1

CHAPTER 1

PROBLEM AND ITS SETTING

Background of the Study

In learning English, students will encounter several skills that must be

learn and master, including reading skills. Reading is the most crucial skills in

learning a foreign language besides listening, speaking and writing, and it is

also used as a bridge to understand the scientific books written in English.

By reading, students will be able to understand the lesson or material

given by the teacher and gain a lot of knowledge they want. Reading is also

not easy to be comprehend knowing the meaning of words alone does not

help the reader to comprehend and understand what the text all about. For

this reason, every country needs to pay attention to boosting student’s reading

interest.

In Indonesia setting, the results of the Ministry of Education and

culture’s “Indonesian National Assessment Program” show that only 6.06% of

students in Indonesia have good reading skills. Meanwhile, the majority of

them are average and have poor reading ability (47.11% and 46.83%),

respectively. The low interest in reading in Indonesia is evident from student’s

difficulty in understanding what they read, such as story questions. Besides

vocabulary shortage, they are also bored with the teachers' conventional
 2

strategy and this makes them less motivated in learning reading (Suryanto,

2017).

In the Philippines, the latest result of the Program for International

Student Assessment (PISA) 2022 which was just released last December 5,

2023, revealed that math has 355 points, reading has 347 points and science

has 356 points averages. Thus, performed poorly than the OECD average in

those three criteria, mathematics, reading, and science, in prior PISA cycles

2018 and 2022. Moreover, while having a lower average score in reading in

2022 (347) compared to 2018 (353), ranked higher, moving up four spots, at

75th, as it was able to score a 6.9 percentage point hike in reading.

In Sagayen Elementary School, Asuncion Davao del Norte, there were

26 identified non-readers for school year 2020-2021 that is why the school

face problem in reading comprehension. Usually, non-readers are from lower

grade levels as they can hardly remember the things that were taught to them.

Lack of time for preparation, due to the overwhelming regular tasks of

teachers making them unable to prepare materials for the program which was

unfavorable as one of the critical components of effective teaching is

preparation and planning, if the teacher lacks behind in planning, then it will

lead to failure (Ecole, 2021).

Moreover, the existing research on reading comprehension in English

language learning often addresses general strategies but lacks in-depth

exploration of how specific instructional methods impact the development of

 3

literal, inferential, and evaluative comprehension skills in diverse learner

populations, the studies also evaluate the effectiveness of comprehension

interventions and explore reading comprehension in multilingual contexts.

Therefore, the purpose of the study is to determine if there is a significant

relationship between reading comprehension and English for Purposes

(EFAP) Proficiency.

Statement of the Problem

This study will determine if there is a significant relationship between

Reading Comprehension and English for Academic Purposes (EFAP)

Proficiency of Senior High School students in Davao Winchester, Colleges,

Inc.

Specifically, this study will seek answers to the following questions:

1. What is the profile of the respondents in terms of the following:

1.1 Sex;

1.2 Age; and,

1.3 Strand?

2. What is the level of reading comprehension of Senior High school

students in Davao Winchester, Colleges, and Inc. in terms of the

following:

1.1Literal;

1.2 Inferential; and,

1.3 Evaluative?
 4

3. What is the level of English for Academic Purposes (EFAP)

Achievement of Senior High school students in Davao Winchester,

Colleges, and Inc.?

4. Is there a significant relationship between Relationship of Reading

Comprehension and English for Academic Purposes (EFAP) Proficiency of

Senior High School students in Davao Winchester, Colleges, and Inc.?

Null Hypothesis

There is no significant relationship between Reading Comprehension

and English for Academic Purposes (EFAP) Proficiency of Senior High School

students in Davao Winchester Colleges, Inc.

Significance of the Study

The finding accumulate by this study may provide significant benefits to

the following groups or individual:

Students. This study helps the students improving their Reading

Comprehension in English for Academic Purposes (EFAP) subject and

to prepare themselves to be a better researcher in helping our society.

Parents. The knowledge of this study gives vital information for the parents to

guide their student's in developing their reading comprehension in

English for Academic Purposes (EFAP) class.

 5

Teachers. It helps the teachers to know for the students enhance their

reading materials, and also it can help the researchers to know where

they can priorities in teaching students.

School. This study may give ideas and help the school to determine the

effectiveness and discover possible and useful strategies to overcome

issues on their reading comprehension preferences. In addition, the

results may provide possible ways on how to strengthen the academic

performance in English class.

Future Researchers. This research serves as guide for the next researcher

for their future study. It will improve their ideas and knowledge and help

them more discover more about this matter.

Definition of terms

The following terms are define conceptually and operationally.

Reading comprehension. Conceptually, according to King and Stanley cited

in Putra is an active process of exploring and getting the information of

the text and knowing the capability to construct the meaning of written

text in process of applying some aspects of reading comprehension

while reading it. Operationally, it has a big impact to the students to

their reading comprehension if learners are exposed to the readers that

could help the readers to enhance the high level of reading

comprehension including literal, inferential and evaluative.

 6

Literal Comprehension. Conceptually, according to Muayanah it referred to

understand the direct meaning, such as understanding facts,

vocabulary, locations, times, dates, and many more. Questions from

this category could be answered explicitly based on the provided

content. Operationally, a literal comprehension is the indicator of the

independent variable that presented to a learner basic information in a

text that can be directly found.

Inferential Comprehension. Conceptually, according to Muayanah involves

determining what the text means. Determining inferential meaning

requires you to think about the text and draw a conclusion.

Operationally, an inferential comprehension is the indicator of the

independent variable that presented to a learner then used to

determine deeper meaning that is not explicitly stated.

Evaluative Comprehension. Conceptually, according to Muayanah that it

involves analyzing and weighing an event or an author’s intent, opinion,

language, and style of presentation. It also includes evaluating the

appropriateness of the author’s devices in achieving his aim and then

making inferences based on the fact or idea implied in the event or

reading material. Operationally, an evaluative comprehension is the

indicator of the independent variable that presented to a learners

comprehension that requires a deeper understanding of the topic or

event in a texts.
 7

English for Academic Purposes (EFAP) Proficiency.

Conceptually, according to Borase refers to a student’s proficiency in

academic areas such as reading, language arts, math, science and history as

measured by achievement tests. EFAP academic achievement occupies a

very important place in education as well as in the learning process I English

context. Operationally, this refers to the represents performance or specific

outcomes in 1st quarter Grading grades in EFAP subject especially in written

works such as essays processes indicating the extent to which a person has

accomplished specific goals in reading in the Senior High students in Davao

Winchester Colleges, and Inc.

 8

CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents the related legal basis, review of related

literature, review of related studies, and conceptual framework of the study.

The primary goal of this quantitative research study is to analyze the

Relationship of Reading Comprehension and English for Academic Purposes

(EFAP) Proficiency of Senior High School students in Davao Winchester,

Colleges, and Inc.

Legal Basis

Republic Act No. 10556, an act declaring every declaring every 27 th day

of November as “Araw ng Pagbasa”, a regular working promoting reading and

literacy through various activities in schools and emphasizing the importance

of shared reading among the youth, families, educators, and the private

sector.

Key Provisions of the Law:

 9

In section 2, the State recognizes and supports endeavors that

promote reading and literacy, motivate awareness and uphold our

Filipino heritage and culture, including educational activities focusing

on the life of former Senator Benigno “Ninoy” Aquino Jr., whose role

in our country’s history was influenced by great writings of different

individuals.

The State likewise recognizes the importance of promoting

reading as a shared activity among the youth, families, educators and

the private sector, thereby emphasizing personal interaction and

facilitating the exchange of ideas throughout the country.

In Section 3, National Holiday in November 27 of every year is

hereby declared as “Araw ng Pagbasa”, which shall be a regular

working holiday, to be celebrated in all elementary and secondary

schools in the country. In the event that the holiday falls on a

weekend, the holiday shall be observed on the Friday of that week.

Section 4. The Department of Education, in consultation with the

National Book Development Board, other government agencies and

units, and reading associations concerned, shall plan and implement

activities for the observance of “Araw ng Pagbasa”, such as story-

telling sessions and reading skills modules. In addition to Filipino and

 10

English, the use of regional languages in the celebration shall be

encouraged.

Furthermore, "Araw ng Pagbasa," helps in promoting a culture of reading and

literacy among Filipinos. This act encourages educational institutions,

communities, and families to prioritize reading activities, fostering a love for

reading and knowledge-sharing. It also underscores the significance of

reading in personal development, academic success, and societal progress,

contributing to a more informed and educated society.

Related Literatures

Reading Comprehension

According to the studies of Twining (2018), Reading comprehension is

the goal of instruction in reading. Although word recognition is a means to an

end, reading comprehension represents the major goal or end product of

reading. This relatively unexplained cognitive area, called reading

comprehension, is easier to manage for instructional purposes if approached

through a more didactic treatment of invented or hypothesized sub-skill areas.

The reading skill represents the third level of the hierarchical model for

language development containing five levels: Receptive language, expressive

language, reading, writing, and employing written and verbal language in daily
 11

life (Al-Khasawneh, 2020). Also, reading comprehension is widely recognized

as a crucial indicator of education and plays a significant role in an individual's

overall development. It serves as a mental exercise and a gateway to deeper

understanding of the world around us (Martins, 2016).

Fundamental skills required in efficient reading comprehension know

meaning of words, ability to understand meaning of a word from discourse

context, ability to follow organizations of passage and to identify antecedents

and references in its ability to draw inferences from a passage about its

contents, ability to identify the main thought of a passage, ability to answer

questions. In other words, reading refers to how meaning is constructed

utilizing reader’s background information, the information from the text and

contextual clues (Wixson, Peters, Weber, & Roeber, 2016).

The Reading Comprehension is anchored to Barrett Taxonomy theory

of reading comprehension skills that has been widely utilize by basal series.

This system describes three levels of questioning and cognitive

understanding: Literal, Inferential and Evaluative. In addition, this study is also

anchored based on cognitive theory of Jean Piaget this theory asserts that the

way people behave is a product of the information they gather externally and

the way they interpret that information internally (Muayanah, 2018).

Also, Dechant (2015) claims in the study that effective reading is the most

essential approach of efficient learning as the unity in the entire teaching and

learning process demands effective reading. As Francis Bacon famously

 12

stated, "Reading maketh a full man" (2015), highlighting the profound impact

of reading on knowledge acquisition and the development of cooperative and

language skills.

According to Martins (2016) cited by Henriques and Madeira (2017),

mastering written language, encompassing both reading and writing,

represents a critical milestone for children during the early years of primary

education. The purpose of reading comprehension is to relate new information

with the previous knowledge and expand the knowledge.

Literal Comprehension

The literal comprehension is the first level of comprehension, requires

that a student be able to extract information that is explicitly stated in a

passage (Carnine et al., 2016). This level of understanding is dependent upon

students’ word-level processing skills, or their ability to accurately identify

individual words and understand the meaning created by the combination of

words into propositions and sentences (Perfetti, Landi, & Oakhill, 2019).

Although these word-level processing abilities are requisite skills for

understanding a text, they alone are not sufficient for facilitating

comprehension (NRC, 2017).

 13

Moreover, literal comprehension tasks typically require only that a student

locate information that is explicitly stated in the text (sometimes even using the

same phrasing or wording that appeared in the text), the cognitive processing

demands for proficient readers may be fairly minimal; students will need to be

able to decode and understand the words and be able to locate words or

phrases that appear in the text (Carnine et al., 2016).

According to Rupley and Blair (2019), several studies conducted that literal

comprehension is composed of two strategies: recall, or the ability to provide

an idea (e.g., main idea or detail) that was part of a passage; and recognition,

or the ability to recognize whether specific information is provided in a

passage. It is not sufficient, in other words, to simply remember a fact stated in

the passage. The fact must also be recognized as existing within the context

of a passage to determine whether or not comprehension has actually

occurred; otherwise it is unclear if the reader comprehended what was read or

relied on prior knowledge and understanding.

Inferential Comprehension

Much of the research conducted thus far on reading comprehension

has examined the role of inferences because they are at the ‘‘heart of the

comprehension process’’ (Perfetti, 2019). Readers are required to make

different types of inferences, such as text-based inferences (also known as

text-connecting inferences) and knowledge based (or gap-filling) inferences to

understand the text. Text-based, or causal inferences, for example, are those
 14

that are required to establish coherence within a text and these types of

inferences, however, are not sufficient to fully understand the text being read.

Inferential comprehension can be viewed as a logical extension of the

recognition step of literal comprehension in that readers are required to go

beyond recognizing that facts are derived from a passage to actually

interacting with a text to make inferences about meanings not explicitly stated

in the text (Rupley and Blair 2019).

At this stage, it is no longer sufficient for the reader to recognize and

understand what the author has said. Instead, the reader is required to

manipulate information in the text to search for relationships among the main

idea and details and to use that information to interpret and draw conclusions

about the author’s intended meaning (Vacca et al., 2016).

This interaction with the text, in which readers bring to the text their own

background information and draw connections between pieces of information

presented in the text enable them to construct a situation model of what the

text is about (Perfetti, 2019).

Evaluative Comprehension

According to Herber (2019), the evaluative level readers are required to

juxtapose what they have read in the text with their own prior knowledge and

experience, a juxtaposition that creates new meanings and/or relationships

that extend beyond the scope of the text. The creation of these new meanings

and relationships involves a myriad of different skills including divergent

 15

thinking, critical analysis, synthesis, and evaluation in addition to affective, or

personal and emotional responses, when necessary.

Evaluative comprehension is refer to extending the text beyond and the

third most complex level of reading comprehension proposed by the levels of

comprehension theory is evaluative comprehension (a.k.a. critical or applied

understanding). Moreover, it can be seen as an extension of the knowledge,

skills, and strategies required of literal and inferential comprehension tasks.

This extension is evidenced by the fact that the reader is required to

understand the text written on the page (literal comprehension), make

interpretations about the author’s intended meaning and/or understand the

relationships between the elements presented in the text (inferential

comprehension), and subsequently analyze or evaluate the information

acquired from the text in terms of prior knowledge or experiences or

knowledge that is imported from outside of the text (Rayner, Foorman, Perfetti,

Pesetsky, & Seidenberg, 2016).

English for Academic Purposes (EFAP) Proficiency

The former refer to activities that involve thought processes such as

making predictions at the beginning of reading, activating background

knowledge, connecting existing knowledge with reading, determining

important points in reading, drawing conclusions, using guiding questions in

reading, identifying the focus of reading and summarizing (Green, 2016).

 16

The English teacher can check students' comprehension of the text because

the reading comprehension questions are as media to stimulate the students'

thinking about the matter based on the text. The questions are essential when

used effectively in a lesson that requires reading (Widyanata, 2017).

As stated by Borase, (2015, p. 1), it represents achievements outcomes that

indicate the extent to which a person has accomplished specific goals that

were the focus on activities related to English instructional environments,

specifically in school, college, and university. Directorate of High School

(2015) states that students' assessments developed by teachers are expected

to encourage the students' higher-order thinking skills, creativity, and build

their self-reliance to solve problems.

In investigating the relationship between reading comprehension and

academic performance MacGregor and Price (2019), noted that vocabulary,

the ability to read and comprehend, word problems are important factors

affecting academic performance in reading comprehension task in English.

Guiding students to recognize these perceived relationships promotes

understanding and decreases the risk of being overwhelmed by the

complexities of the text being viewed, heard or read (Estremera, 2018).

Furthermore, According to Boraie (2013), teaching in English classes should

focus on nurturing students' thinking and language content, outcomes, and

learning activities. Thus, the course book is developed by applying activity-

 17

based, not content-based. The activities are authentic, related to students'

daily life, such as giving a compliment.

Independent Variables Dependent Variables

Reading Comprehension: English for Academic

Purposes (EFAP)
Proficiency in Senior High
 Literal School students
Comprehension  First Grading grades
 Inferential
Comprehension
 Evaluative
Comprehension

Moderator
 18

 Sex
 Age
 Strand

Figure 1 Conceptual Paradigm of the Study

Related Studies

Reading Comprehension

In the previous study had been conducted by Novytasar (2017), and the

title is “Analysis of Reading Comprehension Questions in the English Textbook

for Eleventh Graders Based on Barrett’s Taxonomy.” The purpose of

conducting research is to know whether the textbook for eleventh graders

published by the government presents a balanced distribution of questions of

lower and higher levels of thinking.

 19

The findings of the study that was conducted by Lustyantie (2020) indicate

that the level of reading comprehension that students have is directly impacted

by their reading interests and achievement motivation that they have.

According to Choate and Rakes (2018) conducted studies, “Reading” infers

comprehension. In fact, without comprehension, reading is little more than

pronouncing words. Reading means interpreting print, either orally or silently,

with understanding. Letter and word recognition in the absence of meaning is

not reading.

In recent years conducted by Irwin (2016), they been focused upon the

comprehension as a composite of skills which, as a result, requires reading

comprehension to be perceived as an evolution of reader applied skills. In

addition to the reader’s decoding fluency, his or her affective characteristics,

prior knowledge, and cultural background impinge upon comprehension.

In addition, Lah & Hashim (2020) studied comprehension skills of low and high

achievers in Malaysia's Grade 4, 5 and 6 students. Altogether, the study

involved 4101 students who completed a comprehension test which consisted

of 50 multiple-choice questions.

Literal Comprehension

Naniwarsih & Andriani (2018) revealed in their study that students in

their third year of junior high school have a strong degree of literal reading

comprehension. However, the questionnaire results suggest that students

struggle with vocabulary since they have inadequate vocabulary knowledge.

 20

Given the importance of vocabulary acquisition in literal reading

comprehension, the study's findings cannot be justified as valid.

In literal comprehension, the reader will be able to understand the reading by

reading what is stated directly in the reading text. In this case, the reader

recognizes and captures the message that is expressed explicitly. Literal

comprehension is needed to develop an understanding of the message

contained in the text or to utilize concepts that have been understood by the

reader (Cain, & Elbro, 2020).

Burns, Roe and Ross (2019) explain the literal level in terms of textually

explicit meaning, which involves recognizing the sequence and facts that are

explicitly stated in the text as well as answering factual questions.

Understanding sequential order of events is a somewhat more difficult task

than factual recall for some readers.

According to Saadatnia et al. (2017) conducted research in literal

understanding necessitates students extracting specific information from a

paragraph. This requires the capacity to process words individually and

recognize individual words in order to derive meaning from a long string of

words that includes propositions and sentences.

Inferential Comprehension

Kendeou (2015) conducted research he reviewed evidence from the

developmental literature to demonstrate that inference generation is a general

skill that develops early in a child’s life. For example, infants make inferences
 21

about what they see and what they hear, the locations of different objects, and

people’s emotions from facial expressions; 2-year-old children infer relations

between sequences of events, 4- and 6- year-old children infer antecedents

and consequences of actions in various settings and contexts including aurally

presented stories, 7- and 8-year old children begin to understand the dynamic

interrelationships between sequences of pictures. Thus, even very young

children engage in inferential processes to comprehend the events they

experience in their everyday lives.

According to Franks (2020), skilled adult readers typically do not need to exert

conscious effort when making inferences to construct a representation of the

text; in contrast, these inferences require considerable effort from children and

struggling. For example, college students performed better on assessments of

inferential comprehension of narratives than did seventh-grade readers. In

addition, college students had better memory of stories if they answered

inferential questions while reading, but school-aged readers did not benefit

from answering questions while reading.

Evidence that inference making can be prompted with questioning dates back

to research conducted by Graesser and Franklin’s (2019) cognitive model of

question answering called QUEST, which specified information sources and

mechanisms that are at play when answering questions. More recent evidence

comes from numerous examples of question-based interventions focused

specifically on inference generation during reading in elementary grades.

 22

Furthermore, conducted research by McMaster et al. (2021) they examined

whether the type of questioning influences students’ inference generation, by

comparing three types of questions asked during reading in fourth graders:

causal (specific “why” questions about the text), general (generic prompts to

make connections within the text), and “W” (who, what, where, when)

questions.

Evaluative Comprehension

According to research conducted Cottrell’s (2017, p.2), list of important

and relevant reading instructions were followed: (1) identifying other people’s

positions, arguments, and conclusions; (2) evaluating the evidence for

alternative points of view; (3) weighing up opposing arguments and evidence

fairly; (4) being able to read between the lines, seeing behind surfaces, and

identifying false or unfair assumptions; and (5) synthesizing information:

drawing together your judgments of the evidence, synthesizing these to form

your own new position.

Some students in the past researched, because of cultural factors, may be

reluctant to be critical or to disagree with the printed word. In such

circumstances, the 10 teacher might want to model possible answers to

evaluation questions, making sure to include both positive and negative

aspects (Pearson and Johnson, 2018).

Based on research conducted by Wallace’s (2019) the evaluation included the

following: (1) a questionnaire on critical thinking attitudes, (2) a questionnaire

 23

on reading strategies for expository texts, and (3) a critical reading test

questions. Three passages were selected for the three equivalent tests: pre-

test, mid-test, and post-test.

All the materials were in similar genres and had approximately the same

difficulty level, though the text length was slightly varied: The pre-test

comprised 190 words, the mid-test, 287 words, and the post-test, 283 words

(Tanaka & Tsuji, 2015).

English for Academic Purposes (EFAP) Proficiency

In the research conducted of Kobayashi (2019), using open questions,

close, and multiple-choice shows that the type and format of the reading

comprehension assessment test significantly influence student performance in

English class and that more structured tests help to better differentiate the

good ones and the poor ones in reading comprehension. In addition, about

student diversity, studies link reading comprehension with the interest and

intrinsic motivation of university.

Also, Iwai, Filce and Ramp (2015) research conducted they argue that reading

is necessary for academic success. For that, students must read a lot and

develop reading proficiency in word recognition, fluency, vocabulary and

comprehension. It is the only language in Pakistan regarded as worth learning,

and it has marginalized almost all other local languages.

Previous studies show that communicating with the English language presents

challenges for students in general and college students in particular, reading is

 24

an intentional, active process incorporating several word-level abilities,

including vocabulary, fluency, and decoding. Multiple-choice questions and

open-ended response can also be designed to assess comprehension of

ideas that are not explicitly stated in the text (Margolin et al., 2019).

According to Grabe and Stoller (2018) found that reading strategy studies that

had introduced reading programs which incorporated cognitive and

metacognitive reading strategies along with training in planning and self-

monitoring, showed significant improvements in reading comprehension

performance.

Taraban, Kerr and Rynearson (2018) found support in their past research

studies for the view that students in higher education choose and utilize

reading strategies that they believe orientate them towards their success in

academic tasks. The researchers asked 575 college students to complete the

Metacognitive Reading Strategy Questionnaire (MRSQ), 1 on their use of

cognitive and metacognitive reading strategies to solve reading

comprehension issues encountered during their studies.

According to Amirabadi & Biria (2016) was found to be significantly effective

with the reading strategies of visualization and skimming and scanning, but

less effective with the strategies semantic mapping and asking questions while

reading. These students have had little, or no experience at all, in dealing with

complex academic texts in English, and have often not accumulated the

reading expertise and background knowledge that would be expected from

them to tackle their higher education reading demands.

 25

CHAPTER 3

METHODOLOGY

This chapter presents the discussion of research methods and

procedures used by the researchers in the study. The subtopics of this

chapter are the research design, the respondent of the study, the researcher
 26

instrument of the study, the data gathering procedure, and statistical

treatment of data employed conduct of the study.

Research Design

The researcher design in this study is descriptive-quantitative which

used correlation design. This method is used to collect data to explain the

variables of interest and explain their relationship without making any claims

about cause and effect. According to McCombes (2019), the correlation

research design is conducted to measure or determine the relationship and

the level between two variables.

Respondents of the Study

The respondents of this study will be the Senior High students in Davao

Winchester Colleges and Inc.

Table 1. Distribution of Research Respondents

Strands Number of Frequency

Respondents
HUMSS

GAS

TVL

ICT

Research Instrument
 27

The researcher adopt downloadable scale from web source. The

questionnaire entitled Fostering Critical Reading Skills at High School English

Reading Classes: Focusing on Inferential and Evaluative Questions from

Bulletin of the Educational Research and Development, Faculty of Education,

Kagoshima University 2022, Vol.31, 54-63 to determine the level of reading

comprehension among Senior High students. To evaluate the students

English for Academic Purposes (EFAP) Achievement in Davao Winchester

Colleges and Inc., the researcher will request and collect the data needed

from their respective advisers.

To ensure the accuracy of the questionnaire, the draft was first shown to

the researchers’ adviser for comments and suggestions, after which experts

will be requested to validate the said questionnaire. After validation, the

reliability of the survey will be tested through split-half method.

Score Interval Descriptive Interpretation

Equivalent

This means that the Senior High

5.17-6.00 Very High School students of Davao

Winchester Colleges, and Inc.

are extremely literal, inferential,

 28

and evaluative learner.

This means that the Senior High

4.34-5.16 High School students of Davao

Winchester Colleges, and Inc.

are literal, inferential, and

evaluative learner.

This means that the Senior High

3.52-4.33 Minimum School students of Davao

Winchester Colleges, and Inc.

are often literal, inferential, and

evaluative learner.

Table 2: Scale in the Level Reading Comprehension and English for

Academic Purposes (EFAP) Achievement of Senior High school students in
Davao Winchester Colleges and Inc.

Data Gathering Procedure

This study will be conduct in Davao Winchester Colleges, Inc. The

researchers will ask an approval to the school principal by handing a letter.

Upon approval, the researchers will send a letter to the school head of Davao

Winchester Colleges, Inc. After it will be approved by the school head, the

researcher will coordinate with the respective advisers to aid the respondents

for data gathering.

 29

In gathering the data for the level of student’s reading comprehension,

the researchers will distribute and administer the questionnaire to the Senior

High students and will retrieve the same after it is accomplished. In gathering

the 1st Grading grade in EFAP subject of the Senior High students, the data

will be collected from the respective advisers of Senior High students in Davao

Winchester Colleges and Inc. The data that will be gathered will be tallied and

tabulated and then be given to the school statistician to be analyzed and

interpreted based on the purpose of the study.

Statistical Treatment of the Data

The data from the study were interpret using the following statistical tools.

Frequency. This will be used to determine the number of respondent's male

and female pupils.

Percentage. This will be used to determine the percent of the respondents.

Mean. This will be used to determine the Relationship of Reading

Comprehension and English for Purposes (EFAP) Achievement of Senior High

School in Davao Winchester Colleges, Inc.

Pearson Product Moment Correlation Coefficient and Test for

Significance of Rho. This will be used to determine the relationship of

Reading Comprehension and English for Purposes (EFAP) Achievement of

Senior High School in Davao Winchester Colleges, Inc.

30
31
32
33