated that many asteroids were once larger.” What does
the word speculated mean?
a. written b. guessed c. confirmed d. questioned
5. What is a possible reason behind the fact that asteroids are not
anymore as large as they were first thought to be?
a. They could have shrunk when they got closer to the sun.
b. They could have hit one another and broken into pieces.
c. They could have burned up and eventually become smaller.
d. They could have rammed into some planet and broken apart
6. Which of the following statements is TRUE of asteroids and

meteoroids?
a. Both asteroids and meteoroids can be seen in a belt of rocks between
Jupiter and Mars.
b. Both asteroids and meteoroids circle the Earth and can be seen as
faint flashes of light.
c. Both asteroids and meteoroids are composed of rocky particles found
in the Solar System.
d. Both asteroids and meteoroids are scattered randomly across in
space and do not orbit the sun.
7. Many asteroids must have collided with one another. What is a

synonym of the word “collided?”
a. trapped into c. converged with
b. crashed into d. connected with
92
8. If you see faint flashes of light in the night sky, which of the
following could have happened?
a. Flames shoot up from the sun and come closer to the earth.
b. Meteoroids have just crossed the earth’s orbit and burned up.
c. Meteoroids have just crossed paths with the sun and burned up.
d. There are moments when the earth orbits a lot closer to the sun
ANSWER KEY IN ENGLISH:
Post – Test
Rocks from
Beetles Just how fast Flying rocks
outer space
1 c c d a
2 b a b c
3 d b d c
4 b d a b
5 b a b b
6 a a d c
7 b c b b
8 a b b b
93
CURRICULUM VITAE
CONTACT INFORMATION
94
Name : Janice Pallo Mantiquilla

Address : Calubo, Kinoguitan, Misamis Oriental
Contact Number : 0997-219-7212
E-mail Address : janice.mantiquilla@deped.gov.ph
PERSONAL INFORMATION
Date of Birth : May 14, 1995 Gender : Female
Place of Birth : Calubo, Kinoguitan, Mis.Or Citizenship: Filipino
Civil Status : Single Religion : Roman Catholic
Father : Johnny R. Mantiquilla
Mother : Nilda P. Mantiquilla
EDUCATIONAL BACKGROUND
College:
Bachelor of Elementary Education
Xavier University – Ateneo de Cagayan
Corrales Extension St.
March 2015
Secondary Education:
Holy Child High School
Poblacion, Kinoguitan, Misamis Oriental
2011
Elementary Education
Calubo Elementary School
Calubo, Kinoguitan, Misamis Oriental
2007
ELIGIBILITY
Licensure Examination for Teachers
Given in Cagayan de Oro City
95
September 2015
WORK EXPERIENCE
Elementary School Teacher 1

Department of Education
Bolisong Elementary School
September 24, 2018 up to present
TRAININGS AND SEMINARS ATTENDED
Developing A Culture of Innovative and Resilient Leadership

November 13, 2021
SEAIETI - International Educational Leadership Training Program
Conduct of Online Training of Trainers of Kotobee E-book Making for MAPEH

May 13, 2020
Division Festival of Talents in Technolympics 2019

October 18, 2019
Misamis Oriental Genaral Comprehensive High School
Don Apolinario Velez St. CDO
Conduct of Division Training of Trainers for Edukasyong Pantahanan at

Pangkabuhayan (EPP)
October 9, 2019
Division Talent and Event Center, Velez St. CDO
Seminar-Workshop for School Learning Action Cell (SLAC) Resource Speakers on ICT-
Based Innovation Practices and Teaching Strategies
96
August 14, 2019

Hotel Conchita, CDO
PHINMA Cagayan de Oro College Graduate School Research Colloquium

November 10, 2018
PHINMA-COC CAMPUS
Gender and Development (GAD) Seminar

December 17, 2018
Kinoguitan District
Simultaneous Training on Early Language Literacy and Numeracy

for Kindergarten to Grade 3
February 2, 2018 to February 16, 2018
Kinoguitan Ditrict
Mother Tongue Based - Multilingual Education Seminar

September 27, 2015
Xavier University - School of Education Staff

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READING COMPREHENSION AND ACADEMIC PERFORMANCE OF

LEARNERS IN KINOGUITAN, MISAMIS ORIENTAL

This thesis entitled “PARENTAL INVOLVEMENT AND READING

BRAZIEL L. ONGCACHUY, PhD

Approved by the Committee on Oral Examination with a passing grade of .

Accepted and approved in partial fulfillment of the requirements for the

ISABELITA M. BORRES, PhD

The researcher wishes to express her sincere appreciation and in-depth

and valuable inputs given to the study.

immeasurable encouragement which truly inspired the researcher to continue her

minute of her final defense.

The Panelists, for sharing their professional suggestions for the

improvement of the study.

Dr. Jonathan S. de la Peña, Schools Division Superintendent of Misamis

Oriental, for the approval of the permit to conduct the study.

Mr. Verge B. Samson, Secretary of PHINMA Graduate Studies for

relevant academic inquiries.

Dr. Emere C. Jenisan, Public Schools District In-charge of Kinoguitan

District for permitting the researcher to conduct her study.

cooperation and heartwarming support to make this study possible.

This humble work is heartily dedicated to:

my partner in life Nathaniel

whose love, support and encouragement throughout my journey are

This study primarily determined the Parental Involvement and Reading

Comprehension of Learners in Misamis Oriental during the school year 2020-

parenting, communicating, volunteering and collaborating with the community,

twelve schools of Kinoguitan District, Division of Misamis Oriental.

Frequency, percentages, mean, standard deviation and Analysis of Variance

learners’ reading comprehension level and its significant difference in both

involvement in the following indicators: parenting, communicating, volunteering,

and community collaboration. In English PHIL-IRI results, a high percentage of

learner respondents' reading comprehension level belong to frustration level

while in PHIL-IRI Filipino results, a high percentage of learner respondents'

reading comprehension level belong to instructional level.

As a result, the amount of parental involvement of the respondents has a

substantial impact on the learners' reading comprehension levels in both English

a premium on the importance of involvement between the community, teacher,

LIST OF TABLES xii

LIST OF FIGURES xiii

Theoretical and Conceptual Framework 4

Statement of the Problem 9

Significance of the Study 10

Scope and Limitation 11

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature and Studies in Foreign Setting 15

Related Literature and Studies in Local Setting 18

Respondents and Sampling Procedure 29

Data Gathering Procedure 31

Categorization and Scoring Procedure 31

5 SUMMARY, FINDINGS, CONCLUSIONS AND 56

A Letter of Request to Conduct the Study 69

B Questionnaire For Parent-Respondent 70

Learners’ Reading Comprehension Assessment Tool 73

A Distribution of Respondents by School 28

1 Distribution of Respondents’ Level on Perception

2 Distribution of Respondents’ Level on Perception

3 Distribution of Respondents’ Level on Perception

4 Distribution of Respondents’ Level on Perception

5 Summary on the Distribution of Respondents’ Level

6 Distribution of Respondents’ Level of Reading

7 Distribution of Respondents’ Level of Reading

8 Test Statistics on the Significant Difference of Parental

9 Test Statistics on the Significant Difference of Parental