1

Factors Affecting the Level of Reading Proficiency in Grade III

and IV Multi-grade Classes

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A Thesis

Master of Arts in Education

Major in Educational Management

Southern de Oro Philippines College

Cagayan de Oro City

LHLEA O. LIBAGO

JULY 2023
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Approval Sheet

This thesis entitled Factors Affecting the Level of Reading Proficiency in Grade III

and IV Multi-Grade Classes, prepared and submitted by Lhlea O. Libago, in

partial fulfillment for the degree of Masters of Arts in Education Major in

Educational Management, has been examined and recommended for

acceptance and approval for Oral Examination.

ERLINDA A. QUIRAP, PhD

Adviser
________________________________________________________________

Panel of Examiners

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

___________________________
Chairman

_________________ ______________
Member Member

________________________
Member

Accepted and approved in partial fulfillment of the requirements for the degree of

Masters of Arts in Education Major in Educational Administration.

Comprehensive Examination passed on ______________.

MARTINA A. BROBO, EdD

Dean
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GRADUATE STUDIES
SOUTHERN DE ORO PHILIPPINES COLLEGE
Julio Pacana St., Licuan, Cagayan de Oro City

Certificate of Originality

This certifies that I assume full responsibility over the work entitled,

Factors Affecting the Level of Reading Proficiency in Grade III and IV Multi-

Grade Classes submitted as a requirement for the degree Master of Arts in

Education, major in Educational Management at the Graduate Studies.

That this work is my own, that this is original except as specified in the

acknowledgments or in the references, and that this has never been submitted to

any other school for a degree or other requirements.

LHLEA O. LIBAGO
July 2023

Noted:

MARIA EMERAL CABIGAS MARTINA A. BROBO, EdD

Adviser Dean
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Abstract
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Acknowledgment

The researcher is profoundly blessed and happy for all the help she

received to be able to craft this manuscript. First, she would like to express her

gratitude to God Almighty for guiding her to overcome the challenges

encountered in finishing this study. Also, her sincere appreciation to:

The Dean of Graduate Studies, Dr. Martina A. Brobo, who made this study

possible;

The Panel Members: _________________, ________________, and Dr.

______________ for their sensible comments and recommendations throughout

this thesis writing process;

Thesis Adviser, Dr. Maria Emerald Cabigas, whose advice, brilliant

comments, and motherly inspiration motivated the researcher to finish this

journey;

The Division Superintendent of Misamis Oriental, Edilberto L. Oplenaria,

for the immediate approval to conduct the research tool at Magkarila Elementary

School, Sindangan Elementary School, Bugdang Elementary School, Kalamkam

Elementary School, Luyong Baybayon Elementary School and Carmen

Elementary School;

The pupils-respondents who conscientiously answered the questionnaire

without hesitations;

And to all the persons who have been part of this paper.
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Dedication

This research paper is dedicated to the following:

Our Almighty God for the countless provisions, guidance, wisdom, and

strength to realize this research;

My husband, Marl Harvey D. Libago, and my children, Marliagh Nheicule

and Malliyah Ishara continuously gave me full support, love, and inspiration to

pursue my studies and encouraged me to be always optimistic about achieving

my dreams;

This thesis is also dedicated to my sister, Jovelyn O. Bagolbol,

Valentine D. Obedencio Jr., my father, who was there for me throughout

this process and to my mother Venus C. Obedencio.

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Contents

Page

Title Page ------------------------------------------------------------------------------ 1

Approval Sheet ---------------------------------------------------------------------- 3

Certificate of Originality------------------------------------------------------------ 4

Abstract-------------------------------------------------------------------------------- 5

Acknowledgment ------------------------------------------------------------------- 6

Dedication ---------------------------------------------------------------------------- 7

Tables --------------------------------------------------------------------------------- 8

Figures -------------------------------------------------------------------------------- 9

Chapter 1 Introduction ------------------------------------------------------------- 10

Theoretical Framework---------------------------------------------------- 15

Statement of the Problem------------------------------------------------ 18

Significance of the Study------------------------------------------------- 19

Scope and Limitation----------------------------------------------------- -

20

Definition of Terms-------------------------------------------------------- 21

Chapter 2 Literature Review----------------------------------------------------- 23

Teacher Factor------------------------------------------------------------- 25

Pupil Factor------------------------------------------------------------------ 26

Family Factor---------------------------------------------------------------- 27

Environment Factor--------------------------------------------------------- 28

Reading Proficiency-------------------------------------------------------- 29
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Chapter 3 Methodology----------------------------------------------------------- 31

Design------------------------------------------------------------------------ 31

Setting------------------------------------------------------------------------ 32

Respondents and Sampling Procedure------------------------------ 34

Instrument ------------------------------------------------------------------- 34

Data Gathering Procedure----------------------------------------------- 35

Categorization and Scoring of Variables----------------------------- 36

Statistical Treatment------------------------------------------------------- 38

Chapter 4 Presentation, Analysis, and Interpretation of Data------------

Problem 1---------------------------------------------------------------------

Problem 2---------------------------------------------------------------------

Problem 3---------------------------------------------------------------------

Chapter 5 Summary, Findings, Conclusions, and Recommendations

Summary ---------------------------------------------------------------------

Findings -----------------------------------------------------------------------

Conclusions-------------------------------------------------------------------

Recommendations----------------------------------------------------------

References----------------------------------------------------------------------------- 39

Appendices

A Letter of Request to Conduct the Study ---------------------

B Letter to the Respondents ---------------------------------------

C Certificates

C.1 Certificate on Plagiarism Scanning -------------------

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C.2 Plagiarism Detector Report -----------------------------

C.3 Graphical Result on Plagiarism -----------------------

C.4 Photocopy of Refereed / Indexed Journal’s Cover

Where the Research is Published -------------------

C.5 Photocopy of Journal’s Table of Contents ----------

C.6 Photocopy of Research’s Entire Journal

Entry/Article--------------------------------------------------

C.7 Screenshot of Acceptance Letter and/or

Proof of Payment -----------------------------------------

C.8 Certificate of Publication ---------------------------------

C.9 Certificate on Editing and Proofreading --------------

C.10 Certificate on Data Processing -----------------------

D Survey Questionnaire----------------------------------------------- 42

Curriculum Vitae---------------------------------------------------------------------- 46
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Tables

Page

A Respondents of the Study ----------------------------------------------- 34

B. The Phil-Iri Oral Test Criteria -------------------------------------- 37

C. Reading Proficiency Level ----------------------------------------------- 37

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Figures

Page

1 The Schematic Diagram --------------------------------------------------- 17

2 ------------------------------- Map --------------------------------------------- 33

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Chapter 1

Factors Affecting the Level of Reading Proficiency in Grade III

and IV Multi-grade Classes

Many of the essential abilities a youngster may acquire are the ability to

read and write. Most academic education is built based on the reading. Reading

comprehension, speaking, and the count is essential for a child's academic and

life success (Muijselaar et al., 2017).

The Department of Education (DepEd) supports Every Child a Reader

Program, which aims to make every Filipino child a reader and a writer at their

grade level. Thus, the DepEd through the Bureau of Learning Delivery-Teaching

and Learning Division (BLD-TLD) shall continue to administer the Revised

Philippine Informal Reading Inventory (Phil-IRI) assessment to learners in public

elementary schools nationwide effective School Year 2018-2019.

According to the Program for International Student Assessment (PISA

2021), reading performance measures the capacity to understand, use and

reflect on written texts in order to achieve goals, develop knowledge and

potential, and participate in society. It entails decoding skills that enable children

to read a text, as well as meaning-making or comprehension skills that enable

children to understand, engage and get involved with a piece of text.

Children of today are the builders of the nation tomorrow and they

are going to be the pillars of the country. It is essential to ensure that each pillar
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is strong and to make it strong this needs education. Family background is a

powerful agent in creating the learning environment in which children are reared.

Children with reading and writing difficulties still behave and perform many

activities in a normal way due to their normal intelligence, but due to their

surrounding environment, they may fail in scholastic skills and unknowingly

undergo severe punishment by parents and sometimes by teachers (Snow

et.al.2018). One of the strategies adopted by the

DepEd is the holding of multi-grade classes. A multi-grade class consists of two

or more different grade levels inside a single-grade classroom handled by one

teacher for an entire school year. Most of the pupils attending multi-grade

classes are learners who belonged to the isolated and financially challenged

communities, are indigenous people, and are residents in far flung mountain

communities and islands where schools are far apart from each other.

A multi-grade

class consists of two or more different grade levels inside a single-grade

classroom handled by one teacher for an entire school year. Most of the pupils

attending multi-grade classes are learners who belonged to the isolated and

financially challenged communities, are indigenous people, and are residents in

far flung mountain communities and islands where schools are far apart from

each other.

One such assessment tool is the Philippine Informal Reading Inventory

(Phil-IRI). Assessing learners' reading proficiency through word recognition and

reading comprehension in English by gathering students' scores on word

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recognition and comprehension questions based on a set of reading level criteria

(Department of Education, 2018; Aquino & De Vera, 2018).

In the first quarter of this school year, the researcher has observed that

the multi-grade pupils of Grade III and IV of Magkarila ES have difficulty in

understanding their lessons in English. They also have difficulty in formulating

sentences as well as in paragraph writing. Further, the researcher has observed

that a number of them can recognize words in printed materials but have

difficulties in answering when asked about the printed material read. And, at the

end of the first quarter of this school year, this problem on reading was evidently

mirrored in the poor results of their exams in subjects where English is the

medium of instruction.

The researcher strongly affirms that there is a need to assess the level of

reading proficiency of pupils particularly those that belong to multi-grade classes

since the researcher is a multi-grade teacher of Talisayan District, would like to

undertake a research and investigate the factors that affect the Level of Reading

Proficiency of Grade III and IV multi-grade classes. It will also determine which

of the factors influence most on the reading proficiency of the pupils. The

researcher will be motivated to evaluate the reading proficiency of the selected

pupils in Talisayan District which may serve as a basis for a remediation program

and the teacher can devise a technique how the pupils can be helped in

developing their reading skill and abilities, of improving their level of reading

proficiency that will benefit the pupils, teachers and school administrators.
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Theoretical Framework

This study is anchored from the Schema Theory by Rummelhart as cited

by Ortony (2019) which gives an overview on how information is shaped and

stored into the reader’s mind through reading. The theory expounded that any

text spoken or written does not by itself carry meaning. This text only provides

directions as to how a reader should retrieve or construct meaning from

previously acquired knowledge. Comprehending words, sentences, and the

entire texts requires the ability to relate the materials to one’s own stored

knowledge. Effective reading is a combination of the non-visual information

already stored or organized in the brain and the present visual information

printed on the page. The Schema Theory is supported

by the Field Theory of Kurt Lewin, as mentioned by Tulio (2019), which

advocated that to predict a behavior, the person and his environment have to be

considered as one constellation of independent factors.

Based from the two theories, the pupil’s level of reading proficiency is the

particular behavior the child needs to achieve and the field of combination

classes of the Grade III & IV pupils are in.

The schematic diagram on the next page showed the conceptual flow of

the study anchored from the theories of Rummelhart’s Schema Theory (2019).

The pupil’s ability in reading as shown in their level of reading proficiency

performance in the Philippine Informal Reading Inventory (PHIL-IRI) conducted

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yearly to all grades one to four pupils in all public elementary schools in the

country. The result gives an overview on how reading ability is shaped and

stored into the reader’s mind through the teachers.

This text only provides directions as to how a reader should retrieve or

construct meaning from previously acquired knowledge. Comprehending words,

sentences, and the entire texts requires the ability to relate the materials to one’s

own stored knowledge. The selected factors which included the teacher, pupil,

environment and the home are the forces that influence the level of reading

proficiency of the pupils in the field of reading performance of the Grades III and

IV in combination classes in the schools in Talisayan District.

The diagram shows the in dependent and dependent variables of

the study and its expected effect. The independent variables are the selected

factors consisting of the teacher factors, the pupil factor, the environment factor

and the home factor. These factors are independent because they stimulate the

dependent variable which is the level of reading proficiency.

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Independent Variable Dependent Variable

LEVEL OF
READING

Factors PROFICIENCY
OF
 Teacher
 Pupil THE GRADES III &
 Home
IV IN
 Environment
MULTI-GRADE
CLASSES

Figure1. Conceptual Framework of the Study

Statement of the Problem

The primary purpose of the study is to determine the factors affecting the

level of reading proficiency of the Grades III & IV pupils in multi-grade classes of

schools in Talisayan District, Misamis Oriental Division.

Specifically, this study sought to answer the following questions:

1. What is the level of influence of the following factors

1.1. Teachers’ factors;

1.2. Pupils’ factors;

1.3. Environment factors; and

1.4. Home factors?

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2. What is the Reading level of the pupil?

3. Is there a significant relationship between the identified factors and the

reading proficiency of pupils?

Significance of the Study

The study focused on factors affecting the level of reading proficiency in

Multi-Grade Classes in the three (6) schools of Talisayan District of the Division

of Misamis Oriental. Hence, the outcomes of this study would be beneficial to the

following:

School would provide an overall understanding of the school’s situation,

teachers and the students and how it can help the teachers and

students improve their reading proficiency of the multi grade class. It will also

encourage the school to improve its learning materials and facilities to help

teachers develop proficient learners.

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For teacher it will encourage educators to use better and effective reading

skills that will help the students read easily what is being taught in the classroom.

This will also give them idea on how to utilize their reading material and skills in

delivering reading to students.

Parents will help them realize their roles to the pupils as guardians.

It will guide them on how to handle their children’s situation better and how they

can be of great help to them both in school and at home.

The end-products of education, the learners, will have a

better understanding of who they are and what they must do to succeed

academically. It will help them identify and address their difficulties. The results of

this investigation will contribute to the overall improvement of the students.

Realizing that their teachers care about them and are willing to support them in

achieving their goals despite the challenges of life benefits the students

significantly. Learning will become a meaningful and enjoyable experience for

students when they feel cherished by both their parents and teachers.

The findings of this analysis can serve as a

foundation for additional research for upcoming researchers who are also

interested in the same subject. As this information is added to their knowledge

base, it may inspire them to pursue their reading proficiency studies that call for

additional research and study. Future researchers may be encouraged and

helped by this to be more inventive and creative in their work.

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Scope and Limitation of the Study

The study will be focused on the factors affecting the level of reading

proficiency of the Grades III & IV pupils in multi-grade classes of schools in

Talisayan District, Division of Misamis Oriental for the School Year 2022-2023.

This study will use survey questionnaire which consisted of Part:

Part 1 gathered information on the Personal Background of the respondents; Part

II dealt with the information on the factors associated with the English proficiency

of the respondents. The instrument used in the study was patterned from a

standardized questionnaire by Weigfield and Guthrie (PIRLS, 2021) and

international research project sponsored by the International Association for

Evaluation of Educational Achievement (IAEEA).

Simple random sampling is often utilized in surveys and quantitative

research designs (Rahi, 2017). It is a way to be taken with a sampling which

really fits into the overall object of research. The intent of simple random

sampling is to choose individuals to be sample who is representative of the

population. So, the researcher uses simple random sampling to choose the

sample which means that every grade III and IV pupils are potential to be chosen

as sample.

Definition of Terms

To provide the readers a better understanding of the frequently used terms in the

study, the following terms are defined operationally:

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Environment Factor. Refer to the internal conditions of the school that

influence pupils reading. These are the school climate, facilities, and resources

within the school.

Frustration level. Refers to learners who can read words but do not have

the desire and the ability to comprehend.

Home Factor. Refers to the family background of the pupils.

Independent level. Refers to the level at which a child can read a

text on his/her own with ease and excellent comprehension of the story. The

child can read the story alone with confidence.

Instructional level. Refers to the level at which a child

needs the support of a teacher, parent, or tutor. This is the level where students

are introduced to new vocabulary.

Pupil’s Factor. Refers to the students overall Academic

Activities that they make in their classrooms/school to achieve something.

Phil-IRI. Refers to the revised assessment tool composed of a set of

graded passages administered to the whole class and to individual students,

which was designed to determine a pupils reading level.

Reading Proficiency Levels. These refer to the reading ability of the

pupils based on the result of the reading proficiency test using PHIL-IRI DepEd

Order No. 14, s. 2018

Teacher Factor. This refers to the sum of all the several things that

influence the teacher in the performance of his teaching to the learners.

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Chapter 2

Literature Review

This chapter summarizes significant research Factors Affecting the Level

of Reading Proficiency in Grade III and IV Multi-Grade Classes. These were

selected because they directly affect the current study. In addition, the literature

and studies mentioned above aid in establishing the research technique,

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elucidating concepts, and developing the theoretical underpinnings of the study.

The literature review also supports integrating findings of existing knowledge and

acts as a valuable tool for enhancing and consolidating a knowledge-based tone.

Factors Affecting the Level of Reading Proficiency in Multi-Grade Classes

A multi grade class is defined as a class composed of two or more grades less

than one teacher in a complete or incomplete elementary school. The multi-grade

system has been implemented since 1920’s. It has always been covered by

policies on monograde class organization which resulted in multi-grade classes.

The multi grade system has been with us for quite some time but it is very

obvious that we have not regarded it as a very viable alternative delivery system

to provide access to basic education as well as quality education by providing

complete grade levels in all public elementary school. While DECS (now DepEd)

officials them had always recognized the existence of multi grade classes, it was

only under the leadership of Secretary Armand Fabella (1993-1994) that the multi

grade program was launched as a systematic and viable means of meeting the

goal and providing education for all.

Reading is an integral part of every educational process as all the subjects

taught at all levels of the educational system involve reading (Cimmiyotti, 2018).

It is not just recognizing words, or sounding them out, or any single process. It is

an active process of getting and constructing meaning from print, involving word

recognition, memory process, sense-making strategies and the use of context,

vocabulary and prior information to form predictions about what is coming (Gillet

& Temple, 2018).

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Many studies have shown that child’s level of reading proficiency can be

affected by many factors. The study of (Campbell 2018) is related to this study

because one of the problems encountered by the researcher with the pupils is

the lack of follow-up teaching of the parents at home or even in school whenever

they will have a meeting. Most of the parents are always absent because they

usually give their full time in the field by planting crops or making charcoals for

their everyday life. Usually they do not have time for their children. Their mind is

set with the notion that they will no longer teach their children because they

already have their teachers in school. Aside from that, they also believe that it is

more important to go on their farm for there they will earn money to buy food than

to spend time in school just to attend meeting.

It was noted that comparing a student's development

and effort in terms of proficiency to a peer usually indicates a great deal of

interest in their education. Because the students have varied grades, they prefer

to compare them to each other, and those who have a terrible rate are now

working hard to improve their grades because they understand the lesson

(Knowczyk, 2017)

Teacher’s Factor

Reading, being a tool subject, is so essential that a teacher must provide

all the developmental reading instructions that students need. The preparation of

teachers in the area of reading education is a primary concern of those who seek

to improve reading achievement in schools (Levande, D. I. (2018).

In addition, Harvey and Goudvis (2019) state that teachers are

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responsible in creating classrooms with learners and as well as proficient reader

who are said to eager, curious, and active pupils. As emphasized by Rupley,

Blair, and Nichols (2019), struggling readers learn basic reading skills and

strategies if direct instruction is part of the teacher’s method of teaching. It means

sharing new information to students through teacher-student interactions and

teacher guidance of student reading. Through this method, the teaching-learning

process is clearly facilitated by the teacher.

English is the primary language of teaching in

the country's educational system (Roomy & Alhawsawi, 2019), reading in English

plays an essential part in the academic life of students. On the other hand,

teachers in primary education face a tremendous obstacle in instructing how to

read in English in today's Filipino schools.

Moreover, it has been found that teacher support motivates students to

read and thus enhances their reading proficiency, because students’ interest and

attention will grow if they perceive teacher’s support (Law, 2019). Teachers are

the ones who guide and assist the students to learn different things in school

but they also might be the ones who provide problems to students. Some

teachers start the class late or sometimes lazy to teach the students. Some are

indolent to teach but always want to give the students quizzes without even

making sure if the students understood the lesson. Sometimes, the student is

afraid to ask question/s because he/she is scared to be humiliated by

his/her terror teacher. Teachers have problems at home which they

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bring at school. Students are their number one target stress reliever, but in

a negative way. They will probably fail at teaching students about their lessons.

Pupil’s Factor

The challenges teachers may face in teaching reading strategies to pupils

may include pupils’ lack of foundation in reading Rany, 2018). Pupils’ inability to

hear or produce a new sound been noted by Robertson (2019) as one of the

challenges with which the teachers may face in teaching reading strategies in

class. Joseph (2018) also adds that pupils who become poor readers experience

difficulties with accurately identifying and reading words at lower grades.

Njie (2019) and Rany (2020) also assert that most pupils have low

reading proficiency as a result of: lack of effective learning strategies, their

unwillingness and lack of motivation to learn how to read. McRae and Guthrie

(2019) propose that the best type of motivation to stimulate reading in pupil is the

internal motivation (intrinsic motivation) where pupils’ own interest in reading is

what makes them to read.

Each pupil might be facing different challenges or problems in

themselves that affects their reading proficiency in school. It can be

depression, anxiety, lack of confidence and motivation, or not having some

interest on learning, etc. Sometimes, students feel different or strange in school;

they don’t feel safe or comfortable. But they can think freely in their houses.

There are some students who are shy to cooperate or participate in school

activities, others want to work only with themselves and without the work or help

of others, others cannot understand the teacher who dictates the lesson, but can
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understand lesson by the use of visual aids. This is only one of the factors that

may affect the student’s performance in school.

Family Factor

Family background is an important factor determining the success of a

child in reading habit (Hung and Marjoribanks, 2018). Family encouragement has

an important impact in the reading development of the pupils. According to

Hayes da Chokievicz (2019) and Macionis (2018), reading habits also occur

outside the classroom and parents, siblings and relatives have the role as

facilitator in guiding children in order to achieve extensive reading performance

outside the classroom because basic requirements of reading habits start at

home.

A growing body of research has demonstrated that family factors play a

very important role in the development of students’ reading skills (Hongbo et al.,

2018); it even suggests that family engagement is a better predictor of student

achievement compared to school engagement (Tatlisu et al., 2018)

Marasigan et al., (2019) as cited by Tinapay et al. (2022) in their study,

Investigating Parental Involvement on Pupil’s Reading Achievement, showed that

the parents were involved in their pupil’s reading achievement. When parents are

engrossed in the reading process at home, pupils achieve at higher levels. In the

study of Bartolome et al., (2020), they found out that parental involvement is the

participation of families in the learning and holistic development of children at

home and at school, as seen through the eyes of teachers (Tinapay et.al,2022).
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Everything starts at home,

even the attitude of the
students when they are at
school. If he or she is guided
properly by his or her
parent/s, then the
student might become
productive and cooperative
at school. If the student
is mentally,
emotionally, physically and
financially supported, he or
she will feel comfortable at
doing school
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activities and cooperating

with other students. But when
the student is having a hard
time at
home, no moral and financial
support from his or her
parents, always stressed, he
or she will
carry this problem in school,
maybe not only in school but
also in other places. Having a
family
problem might also be a
reason why students
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sometimes feel lazy, tired,

stressed or even
depressed at school. By these
things, a student cannot focus
on a certain topic or lesson
which
can lead to poor academic
performance
Everything starts at home, even the attitude of the students when they are

at school. If he or she is guided properly by his or her parent/s, then the student

might become productive and cooperative at school. If the student is

mentally, emotionally, physically and financially supported, he or she will feel

comfortable at doing school activities and cooperating with other students. But

when the student is having a hard time at home, no moral and financial support

from his or her parents, always stressed, he or she will carry this problem in

school, maybe not only in school but also in other places. Having a family

problem might also be a reason why students sometimes feel lazy,

tired, stressed or even depressed at school. By these things, a pupil cannot

focus on a certain topic or lesson which can lead to poor reading performance.
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Environment Factor

Perparim (2018)  classroom environment were significant predictors of

reading performance, (Hart et al., 2019). However, Bo et al. (2012) found that

school size had little effect on student reading proficiency, but friendly

environment climate and classroom order could significantly and positively

influence student reading.

The students’ performance depends on the kind of

environment they are attending. Not all schools have enough learning materials

to provide for the students’ needs. These materials are very important and a

must. These are the tools and equipment that will help students learn to read.

Some schools do not have enough and comfortable facilities for their

students. Conducting this research can help the

students, teachers, guardians or parents and school to know what they are

capable of. They can understand what factor needs some improvement and

focus.

Reading Proficiency

Reading is one of the four basic language skills which is important for

students of all levels. Pupils success in an academic often depends on their level

of reading proficiency. Reading proficiency entails two things: (1) Decoding

skills that enable children to read a text, and (2) meaning-making or

comprehension skills that enable children to understand, engage and get

involved with a piece of text.

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A person may know how to read certain words, but comprehension is

something that is developed, practiced, learned, and experienced over time. One

can read terms like “dog,” “banana,” or “walk,” simple words with known

meanings but, Reading Comprehension is way more profound than that. It is the

ability to define word by word and create a profound idea from the talks given or

read (K12 Reader, 2018).

In order to develop an effective design to educate public school pupils with

reading skills, assessment is done to find out the status of their reading

proficiency.

One of the assessment tool used is called Philippine Informal Reading

Inventory (Phil-IRI). It measures the reading proficiency of pupils through word

recognition and reading comprehension of pupils in English and in Filipino,

specifically, by getting the percentage of word recognition accuracy and

percentage of correct answers to comprehension questions based on the set of

criteria for reading levels.

Students’ success in an
academic programme often
depends on their reading
proficiency.
In the 2018 Program for International Student Assessment (PISA), results

showed that the Philippines ranked 79th in reading (PISA, 2018). Accordingly,

this clearly indicated the seriousness of the problem confronting the teacher and
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school officials who fear the growing, inadequate, and quality of Philippine

Education at the elementary level. Several measures and programs of the

Department of Education (DepEd) were implemented to address such a problem;

however, year in and year out, the same problem was still encountered. This was

shown by the reading level of the elementary grade students in the Phil-IRI

results, whereby 60.77 percent are in the frustration level.

Chapter 3

Methodology

This chapter contains information on the research design, environment,

respondents, sampling design, instruments, and categorization of

variables/scoring rules, data collection process, statistical analysis of the study,

 35

as well as those issues that are covered in more detail. These are being used to

achieve the study's objectives.

Design

The researcher will use of the descriptive survey method by the

said design according to Good and Scates (2021) that investigates the Factors

Affecting the Level of Reading Proficiency in Grade III and IV Multi-Grade

Classes in the three (6) schools of Talisayan District, Magkarila Elementary

School, Bugdang Elementary School, Kalamkam Elementary School, Sindangan

Elementary School and Carmen ES. This is a non-experimental study of the

significance of the variables with the help of statistical analysis.

This study aims at describing the Factors Affecting the Level of Reading

Proficiency in Grade III and IV Multi-Grade Classes in terms of teacher factors,

Pupil factors, family factor, and environment factor.

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Setting

The study will be conducted to the combination classes of the six (6)

public elementary schools in the Talisayan District of the Division of Misamis

Oriental. These three (3) schools with multi-grade classes are located in the far-

flung barangays of the municipality of Talisayan, Province of Misamis Oriental,

while the (3) school with multi-grade classes are located along the highway. All

these schools have fewer enrollees though these can be reached by “habal-

habal” or motorcycle allowed for carrying two to three passengers.

Talisayan is a 4th class town in the province of Misamis Oriental,

according to the 2020 census, it has a population of 25,761 in 5,974 households.

It has 16 elementary school composed of: 10 elementary schools in mono-grade

class and 6 Elementary School in multi-grade class. This multi-grade school in

Talisayan helps in my study in a way of they will be my respondents in the

research. The researchers decided upon conducting the research in

Multi-grade class in Talisayan to further investigate what are the factors affecting

the level of reading proficiency of Grade III and IV in multi-grade classes.

 37

Figure 1

Talisayan District, Misamis Oriental Map

 38

Respondents and Sampling Procedure

The respondents of the study are Grades III & IV pupils in a multi-grade

classes of (6) schools in Talisayan District, namely Magkarila Elementary

School, Bugdang Elementary School, Kalamkam Elementary School, Luyong

Baybayon ES,Carmen ES and Sindangan Elementary School.

The table below shows the population of the respondents of

this study comprising of the pupils in multi-grade classes together with the names

of the public elementary schools where these respondents are situated.

Table A

Distribution of Respondents

Pupils
SCHOOLS Grade 3 Grade 4
1. Magkarila ES 12 16
2. Bugdang ES 18 12
3. Sindangan ES 10 28
4. Luyong Baybayon ES 9 11
5. Kalamkam ES 12 16
6. Carmen ES 8 18
TOTAL 69 101

Instrument/Validity/Reability

The instruments used in this study were a Phil-IRI passage consisting of

7-item multiple choice type of test to determine the level of reading

comprehension score of the respondents. The passage test will use to measure

the comprehension stages of learners, while a Phil IRI test instrument measured

the reading comprehension level of the respondents which determines the

reading levels classified as Independent level, Instructional level, Frustration

level.
 39

The instrument use in the study was patterned from a standardized

questionnaire by Weigfield and Guthrie (PIRLS, 2021) and international research

project sponsored by the International Association for Evaluation of Educational

Achievement (IAEEA). The said questionnaires which the researcher had

patterned was slightly modified or revised to suit the Philippine setting and the

comprehension of the respondents.

In order to ensure that the data gathered by the researchers are all

valid and reliable. The researchers will seek an advice and help to some

professionals who have enough credential to give an input about the research

instrument. In this way, the researchers can guarantee that all data and

information gathered are all valid, credible, and reliable. The questionnaire

measures the Factors Affecting the Level of Reading Proficiency in Grade III and

IV Multi-Grade Classes. The researcher respectfully requests the school's Phil-

IRI results together with the information received from the respondents.

Data Gathering Procedure

The researcher obtained a letter of request from the Dean of Graduate

Studies and submitted the request letter to the Misamis Oriental Division

Superintendent through the School Principals and Instructional Supervisor of the

Schools Talisayan District. After this, a meeting was requested with the school

principals to obtain the data needed. The documents were collected for the

School Year 2022-2023. The researcher complied with the Data Privacy Act in

collecting various data and information from the respondents. Thus, all the

respondents' names remained confidential and alternatively labeled with

 40

numbers. Data collection was gathered per advisor in each grade level for three

consecutive days. The data were then tabulated and statistically treated by the

official statistician. Lastly, the results were described, interpreted, and analyzed.

Categorization and Scoring of Variables

l. Factors

Scale Range Description Interpretation

4 3.26 – 4.00 At All Times Very Influential

3 2.51 – 3.25 Most of the Time Influential

2 1.76 – 2.50 Sometimes Less Influential

1 1.00 – 1.75 Never Not Influential

The variables in the study and their specific categorization are presented

as follows:

This study used the Philippine– Informal Reading Inventory (Phil-IRI)

materials in assessing the level of reading proficiency of the students. The level

word recognition and reading comprehension of the students was computed

using the following formula below:

 41

A. Word Recognition

Word Recognition (WR): No. of word recognize x 100

No. of words in the passage

B. Comprehension

Reading Comprehension (C): No. of correct answers x 100 = % of RC

No. of questions

Table B: The Phil-Iri Oral Test Criteria used:

Level Word Comprehension

Recognition
Independent 97-100% 80-100%

Instructional 90-96% 59-79%

Frustration 89 below % 58 below %

Table B was the basis for interpreting the scores garnered by the students

from the word recognition (oral reading) and the reading comprehension. Once

the scores were interpreted, Table 2 was referred at to identify the reading level

of the pupils.

The table C below was used to identify the reading proficiency level of the

students.

Table C: Reading Proficiency Level (adapted from Phil-IRI)

Word Recognition Reading Reading Proficiency

(WR) Comprehension Level
Independent Independent Independent
Independent Instructional Instructional
Instructional Independent Instructional
Instructional Instructional Instructional
Instructional Frustration Frustration
Frustration Independent Frustration
Frustration Instructional Frustration
Frustration Frustration Frustration
 42

Based on table 2, if the respondent is independent in word recognition and

independent also in comprehension then he or she is in independent level while if

the respondent is independent in word recognition and instructional in

comprehension the participant is considered instructional in reading proficiency

level and so on.

II. Statistical Treatment

In answering specific questions on level of the factors and on the reading

proficiency level of the pupils which are questions no. 1 the researcher utilized

the weighted mean. While answering the question no. 2 the researcher gets the

school's Phil-IRI results. In answering questions no. 3 which are questions on

relationships, the Pearson Product Moment Coefficient of Correlation (r) was

employed.
 43

References

Cabalo, J. P., & Cabalo, M. M. (2019). Factors affecting pupils’ reading

proficiency in multi-grade classes among rural elementary schools. International

Journal of Science and Management Studies, 2(2), 108-124.

Cabalo, J. P. (2019). Jimmy P. Cabalo, Malinda M. Cabalo" Factors

Affecting Pupils’ Reading Proficiency in Multi-Grade Classes Among Rural

Elementary Schools. International Journal of Science and Management Studies

(IJSMS), 2, I2.

Cadiong, A. M. (2019). Factors affecting the reading comprehension level

of grade VI learners of selected elementary school in the district of Tanza,

Cavite. International Journal on Integrated Education, 2(5), 44-53.

Cadiz-Gabejan, A. M., & Quirino, M. C. (2021). Students’ Reading

Proficiency and Academic Performance. International Journal of English

Language Studies, 3(6), 30-40.

Campbell (2019). Comparative Study of Learners from Multi-Grade Class

and Learners from Mono-Grade Class (Doctoral dissertation, Foundation

University).

Caraig, R., & Quimbo, M. A. (2022). Assessing reading comprehension

difficulties in core science subjects of senior high school students in a private

school in Calamba City, Philippines: Assessing reading comprehension

difficulties. International Journal of Curriculum and Instruction, 14(3), 1983-2010.

 44

Cekiso, M., Rabelemane, T., Jadezweni, J., Mandende, I. P., & Dieperink,

M. (2022). Factors affecting Grade 6 learners’ reading performance in a rural

school in Maluti, South Africa. Reading & Writing-Journal of the Reading

Association of South Africa, 13(1), 327.

DO 14, S. 2018 – Policy Guidelines on the Administration of the Revised

Philippine Informal Reading Inventory (PHIL-IRI)

DepEd Order No.47, s. 2017 amendment to DepEd Order No. 18, s. 2017

re: Guidelines on the Utilization of the A Reader Program (ECARP).

Engin, G. (2018). The Opinions of the Multigrade Classroom Teachers on

Multigrade Class Teaching Practices (Multiple Case Analysis: Netherlands-

Turkey Example). International Journal of Progressive Education, 14(1), 177-200.

Krause, N. M. (2019). The Relationship Between Multigrade Classrooms

and Reading and Mathematics Achievement in WELS Elementary Schools

(Doctoral dissertation, Martin Luther College).

Lagarto, R. A. Reading Proficiency Level among Grade 7: Basis for

Reading Intervention Program.

M. Aquino and P. De Vera. Development of learning material for Grade 7

struggling readers. TESOL International Journal, 13(1): 23-40. 2018)

Munser-Kiefer, M., Martschinke, S., Lindl, A., & Hartinger, A. (2023).

Development of Self-Concept in Multi-Grade 3rd and 4th Classes. International

Electronic Journal of Elementary Education, 15(4), 343-356.

 45

Phil- Iri Manual (2018). The Philippine Informal Reading Inventory (Phil-

IRI)-Oral Test.

Progress in International Literacy Study, 2016, PIRLS 2016 international

report. South African children's reading literacy achievement, international report,

Centre for Evaluation and Assessment, University of Pretoria, Pretoria, viewed

19 May 2021

Rahi, S. (2017). Research design and methods: An systematic review

of research paradigms, sampling issues and instruments development.

International Journal of Economics & Management Sciences, 6(2), 1-5. DOI:

10.4172/2162-6359.1000403

Risonar, C.J.O., Digamon, J.S. Learning Outcomes between Sixth-

Graders in Multigrade Classess and Monograde Classess

Romero. (2017). An analysis of factors influencing learners’ English-

speaking skill.

Son, A. P., Tinapay, A. O., Tirol, S. L., Samillano, J. H., & Cortes, J. A. L.

Reading Proficiency Level of Grade 2 Learners in the Case of Modular Distance

Learning: A Literature.

Wigfield, A., & Guthrie, J. T. (2021). Relations of children's motivation for

reading to the amount and breadth of their reading. Journal of Educational

Psychology.
 46

The Survey Questionnaires on Factors Affecting the Level of Reading

Proficiency in Grade III and IV Multi-Grade Classes

Name: ____________________________ Grade: ___________ Date: ________

Sex: __________ Age: __________

This poll is solely being used for reading proficiency research. All data gathered for this
study will be kept private and confidential. At no time will the name of any school or individual be
identified. Please use a writing pen to write your answers.
(Kining maong survey nagtumong sa kalambuan sa inyong mga kabataan. Tanan nga
mga impormasyon nga mahibaloan mahimong sekreto. Palihog paggamit sa ballpen sa pagsulat
sa imong tubag.)
Directions: Please put a check in the box that corresponds to your choice:
4 – At All Times 2 – Sometimes
3 – Most of the Time 1 – Never

A. Teacher Factor
Indicators 4 3 2 1
1. The teacher is easy to understand.
(Ang magtutudlo sayon sabton.)

2. The teacher encourages me to say what I think about what I have read.
(Ang magtutudlo nag-awhag kanako sa pagsulti sa akong
gihunahuna mahitungod sa akong nabasa.)
3. The teacher does a variety of reading activities.
(Ang magtutudlo mohimo ug lain-laing mga kalihokan sa
pagbasa.)
4. I like hearing the teacher say I read will.
(Ganahan kong makadungog sa magtutudlo nga moingon nga mobasa
ko.)
5. The teacher knows the lesson well.
(Ang magtutudlo nahibalo pag-ayo sa leksyon.)

6. The teacher explains the lesson well.

(Maayo nga ipasabot sa magtutudlo ang leksyon.)

7. The teacher gives us time to read books on our own.

(Ang magtutudlo naghatag kanato ug panahon sa pagbasa sa mga libro
sa atong kaugalingon.)
8. The teacher gives me appropriate reading materials.
(Gihatagan ko sa magtutudlo og angay nga mga materyales sa
pagbasa.)
9. The teacher meets my parents to discuss my progress in school.
(Nakigkita ang magtutudlo sa akong mga ginikanan aron hisgutan ang
akong pag-uswag sa eskwelahan.)
10. The teacher assigns us reading as part of homework.
(Ang magtutudlo motudlo kanamo sa pagbasa isip bahin sa homework)
 47

11. The teacher gives us reading materials to read.

(Ang magtutudlo naghatag kanamo og mga basahon nga among
basahon.)
12. I do my reading exactly as the teacher want it.
(Gibuhat nako ang akong pagbasa sumala sa gusto sa magtutudlo.)

13. The teacher attend class during class hours.

(Ang magtutudlo motambong sa klase sa oras sa klase.)

14. The teacher gives enough time to pass our project and activities.
(Ang magtutudlo naghatag ug igong panahon sa pagpasa sa among
proyekto ug mga kalihokan.)
15. The teacher provides individual and group activities to assess the
students reading.
(Ang magtutudlo mohatag og indibidwal ug grupo nga mga kalihokan
aron masusi ang mga estudyante nga nagbasa.)

B. Pupil Factor
Indicators 4 3 2 1
1. I read because I have to.
(Nagbasa ko kay kinahanglan.)

2. I read things that I choose myself.

(Gibasa nako ang mga butang nga akong gipili sa akong kaugalingon.)

3. I am a good reader.
(Maayo ko nga magbasa.)

4. I participate in class discussion and group activities.

(Moapil ko sa panaghisgot sa klase ug mga kalihokan sa grupo.)

5. I attend school during school days.

(Nag-eskwela ko sa mga adlaw nga ting eskwela.

6. I like reading something when the words are too difficult.

(Ganahan kong mobasa og usa ka butang kon lisod kaayo ang mga
pulong.)
7. I usually learn difficult things by reading.
(Sa kasagaran makakat-on ko og lisud nga mga butang pinaagi sa
pagbasa.)
8. I like to get a compliment for my reading.
(Ganahan kong makadawat ug pagdayeg sa akong pagbasa.)

9. I finish my reading on time.

(Gihuman nako ang akong pagbasa sa hustong oras.)

10. I read to improve my grades.

(Nagbasa ko aron mouswag ang akong mga grado.)

11. I am happy when someone recognizes my reading.

(Malipayon ko kong dunay makaila sa akong gibasa.)

12. Finishing every reading is very important to me.

(Ang paghuman sa akong pagbasa importante kaayo sa ako.
 48

13. I talk to my friends about what I am reading.

(Nakigstorya ko sa akong mga higala bahin sa akong gibasa.)

14. I enjoy reading.

(Ganahan kong mobasa.)

15. I make pictures in my mind when I read.

(Naghimo ko ug mga hulagway sa akong hunahuna kung magbasa ko.)

16. I like to read about new things.

(Ganahan ko magbasa bahin sa bag-ong mga butang.)

C. Family Factors
Indicators 4 3 2 1
1. My parents attend school meetings.
(Ang akong mga ginikanan motambong sa mga miting sa
eskwelahan.)
2. I read books with my brother and sister.
(Nagbasa k ug mga libro uban sa akong igsoong lalaki ug babaye
3. I read with my parents.
(Nagbasa ko uban sa akong mga ginikanan.)
4. My parents tell me what a good job I’m doing in reading.
(Gisultihan ako sa akong mga ginikanan kung unsa ang akong
maayong trabaho sa pagbasa.)
5. My parents ask me about my reading grades.
(Gipangutana ko sa akong mga ginikanan bahin sa akong grado sa
pagbasa.)
6. When you are at home how often you read?
(Kung naa ka sa balay unsa ka kasagaran mobasa?)
7. My parents have time to talk to me about school.
(Ang akong mga ginikanan adunay panahon sa pakistorya naku
mahitungod sa eskwelahan.)
8. My family support me morally and financially.
(Gisuportahan ako sa akong pamilya sa moral ug pinansyal.)
9. I tell my family about what I am reading.
(Gisultihan nako ang akong pamilya bahin sa akong gibasa.)
10. My family helps me with my assignment and lesson.
(Gitabangan ko sa akong pamilya sa akong buluhaton ug leksyon.)
11. My family allow me to participate in school activities.
(Gitugotan ko sa akong pamilya sa pag-apil sa mga kalihokan sa
eskwelahan.)

D. Environment/School Factors
Indicators 4 3 2 1
1. I like being in school.
(Ganahan ko nga naa sa eskwelahan.)
2. I like what I read about in school.
(Ganahan ko sa akong nabasahan sa eskwelahan.)
 49

3. I feel safe when I am at school.

(Gibati nako nga luwas ko kung naa ko sa eskwelahan.)
4. I borrow books from the school.
(Nanghulam kog libro sa eskuylahan.)
5. I behave in orderly manner.
(Naghilom ko sa hapsay nga paagi.)
6. I visit library with my family.
(Mobisita ko sa library uban sa akong pamilya.)
7. I like to read outside the classroom.
(Ganahan ko mobasa gawas sa classroom.)
8. I like to read when the surroundings are silent.
(Ganahan ko mobasa kung hilom ang palibot.)
9. I enjoy reading books about people living in different places.
(Ganahan ko mobasag mga libro bahin sa mga tawo nga nagpuyo sa
lainlaing dapit.)
10. The school used computer.
(Ang eskwelahan migamit ug kompyuter.)
11. I go to school library.
(Moadto ko sa library sa eskwelahan)
12. The school has enough reading materials.
(Ang eskwelahan adunay igong mga materyales sa pagbasa.)
13. The school has comfortable rooms for students.
(Ang eskwelahan adunay komportable nga mga room alang sa mga
estudyante.)
 50

CURRICULUM VITAE
LHLEA O. LIBAGO
Purok 2 Magkarila Talisayan, Misamis Oriental
Email Address: libagolhlea@gmail.com
Contact Number: 09059771152

Personal Information
Date of Birth : 21 OCTOBER 1992
Place of Birth : Magkarila, Talisayan Misamis Oriental
Civil Status : Married
Husband : Marl Harvey D. Libago
Children : 2 daughters
Religion : Roman Catholic

Education
Master of Arts in Education (MAEd) major in Educational
Management
Southern de oro Philippines College
J.Pacana St., Licuan, Cagayan de Oro City
July 2023

Tertiary Education
Bachelor of Elementary Education specialized in Mathematics
Caraga State University, Butuan City
April 2014

Secondary Education
Talisayan National High School
Talisayan, Misamis Oriental
March 2009

Elementary Education
Talisayan Central School
Talisayan, Misamis Oriental
March 2005
 51

Academic Administrative / Teaching Experience

Classroom Teacher
Sindangan Elementary School
Sindangan, Talisayan, Misamis Oriental
2017 - 2020

Classroom Teacher
Magkarila Elementary School
Magkarila, Talisayan, Misamis Oriental
2020-Present
 52

LHLEA O. LIBAGO
Purok 2 Magkarila Talisayan, Misamis Oriental
Email Address: libagolhlea@gmail.com
Contact Number: 09059771152

Professional Development / Trainings Attended / Conducted

District Roll-out on Writing Research and Innovation

Talisayan, Mis. Or
May 11, 2023

Upskilling Talisayan District DRRM Coordinators

Talisayan, Mis. Or.
March 18-19, 2023

Festival of Talent (COACH)

Pook Elememtary School
March 14-15, 2023

MID-YEAR INSET
Talisayan, Mis. Or
February 6-10, 2023

District Re-echo Training in WONDER AIM in ELLN

Speaker
Talisayan, Mis. Or
February 9-11, 2022
53