ST. JOSEPH SCHOOL OF CANABA, INC.

Tenejero, Candaba, Pampanga

ENHANCEMENT OF THE READING COMPREHENSION SKILLS OF GRADE 11

STUDENTS: BASIS FOR INTERVENTION MANAGEMENT PROGRAM

By:

Carolino, Jan Moises M.

Dayao, Luigie P.

Dela Fuente, Rosemarie C.

Escanio, Dave R.

Mangulabnan, Dave C.

Parungao, Edmar B.

Sagum, Laurence D.

Caira Mae B. Galang

RESEARCH ADVISER
DECEMBER 2023
 TABLE OF CONTENTS

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

TABLE OF CONTENTS……………………………………………………………………….ii

LIST OF TABLES……………………………………………………………………………...iii

LIST OF FIGURES……………………………………………………………………………..iv

ACKNOWLEDGEMENT………………………………………………………………………v

CHAPTER

I. THE PROBLEM AND IT’S BACKGROUND

II. 1.1 Introduction…………………………………………………………………………...1

1.2 Statement of the Problem…………………………………………………………......4

1.3 Hypothesis………………………………………………………………………….....5

1.4 Significance of the Study……………………………………………………………..6

1.5 Scope and Delimitation of the Study………………………………………………....7

1.6 Conceptual and Theoretical Framework……………………………………………...8

1.7 Definition of Terms…………………………………………………………………..9

III. REVIEW OF RELATED LITERATURE AND STUDIES

2.1 Related Studies………………………………………………………………………10

2.2 Related Literature……………………………………………………………………13

2.3 Proponents…………………………………………………………………………...15
 2.4 Relevant Theories……………………………………………………………………..17

IV. RESEARCH METHODOLOGY

3.1 Research Method and Design…………………………………………………………18

3.2 Population and Sample of the Study…………………………………………………..19

3.3 Research Instrument…………………………………………………………………...19

3.4 Date Gathering Procedure……………………………………………………………..20

3.5 Data Processing and Statistical Treatment……………………………………………20

V. REFERENCES…………………………………………………………………………..23

VI. APPENDICES……………………………………………………………………………25
 ACKNOWLEDGEMENT

First and foremost, praises and thanks to the God, the Almighty, for His showers of

blessings throughout our research work to complete the research successfully.

We would like to express our deep and sincere gratitude to our group research adviser,

Ms. Caira Mae B. Galang, also to our adviser Ms. Janina D. Hipolito and to my group mates that

help me to finish our research. Our adviser inspired me to learn more about English language so

that’s my inspiration to conduct our research about the reading comprehension because, I’m also

an individual that don’t understand English language but in the help of Ma’am Janina i learned

and understand more about English language and I’m very thankful to Ma’am Janina and to

other teachers that inspired me so much to learn and understand more about English. Also thanks

to our group research adviser Ma’am Caira because, without her we can’t finish this research and

without her guide we sure that we can’t understand the meaning of each part of research. Also a

very thankful to my parents for their love, prayers, caring and sacrifices for educating and

preparing me for my future.

 CHAPTER I

Introduction

The Problem and Its Background

Reading comprehension is an important skill for academic achievement and lifetime

learning. With the implementation of an intervention program at St. Joseph School of Candaba

Inc., we will be able to take our reading skills to the next level. This program's goal is to enhance

the reading comprehension educate students. We can uncover a universe of knowledge and

critical thinking abilities by actively participating in this program.

Enhancing reading comprehension will have a direct impact on academic performance.

Students will be better prepared to tackle complicated subject areas across multiple disciplines if

their ability to grasp and interpret written language is enhanced. This will not only result in

greater scores, but will also create a deeper grasp of the things being studied. Therefore, a strong

foundation in reading comprehension abilities will benefit students outside of the classroom.

Effective communication is a critical ability in the real world, and understanding written material

is a critical component of this. Understanding job applications, contracts, or even news stories

requires good reading comprehension abilities, which will equip our students to face the

difficulties of adulthood with confidence.

Reading has been shown to be a critical skill in that it is directly related to learning and it

plays a major role in academic achievement (Bastug, 2014). Its development has been widely

investigated, mainly in developed countries and mostly about reading in English. However,

learning to read is influenced by educational policies and resources, as well as the characteristics

of the language that the child is learning to read in. Therefore, there is a need to build a body of
research on reading in developing countries and other languages. Adoption of proper techniques

is one of the variables in teaching and learning. Even when it comes to reading comprehension.

The method or plan should have the ability to enhance students reading comprehension. A lack

of strategy or learning strategies is one of the hurdles to accomplishing learning objectives. The

teacher's approach to each learning must take the students' personalities into account. Various

approaches or tactics can be utilized to alter the methods or strategies used so that students are

not weary or bored during the learning process. When students are motivated to learn well, it is

easier to provide conducive and joyful training. As a result, the learning goal will be met.

According to Subasini and Kokilavani (2013) assert English is overtly most common

language all over the world, it is the language of higher administration, superior judiciary,

advance education and diplomacy. Furthermore, in learning English, students are required to be

able to understand some of the language skills. The study reiterated that the reading skills of

prospective teachers were vital for academic, social, and personal reasons. Practical

education, a general cultural knowledge and professional competencies are required for

teachers to perform well in their profession. The intellectual, social, and personal benefits of

reading skills are directly related to the requirements. Reading is, therefore, essential for being a

successful teacher (Dogan, 2014).

English teachers at St. Joseph School of Candaba Inc. considered implementing

intervention activities such as providing students with seatwork and board work activities,

assigning projects related to the lesson, using humor in class discussions, and assigning

cooperative and collaborative work to students in order to assist students in improving their

reading performance. Despite these treatments, certain students continue to struggle.

 Teachers that sincerely care about their students' subject knowledge are interested in the

ideas they produce and communicate. They encourage their pupils to learn on their own by

giving them opportunities to practice skills and apply concepts in real-world situations.

According to Mart (2015), intensive reading allows a reader to carry out a detailed analysis

inside the class, led by the teacher, in which vocabulary and grammar points are studied in a

short passage. Additionally, Brown (2014) calls intensive reading “narrow reading” because it

gets students to analyze several texts about the same or different topic. The purpose of intensive

reading is to focus on content and grammatical structures. Teachers can also take part in the

process by means of reading aloud, asking questions, and having students predict information of

texts. In this way, students get opportunities to understand the meaning of a text. According to

Arthi Manoharan, et al., (2023), in two teacher education colleges in the Vellore District of

Tamil Nadu, India, prospective teachers' reading comprehension was found to be improved by

employing suitable reading strategies. The relevance of the English language in the modern

world is discussed at the outset of the paper, which also emphasizes the value of reading

comprehension for academic goals.

Therefore, this study will try to investigate on the reading comprehension skills and level

at St. Joseph School of Candaba Inc. As the face to face classes started most of the students are

not good at English and they have a problem in reading comprehension. The students were not

mentally prepared for such a shift and this research will be examined to understand how reading

comprehension affects the students’ over all academic performances, motivation and engagement

in a face to face classes.

Statement of the Problem

Generally, this study aims to enhance the reading comprehension skills at St. Joseph

School of Candaba Inc.

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

1. How may the teachers’ factors enhance the reading comprehension of the students? In

terms of:

1.1 Questioning and Inquiring

1.2 Learning community and constructivism

1.3 Authentic assessment

2. In what way did the students’ factors enhance the reading comprehension of the learners?

In terms of:

2.1 Instructional Activities

2.2 Attitude, Motivation, and Participation

2.3 Reading Skills

3. Is there a significant relationship between the teachers’ factors and students’ factors in

enhancing the reading comprehension performance of the learners?

4. What intervention program may be formulated to further compose the reading comprehension

of the learners?

Hypothesis

There is a significant relationship between reading comprehension through intervention

management program can considerably enhance Grade 11 students' reading comprehension

skills. This program can enhance the reading comprehension of Grade 11 students by targeting

numerous aspects that contribute to poor reading comprehension, such as a lack of vocabulary

and insufficient reading methods.

 Significance of the Study

Results of the study will great importance to the following such as students, teachers, school,

and future researchers.

Students. The students, who will be the final beneficiaries of the study's findings, will be offered

support to help them to enhance their reading comprehension abilities. They will be driven to read

books and like learning about such subjects as a result of this.

Teachers. Teachers will be notified of their performance in terms of lesson delivery and improving

students' reading skills. They will also be advised on how to plan their daily activities and

interactions with students. As a result, they can design techniques to assist their students in better

grasping reading concepts. Teachers should never stop thinking of new ways to help them teach

more effectively and obtain better results and performance from their students.

School Administrators. School Administrators such as principals, head teachers, and official will

be informed about the reading comprehension of their students. They can enhance the reading

comprehension of their students by developing and implementing programs/activities for their

students.

Future Researchers. This study will focus on improving the reading comprehension of the

students. Future researchers will also be guided to look into other reading strategies to address

English concerns.
Scope and Delimitation of the Study

The researchers believed that the reading comprehension of the Grade 11 students of St.

Joseph School of Candaba, Inc. in school year 2023-2024 can be enhanced by using short story

books, English books, and other books that can help the students enhance their reading

comprehension. This study aims to enhance the reading comprehensions of Grade 11 students.

The study will be delimited to using the sample story books as teaching materials in reading.

The respondents in this research are the grade 11 students at St. Joseph School of

Candaba Inc. Because they are the students that can be enhance their reading comprehension

skills especially in school activities that require good reading comprehension.

This research will be conducted in St. Joseph School of Candaba Inc., where the

researcher attends school. The place of study is not only accessible for the researcher to finish

the study on time, but also the institution uses a synchronous mode of learning, which is vital in

the study.

Due to the time frame given to finish the study, all the main points above will be strictly

followed, implemented, and observed in this study. Any factor outside of the limitations

mentioned above might be considered in future studies.

Conceptual Framework

Input, process, and output are included in the conceptual framework, which depicts the

relationship between variables. To begin with, the researchers gathered enough information to

support the study, such as relevant theories, pertinent literature, and related studies. The

researchers used related theories, literature and studies. Process, the researchers used survey

questionnaires to identify the level of reading comprehension of the students. The researchers

also used Likert scale for instrument to evaluate the reading comprehension of the students and

they used weighted mean to compute the result of the survey questionnaires. The result of this

study is to enhance the reading comprehension of the grade 11 students.

INPUT PROCESS OUTPUT

 Related theories,
 Survey Questionnaires  Enhance the
literature, and
 Using Likert Scale for reading
studies.
Instrument comprehension
 Short story books
 Computing the among grade 11
 English books
average using students.

weighted mean

Definition of Terms
Brainstorm - a spontaneous group discussion to produce ideas and ways of solving

problems.

Cognitive - refers to the ability of the brain to think and reason as opposed to feel.

Elucidates: Elucidate, meaning "to make clear," is from the Late Latin elucidare, from

the Latin prefix e-, "thoroughly," and lucidus, "clear, bright."

Hurdles: A footrace in which contestants must negotiate a series of hurdles.

Likert Scale: a rating scale used to measure opinions, attitudes, or behaviors.

Narrow reading: reading in only one genre, one subject matter, or the work of one

author.

Reading Comprehension: is the ability to process written text, comprehend its meaning,

and integrate it with prior knowledge.

Tabulated: Tabulating is a way of processing information or data by putting it in a table.

Weighted mean: Weighted Mean is an average calculated by assigning varying weights

to several distinct values.

CHAPTER II
 Review of Related Literature and Studies

In this part of the papers, we include the related literature and studies that we gathered

while conducting this research. You will also find the instrument that we are going to use in this

study. We also include the theories of this research and some of the proponents that can support

this research as evidence.

Related Studies

According to Garcia (2022), recent studies have proposed developments to the Simple

View of Reading to reflect reading development across age groups and differences among

learners’ profiles and account to additional factors that explain reading comprehension

performance beyond word recognition and language comprehension. One of these proposals is

the inclusion of cognitive processes such as executive functions in the model. In the current

study, the generalizability of SVR and the role of executive functions in reading comprehension

area evaluated through the participation of a less researched population, bilingual Filipino

learners ages 9 to 14 who have learned Filipino and English at home and in school. This study

utilized behavior ratings to executive functions and standardized tests to assess word recognition,

language comprehension, and reading comprehension. It also included a researcher made tool to

evaluate comprehension of expository texts specifically.

According to Mart (2015), intensive reading allows a reader to carry out a detailed

analysis inside the class, led by the teacher, in which vocabulary and grammar points are studied

in a short passage. Additionally, Brown (2014) calls intensive reading “narrow reading” because

it gets students to analyze several texts about the same or different topic. The purpose of
intensive reading is to focus on content and grammatical structures. Teachers can also take part

in the process by means of reading aloud, asking questions, and having students predict

information of texts. In this way, students get opportunities to understand the meaning of a text.

According to Arthi Manoharan, et al., (2023), in two teacher education colleges in the

Vellore District of Tamil Nadu, India, prospective teachers' reading comprehension was found to

be improved by employing suitable reading strategies. The relevance of the English language in

the modern world is discussed at the outset of the paper, which also emphasizes the value of

reading comprehension for academic goals.

Reading has been shown to be a critical skill in that it is directly related to learning and it

plays a major role in academic achievement (Bastug, 2014). Its development has been widely

investigated, mainly in developed countries and mostly about reading in English. However,

learning to read is influenced by educational policies and resources, as well as the characteristics

of the language that the child is learning to read in. Therefore, there is a need to build a body of

research on reading in developing countries and other languages.

According to Troyer et al. (2019) reading is a process of understanding a written

language or text. From the reading activity, students can get information and support their

writing, speaking, and listening skills because it can acquire vocabulary, grammar, and discourse

markers (Rohmah, 2018; Ambarini et al., 2018). By the reading, the knowledge of the students is

gradually increased and it may cause other language skills are developed such as listening,

speaking, and writing. In addition, the knowledge and experience obtained from reading can

make wide intellectual abilities (Aziz et al., 2019). Learning to read in English is a difficult task,

even for senior high school students. They have some difficulties learning to read in English.
Some students believed that reading was too boring to learn. Students have little interest in

reading and have not been encouraged to do so. It prevents students from developing a reading

habit. It affects their reading comprehension.

Review of Related Literature

 According to Wutthisingchai and Stopps (2018) a variety of strategies should be

employed by teachers to keep students' interest and give them enough background information to

enhance their reading comprehension and skills. Students are motivated to employ alternative

strategies in class when teachers take the time to clarify word usage. For instance, some students

struggle to understand a book during a reading session because some professors do not introduce

the new terminology to the class. To help the students understand the material, pre-reading

exercises are essential. For instance, the teacher should introduce the students to some new

vocabulary related to children in the text during pre-reading if they will be reading a novel about

childhood.

Reading strategy involves an active and complex process, and plays an important role in

reading comprehension either in learning a second language or in a mother tongue. Noor (2016)

defines reading strategy as specific actions consciously employed by the learner for the purpose

of understanding the text they read.

Some studies have investigated reading strategies and reading comoprehension

achivement. According to Molla (2015) investigated the relationship between reading strategy

use and reading comprehension among Ethiopian EFL Learners. Reading strategies are classified

into memory reading strategy, cognitive reading strategy, compensation reading strategy, meta

cognitive reading strategy, social reading strategy, and affective reading strategy. As a result,

neither the utilization of reading strategies nor the achievement of reading comprehension shown

a positive or negative relationship.

According to Harmer (2014) asserts that reading is a kind of “springboard” that allows a

person to develop the other language skills. He emphasizes that reading is placed in the core of
learning; the results might be beneficial for students. Moreover, Evans, Hartshorn, & Anderson

(2013) believe that reading can be beneficial if placed as the main base of learning the other

language skills. These authors also state that through reading, vocabulary and grammar are

developed; consequently, the main skills are possible to be learned.

Stoller et al. (2013) highlight the importance of using strategies that allow students to

understand a text in a more analytical way. They propose strategies that include activating prior

knowledge, interacting with the text, and paying attention to details such as vocabulary.

According to Mart (2015), intensive reading allows a reader to carry out a detailed analysis

inside the class, led by the teacher, in which vocabulary and grammar points are studied in a

short passage

To overcome such problems, teachers might employ visual aids to improve English

Learners’ comprehension and promote a more relaxed learning experience (Shabiralyani et

al., 2015). To this end, teachers can employ AR tools that allow for the presentation of visual

information and provide them with an immersion-like experience and an authentic learning

environment.

Proponents
 According to Hugh W. Catts, reading comprehension is not a skill someone learns and can

then apply in different reading contexts. Several members of the panel like myself and a few

others in the room, are funded by the Institute of Education Sciences as part of the Reading for

Understanding Initiative. This $120 million program supported six interconnected research teams

in their efforts to improve reading achievement in the United States.

Garcia (2022) proposed developments to the Simple View of Reading to reflect reading

development across age groups and differences among learners’ profiles and account to

additional factors that explain reading comprehension performance beyond word recognition and

language comprehension. One of these proposals is the inclusion of cognitive processes such as

executive functions in the model. In the current study, the generalizability of SVR and the role of

executive functions in reading comprehension area evaluated through the participation of a less

researched population, bilingual Filipino learners ages 9 to 14 who have learned Filipino and

English at home and in school. This study utilized behavior ratings to executive functions and

standardized tests to assess word recognition, language comprehension, and reading

comprehension. It also included a researcher made tool to evaluate comprehension of expository

texts specifically. Partial correlation analyses reveal that only language comprehension is

significantly associated with reading comprehension as measured by the standardized tool.

Regression analyses show that while executive functions shared variance with word recognition

and language comprehension in predicting reading comprehensions, they were not found to have

a significant direct effect on reading comprehension beyond the two traditional measures of

reading. The result highlights the role of language throughout late childhood and early

adolescence among skilled readers and suggests that integration of executive functions in
classroom instruction may not be as advantageous as desired for learners with no issues with the

cognitive control processes.

According to Christian Soto (2019), we explored relations between reading

comprehension performance and self-reported components of metacognition in middle-school

children. Students’ self-reported metacognitive strategies in planning and evaluation accounted

for significant variance in reading comprehension performance on questions involving

inferences. In Study 2, middle school students read a science text then made predictions about

how they would perform on comprehension test. Students’ Meta comprehension accuracy was

related to their performance at different levels of understanding. Students’ text-based question

performance accounted for significant variance in Meta comprehension accuracy for text-based

questions, and inference-based question performance accounted for significant variance in meta

comprehension accuracy for inference-based questions. Results from the two studies suggest that

metacognitive and Meta comprehension knowledge is aligned with the level of information given

in text, and is related deeper understanding of texts, particularly for inferential information given

in text, and is related to deeper understanding of texts, particularly for inferential information.

We discuss the implications of these findings and how future research on absolute meta

comprehension accuracy should consider different levels of understanding. Effective

metacognitive strategies involve more than simply making it to the end of a text and assuming an

acceptable level of understanding of the text. When readers have an accurate understanding of

their knowledge about a text, their Meta comprehension accuracy is said to be high. In cases of

poor Meta comprehension accuracy, however, readers are less able to appropriately regulate their

efforts. For example, consider a conscientious student studying for a biology midterm.
Theories

Cognitive Comprehension Theory

Cognitive comprehension Theory helps the reader to create a coherent and adequate

situation model of the text and therefore directly enhance comprehension. These mental tools aid

the reader in understanding what they have read by either performing activities before, during, or

after reading. The use of effective cognitive comprehension strategies is: making predictions

(before reading), asking questions (during reading), and visualizing the content of the text (after

reading).

Metacognitive Comprehension Theory

Metacognitive Comprehension Theory is used to monitor and evaluate whether the

constructed mental model (the situation model) is accurate and fits the reading purpose. The use

of effective metacognitive comprehension strategies is: setting reading goals (before reading),

monitoring of understanding (during reading), and clarifying of uncertainties (after reading).

Both types of strategies, cognitive and metacognitive, work in conjunction with each other.

When a reader, for instance, signals that they do not understand what has just been read

(metacognitive comprehension), the reader can ask themselves questions concerning the text

(cognitive comprehension) in order to enhance comprehension of that part of the text. Successful

readers are able to regulate their use of cognitive and metacognitive reading strategies

(Andreassen et al., 2017).

 CHAPTER III

Methods of Research

This chapter presents the methods and techniques of the study, the population and sample

of the study, the data gathering procedure, the research instrument, the data processing, and the

statistical treatment used in the study.

Methods and Techniques of the Study

According to Hakiki et al. (2023), “The descriptive methodology encapsulates research

that depicts, characterizes, or delineates the state of the subject of investigation in its existing

form, aligned with the contextual circumstances during research” (p.126). This section will also

aid readers in understanding how the researchers work with the study's variables.

This study will utilize Quantitative Descriptive Design to precisely characterize the traits

in order to determine the significance of the variables. In this case, by collecting data, the

researchers will be able to analyze the reading comprehension of Grade 11 students, thereby

enhancing their reading comprehension skills. A quantitative method is vital for examining

financial literacy since it allows for exact measurement of a range of elements such as

knowledge levels and decision-making skills. This will be most useful for quantifying and

analyzing findings.
Population and Sample of the Study

The initial respondents of the study are the Grade 11 students at St. Joseph School of

Candaba Inc. There are total of 119 populations of students in Grade 11. Grade 11 students

within 4 sections which include HUMMS (John Locke), STEM-A (Gregor Mendel), STEM-B

(Rene Descartes), and the ABM (Luca Pacioli), the researchers will use Convenience Sampling

because the populations of this study are the most convenient for the researchers. Convenience

refers to the state or quality of being accessible, efficient, and practical. The event can happen

due to geographical proximity, time availability, or a desire to participate in the research, often

referred to as accidental sampling.

Table 1. Total of Respondents

Name of Section Total Number of Students

11-STEM A (Gregor Mendel) 32

11-STEM B (Rene Descartes) 31

11-HUMSS (John Locke) 29

11-ABM (Luca Pacioli) 27

TOTAL 119

Research Instrument
 The Researchers chose a survey questionnaire as the primary instrument for the study.

The Research Instrument is from Kouider Mokhtari & Ravi Sheorey entitled "Measuring ESL

Students' Awareness of Reading Strategies". The research instrument was chose by the

researchers because it is relevant to the problem. This research instrument assists researchers in

formulating an answer from the problem they are facing. When the researchers use the

intervention program, it can assist students enhance their reading comprehension skills. Reading

comprehension, as we all know, is critical for academic success. Poor understanding can have

emotional and social consequences in addition to its detrimental effects in the classroom. While

some children are highly adept at interpreting words, there are numerous factors that can make it

difficult for them to comprehend what they read.

Data Gathering Procedure

The researchers will write a letter to the principal and to the head teacher. After getting

permission, the researchers will create their survey, which is made up of relevant questions

adapted from other surveys and questions created by the researchers. The researchers looked for

grade 11 respondents who are currently studying at St. Joseph School of Candaba Inc. The

researcher will clarify some terms to the respondents so that the respondents can answer the

questionnaire with full knowledge of their responsibility as the subject of the study. The

researcher will request the respondents to answer with all honesty. The researchers will use

English Books to gather the data that is needed. The researchers will record, tally, and analyze

the results of the survey after gathering the data.

Data Processing and Statistical Treatment

First of all, the researchers determine who are the participants or the population of this

study which is the Grade 11 students of St. Joseph School of Candaba Inc

The researchers adapted a survey questionnaire alike with the likert scale. The survey

questionnaire is written in the left part of the layout while the scale from likert's scale; scaling

from always, sometimes, and never.

Second, researchers need to study and assess all the gathered responses carefully. To

ensure the reliability of their study, researchers must thoroughly review all the information they

get and assess the quality of the data. Moreover, researchers must acquire relevant knowledge

that will benefit their research study.

Third, they will proceed by combining every bit of the information collected from the

respondents. The collection of information into a single file facilitates accessibility for

researchers. It also impacts time-based costs associated with research, as the need for more

organized information requires the ordered search for specific data.

1. Formula of Weighted Mean:

x̄ = ∑M,X+W2X+W3X+W4X+W5X

N
Where:

x̄ : weighted mean

N: total number of repondents

X: total number of respondents each question

W: respective legend point (5, 4, 3, 2, 1)

3. Likert Scale. The researchers will use the Likert scale because the Likert scale is an

ordered scale where the researcher measures the respondent's attitude by asking the extent

to which the respondents will answer 5- Always, 4- Often, 3- Sometimes, 2- Rarely, and

1- Never in a particular question or statement based on their perspective or point of view.

Table 2. Range and Verbal Interpretation of Survey Questionnaires

Scale Range Verbal Interpretation

5 4.50 – 5.00 Always

4 3.50 – 4.49 Often

3 2.50 – 3.49 Sometimes

2 1.50 – 2.49 Rarely

1 1.00 – 1.49 Never

 CHAPTER IV

PRESENTATION, ANALYSIS, AND

INTERPRETATION OF DATA

This chapter will present the data that have been gathered using the research instrument,

as well as present the analysis and interpretation of data. It will also provide answers to the

study’s problems and questions. The following parts will be presented using charts and tables

according to the sequence of the statement of the problem.

Part I: Verbal Interpretation of the Participants

The first part used table to present the verbal interpretation of the participants who

answered the St. Joseph School of Candaba Inc. survey questionnaire. The verbal interpretation

of the students was arranged and computed according to the following: 5- Always, 4- Often, 3-

Sometimes, 2- Rarely, 1- Never.

Table 3. Total of Students Factors

Grade Level 5 4 3 2 1

11- STEM A (Gregor Mendel) 34.5% 32.6% 25% 6.5% 1.4%

11- STEM B (Rene Descartes) 43.4% 29.7% 18.8% 7.9% 0.71%

11- HUMSS (John Locke) 29.3% 41.3% 23.3% 5.2% 0.75%

11- ABM (Luca Pacioli) 44.4% 31.1% 22.2% 2.2% 0%

In the present percentage/total of the participants who responded to our questionnaire to

student factors. Out of all participants on STEM A answers 5 always were 47 (34.5%), 4 often

were 45 (32.6%), 3 sometimes were 35 ( 25%), 2 rarely were 9 (6.5%) and 1 never were only 2
(1.4%). Afterwards, Out of all participants on STEM B answers 5 always were 66 (43.4%), 4

often were 41 (31.7%), 3 sometimes were 21 (16.2%), 2 rarely were 1 (0.77%) and lastly 1 never

were 0 (0%). Thirdly, out of all participants on HUMSS answers 5 always were 39 (29.3%), 4

often were 55 (41.3%), 3 sometimes were 31 (23.3%), 2 rarely in total of 7 (5.2%), 1 never

gotten a total of 1 in percent is (0.75%). Furthermore, Out of all the participants of ABM

answered 5 which is always 40 in total (44.4%) in percentage, while 4 often was 28 (31.1%), 3

sometimes were 20 (22.2%), 2 rarely got only a 2 (2.2%), and last but not the least 1 never

usually got a lowest total 0 (0%).

Table 4. Total of Teachers Factors

Grade Level 5 4 3 2 1

11- STEM A (Gregor Mendel) 42.1% 43% 13% 2.14% 0%

11- STEM B (Rene Descartes) 51.1% 31.7% 16.2% 0.77% 0%

11- HUMSS (John Locke) 35.5% 51.6% 10.1% 1.6% 0.8%

11- ABM (Luca Pacioli) 50% 32.9% 13.8% 0% 2.1%

Along with the present percentage or the total of the participants who responded to our

questionnaire to teacher’s factors. Out of all the participants of STEM A answers 5 always were

59 (42.1%), on the other hand, 4 often were the high total of 60 (43%), 3 sometimes were 18

(13%), 2 rarely were 3 (2.14%), and lastly 1 never were 0 (0%). Out of all the participants of

STEM B answers 5 always were 66 (51.1%), while 4 often were 41 (31.7%), 3 sometimes were

21 (16.2%), 2 rarely were 1 (0.77%) and lastly 1 never were 0 (0%). Thirdly, Out of all

participants on HUMSS answers 5 always were 42 (35.5%), 4 often were 61 (51.6%), 3

sometimes were 12 (10.1%), 2 rarely were 2 (1.6%) and lastly 1 never were 1 (0.8%).
Furthermore, Out of all the participants of ABM answered 5 always were 48 (50%), 4 often were

31 (32.9%), 3 sometimes were 13 (13.8%), 2 rarely were 0 (0%) and lastly 1 never were 2

(2.1%).

Name of Section Total Number of Students

11-STEM A (Gregor Mendel) 32

11-STEM B (Rene Descartes) 31

11-HUMSS (John Locke) 29

11-ABM (Luca Pacioli) 27

TOTAL 119

(Table 5. Year-Level and Total of the Participants)

The table shown here is the Year-Level of the participants that answered the survey

questionnaires. 32 (26.8%) of the participants are from grade 11 STEM A, 31 (26.1%) are from

grade 11 STEM B, 29 (24.3%) are from grade 11 HUMSS, and 27 (22.6%) are from 11 ABM.

Therefore the majority of our participants came from grade 11 STEM A.

Part II: The Enhancement of the Reading Comprehension using Teachers’ Factors

This part includes the enhancement of reading comprehension using the teachers’ factors.

The researchers used Likert scale for this part. Therefore, it will be presented in a table

containing all the Statements, its mean score, and the interpretation.
Teachers Factors

No. Questions 5 4 3 2 1 Weighted Perception/

Always Often Sometimes Rarely Never Average Interpretation

The teacher and the

1. learners conduct the

question-answer

sessions to confirm 52 20 17 2 1 3.92 Often

the knowledge or

information about the

text that has been

learnt.

The teacher conducts

2. the reflection for what

the students have 51 33 10 0 1 4.13 Often

learned.

The teacher may give

3. homework for the

students about the 46 33 15 1 2 4.06 Often

topics which are

reading to strengthen

their understanding.

The students are asked

4. to summarize their

reading

comprehension based 31 56 12 2 0 4.14 Often

on the content of the

text provided.

The learners are

5. assessed during the

learning process at the 30 37 15 3 0 3.45 Sometimes

end of the learning.

(Table 6. Total of all Grade 11 students answering teachers’ factors)

This part features the answers of the participants to teachers’ factors of the survey

questionnaire regarding the topic of the study; The teachers usually conduct an question-answer

sessions to confirm the leanings of every student that has been learnt (3.92);and that the teacher/s

given a specific task if what the students have learned(4.13) In conclusion, the students

responded often in total that their teachers frequently give a homework’s about the topic, to

strengthen their understanding(4.06) and that the students are tasked to summarize all the

contents of the text provided(3.45) then the learners mostly assess during the learning process at

the end of the learning(3.45).

Part III: The Enhancements of the Reading Comprehension using Students’ Factors

This part includes the enhancement of reading comprehension using the students’ factors.

The researchers used Likert Scale for this part. Therefore, it will be presented in a table

containing all the Statements, its mean score and the interpretation.
Students Factors

No. Questions 5 4 3 2 1 Weighted Perception/

Always Often Sometimes Rarely Never Average Interpretation

1. I have a purpose in

mind when I read. 39 31 24 2 0 3.91 Often

I take notes while

2. reading to help me

understanding what I 50 27 18 7 2 4.23 Often

read.

I think about what I

3. know to help me

understand what I 33 43 20 3 0 3.99 Often

read.

I take an overall view

4. of the rest to see what 33 37 26 6 0 3.99 Often

it is about reading it.

When text becomes

5. difficult, I read aloud

to help me understand 31 31 23 11 2 3.68 Sometimes

what I read.

They have a purpose in mind when I read. (3.91); they take notes while reading to help

and understand what they read (4.23). The results of the findings show that the majority of the
participants do well on their academic tasks and thus have medium-high academic performance,

as well as understanding their academic works. Furthermore, the participants are often think

about their knowledge for them to help themselves to understand what they read (3.99) and that

they take overall view of the rest to see what it is about they red(3.99) and somehow manage the

texts to read it out loud when it becomes difficult(3.68). This outcome conveys that there's no

chance of them being part of troubles and they don't have negative thoughts and attitudes

regarding their reading habits.

 CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary and conclusion derived in conducting of study which

is to prove the enhancement of reading comprehension skills using intervention management

program. It is also provides recommendations that can be pursued that have been gathered. The

study was conducted at St. Joseph School of Candaba Inc., The respondents were composed of

101 Grade 11 students from academic strands ABM, HUMSS, STEM-A, and STEM-B. They

were selected using convenience Sampling Method. It employed quantitative research and

utilized descriptive method. The statistical tools used were Mean, Weighted Mean, Frequency

Counting, and Rating Scale.

Summary of Findings

The findings of the study were summarized according to the statement of the problem

stated in Chapter 1.

1.) How may the teachers’ factors enhance the reading comprehension of the students?

In terms of:

1.1 Questioning and Inquiring

1.2 Learning community and constructivism

1.3 Authentic assessment

Based on the survey that the researchers conducted, the provided data offers insights into

the learning strategy of the teachers in Grade 11 students participating in the study. In terms of

Questioning and Inquiring, most of the teachers’ assessed their students using the question-
answer session, comprising the total weighted average is 3.92 (often). On the other hand,

learning community and constructivism, the teachers may give their students’ homework or

assignments which about to enhance their reading and understanding on their topic, therefore the

total weighted average is 4.06 (often). Lastly, Authentic assessment, teachers used this technique

to assessed their students’. The teachers asked the students to summarize their reading

comprehension based on their topic or the content provided on the text, the total weighted

average is 4.14 (often).

2.) In what way did the students’ factors enhance the reading comprehension of the

learners? In terms of:

2.1 Instructional Activities

2.2 Attitude, Motivation, and Participation

2.3 Reading Skills

Based on the survey that the researchers conducted, the provided data offers insights into

the learning strategy of the students in Grade 11 participating in the study. In terms of

Instructional Activities, students have this kind of learning techniques that can enhance their

reading comprehension on their own way, the students think about they know to help them to

understand what they read, and the total weighted average is 3.99 (often). Furthermore, the

Attitude, Motivation, and Participation, most of the students need this to help them enhance their

reading comprehension. The students must take notes while they reading to help them

understanding what they read and the weighted average of this is 4.23 (often). Lastly, Reading

Skills, students must have this kind of technique to help them understand the text that they read

and when the text becomes difficult they read it loudly to further understand the text that they

read, the total of weighted average is 3.68 (sometimes).

 3.) Is there a significant relationship between the teachers’ factors and students’ factors

in enhancing the reading comprehension performance of the learners?

Based on the analysis and interpretation of data, it is found that enhancement of the reading

comprehension have no significant relationship between students factors and teachers factors.

Even the students factors have a total mean that states they often understands, read and

participating on the question-answer session of their teachers. Therefore, it suggests that the prior

knowledge of Grade 11 students in enhancement of reading comprehension skills is not enough

to handle their academic works appropriately.

4.) What intervention program may be formulated to further compose the reading

comprehension of the learners?

Based on the study, the researchers want to implement an intervention reading program to

help the students to enhance their reading comprehension and to further understand the value of

education, when it comes into reading. To sum up, intervention reading program as an mediation

has a significant impact on improving the reading comprehension skills of the 11 SHS students.

Conclusions

This paper establishes that enhancement of reading comprehension skills are associated

with the reading performance of students. Specifically, individuals with a high level of reading

comprehension skills in terms of use of books and short story books are less likely to engage in

not comprehensive reading in school premises. However, the findings revealed that there is no

significance difference between reading comprehension skills and handling of academic

comprehension among Grade 11 students of Saint Joseph School of Candaba Inc. The responses

show that they have reading comprehension literate since they often read. The prior knowledge

of the Grade-11 students regarding reading comprehension skils are not sufficient enough to

manage their reading comprehension effectively.

Recommendations

This study revealed the effectiveness of the intervention program in enhancing of reading

comprehension of the grade 11 students. Thus the following recommendations are hereby

present:

1. Thereafter, the intervention program will focus upon reading comprehension and learning of

every student. This context underscores further the need for a holistic, broad-based and

integrated approach at the school level to ensure the reading enhancement of SHS students. The

participation of peers in the intervention program may be considered a very important factor

toward the enhancement of reading comprehension skills.

2. The implementation of reading comprehension to the students as an important strategy in

assessing daily academic works that should be encouraged by the administrators and embraced

by educators in an effort to enhance the reading comprehension. This cycle will be continued

until the students/participants reach the enhancement towards reading.

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 APPENDICES

APPENDIX A

Survey Questionnaires

“Enhancement of the Reading Comprehension Skills of Grade 11 Students: Basis for

Intervention Management Program”

Direction: Write and Check ( / ) your Personal Information

Section:

o STEM-A (Gregor Mendel

o STEM-B (Rene Descartes)
o HUMSS (John Locke)
o ABM (Luca Pacioli)

Direction: This part asks you to discuss how the teachers’ factors and students’ factors enhance
your reading comprehension skills. Read and answer each statement carefully and put a
checkmark ( / ) in the option boxes.
Always – 5, Often – 4, Sometimes – 3, Rarely – 2, Never – 1

Teachers’ Factors’

No. Items 5 4 3 2 1
1. The teacher and the learners conduct the question-answer
sessions to confirm the knowledge or information about
the text that has been learnt.
2. The teacher conducts the reflection for what the students
have learned.
3. The teacher may give homework for the students about
the topics which are reading to strengthen their
understanding.
4. The students are asked to summarize their reading
comprehension based on the content of the text provided.
5. The learners are assessed during the learning process at
the end of the learning.

Always – 5, Often – 4, Sometimes – 3, Rarely – 2, Never – 1

Students’ Factors’

No. Items 5 4 3 2 1
1. I have a purpose in mind when I read.
2. I take notes while reading to help me understanding what
I read.
3. I think about what I know to help me understand what I
read.
4. I take an overall view of the rest to see what it is about
reading it.
5. When text becomes difficult, I read aloud to help me
 understand what I read.
Source of Questionnaires

Anggrain et al. (2020). THE EFFECT OF QUESTION ANSWER RELATIONSHIP (QAR)

STRATEGY IN ENHANCING STUDENTS’ READING COMPREHENSION. & Getie (2020)
FACTORS AFFECTING THE ATTITUDES OF STUDENTS TOWARDS LEARNING
ENGLISH AS A FOREIGN LANGUAGE